Lived music - multi-dimensional musical experience : Implications for music education.

In lieu of an abstract, here is a brief excerpt of the content:Learning Music:Embodied Experience in the Life-WorldEva Alerby and Cecilia FermIn the present age, which is often signified as post-modern or knowledge-intensive, the calls for learning echo loud. Discussions of learning, as well as teaching, permeate almost all levels and arenas of our society, and have a sure place in every-day conversation as well as scientific debate. The concept of learning can be understood and explained in many different (...) ways. Our intention in this article is to make visible and discuss how learning music can be understood and explained from a life-world approach.By life-world approach we mean that learning is constituted by the experiences that we are having in the world. From that perspective it can be seen as a process which leads to some kind of change, whose utmost purpose is—consciously or unconsciously—to create meaning and make managing the world possible. In addition, we stress that learning does not arise nor is formed in a vacuum, but instead is found in complex contexts. In turn this creates the necessity of making learning situated and contextualized.1How one understands how music is learned is consequently influenced not only by what fundamental assumptions one holds about learning but also by prevailing views of music. Furthermore, how musical ability is regarded and whether musicality is accepted as an emotional or cognitive phenomenon is also [End Page 177] important. Other assumptions that need to be considered are whether or not it is possible to divide musicality into smaller parts and if that is the case, what is the relationship between these parts. One further question that has to be illuminated is the question about biological and social influences on musicality.2 According to Sture Brändström,3 musicality is sometimes divided into two categories—absolute contra relativistic musicality. The first category implies that musicality is regarded as a native ability, already existing within the human being, an ability that some people have and others lack. The second category reflects an approach that assumes that musicality is something everybody can acquire, it can be learned and appropriated. We will return later to this issue.These questions reveal a dualistic approach, specifically: whether musicality is an emotional or a cognitive phenomenon, or absolute or relative, which in turn leads to the question of whether or not learning music is constituted within or outside the human being. To expose problems related to this dualistic approach in music education, we will examine musical learning using life-world phenomenology as a theoretical framework, a brief description of which follows.Phenomenology: A Way of ThinkingAt the turn into the twentieth century, the German philosopher, Edmund Husserl (1859-1938), named his philosophical approach phenomenology, and with that the development of modern phenomenology began. Phenomenology is both a method and a way of thought.4 He distinguished the fundamental principle of phenomenology as—'back to the things themselves.' According to Husserl it is through experiences that we gain access to things themselves. The concept of experience was essential to his formulation, and it became a key signature for the whole of phenomenology. His starting-point was how the world is experienced in a subjective way, and the aim was to find a way to describe the meaning of these subjective experiences. In other words, phenomenology has been summarized as a description of how the world is experienced by the person in the world.Various thinkers have interpreted phenomenology in different ways. Jan Bengtsson5 emphasized that phenomenological method should be named in the plural as methods. The phenomenology of the life-world, which was developed as an alternative to the so-called epoché, the special method of transcendental phenomenology, is a philosophy of the life-world without transcendental reduction. It is the life-world that constitutes the basis of our lives. It is the everyday world of our experiences, which we take for granted and where we live our lives. In other words it is the life-world that constitutes people's being-in-the-world.6 Through our existence we experience the concrete world in all its complexity, which is both historically and contextually dependent. Consequently... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Eva Alerby and Cecilia Ferm, “Learning Music: Embodied Experience in the Life-World”Christine A. BrownI was recently asked to settle a friendly debate between two college graduates. The first, my daughter's boyfriend, argued that someone with talent and motivation could become as creative a composer without formal musical training as with it. The other, my daughter, vigorously countered that while someone might compose well on one's (...) own, the result would not be as versatile or thoughtfully developed as it could be with good formal instruction. I saw the musical educations of the debaters reflected in their arguments. My daughter had accumulated fourteen years of formal instruction in violin, cello, voice, and dance and took part in high school choral, theatrical, and orchestral performances. Her studies continued into college and from time to time she performs in community theater. Her boyfriend was the only musically trained member of his family. At his own request he studied piano for five years, later channeling his musical energies into a rock group. Though he did not study music in college, he continues to play keyboard and guitar. Both agree that the ongoing debate between them illustrates the strong connection between musical training and musical valuing. The life-world of their experiences shaped their judgments of musical quality and left imprints on their views of what matters more, talent or training. I will return to this scenario later.I find solid points of agreement with Eva Alerby and Cecilia Ferm starting with their premise that music learning is most effective when taught within a context. While some students prefer learning in a linear, rule-oriented setting, more often than not a musical concept will be comprehended best if it is first experienced within a variety of works. Regarding extra-musical contexts, furthermore, recent evidence supporting the integration of subject areas at the elementary level appears to extend the boundaries of musical learning in a positive direction. Additionally, the authors' description of embodied musical learning holds great interest. Their argument that musical learning must be appropriated within the body resonates strongly within me as I reflect upon performing and teaching piano. Experience with beginning level adult pianists suggests to me that once the awkwardness of newly-learned movements fades with time and effort, students often discover a close interaction between their physical and conceptual knowledge of music. Of related interest is the authors' definition of musicality as taking embodied musical knowledge and making it one's own. This surpasses physical mastery of an instrument and describes a personal [End Page 208] and emotional investment in music. It is at this point in the essay that the recognizable link between mind, body, and emotion in music is most clear.Alongside these engaging ideas, however, are statements throughout the essay that invite further questions or comments. First among these is the statement that the knowledge resulting from learning is not always what was intended or planned. While this is often the case, elaboration upon modes of knowledge in question would help clarify the authors' ideas. Since knowledge takes a variety of forms, as the authors imply, these forms should be explored, defined, and applied to the process of teaching and learning music.Related to that suggestion is my response to the statement that the aim of music education is to produce musical knowledge. I am assuming that musical knowledge includes an age-appropriate blend of performance skill, reading ability, ear training, historical and cultural connections, basic theoretical and stylistic understanding, and acquaintance with creative processes. In many regions of our country, public arts education has been de-valued to the extent that we must convince administrators, parents, and sometimes students, of its importance. Until this situation improves, I must personally consider the aim of music education as producing, alongside musical knowledge, the desire for music as a lifelong pursuit, be it active or passive. Without this desire, musical knowledge gained often goes unused. Referring to my opening anecdote, my daughter is not participating in music while her less extensively trained boyfriend is. I know of several students like her who gained expertise on an instrument and who have now stopped playing for... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Eva Alerby and Cecilia Ferm, “Learning Music: Embodied Experience in the Life-World”C. Victor FungThe authors' choice of using phenomenology as a foundation of their inquiry is appropriate and appealing. They have, to a great extent, achieved their goal to explain music learning from a life-world approach. Descriptions of absolute musicality and relativistic musicality in the opening paragraphs remind me of the good old "nature versus (...) nurture" argument. Do the authors intend to relate musicality to musical ability or aptitude as defined by psychologists? If musicality is "the ability to make something of one's own," does it mean that the authors have taken on a relativistic view and believe that musicality can be acquired?At the onset of the essay, musicality is described as emotional or cognitive phenomena. I would be interested to know what role a psychomotor phenomenon plays in musicality. The authors later describe "motor knowledge" in the context of Merleau-Ponty's "maximum grip." Does it mean that "motor knowledge" or "maximum grip" in music is outside the realm of musicality?I have attempted to follow the authors' logic in answering the question: What is learning of music? The authors postulate that "knowledge does not always, and not in any way automatically, become exactly the same as the learning situation aimed for" and that "the aim of music education is to produce music knowledge." These propositions lead me to believe that the learning of music occurs in experiencing all types of musical activities, regardless of the musician's level of proficiency. In all types of musical activities, including different performances of the same repertoire by the same performer, the musician would find new knowledge that is being produced in his/her body. Therefore, I agree with the authors in that "bodily experience is the foundation for learning."I would like to respond to the issue of whether music learning occurs within [End Page 206] or outside of the human being. I enjoy reading how the authors borrow Merleau-Ponty's analogy of the blind man and his stick. They put it so beautifully that "the piano becomes an extension of the pianist's body, and the pianist can 'feel' its limitation." This leads me to ponder if there could be further extensions beyond the physical piano. We know that pianists make the strings in the piano vibrate through a lever mechanism. These vibrations travel through the air and arrive at the audience's ears. Then the vibrating energies are transmitted as electrical energies in the audience's nerve cells. The audience in turn may behave differently after such a complex transmission of energies at a performance. My question is: Is there an end to the "extension" of a musician's body? If so, where should it end? There is no doubt that the pianist relates to the world and learns about the world through the piano. Could the pianist learn about the world through the vibrations that the piano strings generate, through the air, and through the audience's hearing mechanism, brain cells, and behaviors? Is this what the authors meant by "the human ego is boundaryless and cannot be localized, and the ego is immanent in the whole system"? Regardless of how far the "extension" goes, how do we know if an "extension" has occurred? How can we validate an "extension" of a musician's ego"?It seems to me that the authors' discussions have focused on the tactile extension of the body. If the body can be extended like the stick for the blind man, would the air surrounding the blind man, including its smell, temperature, humidity, wind, and sound, be his extension too? When this question is transferred to a musician, would the total context of the musical event be the musician's extension of the body too? By "total context," I mean the cultural context, the environment (smell, temperature,...), and the people in the musical event.We are certain that music learning takes place when experiences and knowledge are incorporated in the body. We still have not solved the problem of whether music learning occurs within or outside of the human being, because the boundary of the... (shrink)

We propose a new class of multiple contraction operations — the system of spheres-based multiple contractions — which are a generalization of Grove’s system of spheres-based (singleton) contractions to the case of contractions by (possibly non-singleton) sets of sentences. Furthermore, we show that this new class of functions is a subclass of the class of the partial meet multiple contractions.

We introduce a constructive model of selective belief revision in which it is possible to accept only a part of the input information. A selective revision operator ο is defined by the equality K ο α = K * f(α), where * is an AGM revision operator and f a function, typically with the property ⊢ α → f(α). Axiomatic characterizations are provided for three variants of selective revision.

Cognitive gadgets are distinctively human cognitive mechanisms – such as imitation, mind reading, and language – that have been shaped by cultural rather than genetic evolution. New gadgets emerge, not by genetic mutation, but by innovations in cognitive development; they are specialised cognitive mechanisms built by general cognitive mechanisms using information from the sociocultural environment. Innovations are passed on to subsequent generations, not by DNA replication, but through social learning: People with new cognitive mechanisms pass them on to others through (...) social interaction. Some of the new mechanisms, like literacy, have spread through human populations, while others have died out, because the holders had more students, not just more babies. The cognitive gadgets hypothesis is developed through four case studies, drawing on evidence from comparative and developmental psychology, experimental psychology, and cognitive neuroscience. The framework employed – cultural evolutionary psychology, a descendant of evolutionary psychology and cultural evolutionary theory – addresses parallel issues across the cognitive and behavioural sciences. In common with evolutionary developmental biology and the extended evolutionary synthesis, cultural evolutionary psychology underlines the importance of developmental processes and environmental factors in the emergence of human cognition. In common with computational approaches, it emphasises the power of general-purpose mechanisms of learning. Cultural evolutionary psychology, however, also challenges use of the behavioural gambit in economics and behavioural ecology, and rejects the view that human minds are composed of “innate modules” or “cognitive instincts.”. (shrink)

This companion is a cutting-edge primer to critical forms of the posthumanities and the feminist posthumanities, aimed at students and researchers who want to catch up with the recent theoretical developments in various fields in the humanities, such as new media studies, gender studies, cultural studies, science and technology studies, human animal studies, postcolonial critique, philosophy and environmental humanities. It contains a collection of nineteen new and original short chapters introducing influential concepts, ideas and approaches that have shaped and developed (...) new materialism, inhuman theory, critical posthumanism, feminist materialism, and posthuman philosophy. A resource for students and teachers, this comprehensive volume brings together established international scholars and emerging theorists, for timely and astute definitions of a moving target – posthuman humanities and feminist posthumanities. (shrink)

This paper focuses on the extension of AGM that allows change for a belief base by a set of sentences instead of a single sentence. In [FH94], Fuhrmann and Hansson presented an axiomatic for Multiple Contraction and a construction based on the AGM Partial Meet Contraction. We propose for their model another way to construct functions: Multiple Kernel Contraction, that is a modification of Kernel Contraction, proposed by Hansson [Han94] to construct classical AGM contractions and belief base contractions. This construction (...) works out the unsolved problem pointed out by Hansson in [Han99, pp. 369]. (shrink)

1. Properties of mirror neurons in monkeys. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (...) . . . 000 1.1. Action types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 000 1.2. Context effects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 000 2. Is there a human ‘mirror neuron system’? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 000 2.1. Monkeys versus humans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 000 2.2. Action understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 000 3. The development of mirroring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 000 3.1. Imitation in newborns? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 000 3.2. Effects of experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 000 3.3. Effects of sensorimotor experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. (shrink)

In this article we present a new class of multiple contraction functionswhich are a generalization of the epistemic entrenchment-based contractions (Grdenfors & Makinson, 1988) to the case of contractions by (possibly nonsingleton) sets of sentences and provide an axiomatic characterization for that class of functions. Moreover, we show that the class of epistemic entrenchment-based multiple contractions coincides with the class of system of spheres-based multiple contractions introduced in Fermé & Reis (2012).

Previous studies on parenting adult children with ASD were scarce, and their intervention protocols mainly were derived from established work with children. Development of an applicable adult-oriented protocol and demonstration of its effectiveness is warranted. The present study outlined the development and evaluation of Core Autism Parenting Skills, which targets to enhance parenting self-efficacy intervention for adult children with ASD by addressing two intervention goals in parallel: acquisition of parenting skills and cultivating positive attributes. In CAPS, PSE is operationalised into (...) four parent roles: to observe, reinforce, empathise, and accompany, each with requisite attributes, skills, and prescribed training. Twenty-seven parents with adult children with ASD were recruited. They completed measures assessing their PSE, competence in the four parent roles, and emotional well-being at pre-training, post-training and 2-month follow-up. The intervention was well-received by the participants and reported significant improvements in PSE, parent role competence at post-training and 2-month follow-up. The applicability of PSE and parent role competence in constructing effective parenting intervention for adult children with ASD was supported. (shrink)

Since the BBS article in which Premack and Woodruff (1978) asked “Does the chimpanzee have a theory of mind?,” it has been repeatedly claimed that there is observational and experimental evidence that apes have mental state concepts, such as “want” and “know.” Unlike research on the development of theory of mind in childhood, however, no substantial progress has been made through this work with nonhuman primates. A survey of empirical studies of imitation, self-recognition, social relationships, deception, role-taking, and perspective-taking suggests (...) that in every case where nonhuman primate behavior has been interpreted as a sign of theory of mind, it could instead have occurred by chance or as a product of nonmentalistic processes such as associative learning or inferences based on nonmental categories. Arguments to the effect that, in spite of this, the theory of mind hypothesis should be accepted because it is more parsimonious than alternatives or because it is supported by convergent evidence are not compelling. Such arguments are based on unsupportable assumptions about the role of parsimony in science and either ignore the requirement that convergent evidence proceed from independent assumptions, or fail to show that it supports the theory of mind hypothesis over nonmentalist alternatives. Progress in research on theory of mind requires experimental procedures that can distinguish the theory of mind hypothesis from nonmentalist alternatives. A procedure that may have this potential is proposed. It uses conditional discrimination training and transfer tests to determine whether chimpanzees have the concept “see.” Commentators are invited to identify flaws in the procedure and to suggest alternatives. Key Words: apes; associative learning; concepts; convergence; deception; evolution of intelligence; folk psychology; imitation; mental state attribution; monkeys; parsimony; perspective-taking; primates; role-taking; self-recognition; social cognition; social intelligence; theory of mind. (shrink)

The 1985 paper by Carlos Alchourrón, Peter Gärdenfors, and David Makinson, “On the Logic of Theory Change: Partial Meet Contraction and Revision Functions” was the starting-point of a large and rapidly growing literature that employs formal models in the investigation of changes in belief states and databases. In this review, the first twenty-five years of this development are summarized. The topics covered include equivalent characterizations of AGM operations, extended representations of the belief states, change operators not included in the original (...) framework, iterated change, applications of the model, its connections with other formal frameworks, computatibility of AGM operations, and criticism of the model. (shrink)

Semi-contraction is a withdrawal operation defined by Fermé in "On the logic of theory change: Contraction without recovery." In this paper we propose: (1) an axiomatic characterization of semi-contraction; (2) an alternative construction for semi-contraction based on semi-saturatable sets, inspired by Levi's saturatable sets; (3) a special kind of semi-contraction that satisfies the Lindström and Rabinowicz interpolation thesis.

Background The ambulance service provides emergency care to meet the patient’s medical and nursing needs. Based on professional nursing values, this should be done within a caring relationship with a holistic approach as the opposite would risk suffering related to disengagement from the patient’s emotional and existential needs. However, knowledge is sparse on how ambulance personnel can meet caring needs and avoid suffering, particularly in conjunction with urgent and emergency situations. Aim The aim of the study was to explore ambulance (...) nurses’ experiences of relationships with patients in urgent and emergency situations. Methods Data collection was performed using individual open-ended interviews with six ambulance nurses. The data were analyzed using a thematic analysis. Results Relationships with patients during urgent and emergency assignments emerged as three themes: “ Ambiguous silence,” “ Professional competence” and “ Challenging inadequacy” comprising eight sub-themes in total. The result shows that the ambulance nurses found it difficult to prioritize between medical care and establishing a caring relationship with the patient. However, sometimes a wordless relationship was perceived sufficient and considered a first step towards a verbal relationship. Conclusions Ambulance nurses experience that a caring relationship cannot and does not need to be prioritized in the acute stage. This uncovers a dichotomy approach to medical care versus caring relationships that exclude a holistic approach. Thus, patients’ emotional, existential and physical needs are not considered as equally important. Clinical relevance: It is important to stimulate reflection on core ethical nursing values, in training and simulation exercises among clinically active ambulance nurses. (shrink)

The procedures for structuring clinical ethics case reflections in a childhood cancer care setting are presented, including an eight-step model. Four notable characteristics of the procedures are: members of the inter-professional health care team, not external experts, taking a leading role in the reflections; patients or relatives not being directly involved; the model explicitly addressing values and moral principles instead of focussing exclusively on the interests of involved parties; using a case-based (inductive) rather than principle-based (deductive) method. By discusing the (...) advantages and disadvantages of the proposed procedures, our paper aims to contribute to the literature on models and procedures for ethical analysis that can be used in clinical settings. It is suggested that our proposed procedures have some advantageous features when it comes to promoting health care staff’s learning to structure their thinking about ethical issues. (shrink)

Background: Childhood cancer care involves many ethical concerns. Deciding on treatment levels and providing care that infringes on the child’s growing autonomy are known ethical concerns that involve the whole professional team around the child’s care. Objectives: The purpose of this study was to explore healthcare professionals’ experiences of participating in ethics case reflection sessions in childhood cancer care. Research design: Data collection by observations, individual interviews, and individual encounters. Data analysis were conducted following grounded theory methodology. Participants and research (...) context: Healthcare professionals working at a publicly funded children’s hospital in Sweden participated in ethics case reflection sessions in which ethical issues concerning clinical cases were reflected on. Ethical considerations: The children’s and their parents’ integrity was preserved through measures taken to protect patient identity during ethics case reflection sessions. The study was approved by a regional ethical review board. Findings: Consolidating care by clarifying perspectives emerged. Consolidating care entails striving for common care goals and creating a shared view of care and the ethical concern in the specific case. The inter-professional perspectives on the ethical aspects of care are clarified by the participants’ articulated views on the case. Different approaches for deliberating ethics are used during the sessions including raising values and making sense, leading to unifying interactions. Discussion: The findings indicate that ethical concerns could be eased by implementing ethics case reflection sessions. Conflicting perspectives can be turned into unifying interactions in the healthcare professional team with the common aim to achieve good pediatric care. Conclusion: Ethics case reflection sessions is valuable as it permits the discussion of values in healthcare-related issues in childhood cancer care. Clarifying perspectives, on the ethical concerns, enables healthcare professionals to reflect on the most reasonable and ethically defensible care for the child. A consolidated care approach would be valuable for both the child and the healthcare professionals because of the common care goals. (shrink)

Alchourrón devoted his last years to the analysis of the notion of defeasible conditionalization. He developed a formal system capturing the essentials of this notion. His definition of the defeasible conditional is given in terms of strict implication operator and a modal operator f which is interpreted as a revision function at the language level. In this paper, we will point out that this underlying revision function is more general than the well known AGM revision [4]. In addition, we will (...) give a complete characterization of that more general kind of revision and will show how permits to unify models of revision given by other authors. Alchourrón dedicó sus últimos años al análisis de la noción de condicionalización derrotable. Desarrolló un sistema formal que captura los aspectos esenciales de esta noción. Su definición de condicional revisable está dada en términos del operador de implicación estricta y un operador modal f el cual es interpretado en el nivel del lenguaje como una función de revisión. En este trabajo señalamos que la función de revisión subyacente es más general que la bien conocida función de revisión de AGM. Además, presentaremos una caracterización completa de una clase de revisión más general y mostraremos cómo nuestro modelo permite unificar los modelos de revisión propuestos por otros autores. (shrink)

Background: In previous research on ethics case reflection (ECR) sessions about specific cases, healthcare professionals in childhood cancer care were clarifying their perspectives on the ethical issue to resolve their main concern of consolidating care. When perspectives were clarified, consequences in the team included ‘increased understanding’, ‘group strengthening’ and ‘decision grounding’. Additional analysis of the data was needed on conditions that could contribute to the quality of ECR sessions. Objective: The aim of this study was to explore conditions for clarifying (...) perspectives during ECR sessions. Research design: Data were collected from observations and interviews and the results emerged from an inductive analysis using grounded theory. Participants and research context: Six observations during ECR sessions and 10 interviews were performed with healthcare professionals working in childhood cancer care and advanced paediatric homecare. Ethical considerations: The study was approved by a regional ethical review board. Participants were informed about their voluntary involvement and that they could withdraw their participation without explaining why. Findings: Two categories emerged: organizational enablers and barriers and team-related enablers and barriers. Organizational enablers and barriers included the following sub-categories: the timing of the ECR session, the structure during the ECR session and the climate during the ECR session. Sub-categories to team-related enablers and barriers were identified as space for inter-professional perspectives, varying levels of ethical skills and space for the patient’s and the family’s perspectives. Discussion: Space for inter-professional perspectives included the dominance of a particular perspective that can result from hierarchical positions. The medical perspective is relevant for understanding the child’s situation but should not dominate the ethical reflection. Conclusion: Conditions for ECR sessions have been explored and the new knowledge can be used when training facilitators as well as for those who organize/implement ECR sessions. Awareness of space for different perspectives, including the possible medical advantage over the nursing perspective, could reduce the somewhat unilateral attention and contribute to an inter-professionally shared reflection. (shrink)

Wolfgang Pauli referred to him as 'my discovery,' Robert Oppenheimer described him as 'one of the most gifted theorists' and Niels Bohr found him enormously stimulating. Who was the man in question, Gunnar Källén (1926-1968)? His appearance in the physics sky was like a shooting star. His contributions to the scientific debate caused excitement among young and old. Similar to his friend and mentor, Wolfgang Pauli, he demanded honesty and rigor in physics - a distinct dividing line between fact and (...) speculation. In his obituary, Arthur S. Wightman would write: 'Gunnar Källén was a proud continuer of the tradition in quantum field theory established by Wolfgang Pauli. His papers on quantum electrodynamics in the period 1950-1954 carried the non-perturbative approach to quantum electrodynamics forward to a point beyond which very little essential progress has been made up to the present day. At the time I was trying to puzzle out the grammar of the language of quantum field theory, and here was Källén already writing poetry in the language!'. In addition to being a remarkable scientist, Källén had a very interesting personality, well worth exploring. In her book, physicist Cecilia Jarlskog traces both the personal and scientific trajectory of this unsung hero of the early days of high-energy physics and quantum field theory. A number of invited contributions by members of the Källén family and distinguished researchers from the field, all of them personally acquainted with Källén, combine to form an authentic portrait of the researcher and the man. Last but not least, the reader will become acquainted with some aspects of the history of particle physics in those days, as related by Källén and those who corresponded with him. A commented selection of his most important and not easily accessible papers is included as an added bonus for specialists. (shrink)

Background: How well ethical concerns are handled in healthcare is influenced by the ethical climate of the workplace, which in this study is described as workplace factors that contribute to healthcare professionals’ ability to identify and deal with ethical issues in order to provide the patient with ethically good care. Objectives: The overall aim of the study was to describe perceptions of the paediatric hospital ethical climate among healthcare professionals who treat/care for children with cancer. Research design: Data were collected (...) using the Hospital Ethical Climate Survey developed by Olsson as a separate section in a questionnaire. Descriptive statistics were used to analyse perceptions of the ethical climate. Participants and research context: Physicians, nurses and nurse-aides (n = 89) from three paediatric units participated in this study: haematology/oncology, chronic diseases and neurology. Ethical considerations: The study was approved by the regional ethical review board. Findings: Different perceptions of the ethical climate were rated as positive or negative/neutral. Nurses’ ratings were less positive than physicians on all items. One-third of the participants perceived that they were able to practice ethically good care as they believed it should be practised. Discussion: Differences in professional roles, involving more or less power and influence, might explain why physicians and nurses rated items differently. A positive perception of the possibility to practice ethically good care seems to be related to inter-professional trust and listening to guardians/parents. A negative/neutral perception of the possibility to practice ethically good care appears to be influenced by experiences of ethical conflicts as well as a lack of ethical support, for example, time for reflection and discussion. Conclusion: The two-thirds of participants who had a negative/neutral perception of the possibility to practice ethically good care are at risk of developing moral stress. Clinical ethics support needs to be implemented in care where important values are at stake. (shrink)

Dennett, a philosopher, and Griffin, an ethologist, have recently presented influential arguments promoting the extended use of intentional language by students of animal behavior. This essay seeks to elucidate and to contrast the claims made by each of these authors, and to evaluate their proposals primarily from the perspective of a practicing comparative psychologist or ethologist. While Griffin regards intentional terms as explanatory, Dennett assigns them a descriptive function; the issue of animal consciousness is central to Griffin's program and only (...) tangentially related to Dennett's. The philosopher's arguments are founded upon a more coherent metaphysics, but Dennett neglects to substantiate his claim that animal competences can be most readily modelled by artificial intelligence specialists when they are described in intentional terms. Both authors assume that some examples of animal behavior should not be given an intentional characterization, but neither provides adequate guidelines for the identification of cases belonging to this negative set. (shrink)

This book explains how the logic of theory change employs formal models in the investigation of changes in belief states and databases. The topics covered include equivalent characterizations of AGM operations, extended representations of the belief states, change operators not included in the original framework, iterated change, applications of the model, its connections with other formal frameworks, and criticism of the model.

Research on ‘moral learning’ examines the roles of domain-general processes, such as Bayesian inference and reinforcement learning, in the development of moral beliefs and values. Alert to the power of these processes, and equipped with both the analytic resources of philosophy and the empirical methods of psychology, ‘moral learners’ are ideally placed to discover the contributions of nature, nurture and culture to moral development. However, I argue that to achieve these objectives research on moral learning needs to overcome nativist bias, (...) and distinguish two kinds of social learning: learning from and learning about. An agent learns from others when there is transfer of competence—what the learner learns is similar to, and causally dependent on, what the model knows. When an agent learns about the social world there is no transfer of competence—observable features of other agents are just the content of what-is-learned. Even learning from does not require explicit instruction. A novice can learn from an expert who is ‘leaking’ her morality in the form of emotionally charged behaviour or involuntary use of vocabulary. To the extent that moral development depends on learning from other agents, there is the potential for cultural selection of moral beliefs and values. (shrink)

No matter how it is viewed, as a plausible version of anti-utilitarianism or of non-consequentialist, or even as a plausible version of deontology, the theory of prima facie duties certainly makes W. D. Ross one of the most important moral philosopher of the twentieth-century. By outlining his pluralistic deontology, this paper attempts to argue for a positive answer to the question of whether Ross’s theory can offer a solution to the issue of conflicting duties. If such a solution is convincing, (...) as I believe it is, it would indicate the possibility to justify within the deontological framework, i.e., without committing to the principle of good-maximizing, those “hard cases” where people should break a promise or other (prima facie) duty in order to prevent a disastrous outcome. The theory of prima facie duties might then suggest that deontology and utilitarianism would likely be reconcilable. (shrink)

This book investigates Hegel’s interpretation of the mystical philosophy of Jakob Böhme, considered in the context of the reception of Böhme in the 18th and 19th centuries, and of Hegel’s own understanding of mysticism as a philosophical approach. The three sections of this book present: the historical background of Hegel’s encounter with Böhme’s writings; the development of two different conceptions of mysticism in Hegel’s work; and finally Hegel’s approach to Böhme’s philosophy, discussing in detail the references to Böhme both in (...) published writings and manuscripts. According to Hegel, Böhme is “the first German philosopher”. The reason for placing Böhme at the very beginning of German philosophy is that Hegel considers him to be a profound thinker, despite his rudimentary education. Hegel’s fascination with Böhme mainly concerns the mystic’s understanding of the symbiotic relation between God and his opposite, the Devil: he considers this to be the true speculative core of Böhme’s thought. By interpreting Böhme, Hegel intends to free the speculative content of his thought from the limitations of the inadequate, barbarous form in which the mystic expressed it, and also to liberate Böhme from the prejudices surrounding his writings, placing him firmly in the territory of philosophy and detaching him from the obscurity of esotericism. Combining historical reconstructions and philosophical argumentation, this book guides the reader through an important phase in German philosophy, and ultimately into an inquiry about the relationship between mysticism and philosophy itself. (shrink)

Este trabajo posiciona al cuerpo como una categoría significativa para la comprensión del tiempo presente. El punto de partida está en el estudio de la relación que los individuos establecen con su cuerpo, considerando que las relaciones sociales de producción que estructuran el capitalismo presuponen una relación de cada uno consigo mismo. Esta organización social basada en la producción de valor organiza la relación con el cuerpo en términos de propiedad privada, una estructura jurídica y subjetiva necesaria para el trabajo (...) asalariado. A partir de allí se muestra que las modulaciones ocurridas en el escenario del capitalismo neoliberal amplían las fuentes para la extracción de valor, desarrollando mecanismos extractivistas sobre el cuerpo. La tradicional valorización de la fuerza de trabajo directamente vinculada al saber fisiológico disponible, expande sus fronteras hacia espacios no explorados del tejido subjetivo. La vida neoliberal organizada sobre el imperativo de auto-producción, capitaliza capacidades, habilidades y competencias subjetivas que privatizan la gestión personal y precarizan la existencia. Si la fatiga fue la manifestación de los límites corporales en el capitalismo industrial, la depresión, la ansiedad y el estrés son expresiones del agotamiento que produce esta organización de la vida basada en el fracking corporal. (shrink)

The figure of the auteur continues to haunt the study of film, resisting both the poststructuralist charges that pointed to its absence and the histories of production demonstrating its pitfalls. In an era defined by the instability of identities and the recycling of works, Performing Authorship offers a refreshingly new take on the cinematic auteur, proposing that the challenges that once accelerated this figure's critical demise should instead pump new life into it. Performing Authorship is an illuminating analysis of films (...) by Jean-Luc Godard, Woody Allen, Agnes Varda, Orson Welles, Jean Rouch, Eduardo Coutinho and Sarah Turner that shows directors shifting between opposite movements towards authorial assertion and divestiture, palpability and disappearance, exposure and masking. In making this journey, Cecilia Sayad argues, the film author is not necessarily at the work's origin, nor does it constitute the end product. What the new concept of performing authorship describes is the making and unmaking of a subject"--Publisher website. (shrink)

RESUMO Neste artigo, analiso um conjunto de seis cartões comerciais pertencentes a uma duradoura campanha de marketing da Liebig Extract of Meat Co. A análise crítica dos textos promocionais produzidos na virada do século XX oferece insights significativos sobre os mecanismos discursivos que contribuíram para a hegemonização do capitalismo burguês. Diferentemente de outras formas de publicidade, os cartões comerciais não são rapidamente descartados e esquecidos; pelo contrário, eles podem se distanciar dos produtos anunciados para se tornar parte dos discursos populares (...) de instrução em massa. Como produtos e produtores de ideologias capitalistas, os anúncios são um local privilegiado de inscrição do capitalismo e, portanto, se prestam a uma análise crítica. Minha análise mostra como os textos selecionados se baseiam e texturizam os discursos do progresso, impregnados como crenças colonialistas e desencadeando uma cadeia de ações pela qual, mesmo antes de realmente obterem os cartões, são promulgadas ações e crenças capitalistas. ABSTRACT In this paper, I analyze a set of six trading cards belonging to Liebig’s Extract of Meat Co. long-standing marketing campaign. The critical analysis of promotional texts produced at the turn of the 20th century offer meaningful insights on the discursive mechanisms that contributed to the hegemonization of bourgeois capitalism. Unlike other forms of advertising, trading cards are not rapidly discarded and forgotten; on the contrary, they can detach themselves from the advertised products to become part of popular discourses of mass instruction. As both products and producers of capitalist ideologies, ads are a privileged site of inscription of capitalism, and thus lend themselves to a critical analysis. My analysis shows how the selected texts draws on and textures the discourses of progress, inculcated as colonialist beliefs and triggering an actional chain whereby, even before they actually obtained the cards, capitalist actions and beliefs are enacted. (shrink)

This article describes Cosa Nostra bosses’ psychological characteristics starting from research data collected over almost twenty years. Through the use of fragments of interviews to justice collaborators and their wives, children, and sisters-in-law, we analyze the boss’ role and relational context. This article also reports the results of a recent research on the relationship between boss and white-collar workers, carried out through the analysis of environmental tapping recorded at a famous Sicilian Mafia boss’ house: Giuseppe Guttadauro. This research highlights the (...) psychological diversity the relationship between boss and white-collar worker is based on. The analysis of environmental tapping transcriptions has also allowed discovery of the main relational modalities used by the boss and white-collar worker in their conversations. (shrink)

This volume deals with the reception of Aristotle's natural philosophy in Oxford between 1250 and 1270.

Statius’ Thebaid inverts the traditional positive reading of agricultural work. In the account of the founding moments of Thebes, the poet remains faithful to what is documented in the extant Greek and Roman literary material. However, as this article argues, Statius introduces two significant innovations with respect to his thematic precedents. First, Cadmus the founder is explicitly and emphatically pointed out as guilty of the internecine struggle that results from his farming. Second, he does not limit himself to sowing the (...) soil but, previously, he plows it. The ploughing motif, although pivotal in the myth of Jason's trials in Cholchis, only appears referred to Cadmus in Ovid's Metamorphoses (3.104–5), albeit in a very succinct form. As will be examined, Statius amplifies the Ovidian suggestion, programmatically conferring negative connotations to this motif (tillage, bull, yoke, furrow, etc.) throughout his epic. Cadmus’ ill-fated tillage is unambiguously presented as the origin of the curse of Thebes and as the root cause of the present fratricidal war between Eteocles and Polynices. The dire fruits which agricultural labour invariably produces in the Cadmean farmlands echo Lucanean Thessalian fields from whose furrows, contaminated by the blood of Roman combatants, grow polluted crops. The blame that Statius places on the shoulders of Cadmus the farmer, the relationship he establishes between farming and fratricidal war, and his insistence on the perverse effects of agricultural work transform mythic Thebes into an exemplar of fratricidal Rome as apt as Lucan's historical Thessaly. (shrink)

This essay contemplates the life and work of Victoria Davion and the meaning of legacy in the field of philosophy. As her former student and graduate assistant, I examine Davion's legacy through her ecological feminist teaching philosophy. Ideally, an ecological feminist pedagogy serves as a critical praxis that brings together students and teachers to empower themselves in the scope of knowledge construction about oppression of human and nonhumans and to develop ways to resist against dualistic thinking. I begin with examining (...) best practices in an ecofeminist pedagogy for sustaining relationships between students and their teachers and ways of encouraging this relationship to translate beyond the classroom. I focus on four features of Davion's pedagogy and mentorship including 1) accessibility 2) dialogue 3) praxis and 4) interconnectedness. I address how these four features in her teaching are well suited to nurturing a flourishing relationship between students and their teachers and larger community. I draw attention to these aspects of her ecofeminist teaching practices, and I hope this reflection expands the meaning of legacy in ecofeminist philosophy. (shrink)