Abstract Some emotions have objects that are located in the past. These emotions are retrospective emotions. According to the Hardline View, once fitting, grief is fitting forever, because being locked in the past, the object of grief does not change. We argue that the argument in support of the Hardline View commits the fallacy of equivocation. When one of the premisses is disambiguated, the argument is either invalid or begs the question. We further argue that no non-question begging thesis about the unchangeability of the past object that we can think of can plausibly support this premiss. The hardliners’ argument is untenable. Lastly, we argue that the hardliners’ move to appeal to the background condition is not successful, because the hardliners have not justified their claim about the background condition for grief. We conclude that the hardliners have failed to show that once fitting, grief is fitting forever.

Abstract Deceptive displays of emotion can be used to manipulate another person’s beliefs, desires and emotions. This is an important but often neglected function of imaginative pretence. Pretending to be angry or aggrieved is a powerful strategy to gain emotional leverage. But subjects who deploy such tactics expose themselves to the peculiar hazard of losing track of the fact they are pretending. Such manipulators risk losing grip on their all-things-considered emotional take in a way that undermines their own goals and harms relationships.

Penelitian ini bertujuan untuk 1) Mengetahui peran guru IPS dalam menanamkan sikap tanggung jawab pada siswa kelas VII MTsN 2 Medan. 2) Mengetahui faktor penghambat dalam menanamkan sikap tanggung jawab yang dihadapi siswa kelas VII di MTsN 2 Medan. 3) mengetahui faktor pendukung guru IPS dalam menanamkan sikap tanggung jawab siswa kelas VII di MTsN 2 Medan. 4) mengetahui solusi yang dilakukan guru IPS untuk mengatasi faktor penghambat dalam menanamkan sikap tanggung jawab siswa kelas VII di MTsN 2 Medan. Penelitian ini menggunakan pendekatan kualitatif dengan pendekatan observasi, wawancara dan dokumentasi. Hasil penelitian menunjukkan bahwa 1) Peran guru IPS dalam menanamkan sikap tanggung jawab pada siswa kelas VII MTsN 2 Medan adalah peran guru sebagai pendidik, pengajar dan teladan. Melalui peran tersebut, guru sudah berhasil menanamkan sikap tanggung jawab pada siswa dengan hasil terdapat 75% siswa yang bertanggung jawab dalam Menggunakan seragam sesuai dengan aturan sekolah. 85% siswa yang sudah melaksanakan piket kelas, menghindari kecurangan dalam pelaksanaan tugas, dan mengerjakan tugas dengan tepat waktu adalah sebanyak 90%. 2) Faktor penghambat dalam menanamkan sikap tanggung jawab yang dihadapi siswa kelas VII di MTsN 2 Medan adalah dua hambatan yaitu hambatan yang berasal dari siswa itu sendiri (internal) dikarenakan adanya sikap pembawaan siswa yang sudah tertanam sejak lahir dan sulit untuk di ubah. dan hambatan yang berasal dari luar siswa seperti pergaulan dan pengaruh lingkungan siswa (external). 3) faktor pendukung guru IPS dalam menanamkan sikap tanggung jawab siswa kelas VII di MTsN 2 Medan adalah buku catatan penguatan sikap/karakter, keinginan siswa, sarana dan prasarana. 4) solusi yang dilakukan guru IPS untuk mengatasi faktor penghambat dalam menanamkan sikap tanggung jawab siswa kelas VII di MTsN 2 Medan adalah kerjasama antar guru dan Kerjasama dengan orang tua siswa.

Pengasuhan anak merupakan sistem pemeliharaan, pendidikan, serta perlindungan anak dalam tumbuh kembang anak. Pengasuhan adalah cara untuk dapat melindungi, membina, merawat, membimbing dan terpenuhinya kebutuhan dasar anak. Penelitian ini bertujuan untuk mengetahui pola pengasuhan anak melalui interaksi sosial anak di Panti Asuhan Tunas Murni Kabupaten Aceh Tenggara dan untuk mengetahui lingkungan di dalam panti asuhan untuk membentuk pola pengasuhan anak Panti Asuhan Tunas Murni Kab. Aceh Tenggara. Penelitian ini menggunakan metode kualitatif dan jenis penelitian deskriptif. Teknik pengumpulan data peneliti menggunakan teknik observasi atau pengamatan langsung, wawancara, serta studi dokumentasi. Berdasarkan hasil penelitian yang dilakukan, maka peneliti memperoleh data bahwa: (1) kebutuhan fisik, mental, sosial, dan spiritual anak-anak di panti tersebut terpenuhi melalui pendidikan, kesehatan, agama, sosial, pelatihan keterampilan, seni budaya, pembinaan fisik, dan penanganan masalah sosial. (2) Lingkungan panti yang mendukung dan interaksi sosial yang baik berperan penting dalam membentuk pola asuh yang efektif, yang berdampak positif pada perkembangan dan kedewasaan anak-anak. Pola asuh yang disesuaikan dengan kepribadian anak membantu mereka tumbuh menjadi individu yang positif dan matang.

Abstract Philosophers sometimes refer to ‘moves’ made in the context of a philosophical debate. Once familiar with these recognizable tropes, we then possess them as tools – a suite of possible moves to make in novel contexts. In this paper, I outline three such philosophy moves, then demonstrate how moves can be combined. Examples of moves and some combinations feature throughout the paper.

Abstract Relationalism about colour (as described in Cohen’s 2004 article on colour properties and his 2009 book The Red and the Real) is motivated by the thought that by identifying colours with relations between objects, subjects and viewing circumstances we can provide the best realist, general, ecumenical accommodation of perceptual variation data. This ‘best’-claim is supported by the charge that one of the view’s ecumenical rivals does uniquely badly in respect of fit with mainstream psychosemantics. This case for relationalism is complicated by Cohen’s later acknowledgement that relationalism has psychosemantic ills of its own. In this paper I argue that Cohen’s proposed remedying of those ills fails.

Abstract It is generally said that dreams are experienced as real. But the notion of reality is often used, in the philosophical literature, along with that of presence. A big problem, in this respect, is that both these terms may assume different meanings. So understanding the nature of presence and reality in dreams depends on the way we conceive these two notions. This paper contributes to the literature on dreaming by describing the experience of presence and reality in dreams in a very specific sense. I consider the experience of presence as related to the experience of possibility of motoric interaction, and the experience of reality as related to the experience of mind-independence. Then, endorsing that dream experiences are different from perception, and similar to imagery, I suggest that the dreamer can experience reality but not presence, with three lines of argument, concerning visual determinacy, stereopsis and peripersonal localization.

Abstract How good are we at imagining what it is like to be someone else? Clearly we sometimes get it right. Proponents of empathy suggest that it is an important and useful tool in our interactions with other people. But, also clearly, there are many inauspicious instances where we badly misimagine what it is like to be someone else. In this paper, I consider the epistemic utility of empathic imagination. I argue that most views fail to explain the distinctive patterns of success and failure of empathic imagination, and I put forward a view that seems to offer the best explanation of those patterns.