This paper offers a reading of the seventh chapter of Beyond Good and Evil, and in particular, a solution to its puzzle.Nietzsche titled that chapter “Our Virtues,” and this immediately generates a puzzle because the opening words of the chapter comprise the question, “Our virtues?” The puzzle, then, is that there might not be any subject matter for this chapter—unlike, say, “On the Prejudices ...

The IK programming environment was designed to ease the development of distributed applications which use object-oriented concepts. The IK Run Time Support solves most of the problems introduced by distribution, such as locating and accessing objects, translating between di erent data representations or even between di erent object programming languages. This paper describes the design and impl...

Stephen Read has advanced a solution of certain semantic paradoxes recently, based on the work of Thomas Bradwardine. One consequence of this approach, however, is that if Socrates utters only ‘Socrates utters a falsehood’ (a), while Plato says ‘Socrates utters a falsehood’ (b), then, for Bradwardine two different propositions are involved on account of (a) being self-referential, while (b) is ...

The IK programming environment was designed to ease the development of distributed applications which use object-oriented concepts. The IK Run Time Support solves most of the problems introduced by distribution , such as locating and accessing objects, translating between diierent data representations or even between diierent object programming languages. This paper describes the design and imp...

This paper uses a framework of player virtues to perform a theoretical exploration of what is required to make a game good. The choice of player virtues is based upon the view that games can be seen as implements, and that these are good if they support an intended use, and the intended use of games is to support people to be good players. A collection of gameplay design patterns, identified th...

Discussing the notion of “epistemic emotions” as proposed by Morton (2010), and his argument for which intellectual virtues will be “hard to attain” without those emotions, I introduce the thesis for which epistemic emotions constitute one of the building blocks of intellectual virtues, in order to provide an explanation of the cognitive process that binds the two. Epistemic emotions are buildi...

Intellectual virtues like open-mindedness, clarity, intellectual honesty and the willingness to participate in rational discussions, are conceived as important aims of education. In this paper an attempt is made to clarify the specific nature of intellectual virtues. Firstly, the intellectual virtues are systematically compared with moral virtues. The upshot is that considering a trait of chara...