O presente artigo aborda a interdependência entre o conceito de ação pedagógica e o campo de estudos da Didática. A Didática enquanto disciplina representante da Pedagogia moderna instaura o conceito de ação pedagógica e o novo enfoque acerca dos meios da educação como objeto científico. A ação pedagógica nasce atrelada à Didática e, ao mesmo tempo, ao caráter instrumental desta. O problema da ação pedagógica é a “caixa preta” da escola: o ponto de grande interesse prático ou prioridade social, porém, (...) comparativamente, com menor incidência das reflexões teóricas. Muitos professores escolares reclamam da saturação de teorias e repetem as mesmas práticas; já os pesquisadores acadêmicos da educação reclamam a importância da reflexão teórica para a transformação da prática. Considerando o caráter historicamente articulador entre teoria e prática da Didática, é curioso e ao mesmo tempo significativo esse distanciamento entre ambas. A impotência da Didática, enquanto saber geral, evidencia-se na desarticulação teoria-prática. Questiona-se o ponto de articulação entre ação pedagógica e Didática enquanto possível ponto de transformação: quais as consequências de um conceito não instrumental de ação pedagógica para a Didática? Pretende-se retomar o tema dos meios da ação pedagógica, sobretudo o viés instrumental com que se identifica desde seu nascimento, e sugerir uma reconceptualização em termos do conceito habermasiano de ação comunicativa, ou seja, visando o entendimento e não o êxito. Com este conceito comunicativo de ação pedagógica apresenta-se reflexões iniciais sobre uma Didática comunicativa, mais hermenêutica do que técnica. O intento, ao fim e ao cabo, é sugerir a abertura de um caminho disciplinar reflexivo para se tematizar a ação pedagógica segundo a racionalidade comunicativa, abrindo, assim, a mencionada “caixa preta”. E com isso se pretende retirar consequências para a Didática Geral. (shrink)

The transference theory reduces causation to the transmission of physical conserved quantities, like energy or momenta. Although this theory aims at applying to all felds of physics, we claim that it fails to account for a quantum electrodynamic effect, viz. the Aharonov-Bohm effect. After having argued that the Aharonov-Bohm effect is a genuine counter-example for the transference theory, we offer a new physicalist approach of causation, ontic and modal, in which this effect is embedded.

This is the first interdisciplinary exploration of the philosophical foundations of the Web, a new area of inquiry that has important implications across a range of domains. -/- Contains twelve essays that bridge the fields of philosophy, cognitive science, and phenomenology Tackles questions such as the impact of Google on intelligence and epistemology, the philosophical status of digital objects, ethics on the Web, semantic and ontological changes caused by the Web, and the potential of the Web to serve as a (...) genuine cognitive extension Brings together insightful new scholarship from well-known analytic and continental philosophers, such as Andy Clark and Bernard Stiegler, as well as rising scholars in "digital native" philosophy and engineering Includes an interview with Tim Berners-Lee, the inventor of the Web. (shrink)

In this paper, we show that it is not a conceptual truth about laws of nature that they are immutable (though we are happy to leave it as an open empirical question whether they do actually change once in a while). In order to do so, we survey three popular accounts of lawhood—(Armstrong-style) necessitarianism, (Bird-style) dispositionalism and (Lewis-style) ‘best system analysis’—and expose the extent, as well as the philosophical cost, of the amendments that should be enforced in order to leave (...) room for the possibility of changing laws. (shrink)

Dans l'"Avis des éditeurs", on explique en quoi consiste l'intérêt particulier de ce recueil de lettres privées, non destinées à la publication. En plus, on apprend les circonstances grâce auxquelles une partie importante des papiers de Rousseau est entrée à la Bibliothèque de la ville (actuelle Bibliothèque publique et universitaire) de Neuchâtel: "J'entends que tous les papiers manuscrits de Jean-Jacques Rousseau [...] soient recueillis et rassemblées en paquets étiquetés et cachetés, pour être déposés dans une bibliothèque publique bien assurée. Les (...) lettres adressées à moi seront également déposées [...]" (extrait du testament de Pierre-Alexandre Du Peyrou du 22 juillet 1791. "Avis..." p. 16 s.). (shrink)

Celso de Souza Machado publicou, em 1987, um artigo intitulado “O ensino da Sociologia na escola secundária brasileira: levantamento preliminar”, escrito quando ainda era aluno do curso de graduação em Ciências Sociais da USP. Esse artigo se tornou referência na área e talvez seja a primeira iniciativa de trabalho científico de que se tem conhecimento sobre o ensino de sociologia no Brasil. Nesta entrevista, o autor relembra o processo de elaboração dessa pesquisa que ganhou projeção por remontar a trajetória histórica (...) da sociologia na educação básica. Além disso, ele recupera a discussão sobre o ensino de sociologia na década de 1980, momento em que o retorno gradual dessa disciplina às escolas pedia um debate sobre programas de ensino, conteúdos e materiais didáticos, do qual Celso Machado participou ativamente. A entrevista foi concedida a Anita Handfas e Alexandre Fraga. (shrink)

If European metropolises witnessed the development, throughout the 19th century, of various forms of concentrationary assistance and radical isolation through penal colonies, colonial space was the site of an even more explicit formulation and experimentation with the creation and the exclusion of of an undesirable human surplus, notably in South Asia, where the social system of castes could provide powerful ideological foundations for the colonial thinking on exclusion. This article seeks to illustrate this by examining the creation of the category (...) of « criminal tribes » in India, during the last third of the 19th century. (shrink)

Previous studies have demonstrated that double phosphorylation of a protein can lead to bistability if some conditions are fulfilled. It was also shown that the signaling behavior of a covalent modification cycle can be quantitatively and, more importantly, qualitatively modified when this cycle is coupled to a signaling pathway as opposed to being isolated. This property was named retroactivity. These two results are studied together in this paper showing the existence of interesting phenomena—oscillations and bistability—in signaling cascades possessing at least (...) one stage with a double-phosphorylation cycle as in MAPK cascades. (shrink)

Cette introduction invite à décadrer et à recadrer la thématique de l’effondrement, popularisée et médiatisée par la théorie dite « collapsologie », vers le plan des acteurs, des terrains, des temporalités, et des régimes d’énonciation. Nous appelons à documenter empiriquement ce que fait l’effondrement, et ce qu’en font celles et ceux à qui cette idée « fait » quelque chose. En effet, l’effondrisme pose la question des façons de se positionner non pas uniquement par rapport à une théorie, mais également (...) par rapport à des expériences individuelles et collectives. Le dossier vise à comprendre comment la réception de la « collapsologie » donne lieu à des jeux complexes entre désemparement et capacités d’agir. L’atterrissage sur un sol anthropocénique de plus en plus critique mérite une décisive discussion collective. L’hypothèse de cette majeure est que les expériences effondristes ont une valeur d’expérimentation à cet égard, notamment en créant un zone discursive et praxique où des cultures et des expériences politiques différentes sont amenées à se rencontrer et à collaborer. (shrink)

Este artigo examina em âmbito fenomenológico as categorias da experiência fática da vida e do fenômeno histórico, a partir da primeira parte da preleção “Introdução à fenomenologia da religião”, proferida por Martin Heidegger, no semestre de inverno de 1920/1921. Elucida a peculiaridade dos conceitos filosóficos e a diferença de princípio que há entre filosofia e ciência. Apresenta a reelaboração do método fenomenológico, enquanto ponto de partida da filosofia, capaz de fazer jus à vida fática e à historicidade do Ser-aí. Examina (...) o significado do fenômeno histórico e a crítica à maneira habitual de pensá-lo, como “algo que transcorre no tempo” ou “uma propriedade geral aplicável a todo objeto temporal”. Conclui que as vias de afirmação da vida contra o histórico caem no modo teorético e não expressam o histórico em seu caráter imediato. Portanto, preservar o caráter fenomenológico e intranquilizador da história significa respeitar a historicidade viva e a força vital e multidirecional do sentido fático do Ser-aí. Palavras-chave: Fenomenologia. Filosofia. Ciência. Facticidade. Historicidade. (shrink)

Pretende-se abordar a problemática da filosofia como prática formativa, tendo como paradigma a experiência estética enquanto via para uma formação ética que inclua as dimensões emocional, afetiva e criativa do ser humano (e não apenas a formação intelectual ou técnico-profissional), retomando assim as tradições filosóficas formativas da Paideia antiga, assim como as da autonomia e da Bildung modernas.

O presente trabalho reflete sobre a significativa e desigual morte de jovens negros no País. Para tanto, a produção traz uma discussão sobre o teórico martinicano Frantz Fanon que, com suas ideias sobre racismo e colonialismo, nos ajuda a reconhecer o racismo brasileiro e a condição em que vivem os jovens negros do Brasil. Apesar de Fanon afirmar que suas considerações se referem apenas ao momento histórico em que escreve e aos estudos de colonialismo, acreditamos ser fácil fazer um paralelo (...) entre sua obra e o momento histórico brasileiro quanto à morte de jovens negros. Analisamos as três formas de violência trazidas pelo teórico: psicológica, estrutural, e física, dentro das quais vivem e morrem tais jovens. Buscamos, ainda, refletir sobre a construção das identidades e juventudes negras para compreender, onde e de que forma, estão inseridas na sociedade brasileira. Para tanto, acreditamos ser necessário analisar de que modo se dá o racismo brasileiro e conhecer o que denominamos de falso mito da igualdade racial, contra o qual lutamos constantemente, em busca de reconhecimento do problema, para que possamos buscar soluções. O trabalho aborda a Lei n. 10.639/2003 que versa sobre a obrigatoriedade de se trabalhar na escola a cultura africana e afro-brasileira. Consideramos a lei uma importante política pública na promoção de igualdade racial, através da valorização da cultura vinda do continente africano. Acreditamos que a implementação efetiva dessa lei apoia a construção de identidades negro-positivas tanto para negros quanto para não negros e que essa valorização das identidades serve como importante ferramenta na luta contra a significativa morte de jovens negros no País. (shrink)

Dr. Zaslavsky’s edition of the text of Tacitus’s Agricola has been prepared with an eye to its use as the first complete text with which to challenge learners who have completed a basic course of Latin such as his An Introductory Latin Course: A First Latin Grammar for Middle Schoolers, High Schoolers, College Students, Homeschoolers, and Self-Learners. It is accompanied by historical and grammatical notes, a glossary/concordance, and a translation.

O presente artigo pretende sublinhar, na forma de breves apontamentos gerais, os contornos mais amplos da crítica de Honneth a alguns aspectos do pensamento habermasiano. Tal crítica é norteada especialmente por uma investigação dos critérios morais e normativos das lutas sociais que Honneth recupera, por meio de uma apropriação crítica do pensamento do jovem Hegel. O ponto central defendido por Honneth é que as possibilidades da experiência interativo-comunicativa não podem ser resumidas ou tomadas exclusivamente na interação linguística, nem mesmo esta (...) última pode ser perseguida em seu aspecto ideal, sem a pressuposição dos contextos conflituosos nos quais ela sempre está inserida. (shrink)

Partir à la rencontre d'artisans ou observer des plasticiens contemporains à l'oeuvre ; enquêter au sein d'écoles d'art, interviewer des compositeurs et auteurs ; se plonger dans les partitions du XVIIème siècle, étudier les fonds d'archives «rock» de la Bibliothèque Nationale de France ; ou encore écumer les rayonnages «rap» d'une discothèque : comment les chercheurs en sciences sociales peuvent-ils appréhender la création artistique?

Even though hesitations (e.g.,um/uh) were historically perceived as involuntary non-linguistic items (e.g.,Maclay & Osgood 1959), more recently, a number of scholars have suggested that hesitations can behave like (a) lexical items (e.g.,Clark & Fox Tree 2002), and (b) at least in some contexts and with some functions as grammatical items like suffixes/clitics (Kirjavainen, Crible & Beeching 2022;Tottie 2017). The current study contributes to this body of work and presents two spoken language corpus analyses (frequency analysis; network analysis) investigating the nature (...) of the Finnish planning particletota.Our results suggest thattotais more similar to grammatical items than lexical items. (shrink)

These are all the answers to the exercises in Dr. Robert Zaslavsky’s An Introductory Latin Course: A First Latin Grammar for Middle Schoolers, High Schoolers, College Students, Homeschoolers, and Self-Learners. These answers are formulated to make the grammar that is being taught as transparent as possible to the learner. The goal of these answers is to encourage the learner to think as the Romans did, not to make the Romans think as we do.

Systems for color naming across languages have been a fascinating topic for decades. Zaslavsky and colleagues challenge Gibson's argument that color names are shaped by patterns of communicative need. Using an information‐theoretic analysis, they show that color naming is shaped by both perceptual structure (as is usually argued) but also by communication need.

The author examines the way in which the code of the hard-boiled detective, as exemplified especially in Dashiell Hammett's novels, is a crude but accurate version of the Kantian ethics of duty, an ethics that is quintessentially modern.

All the social sciences are now in flux and Soviet studies even more so. Many traditional approaches prove to be useless for understanding the changed world and there is a search for new explanatory models, and even for “alternative organizing myths.” All this fosters confusion and during such periods of “paradigm change” debates assume predictable characteristics. First of all, there appears a large gap between, in John Stuart Mill's words, “the meaning which a term bears in common acceptation” and that (...) which the writer “intends to annex to it.” It provides a great opportunity for sniping and passionately accusing opponents of lack of conceptual rigor. (shrink)

The author discusses a previously unremarked pun in which the plane tree (ho platanos) under which the conversation takes place echoes the name Plato, and hence there is the strong suggestion that the conversation in the Phaedrus is particularly close to Plato's own opinion.

This study focuses on comparison of perceptions of ethical business cultures in large business organizations from four largest emerging economies, commonly referred to as the BRICs (Brazil, Russia, India, and China), and from the US. The data were collected from more than 13,000 managers and employees of business organizations in five countries. The study found significant differences among BRIC countries, with respondents from India and Brazil providing more favorable assessments of ethical cultures of their organizations than respondents from China and (...) Russia. Overall, highest mean scores were provided by respondents from India, the US, and Brazil. There were significant similarities in ratings between the US and Brazil. (shrink)

What makes the on-going debate concerning ethnic relations in the USSR so tedious is that one can rather accurately predict the authors' conclusions by just knowing in which country they happen to live: Soviet literature tends overwhelmingly to stress the internationalizing effects of ethnic integration, while American literature emphasizes just as forcefully the disintegrating effects of ethnic nationalism. The Soviet emphasis can, of course, be partly explained by the fact that Soviet sociologists cannot publish anything which fails to substantiate the (...) official proposition that “the integration of nationalities in the USSR proceeds at an increasingly rapid rate.” Moreover, Soviet researchers have not carried out comparative studies of ethnic relations and nationalist phenomena in Western and Soviet-type societies — studies which would lead them to a more complex understanding of the issue. (shrink)

Dr. Zaslavsky has gathered together forty essays that represent the fruits of his lifetime of reading and teaching. The essays exemplify a method of reading substantive works that has been called Talmudic. The essays examine works by Homer, Plato, Aristotle, Moses Maimonides, Kant, DeQuincey, Chaucer, Shakespeare, Donne, Milton, Keats, Poe, Melville, Dickinson, Frost, Sherwood Anderson, Fitzgerald, cummings, Neruda, Arthur Miller, and Faulkner. In addition, there are essays on the Bible, the Constitution, and detective fiction. In every instance, the examined (...) author is treated as a highly deliberate, conscious craftsperson whose intention it is the reader’s task to discern. (shrink)

Dr. Zaslavsky’s Platonic Myth and Platonic Writing: A Philosophico-Literary Exploration addresses the thorny issue of precisely what is meant by mythos (myth) in the Platonic corpus of dialogues. Dr. Zaslavsky rejects the common notion that what makes a myth in Plato a myth (as opposed to a speech or logos) is its truth value. Therefore, after an analysis of why Plato wrote as he did and a cataloguing and examination of every occurence of mythos and its derivatives in (...) the Platonic corpus, he articulates the new linguistic and philosophical principle that a myth is a genetic or causal synagogic/synoptic account, in contradistinction to logos as a descriptive or calssificatory diairetic account. He tests this definition successfully through an examination of all those accounts in Plato that are explicitly designated as myths. (shrink)

This collection of six essays centers on Professor Koyre;'s great theme: the relative importance of metaphysics and observation, with controlled experiment a kind of marriage between the two. Professor Koyre;'s thesis might be summed up as a claim that when one is seeking to explain the scientific revolution, attention must be concentrated on the philosophical outlook of the scientist and away from speculative theories. At the time of his death, Alexandre Koyre; was a professor at the Ecole Pratique des (...) Hautes Études (Sorbonne) and a memeber of the Institute for Advanced Study in Princeton. (shrink)

Historien d'origine russe, Alexandre Koyré (1892-1964) est l'une de ces personnalités exceptionnelles dont les découvertes et les audaces ont profondément marqué l'évolution des idées au XXe siècle. Année par année, de 1922 à 1962, ce recueil nous fait suivre son itinéraire intellectuel à travers les enseignements qu'il donna à l'Ecole pratique des hautes études à Paris et aux Etats-Unis. Il nous permet de mieux comprendre le combat de Koyré pour faire de l'histoire des sciences le coeur même d'une histoire (...) de la pensée humaine, préfigurant aussi bien l'extraordinaire développement de cette discipline depuis un demi-siècle que l'anthropologie historique. Pietro Redondi a largement enrichi le contenu de ce livre à l'occasion de sa réédition, trente ans après sa première parution. Avec une nouvelle présentation, des textes inédits, un index et de nombreuses illustrations, ce volume offre ainsi la meilleure introduction à l'oeuvre de Koyré. (shrink)

Dr. Zaslavsky’s An Introductory Latin Course presents the characteristics of the Latin language in a holistic way, rather than in the fragmented, way that is typical in other Latin textbooks. This mode of presentation allows students to gain a comprehensive conceptual grasp of the linguistic characteristics that are to be learnedIn addition, since there has been a neglect—even an outright abjuration—of the teaching of English grammar in our schools for at least a third of a century, which has left (...) our students grammar poor, this textbook aims to enrich students grammatically by providing a comprehensive explanation of both English and Latin grammar. This makes it as useful for understanding English as it is for learning Latin. (shrink)

Alexandre Koyré. of the fixed stars is infinite commit a contradiction in adjecto. In truth, an infinite body cannot be comprehended by thought. For the concepts of the mind concerning the infinite are either about the meaning oftheterm "infinite,"  ...