Because of the rushed statement that writing is a testament that concentrates the intention of someone who is absent, the idea of the immutability of text has been generalized. The latter is associated with a criterion of coherence in which the realization of the idea flows with no obstacles. Regarding this issue, which limits the dialectic nature of language, this article offers a conceptual alternative that aims at questioning the criterion of linguistic objectivation because it separates the word of its (...) reflective nature, which is in tune with the reference to the entity that drives its meanings. The dynamic reach of writing makes possible for reading to become an appendix of observation, which not only prepares cognitively for the analysis of the set of graphemes, but that also must appropriate sensorially the image that expresses its attributes and alterations as a necessary link in every act of enunciation. Thus, the Marxist conceptual route is linked to a critical philosophical standpoint in which the dialogical relation between text and reader takes effect within a movement of looking towards the heart of the purpose. The latter is done with the aim of making more pedagogical the meeting with the text through a critical hermeneutical approach. To sum up, the resignification of writing implies considering it as a permeable and dynamic texture due to the questions that foster new and surprising findings in the endeavor of knowing. This also means that word, both oral and written, should be linked to new challenges for questioning, which makes of knowing an experience in constant change. (shrink)

Philosophers of embodied and situated cognition have provided convincing explanations of what objects do in affective processes (e.g., in emotion regulation). They have often used the concept of 'affective affordance' to account for the affective role of objects but it is not clear how this concept relates to other concepts of affordance, in particular those used in empirical works in cognitive science. We start to fill this gap by providing a new definition of affective affordances and we suggest a possible (...) way to test this novel theoretical construct through a kinematic analysis of hand movements. (shrink)

The opportunities to become a good person are not the same for everyone. Modern European ethical theory, especially Kantian ethics, assumes the same virtues are accessible to all who are capable of rational choice. Character development, however, is affected by circumstances, such as those of wealth and socially constructed categories of gender, race, and sexual orientation, which introduce factors beyond the control of individuals. Implications of these influences for morality have, since the work of Williams and Nagel in the seventies, (...) raised questions in philosophy about the concept of moral luck. In The Unnatural Lottery, Claudia Card examines how luck enters into moral character and considers how some of those who are oppressed can develop responsibility. Luck is often best appreciated by those who have known relatively bad luck and have been unable to escape steady comparison of their lot with those of others. The author takes as her paradigms the luck of middle and lower classes of women who face violence and exploitation, of lesbians who face continuing pressure to hide or self-destruct, of culturally Christian whites who have ethnic privilege, and of adult survivors of child abuse. How have such people been affected by luck in who they are and can become, the good lives available to them, the evils they may be liable to embody? Other philosophers have explored the luck of those who begin from privileged positions and then suffer reversals of fortune. Claudia Card focuses on the more common cases of those who begin from socially disadvantaged positions, and she considers some who find their good luck troubling when its source is the unnatural lottery of social injustice. (shrink)

In this contribution to philosophical ethics, Claudia Card revisits the theory of evil developed in her earlier book The Atrocity Paradigm, and expands it to consider collectively perpetrated and collectively suffered atrocities. Redefining evil as a secular concept and focusing on the inexcusability - rather than the culpability - of atrocities, Card examines the tension between responding to evils and preserving humanitarian values. This stimulating and often provocative book contends that understanding the evils in terrorism, torture and genocide enables (...) us to recognise similar evils in everyday life: daily life under oppressive regimes and in racist environments; violence against women, including in the home; violence and executions in prisons; hate crimes; and violence against animals. Card analyses torture, terrorism and genocide in the light of recent atrocities, considering whether there can be moral justifications for terrorism and torture, and providing conceptual tools to distinguish genocide from non-genocidal mass slaughter. (shrink)

Contextualism in philosophy of language and in epistemology are two distinct but closely entangled projects. The epistemological thesis is grounded in a semantic claim concerning the context-sensitivity of the predicate “know”: we gain insight into epistemological problems by investigating our linguistic intuitions concerning knowledge attribution sentences. Our aim here is to evaluate the plausibility of a project that takes the opposite starting point: the general idea is to establish the semantic contextualist thesis on the epistemological one. According to semantic contextualism, (...) virtually no sentences of a natural language express complete propositions – meaning underdetermines truth conditions. In our paper, instead of assuming the traditional view of meaning in terms of truth conditions, we suggest that a theory of meaning as justification may shed new light on the contextualist approach. We thus show how the notion of justification can be contextualized, arguing that our attempt provides an interesting and quite straightforward way of contextualizing meaning. (shrink)

In his seminal _Philosophy of David Hume_, Norman Kemp Smith called for a study of Hume "in all his manifold activities: as philosopher, as political theorist, as economist, as historian, and as man of letters," indicating that "Hume's philosophy, as the attitude of mind that found for itself these various forms of expression, will then have been presented, adequately and in due perspective, for the first time." Claudia Schmidt seeks to address this long-standing need in Hume scholarship. Against the (...) charges that Hume holds no consistent philosophical position, offers no constructive account of rationality, and sees no positive relation between philosophy and other areas of inquiry, Schmidt argues for the overall coherence of Hume's thought as a study of "reason in history." She develops this interpretation by tracing Hume's constructive account of human cognition and its historical dimension as a unifying theme across the full range of his writings. Hume, she shows, provides a positive account of the ways in which our concepts, beliefs, emotions, and standards of judgment in different areas of inquiry are shaped by experience, both in the personal history of the individual and in the life of a community. This book is valuable at many levels: for students, as an introduction to Hume's writings and issues in their interpretation; for Hume specialists, as a unified and intriguing interpretation of his thought; for philosophers generally, as a synthesis of recent developments in Hume scholarship; and for scholars in other disciplines, as a guide to Hume's contributions to their own fields. (shrink)

Neste artigo, apresentamos algumas experiências realizadas na disciplina de Estágio Supervisionado em Educação Infantil I, do curso de Pedagogia da UNIVATES, no qual investigou-se as possibilidades de conciliar a funcionalidade do espaço da sala de aula dos bebês com objetivos pedagógicos. Os dados foram obtidos mediante a realização de filmagens, fotografias e do uso de Diário de Campo. Observa-se que buscar contemplar na sala de aula de Educação Infantil os interesses e necessidades das crianças e dos adultos, exige dos docentes (...) uma escuta sensível do que as crianças manifestam, bem como, a criação de novos materiais e uso de diferentes estratégias a fim de garantir a multissensorialidade do espaço. (shrink)

This thesis aims to study the origins of interiority from an externalist perspective. The process by which self-knowledge is formed is considered in relation to the development of the first-person perspective. From a first-person perspective, one is capable of self-referring and knowing one's own mental and physical states. Self-consciousness and self-knowledge are discussed in relation to Descartes' idea of first-person authority. The Cartesian idea contends that the first-person perspective has privileged and non-empirical access to one's own mental state. On the (...) contrary, externalism's central thesis contends that the content of one's own mental state originates from interactions with the environment, thus, there is no privileged access of one's own mental state. Thus, the externalist's thesis puts into question the Cartesian idea of privileged epistemic access of the first person. The perceptual externalism of Davidson, for example, proposes a triadic solution to the origins of self-knowledge. Davidson's thesis is presented as reconciling self-knowledge and the basic externalist ideas. Two externalist models on the origins of self-knowledge are further discussed: 1) ecological models proposing a development of a sense of self as a function of interactions with the environment; 2) the psychological model of Winnicott proposing that the developing sense of self arises from the triadic relation between self, others, and transitional object(s). We defend the thesis that Winnicott's model is the most apt at describing the Davidsonian externalist model of the origins of self-knowledge. (shrink)

Resumo: Este artigo busca dizer da multiplicidade que povoa a escola: de corpos, de acontecimentos, de vida. Busca com base na leitura Deleuze-Guattariana de instrumentos conceituais de Spinoza, na afirmação da multiplicidade que habita a docência, dar-lhes novos sentidos, nas redes de conversações nas veredas de afetos que atravessam o cotidiano escolar. Utiliza, como metodologia, redes de conversações, modos de dizer das experiências vividas, estabelecidas com professoras em encontros quinzenais realizados em escolas públicas situadas em bairros periféricos. A noção spinozana (...) de afeto nos remete à noção de encontro. Assim, conclui que as conversações apontam para a necessária composição de um corpo múltiplo escolar, onde a criação se faça pela abertura à liberdade; pela superação do dogmatismo, normatização e hierarquização; pelos tempos livres para que os encontros sejam possíveis; enfim, pelo encontro nos entremeios de uma educação que una o inteligível ao sensível e o conhecimento se teça pelos afetos e afecções experimentados. Palavras-chave: Spinoza; Afetos; Docência; Corpos Múltiplos; Cotidiano Escolar. Spinoza and the paths of affection in teaching as multiple bodies in school daily life Abstract: This article seeks to talk about the multiplicity that populates the school: of bodies, of events, of life. Based on Deleuze-Guattarian's reading of Spinoza's conceptual instruments, in the affirmation of multiplicity that inhabits teaching, to give them new meanings, in the networks of conversations in the paths of affections that cross everyday school life. It uses, as a methodology, conversation networks, ways of talking about lived experiences, established with teachers in fortnightly meetings held in public schools located in peripheral neighborhoods. Spinoza’s notion of affection takes us to the notion of encounter. Thus, he concludes that the conversations point to the necessary composition of a multiple school body, where creation takes place through openness to freedom; by overcoming dogmatism, normalization and hierarchization; for free time so that meetings are possible; finally, through the encounter during an education that unites the intelligible with the sensitive and knowledge is woven through the affections and affections experienced. Keywords: Spinoza; Affections; Teaching; Multiple Bodies; School Daily Life. Spinoza y los caminos del afecto em la enseñanza como cuerpos múltiples em la vida escolar cotidiana Résumé: Este artículo busca hablar de la multiplicidad que puebla la escuela: de cuerpos, de acontecimientos, de vida. A partir de la lectura de Deleuze-Guattariana de los instrumentos conceptuales de Spinoza, en la afirmación de la multiplicidad que habita la enseñanza, darles nuevos significados, en las redes de conversaciones en los caminos de afectos que atraviesan la vida escolar cotidiana. Utiliza, como metodología, redes de conversación, formas de contar experiencias vividas, establecidas con docentes en reuniones quincenales realizadas en escuelas públicas ubicadas en barrios periféricos. La noción de afecto de Spinoz nos lleva a la noción de encuentro. Así, concluye que las conversaciones apuntan a la necesaria composición de un cuerpo escolar múltiple, donde la creación se dé a través de la apertura a la libertad; superando el dogmatismo, la normalización y la jerarquización; tiempo libre para que sean posibles los encuentros; finalmente, a través del encuentro en medio de una educación que une lo inteligible con lo sensible y el conocimiento se teje a través de los afectos y afectos vividos. Palabras-clave: Spinoza; Afectos; Enseñanza; Múltiples Cuerpos; Vida Diaria Escolar. Data de registro: 21/04/2024 Data de aceite: 30/10/2024. (shrink)

This article analyzes the work and thought of Lélia Gonzalez on the experience of Black women in Brazil. It highlights her legacy within studies of Black Feminism in Latin America and the Caribbean, as well as the importance of her articulation between sex, class, and race with the intention of understanding the social inequality Indigenous and Black women suffer. Gonzalez's political-cultural category of Amefricanity is presented in this article as an instrument of analysis specific to the region, which promotes an (...) epistemological shift within Black feminism. This category seeks to interpret the stories and survival strategies of previous generations of Black women on the continent, as well as to learn their methods and transgressive practices of asymmetrical power relations as pedagogical processes. (shrink)

Cheshire Calhoun has been working to distinguish lesbian oppression from the sexist oppression of women in general, with the idea that different strategies may be needed to oppose each. On a radical feminist understanding of sexism, however, lesbian oppression is a very important part of the oppression of females generally. Women's liberation requires opposition to lesbian oppression. Or so I argue in supporting radicalesbianfeminism as a unified theory.

This article argues that the abundance of Greek figures and scenarios in Kittler’s recent work points to a shift in his oeuvre, which, however, does not represent a radical break with his ‘hardware studies’. At the turn of the 21st century, Kittler champions an emphatic notion of culture as a necessary supplement to science and technology. This conceptual marriage mediates grand historical narratives of cultural identity. Specifically, Kittler’s texts provide us with narratives of Greek origin which serve to re-capture collective (...) identities in the age of globalization. On the explicit level, this identity is predominantly European, but the search has national components as well. With his turn to culture, the organizing trope of 19th-century German nationalism, Kittler has also embraced the legacy of German philhellenism, which articulated national identities through the theme of ‘elective affinity’. Kittler’s Greece occupies the very structural place it had in 19th-century German philhellenism: It stands in for both the foundation of European civilization and its virtual better self, a realm of sensual culture untainted by modern capitalism and Empire. Most of the figures inhabiting this realm are familiar from 19th-century discourse as well, but these discursive loops are fueled by contemporary feedback. Kittler’s Greek narratives have developed out of postwar academic discourses and connect to other post-unification Greek fantasies. (shrink)

Para responder a la pregunta: ¿Qué es la literatura?, Sartre propone el concepto de unidad como su característica exclusiva que la relaciona con la sociedad por la vía del compromiso. Se analiza tal exclusividad, así como las objeciones de Adorno a la noción de compromiso, para encontrar, en medio de sus grandes diferencias, algunas afinidades que permitan establecer las relaciones entre la literatura y la sociedad.

This article contributes to the analysis of refusal to license cases as abuse of a dominant position pursuant Article 82 EC from an economic perspective. In the Microsoft case, the European Commission introduced an "Incentives Balance Test" to assess whether the refusal to give access to interface information can be justified by arguing that this information is protected by Intellectual Property Rights (IPRs): The Commission argued that if the overall innovative effects evoked by a compulsory license are significantly higher than (...) without this access, the IPR owner is obliged to license. This should be assessed through balancing the different incentives to innovate between the dominant firm and its competitors. In the paper we pursue two objectives: Firstly, we analyze to what extent the decision of the Court of First Instance, which confirmed the decision of the Commission, helps to clarify the criteria in refusal to license cases; in fact, it is disappointing in this regard. Secondly, we demonstrate that the basic idea of the Incentives Balance Test can be interpreted as a test whether the specific IPRs of the dominant firm can be defended from the perspective of the economics of IPRs. This implies that Article 82 allows competition law to correct economically not optimal IPRs through a specific economic analysis. This is followed by a broad overview on theoretical and empirical insights from economics of IPRs, innovation economics and competition and network economics that can help to develop a more general and sophisticated Innovation Effects Test that can be applied in Article 82 refusal to license cases. (shrink)

Extractos del libro BARRETTA, C., MIRAMONTES, L., & ZORRILLA, A.. Ritmando Danzas. Buenos Aires : Autores de Argentina. Definiciones del concepto de ritmo : Platón, Benveniste, ritmo fisiológico, otras. “Quid est ergo tempus? Si nemo ex me quærat, scio ; si quærenti explicare uelim, nescio.” San Agustín de Hipona. Cfr. Confesiones. Xl, 14, 17. Un sentimiento - Danse, théâtre et spectacle vivant – GALERIE – Nouvel article.

O pensamento de Heidegger sobre as artes considerou a poesia, em primeiro lugar, e depois as artes plásticas. A música quase não é citada. De obras e compositores afirma‑se que não alcançaram relevância histórica. Ao mesmo tempo, o pensamento de Heidegger sobre a obra de arte não poderia deixar de abarcar a música e influenciar abordagens posteriores, mesmo que maneira negativa, desconstruindo certezas sedimentadas. No presente artigo, tento expor a dupla direção que caracteriza as linhas principais do pensamento heideggeriano sobre (...) a música, bem como algumas de suas implicações. (shrink)

The coordinated expression of the Hox gene family encoding transcription factors is critical for proper embryonic development and patterning. Major efforts have thus been dedicated to understanding mechanisms controlling Hox expression. In addition to the temporal and spatial sequential activation of Hox genes, proper embryonic development requires that Hox genes get differentially silenced in a cell‐type specific manner as development proceeds. Factors contributing to Hox silencing include the polycomb repressive complexes (PRCs), which control gene expression through epigenetic modifications. This review (...) focuses on PRC‐dependent regulation of the Hox genes and is aimed at integrating the growing complexity of PRC functional properties in the context of Hox regulation. In particular, mechanisms underlying PRC binding dynamics as well as a series of studies that have revealed the impact of PRC on the 3D organization of the genome is discussed, which has a significant role on Hox regulation during development. (shrink)

The present study aimed to analyze the stability of the memory of a stressful event (medical examination within a hospital setting) over time in young people (age range 12 to 21, Mage = 15.11 years old, SD = 3.047) with mild or moderate intellectual disability (IQ = 54.32, SD = 13.47). The results show a stability of the memory of what happened an hour and a week after the event in relation to the people involved, the apparatus used, and the (...) parts of the body explored. No interaction effects were found between the stability of memory over time and the level of intellectual disability. The level of disability (mild or moderate) only affected the description of the doctor who performed the exploration and the explored parts of the body, showing better results for people with mild disability. In addition, the results highlight the relationship between memory and IQ, especially verbal IQ. (shrink)

Pour une approche phénoménologique de la vie, ce qui est en question, ce n’est pas le quid, mais le comment : comment la vie s’éprouve elle-même. Le phénomène de la vie est donc de prime abord son expérience, car c’est là que la vie non seulement apparaît, mais s’apparaît à elle-même. Le préalable méthodologique d’une telle enquête est le va et vient constitutif entre la première et la troisième personne, entre le vivant que je suis et qui éprouve la vie (...) en soi-même, et cette vie dont je fais... (shrink)

RESUMO Este artigo visa promover um diálogo entre os sentidos de “protagonismo” nos campos teatral e educacional, a partir dos estudos de Bakhtin e o Círculo. Para tanto, analisa enunciados presentes em uma pesquisa documental, considerando as ocorrências da palavra “protagonismo” entre os sentidos emergentes, a fim de estabelecer possíveis pontos de contato com a categoria bakhtiniana de autoria. Para a investigação, partimos do texto da Base Nacional Comum Curricular do Ensino Médio e do Projeto Político-Pedagógico de uma universidade federal (...) em diálogo com os sentidos de protagonismo no teatro, em perspectiva educacional. Ao resgatar as cadeias discursivas de cada esfera em particular, a análise permitiu compreender que essa apropriação pela BNCC-EM assume uma nova dimensão discursiva, descaracterizando seus enunciadores e interlocutores originais e não oferecendo subsídios para a construção do protagonismo/autoria. Além disso, evoca um sujeito estudante passivo, refém das determinações do documento que impacta as ações da escola. ABSTRACT This paper aims to promote a dialogue between the senses conveyed by the word “protagonism” in the theatrical and educational fields based on the studies of Bakhtin and the Circle. It analyzes utterances from a documentary study, considering the occurrences of emerging meanings of the word “protagonism” so as to establish possible points of contact with the Bakhtinian category of authorship. From an educational perspective, the investigation stems from the analysis of the Base Nacional Comum Curricular do Ensino Médio [High School National Common Curricular Base] and the Political-Pedagogical Project of a federal university in dialogue with the meanings of protagonism in the theater. By retrieving the discursive threads of each sphere, the analysis allowed the understanding that this appropriation of “protagonism” by BNCC-EM assigns a new discursive dimension to it, decharacterizing its original enunciators and interlocutors and denying subsidies for the development of protagonism/authorship. In addition, it takes learners as passive subjects, who are a hostage to the document’s impositions that impact school actions. (shrink)

In this article I respond to James Martel’s generous review of my book Power and Feminist Agency in Capitalism (2017). In particular, I respond to his suggestion that I may be too quick to suggest that Bulter wants to give up on the subject entirely. I reiterate that for Butler (which I discuss in Chapter six of my book), we must be recognized by an alienating Other to secure our existence. As a result, the moment of becoming a subject is (...) always bound up with subordination that we can only escape through desubjectivation. However, my concept of the political subject-in-outline, which I develop in the book, shows that subject formation does not necessarily imply subordination if we employ limit concepts in our theorizing and break with the language of recognition. The moment of the limit points at the holes or gaps in the Other, the symbolic domain, and its signifiers. At this moment, the Other does not recognize or misrecognize me, but makes me question who I am, which allows me to transform oppressive social categories. (shrink)

La figura de Sócrates separa la historia del pensamiento en dos e inaugura un modelo de filosofía que impactó en toda la tradición posterior con la sola fuerza de su influjo y el halo totémico de su muerte trágica. No faltaron relatos de lo acaecido, pero entre ellos ninguno opaca a la Apología de Sócrates de Platón como texto fundamental para adentrarse en los pormenores del juicio y la condena. En este contexto poco suele tenerse en cuenta que se trata (...) de un texto transido de opacidad. Parece un documento testimonial, una versión cuasi taquigráfica del proceso, pero no lo es. En efecto, nos interesa referirnos especialmente a un hecho que ha sido notado pero no del todo dimensionado: la Apología de Sócrates de Platón presenta similitudes imposibles de atribuir a la mera casualidad con la Apología de Palamedes de Gorgias. ¿Por qué este texto platónico presenta curiosas relaciones intertextuales con un ejercicio retórico basado en figuras míticas en el clima de la promoción de la retórica? Trataremos de responder esa pregunta apelando a su relación con el origen del diálogo socrático. (shrink)

Propone develar cómo influye el narcotráfico, las formas de resistencia y reexistencia en la escuela del Norte del Valle del Cauca (Colombia). Desde un enfoque cualitativo se forman textos de las historias de vida y relatos de experiencias construidos en diálogo sobre los temas generadores Escuela y narcotráfico, analizados por medio de matrices de interpretación y su triangulación; autores, actores y maestro participante en una perspectiva hermenéutica pluritópica. En ella participan estudiantes, padres y madres de familia, docentes y otros miembros (...) de la comunidad escolar. En sus conclusiones se destaca: la marca colonial en la economía nacional (glocal); el imperativo impuesto por las precarias condiciones económicas; los altos niveles de corrupción que crean un caldo de cultivo para el surgimiento de grupos delincuenciales; la escuela como posibilidad de formación humana que resiste y reexiste al narcotráfico; las contradicciones a las que son sometidos los jóvenes en el enfoque de atención al problema del consumo y la capacidad de algunos miembros de la comunidad para construir un proyecto de vida que les permite reexistir por fuera de las lógicas del narcotráfico como sujetos históricos. (shrink)