This exploratory research aims to identify the accommodation and support measures, the challenges and the needs, for students with disabilities in teaching internship context. By answering an online questionnaire, 158 SH trainees in teaching in Belgium and Quebec, affirm, for the most part, that their situation of disability has repercussions on their internships. Their main challenges and needs are related to organization and written communication. However, few accommodation and support measures have been established during the internship.

This Article attempts to clarify a proposition of certain Canadian authors that while class actions represent a significant part of our court activities, they may not truly be compensating our citizens. I argue that leading up to the present study, we did not know for certain whether a class action was an effective mechanism to compensate class members. Through empirical data collected up by the Class Actions Lab from the past twelve years from cases filed in the province of Quebec, (...) District of Montreal, analyzed through the lens of a collective approach to compensation, I demonstrate that Quebec citizens are in fact being compensated by class actions. (shrink)

La question du sujet est ici abordée à partir de l´enseignement de Lacan à partir d´exemple clinique d´enfants suivis dans un cadre institutionnel relevant de l´Aide sociale à l´enfance. On tente d´y démontrer la vacuité du concept de sujet philosophique ou psychologique quant il s´agit de se repérer sur une éthique de la jouissance, d´un sujet de l´inconscient qui se soutient du phallus, d´une séparation du fantasme maternel, d´un abandon dans le réel, de l´effet-sujet attendu de la mise en place (...) d´un suivi psychanalytique. (shrink)

Since mitochondrial replacement techniques were developed and clinically introduced in the United Kingdom, there has been much discussion of whether these lead to children borne of three parents. In the UK, the regulation of MRT has dealt with this by stipulating that egg donors for the purposes of MRT are not genetic parents even though they contribute mitochondrial DNA to offspring. In this paper, I examine the way that the Human Fertilisation and Embryology Act in the UK manages the question (...) of parentage. I argue that the Act breaks the link typically made between genetic causation and genetic parenthood by redefining genetic causation solely in terms of nuclear genetics. Along with this, mtDNA is construed as a kind of supplement to the nuclear family. Drawing on the account of the supplement developed by Jacques Derrida, I argue that mtDNA and the women who donate it are seen as both essential to establishing the nuclear family but also exterior to and insignificant for it. (shrink)

Recent extensions of mechanistic explanation into psychology suggest that cognitive models are only explanatory insofar as they map neatly onto, and serve as scaffolding for more detailed neural models. Filling in those neural details is what these accounts take the integration of cognitive psychology and neuroscience to mean, and they take this process to be seamless. Critics of this view have given up on cognitive models possibly explaining mechanistically in the course of arguing for cognitive models having explanatory value independent (...) of how well they align with neural mechanisms. We can have things both ways, however. The problem with seamless integration accounts is their seamlessness, not that they take cognitive models to be mechanistic. A non-componential view of mechanisms allows for cognitive and neural models that cross cut one another, and for cognitive models that don’t decompose into parts. I illustrate the inadequacy of seamless accounts of integration by contrasting how “filter” models of attention in psychology and of sodium channels in neuroscience developed; by questioning whether the mappings generated by neuroimaging subtraction studies achieve integration; and by reinterpreting the evidence for cognitive models of memory having been successfully integrated with neural models. I argue that the integrations we can realistically expect are more partial, patchy, and full of loose threads than the mosaic unity Craver describes. (shrink)

Trudy Govier argues in The Philosophy of Argument that adversariality in argumentation can be kept to a necessary minimum. On her ac-count, politeness can limit the ancillary adversariality of hostile culture but a degree of logical opposition will remain part of argumentation, and perhaps all reasoning. Argumentation cannot be purified by politeness in the way she hopes, nor does reasoning even in the discursive context of argumentation demand opposition. Such hopes assume an idealized politeness free from gender, and reasoners with (...) inhuman or at least highly privileged capabilities and no need to learn from others or share understanding. (shrink)

Homology is a natural kind concept, but one that has been notoriously elusive to pin down. There has been sustained debate over the nature of correspondence and the units of comparison. But this continued debate over its meaning has focused on defining homology rather than on its use in practice. The aim of this chapter is to concentrate on the practices of homologizing. I define “homologizing” to be a concept-in-use. Practices of homologizing are kinds of rule following, the satisfaction of (...) which demarcates a category—that of being a homologue. Identifying, explaining, discovering, and understanding are exchanges that connect practice to concept through the performance of a rule by practitioners. These practices are constitutive of natural kinding activities. If homologizing is a kind of kinding, consideration of these practices of discovery, tracking, and identification not only clarifies the meaning, use, and progression of the concept of homology, but provides further understanding of the processes and progression of natural kinds and kinding practices in general. (shrink)

Discussions over whether these natural kinds exist, what is the nature of their existence, and whether natural kinds are themselves natural kinds aim to not only characterize the kinds of things that exist in the world, but also what can knowledge of these categories provide. Although philosophically critical, much of the past discussions of natural kinds have often answered these questions in a way that is unresponsive to, or has actively avoided, discussions of the empirical use of natural kinds and (...) what I dub “activities of natural kinding” and “natural kinding practices”. The natural kinds of a particular discipline are those entities, events, mechanisms, processes, relationships, and concepts that delimit investigation within it—but we might reasonably ask: How are these natural kinds discovered?, How are they made?, Are they revisable?, and Where do they come from? A turn to natural kinding practices reveals a new set of questions open for investigation: How do natural kinds explain through practice?, What are natural kinding practices and classifications and why should we care?, What is the nature of natural kinds viewed as a set of activities?, and How do practice approaches to natural kinds shape and reconfigure scientific disciplines? Natural kinds have traditionally been discussed in terms of how they classify the contents of the world. The metaphysical project has been one which identifies essences, laws, sameness relations, fundamental properties, and clusters of family resemblances and how these map out the ontological space of the world. But actually how this is done has been less important in the discussion than the resultant categories that are produced. I aim to rectify these omissions and suggest a new metaphysical project investigating kinds in practice. (shrink)

Augustine’s _Confessions_ is one of the most significant works of Western culture. Cast as a long, impassioned conversation with God, it is intertwined with passages of life-narrative and with key theological and philosophical insights. It is enduringly popular, and justly so. The Routledge Guidebook to Augustine’s Confessions is an engaging introduction to this spiritually creative and intellectually original work. This guidebook is organized by themes: the importance of language creation and the sensible world memory, time and the self the afterlife (...) of the Confessions. Written for readers approaching the _Confessions_ for the first time, this guidebook addresses the literary, philosophical, historical and theological complexities of the work in a clear and accessible way. Excerpts in both Latin and English from this seminal work are included throughout the book to provide a close examination of both the autobiographical and theoretical content within the _Confessions. _. (shrink)

This dissertation explains Audre Lorde's theoretical work as a pedagogical model, and particularly as foundational for an exploration of photomontage or image/text. Lorde's poetry enacts her theory; she uses her fascination with difference formally, structurally, and rhetorically. My conjecture is that Lorde's practice posits an epistemology based on her thoroughgoing investigation of difference on many levels. She is fascinated by difference, contradiction, dialectic. Her method significantly involves constant comparison and juxtaposition or repositioning of images; processes which tend to be associated (...) with allegorical procedures and montage practice. ;Lorde's work helps illuminate the following questions central to the pedagogy, of image/text or photomontage, toward which I speculate. How can we find forms that move us from our emotions and or something that is internal, powerfully and meaningfully out among others and back and how can we use forms or representation to intervene in our communities and society toward more complex understandings and just practices? ;How can we move students from production to analysis; from developing their own idea, even as a collective, to broader analysis. How do we ask the questions that move us forward and that keep us productive and critical, as part of a dialogue or dialectical practice allowing us to see differently? How do we resist "closure" without committing to aimless relativism? How do we open improvisational space where things can happen, but where we also make meaning of and judgments about what happens or what doesn't; and about where we need to move and why? ;The work here is toward a pedagogy which holds images in conversation, realizing that images and conversations move so we need to make a practice of scrutiny. The pedagogy toward which I speculate examines how our culture/society works in us through images, too often unexamined. My conjecture is that there are methods of dialogue which produce questions out of difference, comparison, and contradiction; and by way of production of imagery, and forms. Specifically, production of visual imagery can be used powerfully in this process. (shrink)

'...a remarkable book....Zuckert shows, subtly and persuasively, how the themes of American literature resonate with those of modern thought...Zuckert brings us to the point where philosophy and politics intersect. Few projects have such depth.'-AMERICAN POLITICAL SCIENCE REVIEW.

In this paper, we examine the viability of avoiding value judgments encoded in thick concepts when these concepts are used in economic theories. We focus on what implications the use of such thick concepts might have for the tenability of the fact/value dichotomy in economics. Thick concepts have an evaluative and a descriptive component. Our suggestion is that despite attempts to rid thick concepts of their evaluative component, economists are often not successful. We focus on the strategy of explication to (...) remove the evaluative component of thick concepts and argue that often economists either have to make value judgments or are unable to individuate out the phenomenon under analysis. We support our claim with a case study, namely the concept of addiction in Gary Becker and Kevin Murphy’s Theory of Rational Addiction (1988). One consequence of our analysis is that theories containing thick concepts could commit economists to making value judgments and as such undermine the fact/value dichotomy. (shrink)

Moira Howes and Catherine Hundleby ABSTRACT: While anger can derail argumentation, it can also help arguers and audiences to reason together in argumentation. Anger can provide information about premises, biases, goals, discussants, and depth of disagreement that people might otherwise fail to recognize or prematurely dismiss. Anger can also enhance the salience of certain premises...

Why are young women less likely than young men to persist in academic science and engineering? Drawing on 57 in-depth interviews with PhD students and postdoctoral scholars in the United States, we describe how, in academic science and engineering, motherhood is constructed in opposition to professional legitimacy, and as a subject of fear, repudiation, and public controversy. We call this the “specter of motherhood.” This specter disadvantages young women and amplifies anticipatory concerns about combining an academic career with motherhood. By (...) specifying the content of cultural discourses about motherhood in academic workplaces and the processes by which these ideas circulate, produce disadvantage, and inform young, childless scientists and engineers’ career plans, our findings offer novel insight into mechanisms contributing to inequality in academic careers. (shrink)

Understanding, as I construe it, is holistic. It is a matter of how commitments mesh to form a mutually supportive, independently supported system of thought. It is advanced by bootstrapping. We start with what we think we know and build from there. This makes education continuous with what goes on at the cutting edge of inquiry. Methods, standards, categories and stances are as important as facts. So something like E. D. Hirsch’s list of facts every fourth grader should know is (...) slightly silly. What makes for a good fourth grade education is not the set of facts the fourth grader knows, but the level of understanding she has achieved and the resources she can deploy to advance that understanding. Facts are part of the story, but so are fictions, methods, standards, and categories. A major part of understanding is recognizing what problems remain to be solved. (shrink)

"Art history and art theory are inseparable. A history of art can be achieved only through the simultaneous construction of a theory of art." These words of the eminent scholar and critic Louis Marin suggest why he considered the paintings and the writings of Nicolas Poussin, painter and theoretician of painting, an enduring source of inspiration. Poussin was the artist to whom Marin returned most faithfully over the years. Since Marin did not live to write his proposed book on Poussin, (...) the ten major essays in this volume will remain his definitive statement on the painter who inspired his most eloquent and probing commentary. At the center of Marins inquiry into Poussins art are the theory and practice of "reading" paintings. Rather than explicate Poussins work through systematic textual and iconographic analysis, he sets out to explore a cluster of speculative questions about the meaning of pictorial art: Can painting be a discourse? If so, how can that discourse be deciphered? Marins horizon for interpreting Poussin depends more on the concepts of aesthetic philosophy and the insights of cultural history than on an account of the painters career or his relationship with his artistic predecessors. For example, he positions several of Poussins best-known landscapes with respect both to French seventeenth-century debates on the question of the sublime and to the philosophical tradition of reflection on the sublime. Among the topics Marin studies are the tempest as a major figure of the sublime in Poussins work, the presence of ruins in the paintings, Poussins use of the concept of metamorphosis, and the frequent presence of sleeping bodies in the work. The Poussin who emerges in these essays is preeminently a philosopher-artist whose painterly discourse embodies the limits of thought and of representation. (shrink)

On est porté à sous-estimer le rôle authentiquement productif de la raison dans la Dialectique transcendantale de la Critique de la raison pure. Cet article propose une illustration de ce rôle à l'occasion des Paralogismes de la raison pure, qui ne sont rendus possibles que sur la base d'une fiction négative opérée à partir du sens interne. Cette illustration s'inscrit dans la perspective plus large d'une interprétation de la Dialectique transcendantale en vertu d'une théorie du schématisme, laissée au second plan (...) par Kant en raison de la prépondérance des motivations critiques.We tend to underestimate the authentically productive role of reason in the Transcendental Dialectic of the Critique of Pure Reason. This paper suggests an illustration of this role as it can be traced in the Paralogisms of Pure Reason, which themselves became possible on the basis of a negative fiction exerted toward the inner sense. This illustration is part of a larger perspective aiming at an interpretation of the Transcendental Dialectic on the ground of a theory of schematism, which is somehow overshadowed by Kant's critical intentions. (shrink)

I will situate the fallacies approach to reasoning with the aim of making it more relevant to contemporary life and thus intellectually significant and valuable as a method for teaching reasoning. This entails a revision that will relegate some of the traditional fallacies to the realm of history and introduce more recently recognized problems in reasoning. Some newly recognized problems that demand attention are revealed by contemporary science studies, which reveal at least two tenacious problems in reasoning that I will (...) explore in this paper. One of these problems is androcentrism, a ubiquitous problem with reasoning that feminists exposed in the twentieth century but that continues to pervade people’s reasoning. The other is biological reductionism in at least two specific forms: genetic determinism and adaptationism. (shrink)

Theories of rational choice are arguably the most prominent approaches to human behaviour in the social and behavioral sciences. At the same time, they have faced persistent criticism. In this paper, I revisit some of the core criticisms that have for a long time been levelled against them and discuss to what extent those criticisms are still effective, not only in light of recent advancements in the literature but also of the fact that there are different variants of rational choice (...) theories that have not been considered explicitly when criticizing them. (shrink)