Naive Realism Research Articles

Naive Realism and Its Relationship to Self-Awareness

The current research targets naive realism among university students, self-awareness among university students, and the relationship between naive realism and self-awareness among university students. The researcher suggests the following studies: Like the current research on other samples such as (employees in senior positions, professors, returnees, and displaced persons), and addressing other demographic variables such as (age, education, culture, and social status). It addresses the relationship of naive realism with a number of psychological variables such as (positive work, joint rumination, confirmation bias, cognitive biases, and attentional bias). It addresses the relationship of self-awareness and its relationship with a number of psychological variables such as (reflective thinking, emotional creativity, psychological adjustment, cognitive styles, and parental treatment styles).

La cosa del pensiero in Gaṅgeśa Il Navya-Nyāya sull’oggetto, il pensiero e l’oggetto pensato

Through the distinction between being and presence, Heidegger investigated the history of philosophy and questioned the relation between thought and its object. Such inquiries about the thing of thought are directed here to Gaṅgeśa, a leading figure in the New Logic (Navya-Nyāya). A composite picture emerges, through this decontextualising lens, that does not forget an ontological difference, in a self-reflexive, epistemologically rigorous, and ontologically articulate account capable of not distancing the thing from the thought that thinks it while also abandoning the forced alternative between naive realism and subjective idealism.

The Place of Naïve Realism in Russell’s Changing Accounts of Perception

In this paper I describe the place of naive realism in Russell’s changing accounts of perception. I argue ‎for the following conclusions: (1) The early period, 1898-1910: I am inclined to think that the naïve ‎realism that Russell embraced so enthusiastically early on may not have been intended as a naïve ‎realism about perception, but as a metaphysical or semantical thesis. (2) The Problems of Philosophy ‎‎(1912): Russell abandons naïve realism (if, in fact, he ever held it) and presents a sense-datum version ‎of representative realism. (3) “On Matter” (1912): here we see Russell’s best attempt to defend ‎something very close to the standard doctrine of naïve realism. The objects of perception—the ‎‎“everyday material objects such as caterpillars and Cadillacs”—have, of course, undergone severe ‎reconstruction. But the resulting picture does capture the spirit of the doctrine. (4) The period from ‎‎1914 to 1927: though Russell’s thinking about perception underwent some significant changes during ‎this period—the sense datum theory is replaced by neutral monism—I try to show that the ‎distinction between the matter of physics and the thing of common sense is a constant feature of ‎Russell’s changing views. And I suggest that our perceptual relation the thing of common ‎sense (as logically reconstructed by Russell) can usefully be viewed as a limited sort of naïve realism. ‎‎(5) The period after 1927: the thing of common sense no longer features in Russell’s account of our ‎perceptual access to the world. The things we perceive are percepts, located in our private spaces. The ‎only material objects of which these percepts are parts are our brains. All other material objects are ‎beyond our perceptual reach and are accessible only via inference. This is the end of anything ‎resembling the traditional view of naïve realism in Russell’s account of perception. ‎

Refuting Naïve Realism: Exploding the Myth of the Immaculate Perception and the Implications for Design and Practice

This paper discusses the fallacies involved in naive realism.

The integration problem for naive realism

AbstractThis paper makes explicit the basic problem perfect hallucinations pose for perceptual naive realists, more fundamental than the well‐trodden Screening‐off Problem. The deeper problem offers the basis for an overarching classification of the available naive‐ realist‐friendly approaches to perfect hallucinations. In the course of laying out the challenges to the different types of response, the paper makes a case for the superiority of a particular approach to perfect hallucinations, on which they would be understood as a special kind of perceptual anomaly—arising from a secondary mode of perceptual processing.

Vaccine Hesitancy and Attitudes Toward Elite Knowledge in the United States During COVID-19

To be effective, the battle against COVID-19 and other pandemics must address the social dimensions of the crisis. The objective of this study was to assess whether negative attitudes toward elite knowledge were associated with vaccine hesitancy in the United States during COVID-19. Attitudes toward elite knowledge were assessed using three measures: (a) the Epistemological Style Inventory’s ‘naive realism’ subscale, (b) a measure about supporting education to foster understanding of politics, and (c) a populism scale. Vaccine hesitancy was measured using a 9-item adaptation of the Vaccine Hesitancy Scale used by the World Health Organization. Multiple regression results revealed that naïve realism (.184, p < .001) and populism (.356, p < .001) were positively associated with vaccine hesitancy, while support of political education (−.296, p < .001) was negatively associated with vaccine hesitancy. These results indicate that to fully understand vaccine hesitancy, the role of attitudes toward elite knowledge must be considered.

У ПОШУКАХ ПІДСТАВ СОЦІАЛЬНОГО В ЕПОХУ ПІЗНЬОГО МОДЕРНУ ТА ПОСТМОДЕРНУ: РАДИКАЛІЗАЦІЯ РЕФЛЕКСИВНОСТІ Е. ГІДЕНСОМ ТА АБСОЛЮТИЗАЦІЯ УЯВНОГО К. КАСТОРІАДІСОМ

Completion of modern generates a question, that, actually, is reality and whether it is possible in general according to her theoretical description. In a background it there is various postmodern reinterpretations of social – from a statement about disappearance of social to his rescue through radical rethinking. Anthony Giddens belongs to the philosophers that try to "prolong" the lives of modern through his radical rethinking in the epoch of globalization. And a philosopher does it through the radicalization of one of the basic foundations of modernity – through radicalization of reflection, that is investigated in the article. The dynamism of social life destabilizes an everyday life that already is not provided in a complete measure by the mechanisms of tradition but needs, in the opinion of philosophers, an all greater reflection. Giddens's postmodernism is the globalists of risks, uncertainty, the end of the direct power of traditions, and radical reflection that outpoured into the reflexive proactivity of the self and needs an articulated and conceptually defined imagined in Castoriadis. Cornelius Castoriadis reacts somewhat differently to the realities of a rapidly changing world. Dissociating himself from the functionalist mainstream of social theory, from the tradition of "interpretive sociology", trying to conceptualize the dynamic environment as it is, which constantly generates various forms of social life, the philosopher problematizes and absolutizes the concept of the imaginary, which keeps the rational in itself in a primordial and infinite indistinctness. The social concept of Cornelius Castoriadis involves the criticism of "naive realism" in the perception of social life, the separation from the "functional-economic" view as an exemplary embodiment of "real-rational" thinking and the identification of the symbolic component of social "things" and the understanding of institutions as functional and symbolic networks. So, if the dynamism of postmodern social life prompts Giddens to radicalize reflection, then the loss of stability and intelligibility leads Castoriadis to thematize the imaginary, virtual dimension of social life, to develop a metaphorical ontology of the "magma" of social imaginary meanings.

RENEWAL OF THE GREEK ILLUSTRATED CHILDREN’S BOOK DURING THE METAPOLITEFSI

With the restoration of democracy in Greece in 1974 a period of transition began, known as metapolitefsi, which saw deep political, social and economic changes. Progressive developments also occurred in art, culture and education. The rules of the new pedagogy affected the field of literature and more specifically children’s illustrated books. Thus, writers departed from the old conservative models, dominated by protectionism and superficial idealism. Instead, they introduced political, social and environmental concerns, while the language became friendlier and modern. At the same time, illustrators such as Kyritsopoulos, Zarampouka, Fakinou, Maroulakis, Psaraki a.s.o., begin to move away from the dry literalness and naive realism of most of their predecessors. They draw on a wide range of sources, from cartoons to abstraction and from Art Nouveau to Pop Art, they experiment with techniques never before used in Greek book illustration, and use innovative symbolism to convey textual meanings. Their style becomes intimate, imaginative and humorous. Pictures are no longer a merely decorative accompaniment to the text which is particularly important. They often cover the entire surface of the page, and play a decisive role in the development of the story. In short, they become central to the experience of the book. It is no coincidence that the young illustrators of the 70s and 80s often wrote their own texts. Typography, too, escapes from strict rules. Handwritten lettering, previously unheard of in Greek books, is often used on covers and title pages. Overall, during the early years of the Greek metapolitefsi, children’s illustrated books changed radically and caught up with international developments. The predictable layout and obvious didacticism of previous decades, especially during the military junta (1967-1974), gave way to sophistication, sensitivity and wit, fresh and intelligent ways of introducing children to real-life social and ethical issues.

CONSTITUTION OF MEANING VS DISCOVERY OF REALITY: HOW IS TRANSCENDENTAL PHENOMENOLOGY POSSIBLE TODAY 2.0?

This article attempts to outline the contours of a transcendental phenomenology that would retain the intuition of a healthy realism. In this connection it is proposed to reinterpret the Husserlian notion of constitution, presenting constitution as a discover of reality. A distinction is made between strong and weak versions of constitution. It is constitution in the weak sense that combines, in our opinion, with the realist attitude. In order to achieve the above-mentioned goal (to present constitution as discovery), the Husserlian notion of object sense is clarified: it is excluded as a representative or substitute of an intentional object; object sense is seen as a mode of givenness, as а medium by means of which the object is implied or given. The idea of a meaningful discovery of reality is best matched by this treatment of object meaning. It is thus possible to combine the realist attitude with the idea of meaningful access to the real, thus avoiding, on the one hand, naive realism and, on the other hand, transcendental-idealist implications. The Husserlian notion of constitution is further related with the idea of forming interpretative schemes of understanding the world, which may include political agendas, scientific paradigms, systems of speculative metaphysics, and religious faith. It is emphasized that, although the rejection of interpretation is impossible, interpretive schemes must be reconciled with real facts and events in order to “fine-tune” reason and reality. Finally, a separation is undertaken with the conception of J.- L. Marion, which relies on the deflation of meaning in favor of the given as such, calling into question the status of man as a being who possesses reason, who discovers reality and constitutes its meaning.

БИБЛИОТЕЧНЫЙ КОНКУРС «ВДУМЧИВЫЙ ЧИТАТЕЛЬ»: ОСМЫСЛЕНИЕ РЕЗУЛЬТАТОВ В РУСЛЕ МЕТОДИЧЕСКОГО ПОДХОДА

In the introduction, the author talks about the specifics of the school subject “literature”, in which, as the didacts showed, there are two leading components, namely scientific knowledge and methods of activity. The author adds to what is said by the predecessors: the specifics of the subject is that its results are of a delayed nature. In the process of mastering literary education, one of the indicators of its achievement is the independent reading circle. Materials and methods. The works of the finalists of the contest “Thoughtful Reader” (64 works), which is held by the Central City Children’s Library named after A. P. Gaidar (Moscow), served as materials to prove this thesis. Under the conditions of the two-stage contest, a review or a critical review of the text (the choice of genre was left to the readers) should be written on the work selected by experts for the catalogue “100 Best Books for Children and Teenagers” (issues of 2022 or 2023). The purpose of the catalogue is to guide the reader in exploration of modern children and adolescent books. The first stage of the contest aims to solve this problem. This part of the article also presents quantitative results of readers’ choice, distributed in four categories. Based on quantitative data, the author of the article traces a negative trend that teen readers, middle school students, stop visiting the library, and suggests that either this is caused by the shift toward electronic reading for the most part, which leads to the use of other resources, or by the overload of their academic classes, which leaves no time for independent reading. Bibliography overview. Before introducing the reader to the qualitative results of the contest papers analysis, the author, relying on the latest modern research, one of which highlights the history of the issue, clarifies the content of the term “independent reading”. Results. The results of the study are presented by nominations. In addition, the texts of the participants are examined within the context of a methodical approach and are seen as essential teaching resources, as M. A. Rybnikova suggested at the time. The participants of the junior nomination work with the text as readers and naive realists: first, they give their emotional response to the book, but many strive not only to retell the content, but also to say something about the artistic merits of the book, to appeal not only to the verbal, but also to the visual imagery. Unfortunately, the influence of “adults” is visible in the works: young readers start saying “this book teaches” and become lost on the stationery. The participants of the senior nomination in the conversation about the book do not come from its author, but from themselves as a reader: they talk about the reading process, about their understanding/misunderstanding of the characters, events and the author. Most of them have overcome naive realism, but in books they are looking primarily for what is close to them, they are mainly interested in reading and talking about themselves. The reading circle of readers of this age includes, among other things, a graphic narrative, they pay attention to the visual imagery, which often becomes an entry point into the book for them; they also focus on the artistic merits of the work, strive to fit the book into a number of works of the same genre. The participants of the adult nomination concentrate on the “educational potential” of the book, its resourcefulness (help in a difficult life situation); they write mainly reviews, often evaluate the book on the principle of what “it lacks”. There are some very interesting works according to the reviews from the adult participants. These are particularly texts that “encourage” schoolchildren to read contemporary literature by explaining how to read a “silent book” The participants of the family nomination (the fewest) primarily consider the book as a resource for the joint communication of readers of different generations. In conclusion based on the conducted content analysis, several conclusions are made. The first is that the formation of the reader’s competence is evidenced by the choice of a book for independent reading, the ability and willingness to talk about it within the framework of a detailed statement. The analysis of the works also revealed problem issues: none of the “thoughtful readers” writes about reading as a pleasure. According to the author of the article, this is one of the consequences of studying literature at school, where the emphasis is placed on the “educational role” of the book, and not on the fact that that a work of art is first and foremost a work of art. The author also claims that visual literature has entered the reading circle of schoolchildren, the practices of working with which require to be comprehended and described.

Naive realism and intentionalism: a middle way in search of an interpretative relationship with the environment

En filosofía de la percepción el relacionamiento con el entorno es el terreno donde el Realismo Ingenuo y el Intencionalismo se posicionan como dos posturas contrarias. La primera de ellas presenta una explicación que satisface al que busca un esclarecimiento del relacionamiento íntimo en la presentación del entorno durante la percepción, mientras que la otra teoría podría satisfacer a aquellos que buscan un esclarecimiento de la manera en la cual el entorno se presente de tal o cual modo a diferentes percipientes, dando espacio para la formación de juicios y creencias particulares. Pero ¿podrá existir un planteamiento intermedio que asegure la intimidad de la presentación perceptual y la representación del entorno? El siguiente articulo expondrá los elementos del debate abordando una definición de cada teoría, luego avanzando hacia una alternativa intermedia y, finalmente, concluyendo de la posibilidad de tal postura intermedia, pero con un enfoque representacional dinámico.

Lwowskie czwartki Romana W. Ingardena, 1934–1937: W kręgu problemów estetyki i filozofii literatury [The Lviv Thursdays of Roman W. Ingarden, 1934–1937: On the problems of the aesthetics and philosophy of literature

<i>Lwowskie czwartki Romana W. Ingardena, 1934–1937: W kręgu problemów estetyki i filozofii literatury</i> [The Lviv Thursdays of Roman W. Ingarden, 1934–1937: On the problems of the aesthetics and philosophy of literature

Senses, Experience and Metaphysics. Review of: Papineau, D. (2021). Metaphysics of Sensory Experience. Oxford: Oxford University Press. 163 p.

The work of David Papineau, the British scientist and philosopher, professor of the King’s College of London and the University of New York, former teacher of the University of Cambridge, is considered. The author analyzes the theories of sensory perception and experience, explains the advantages and disadvantages of each of them, in particular the theory of naive realism and representationalism. Considering these theories, he seeks an answer to the question about the metaphysical nature of the properties of consciousness and proposes his own metaphysics of sensory data and experience, which would solve the problems formulated by his predecessors, such as the problem of “broad content” and the problem of time, and gives arguments to confirm his own position, which he calls the “qualitative view”

The Metaphysics of Sensory Experience

<i>The Metaphysics of Sensory Experience</i>

Losing grip on the third realm: against naive realism for intuitions

Abstract Naive realism in philosophy of perception is the view that (factive) perception involves a direct relation between perceiving subjects and the world. The naive realist says that your perception of a cat on the mat is a worldly relation that is partially constituted by the cat and the mat; a spatio-temporal chunk of the world is presenting itself to you. Recently, Elijah Chudnoff and John Bengson have independently developed an extension of this view to intellectual experiences, or intuitions, for traditionally a priori domains. We argue that this view, which we call ‘intuitional naive realism’ (INR), will not have the epistemic advantages that Chudnoff and Bengson claim that it does. In perception, but not intuition, there is a deeper explanation of what makes it the case that one experience is constituted by the world while another is not. Whether or not INR is true, then, it does no interesting epistemological work for traditionally a priori domains.

Why Medieval Allegory?

Why Medieval Allegory?

Are parrots naive realists? Kea behave as if the real and virtual worlds are continuous.

Human psychology and animal cognition have increasingly used virtual stimuli to test cognitive abilities, with the expectation that participants are 'naive realists', that is, that they perceive virtual environments as both equivalent and continuous with real-life equivalents. However, there have been no attempts to investigate whether nonhuman subjects in fact behave as if physical processes in the virtual and real worlds are continuous. As kea parrots have previously shown the ability to transfer knowledge between real stimuli and both images on paper and images on touchscreens, here we test whether kea behave as naive realists and so expect physical processes to be continuous between the physical and virtual worlds. We find that, unlike infants, kea do not discriminate between these two contexts, and that they do not exhibit a preference for either. Our findings therefore validate the use of virtual stimuli as a powerful tool for testing the cognition of nonhuman animal species.

The Vertical-Horizontal Illusion

Naive Realists have recently proposed that illusions occur in circumstances that are ‘non-paradigmatic’ or with which we are insufficiently familiar. While this proposal may work for many of the illusions philosophers normally discuss, I argue in this paper that there are other illusions that do not fit this pattern. In particular, the vertical-horizontal illusion (VHI) occurs in circumstances that are both familiar and paradigmatic, while disappearing (or becoming attenuated) in more unusual circumstances.

Perspective as a threshold concept for learning history

The epistemological concept ofperspectivemeets all the conditions set by Meyer and Land (2003, 2006) to be considered a threshold concept for history learning. Following this initial hypothesis, this paper analyses the concept and the ways in which it constitutes a threshold: grasping perspective not only transforms one’s understanding of history, but it is also necessary for many aspects of historical thinking. Yet grappling with perspective is no easy feat, since understanding it requires the learner to confront other deeply rooted concepts and beliefs. Accordingly, the article explains how naive realism and the engrained epistemological tradition embodied in the expression ‘facts first’ make it difficult to understand history through perspective. Finally, a four-part model outlining different ways of understanding perspective is proposed, thus providing a framework within which we can think about what it means to cross the threshold from naive realism to a perspectivist vision of history.

O disjuntivismo fenomênico como defesa do realismo ingênuo

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