The overall goal of this target article is to demonstrate a mechanism for an embodied cognition. The particular vehicle is a much-studied, but still widely debated phenomenon seen in 7–12 month-old-infants. In Piaget's classic “A-not-B error,” infants who have successfully uncovered a toy at location “A” continue to reach to that location even after they watch the toy hidden in a nearby location “B.” Here, we question the traditional explanations of the error as an indicator of infants' concepts of objects (...) or other static mental structures. Instead, we demonstrate that the A-not-B error and its previously puzzling contextual variations can be understood by the coupled dynamics of the ordinary processes of goal-directed actions: looking, planning, reaching, and remembering. We offer a formal dynamic theory and model based on cognitive embodiment that both simulates the known A-not-B effects and offers novel predictions that match new experimental results. The demonstration supports an embodied view by casting the mental events involved in perception, planning, deciding, and remembering in the same analogic dynamic language as that used to describe bodily movement, so that they may be continuously meshed. We maintain that this mesh is a pre-eminently cognitive act of “knowing” not only in infancy but also in everyday activities throughout the life span. Key Words: cognitive development; dynamical systems theory; embodied cognition; infant development; motor control; motor planning; perception and action. (shrink)

Culture is acknowledged to be a critical element in the construction of an individual's identity; however, in today's increasingly multicultural environments, the influence of culture is no longer straightforward. It is now important to explore cultural identity clarity—the extent to which beliefs about identity that arise from one's cultural group membership are clearly and confidently understood. We describe a novel theoretical model to explain why having a clear and confident understanding of one's cultural identity is important for psychological well-being, as (...) it clarifies one's understanding of personal identity. We propose that a clear cultural identity clarifies one's personal existence, by providing a clear normative template, reducing personal uncertainty, providing an individual with a sense of continuity, and buffering an individual against the fear of death. We discuss the implications of this model within our complex cultural worlds. (shrink)

Abstract[I] want to single out one phenomenon that could be called the ‘politics of sources’. It points to the extent to which the histories that both scientists and historians can write are artifacts of the available sources. The Rockefeller Foundation not only opened its archives very early on for historical work but also invested a lot in making the archives readily available for historical exploration. During the 1980s, many young historians took advantage of this opportunity. Thus, in a relatively early (...) phase of the professional historiography of molecular biology, one could have gained the impression that the development of the new biology as a whole was a bio‐politically directed enterprise of the Rockefeller Foundation sustained by the vision that social processes could ultimately be controlled by biological processes. (shrink)

This article echoes those voices that demand new approaches and ‹senses’ for management education and business programs. Much of the article is focused on showing that the polemic about the educative model of business schools has moral and epistemological foundations and opens up the debate over the type of knowledge that practitioners need to possess in order to manage organizations, and how this knowledge can be taught in management programs. The article attempts to highlight the moral dimension of management through (...) a reinterpretation of the Aristotelian concept of practical wisdom. I defend the ideas that management is never morally neutral and that Aristotelian practical wisdom allows the recovery of moral considerations in management practice. I analyze the impact and implications that the introduction of practical wisdom in business schools entails for the conception and objectives of management education. This view reconfigures management education in terms of attention to values, virtues and context. Therefore, management programmes should prepare students to critically evaluate what they hear and to make decisions coherent with their values and virtues. In the final section, I reflect on the pedagogical implications of this approach. I point out that an integrated model of ethics and practical wisdom promotes education of cognition and education of affect as well. I provide an example to illustrate my perspective and to support my conclusions. (shrink)

Interviews with female impersonators reveal the social, cultural, and economic aspects of their occupation and the subculture of the homosexual transvestite.

This volume frames the question of responsibility as a problem of agency in relation to the systems and structures of globalization. According to Ricoeur responsibility is a “shattered concept” when considered too narrowly as a problem of act, agency and individual freedom. To examine this Esther Reed develops a short genealogy of modern liberal and post-liberal concepts of responsibility in order to understand better the relationship dominant modern framings of the meanings of responsibility. Reed engages with writings by major (...) modern (Schleiermacher, Hegel, Marx, Weber) and post-liberal (Buber, Levinas, Derrida, Badiou, Butler, Young, Critchley) theorists to illustrate the shift from an ethnic responsibility built on notions of accountability and attributions to an ethic responsibility that starts variously from the 'other'. Reed sees Dietrich Bonhoeffer as the most promising partner of this theological dialogue, as his learning of responsibility from the risen Christ present now in the (global) church is a welcome provocation to new thinking about the meaning of responsibility learned from land, distant neighbour, (global) church and the bible. Bonhoeffer's reflections on the centre, boundaries and limits of responsibility remain helpful to Christian people struggling with an increasingly exhausted concept of accountability. (shrink)

This essay introduces Michael Polanyi’s work through contrasting his innovative epistemology of subsidiary-focal integration with key distinctives of Christian analytic philosopher Alvin Plantinga. Polanyi’s contrasting proposals helpfully bring to light shaping assumptions of the analytic tradition, contributing creatively to a larger common agenda. Polanyi disputes the unexamined assumption that the simplest epistemic experience is a focally apprehended “find-myself-believing” that is explicitly and propositionally expressed. I also contrast the two regarding infallibilism, foundationalism, externalism, justification, epistemic duty, creative antirealism, and ways of (...) tapping Calvin’s notion of the sensus divinitatis. (shrink)

Nous étions des survivantes, des veuves, condamnées à vivre. Mais petit à petit notre lutte a été de se dire : « On veut quand même être vivantes, vivantes ! », SurVivantes.Survivre, cela veut dire qu’auparavant on avait vécu.Je me suis mariée en 1987. En 1988, nous avons eu notre première fille Anna et nous sommes allés voir la famille de mon mari. Une photo a été..

Durch einen Vergleich nicht-jüdischer und jüdischer Philosophiegeschichten werden unterschiedliche Behandlungsweisen und vielfältige inhaltliche Ausprägungen von «jüdischer Philosophie» vor dem Hintergrund der jeweils vertretenen philosophischen Haltung wie auch des religiösen Standpunktes der einzelnen Philosophiehistoriker aufgezeigt. Darüber hinaus werden Anregungen gegeben für mögliche Definitionen dessen, was «jüdische Philosophie» zu beinhalten hätte, und wie die künftige philosophiehistorische Forschung, jüdische wie nicht-jüdische, die gewonnenen unterschiedlichen Konzeptionen für Darstellung, Beurteilung und Einordnung in das Gesamt der Philosophiegeschichte berücksichtigen und fruchtbar machen könnte.

This study shows that professional identity should not be viewed as a composed variable with a uniform structure. Based on the literature and previous research, we view teachers? job satisfaction, self?efficacy, occupational commitment and change in the level of motivation as indicators of teachers? professional identity. Using two?step cluster analysis, three distinct professional identity profiles have empirically been identified, based on data of 1214 teachers working in secondary education in the Netherlands. These profiles differed significantly regarding the indicators of teachers? (...) professional identity. Teachers belonging to the found profiles did not significantly differ in their amount of experience. (shrink)

Reasoning about bedrock abstract concepts such as time, number, and valence relies on spatial metaphor and often on multiple spatial metaphors for a single concept. Previous research has documented, for instance, both future-in-front and future-to-right metaphors for time in English speakers. It is often assumed that these metaphors, which appear to have distinct experiential bases, remain distinct in online temporal reasoning. In two studies we demonstrate that, contra this assumption, people systematically combine these metaphors. Evidence for this combination was found (...) in both directly elicited and spontaneous co-speech gestures about time. These results provide first support for the hypothesis that the metaphorical representation of time, and perhaps other abstract domains as well, involves the continuous co-activation of multiple metaphors rather than the selection of only one. (shrink)

In this commentary, we point to guidelines for performing human neuroimaging studies and their reporting in microbiota-gut-brain articles. Moreover, we provide a view on interpretational issues in MGB studies, with a specific focus on gut microbiota–derived metabolites. Thus, extending the target article, we provide recommendations to the field to increase reproducibility and relevance of this type of MGB study.

Rebbetzin Esther Greenberg was famous throughout Israel as a mentor to countless women, including some of the best-known teachers and counselors.

En contexte de protection de la jeunesse, dans plusieurs situations, il arrive que le développement d’un lien d’attachement ne puisse s’établir suite à du rejet, de l’abandon ou par l’incapacité des parents à reconnaître ou répondre aux besoins de l’enfant. Dans de telles situations, au Québec, on envisage de plus en plus une approche « projet de vie » pour l’enfant avec l’objectif de mettre fin à l’ambivalence et au vide affectif, ceci dans des délais qui ne compromettent pas sa (...) capacité de se développer harmonieusement. Dans cette perspective, nous présentons ici les résultats d’une étude exploratoire qui a pour objectif de dresser un premier portrait des jeunes pour qui un « projet de vie » fut élaboré dans sept centres jeunesse du Québec. (shrink)

: This paper discusses how Herbert Simon's initial interest in decision making became transformed into a focus on understanding human problem solving in response to the concrete conditions of the Cold War and the practical goals of the military. In particular, it suggests a connection between the seachange in Simon's interest and his shift in patronage. As a result, Simon is portrayed as a component of the scientific-military World War II cyborg that further evolved during the Cold War. Moving from (...) decision making to problem solving, Simon's cyborg science not only required large sums of money, but also managed to acquire these. (shrink)

This paper enquires into the politics of real-time in online media. It suggests that real-time cannot be accounted for as a universal temporal frame in which events happen, but explores the making of real-time from a device perspective focusing on the temporalities of platforms. Based on an empirical study exploring the pace at which various online media produce new content, we trace the different rhythms, patterns or tempos created by the interplay of devices, users’ web activities and issues. What emerges (...) are distinct forms of ‘realtimeness’ which are not external from but specific to devices, organized through socio-technical arrangements and practices of use. Realtimeness thus unflattens more general accounts of the real-time web and research, and draws attention to the agencies built into specific platform temporalities and the political economies of making real-time. (shrink)

In his essay “Critique of Violence,” Walter Benjamin argued that only certain types of strikes can be considered revolutionary, while others—i.e., most bread and butter, or “political” strikes—tacitly rely on the violent logics of the state. This paper suggests, however, that by reading Benjamin against himself and applying his discussion of “pure means” to those “political” strikes, the extent to which even these basic collective actions represent effective “strategies of resistance” becomes evident. This framework requires an interdisciplinary approach to radical (...) labor studies, combining political theory with history in order to identify and analyze past instances of joyful community-building during strikes. Relying also on a historical case study—the 1926 miners’ lockout in South Wales—and Benjamin’s own writings on the discipline of history, this paper contends that strikes, and the “alternative communities” they encourage workers and their families to build, present enormous revolutionary potential. When theory and history are studied together, and when we pay close attention to the actual tactics of solidarity that make up strike actions, this potential is uncovered. (shrink)

L'auteure, riche de son expérience de scripte cinéma, analyse l'organisation spatio-temporelle des éléments constituants un film de fiction pour définir le concept de continuité apparente. Celui-ci est ensuite réinvesti dans l'étude de la stéréoscopie au cinéma. Ces deux notions sont à l'origine de la création de deux courts-métrages en 3D visant à les réunir.

Since coming to power in the landslide labour victory of 1997, New Labour has infused British politics with the language of community. Furthermore, John Rentoul claims that Tony Blair’s ‘idea of community . . . derives directly from Macmurray’ (1996[1995]: 42). While community is as central to Macmurray’s writings as it is to Blairite politics, on closer investigation it becomes apparent that Blair and Macmurray use the term community in rather different ways. Macmurray’s understanding of community is more specific than (...) Blair’s implying close relations among persons as opposed to a vague or merely historical and spatial sense of belonging and, thus, it avoids some of the problems that arise as a result of New Labour’s loose and broad uses of the term. Hence, this chapter teases out the philosophical meaning of a Macmurrian community, and it critiques Macmurray’s understanding of ethical relations among persons in community. In particular, Macmurray is highly critical of institutionalized exclusivist religion and argues for an intrinsic connection between what he refers to as ‘real religion’ (1995a[1961]: 170) and the inclusivity of community. Finally then, the chapter will relate the Macmurrian concept of community to an example of a non-political, religiously and culturally plural community in Leeds, West Yorkshire, leading to the conclusion that Macmurray’s understanding of community is a relevant and effective response to religious pluralism. (shrink)

This article seeks to draw out the links between systems thinking and the philosophy of John Macmurray. In fact, while systems theory is a growing trend in a number of disciplines, including counselling and psychotherapy, the narrative describes its ancient roots. Macmurray’s insistence that humans exist as interdependent rather than independent beings is supported by systems theory. Moreover, Macmurray’s critique of institutionalized religion and his favouring of inclusive religious community is akin to a model of spirituality that, in positive psychology, (...) is conceived of as an open system. (shrink)

__Teaching in Context_ provides new evidence from a range of leading scholars showing that teachers become more effective when they work in organizations that support them in comprehensive and coordinated ways._ The studies featured in the book suggest an alternative approach to enhancing teacher quality: creating conditions and school structures that facilitate the transmission and sharing of knowledge among teachers, allowing teachers to work together effectively, and capitalizing on what we know about how educators learn and improve. The studies also (...) show how social dynamics influence the speed, depth, and success with which any new idea is implemented, and how policies enacted without adequate consideration of their impact on the social fabric of schools can produce unintended negative consequences. Policies aimed at improving teaching should focus on strengthening the organization as a whole so that _all_ teachers are likely to improve. The chapters in this book point to the need to reevaluate current policies for assessing and ensuring teacher effectiveness, and establish the foundation for a more thoughtful, research-informed approach. (shrink)

Background: Care ethical theories provide an excellent opening for evaluation of healthcare practices since searching for (moments of) good care from a moral perspective is central to care ethics. However, a fruitful way to translate care ethical insights into measurable criteria and how to measure these criteria has as yet been unexplored: this study describes one of the first attempts. Objective: To investigate whether the emotional touchpoint method is suitable for evaluating care from a care ethical perspective. Research design: An (...) adapted version of the emotional touchpoint interview method was used. Touchpoints represent the key moments to the experience of receiving care, where the patient recalls being touched emotionally or cognitively. Participants and research context: Interviews were conducted at three different care settings: a hospital, mental healthcare institution and care facility for older people. A total of 31 participants (29 patients and 2 relatives) took part in the study. Ethical considerations: The research was found not to be subject to the (Dutch) Medical Research Involving Human Subjects Act. Findings: A three-step care ethical evaluation model was developed and described using two touchpoints as examples. A focus group meeting showed that the method was considered of great value for partaking institutions in comparison with existing methods. Reflection and discussion: Considering existing methods to evaluate quality of care, the touchpoint method belongs to the category of instruments which evaluate the patient experience. The touchpoint method distinguishes itself because no pre-defined categories are used but the values of patients are followed, which is an essential issue from a care ethical perspective. The method portrays the insider perspective of patients and thereby contributes to humanizing care. Conclusion: The touchpoint method is a valuable instrument for evaluating care; it generates evaluation data about the core care ethical principle of responsiveness. (shrink)

This chapter surveys essentialist and anti-essentialist theories of sex and gender. It does so by engaging three approaches to sex and gender: externalism, internalism, and contextualism. The chapter also draws attention to two key debates about sex and gender in the feminist literature: the debate about the sex/gender distinction (the distinction debate) and the debate about whether sex and gender have essences (the essentialism/anti-essentialism debate). In addition, it describes three problems that theories of sex and gender tend to face: the (...) Inclusion Problem, the Definition Problem, and the Exclusion Problem. Lastly, the chapter highlights why the division between essentialist and anti-essentialist accounts of sex and gender is not clear. (shrink)

In several jurisdictions, irremediable suffering from a medical condition is a legal requirement for access to assisted dying. According to the expressivist objection, allowing assisted dying for a specific group of persons, such as those with irremediable medical conditions, expresses the judgment that their lives are not worth living. While the expressivist objection has often been used to argue that assisted dying should not be legalised, I show that there is an alternative solution available to its proponents. An autonomy-based approach (...) to assisted suicide regards the provision of assisted suicide (but not euthanasia) as justified when it is autonomously requested by a person, irrespective of whether this is in her best interests. Such an approach has been put forward by a recent judgment of the German Federal Constitutional Court, which understands assisted suicide as an expression of the person’s right to a self-determined death. It does not allow for beneficence-based restrictions regarding the person’s suffering or medical diagnosis and therefore avoids the expressivist objection. I argue that on an autonomy-based approach, assisted suicide should not be understood as a medical procedure but rather as the person’s autonomous action. (shrink)

ResumenLas aventuras de Pinocho es uno de esos pocos cuentos que no solo ha resistido al paso del tiempo, sino que se incorporó a la cultura y 139 años después, sigue recreándose en versiones literarias, cinematográficas, teatrales, plásticas, incluso pedagógicas. En este artículo tratamos de levantar algunos de los velos con los que Disney cubrió una parte importante de la historia dejando fuera, por ejemplo, el tema de la pobreza. Hoy nos preguntamos si un producto cultural como Las aventuras de (...) Pinocho puede detonar conversaciones y reflexiones con niños de hoy, y si la escuela puede apropiarse de este material para filosofar con los alumnos e incluso con los adultos. ¿Por qué en un mundo de malhechores que roban, engañan, cocinan, venden o cuelgan a los niños, la mirada reprobatoria está fija en un niño que dice mentiras? ¿Qué experiencias tiene que vivir un niño para verse a sí mismo como “malo”? ¿Cuáles son los riesgos de la clasificación, por otro lado, tan necesaria en el conocimiento? Si bien partimos de una experiencia realizada en una escuela de la Ciudad de México, el análisis que se presenta se ocupa principalmente del vínculo entre la(s) lectura(s) y la reflexión filosófica en este cuento.Palabras claveFilosofia con niños Pinocho Educación no formal Pinocchio is one of those few stories that has not only stood the test of time, but continues to be recreated in literary, cinematographic and theatrical versions... Pinocchio is no longer just the story written by Carlo Collodi at the end of the 19th century; over the course of 130 years, the social imaginary has incorporated numerous interpretations. In this article we ask ourselves whether a cultural product such as The Adventures of Pinocchio can trigger conversations and reflections with today's children, and whether the school can appropriate this material to philosophize with students and even with adults. Although we start from an experience carried out in Mexico City, the analysis presented here is mainly concerned with the link between reading and philosophical reflection in this story.Key wordsPhilosophy with children Pinocchio Non-formal education Pinóquio é um dos poucos contos de fadas que não apenas resistiu ao teste do tempo, mas continua a ser recriado em versões literárias, cinematográficas e teatrais... Pinóquio não é mais apenas a história escrita por Carlo Collodi no final do século XIX; ao longo de 130 anos, o imaginário social incorporou inúmeras interpretações. Neste artigo, nos perguntamos se um produto cultural como As Aventuras de Pinóquio pode desencadear conversas e reflexões com as crianças de hoje, e se a escola pode se apropriar desse material para filosofar com os alunos e até mesmo com os adultos. Embora partamos de uma experiência realizada na Cidade do México, a análise apresentada aqui se preocupa principalmente com o vínculo entre a leitura e a reflexão filosófica nessa história.Palavras-chaveFilosofia com crianças Pinóquio Educação não formal. (shrink)