No entailing laws, but enablement in the evolution of the biosphere

Biological evolution is a complex blend of ever changing structural stability, variability and emergence of new phenotypes, niches, ecosystems. We wish to argue that the evolution of life marks the end of a physics world view of law entailed dynamics. Our considerations depend upon discussing the variability of the very "contexts of life": the interactions between organisms, biological niches and ecosystems. These are ever changing, intrinsically indeterminate and even unprestatable: we do not know ahead of time the "niches" which constitute the boundary conditions on selection. More generally, by the mathematical unprestatability of the "phase space" (space of possibilities), no laws of motion can be formulated for evolution. We call this radical emergence, from life to life. The purpose of this paper is the integration of variation and diversity in a sound conceptual frame and situate unpredictability at a novel theoretical level, that of the very phase space. Our argument will be carried on in close comparisons with physics and the mathematical constructions of phase spaces in that discipline. The role of (theoretical) symmetries as invariant preserving transformations will allow us to understand the nature of physical phase spaces and to stress the differences required for a sound biological theoretizing. In this frame, we discuss the novel notion of "enablement". This will restrict causal analyses to differential cases (a difference that causes a difference). Mutations or other causal differences will allow us to stress that "non conservation principles" are at the core of evolution, in contrast to physical dynamics, largely based on conservation principles as symmetries. Critical transitions, the main locus of symmetry changes in physics, will be discussed, and lead to "extended criticality" as a conceptual frame for a better understanding of the living state of matter

Knowledge-Level Reflection

This paper presents an overview of the REFLECT project. It defines the notion of knowledge level reflection that has been central to the project, it compares this notion with existing approaches to reflection in related fields, and investigates some of the consequences of the concept of knowledge level reflection: what is a general architecture for knowledge level reflection, how to model the object component in such an architecture, what is the nature of reflective theories, how can we design such architectures, and what are the results of our actual experiments with such systems

Dynamic Complexity Meets Parameterised Algorithms

Dynamic Complexity studies the maintainability of queries with logical formulas in a setting where the underlying structure or database changes over time. Most often, these formulas are from first-order logic, giving rise to the dynamic complexity class DynFO. This paper investigates extensions of DynFO in the spirit of parameterised algorithms. In this setting structures come with a parameter k and the extensions allow additional "space" of size f(k) (in the form of an additional structure of this size) or additional time f(k) (in the form of iterations of formulas) or both. The resulting classes are compared with their non-dynamic counterparts and other classes. The main part of the paper explores the applicability of methods for parameterised algorithms to this setting through case studies for various well-known parameterised problems

Naming the largest number: Exploring the boundary between mathematics and the philosophy of mathematics

What is the largest number accessible to the human imagination? The question is neither entirely mathematical nor entirely philosophical. Mathematical formulations of the problem fall into two classes: those that fail to fully capture the spirit of the problem, and those that turn it back into a philosophical problem

Transforming specifications of observable behaviour into programs

A methodology for deriving programs from specifications of observable behaviour is described. The class of processes to which this methodology is applicable includes those whose state changes are fully definable by labelled transition systems, for example communicating processes without internal state changes. A logic program representation of such labelled transition systems is proposed, interpreters based on path searching techniques are defined, and the use of partial evaluation techniques to derive the executable programs is described

The First Steps of Project-based Education in Lithuanian High Schools

AbstractGlobalization of nowadays education and science promoted by various international programmes provides with unique opportunities to renew some old educational approaches connected with linear application of education within higher educational institutions in Lithuania. Nowadays Nature science development confirms fact, that there are more approaches to reality, than finding the only one epistemological truth. In parallel there are several aspects, dimension of the same truth in the complex systems of the reality. Educational process regarding its complexity largely belongs to the complex, non- liner, opened and non-reversal systems. That's why we must be focused on the dynamics of educational components rather than on its components alone, that are at the second rate of importance. Those relations have influence on the whole system change largely. That is the reason why authors employ the theory of Synergy, that‘s focused on such kinds of relations. Authors explore the roots of Synergy theory its approaches of application in Educational systems. Project-based learning is kept as one of active forms in the complex education systems. There are emphasized problem solving competences in project-based learning, the synergy of separate cognitive steps in learning process that are reflected in two higher educational institutions within bachelor degree students in Vilniaus kolegija/University of Applied Sciences and master degree students in Vilnius Gediminas Technical University. Peculiarities of Project- based learning are revealed through review of problem solving application methodology to promote students ‘cognitive and meta-cognitive skills, connected to decision making, social, group working skills. Authors emphasize on College level students ‘shortages of competences related to finding the right information, structuring of problems components, modelling of project solving strategy. This reveals students paternalistic manner of thinking that impede learning process due to the lack of habits of thinking systemically. That shows shortage of applying innovative educational methods in the College. Respectively, educational experiment revealed, that Master degree students in the University demonstrated much higher achievements in operation of cognitive and meta-cognitive competences in completing problems solving tasks, what demonstrated their success in whole project implementation more, comparing to the Colleges‘ones. Authors of this work emphasize the importance of treating all students across the different subjects with problem based learning methodologies in order to improve project implementation skills in Higher educational institutions

Counting Incompossibles

We often speak as if there are merely possible people—for example, when we make such claims as that most possible people are never going to be born. Yet most metaphysicians deny that anything is both possibly a person and never born. Since our unreflective talk of merely possible people serves to draw non-trivial distinctions, these metaphysicians owe us some paraphrase by which we can draw those distinctions without committing ourselves to there being merely possible people. We show that such paraphrases are unavailable if we limit ourselves to the expressive resources of even highly infinitary first-order modal languages. We then argue that such paraphrases are available in higher-order modal languages only given certain strong assumptions concerning the metaphysics of properties. We then consider alternative paraphrase strategies, and argue that none of them are tenable. If talk of merely possible people cannot be paraphrased, then it must be taken at face value, in which case it is necessary what individuals there are. Therefore, if it is contingent what individuals there are, then the demands of paraphrase place tight constraints on the metaphysics of properties: either (i) it is necessary what properties there are, or (ii) necessarily equivalent properties are identical, and having properties does not entail even possibly being anything at all

What’s in (a) Label? Neural Origins and Behavioral Manifestations of Identity Avoidance in Language and Cognition

The present work defends the idea that grammatical categories are not in- trinsic to mergeable items, taking as a departure point Lenneberg’s (1967, 1975) claim that syntactic objects are definable only contextually. It is ar- gued that there are four different strands of inquiry that are of interest when one seeks to build an evolutionarily plausible theory of labels and operation Label: (i) linguistic constraints on adjacent elements of the same type such as Repetition/Identity Avoidance ([*XX]), (ii) data that flout these constraints ([XX]), (iii) disorders that raise questions as to whether the locus of impairment is a categorial feature per se, and (iv) operation Label as a candidate for human uniqueness. After discussing categorial identity through these perspectives, this work first traces the origins and manifesta-tions of Identity Avoidance in language and other domains of human cog-nition, with emphasis on attention orienting. Second, it pro- poses a new processing principle, the Novel Information Bias, that (i) cap- tures linguistic Identity Avoidance based on how the brain decodes types and tokens and (ii) explains the universal fact that generally the existence of adjacent occur-rences of syntactically and/or phonologically identical tokens is severely constrained