This volume collects twenty original essays on the philosophy of film. It uniquely brings together scholars working across a range of philosophical traditions and academic disciplines to broaden and advance debates on film and philosophy. The book includes contributions from a number of prominent philosophers of film including Noël Carroll, Chris Falzon, Deborah Knight, Paisley Livingston, Robert Sinnerbrink, Malcolm Turvey, and Thomas Wartenberg. While the topics explored by the contributors are diverse, there are a number of thematic threads that connect (...) them. Overall, the book seeks to bridge analytic and continental approaches to philosophy of film in fruitful ways. Moving to the individual essays, the first two sections offer novel takes on the philosophical value and the nature of film. The next section focuses on the film-as-philosophy debate. Section IV covers cinematic experience, while Section V includes interpretations of individual films that touch on questions of artificial intelligence, race and film, and cinema's biopolitical potential. Finally, the last section proposes new avenues for future research on the moving image beyond film. This book will appeal to a broad range of scholars working in film studies, theory, and philosophy. (shrink)

RESUMO O objetivo deste trabalho é indicar como a exploração estilística de Margaret Cavendish responde às particularidades do conceito de natureza dela, por exemplo, a tese de que a natureza é uma matéria viva, infinita, mutável e heterogênea. Primeiramente, mostrarei o modo pelo qual a autora está presente em seus escritos, como ela escreve de uma perspectiva de primeira pessoa sobre sua própria experiência e de quem ela é. Resumirei brevemente sua biografia e o contexto no qual ela praticou filosofia. (...) Dado que suas escolhas de estilo são bastante numerosas, apresentarei somente algumas poucas, entre as peculiaridades estilísticas dela. Em segundo lugar, desenvolverei uma visão geral do seu conceito de natureza, ao contrário do proposto pelas teorias mecanicistas de seu tempo. Esclarecerei que tal conceito é expresso adequadamente pela diversidade estilística à qual Cavendish se volta em suas investigações. ABSTRACT This paper aims at indicating how Margaret Cavendish's stylistic exploration answer to the particularities of her concept of nature, i.e. the thesis that nature is live, infinite, changing and heterogeneous matter. I will first show the way in which the author is present in her writings, as she writes from a first person perspective about her own experience and from who she is. I will briefly summarise her biography and the context in which she practiced philosophy. Given that her stylistic choices are quite numerous, I will only present a few of her stylistic particularities. Secondly, I will develop the general outline of her concept of nature, as opposed to the one proposed by the mechanistic theories of her time. I will make it clear that said concept is adequately expressed in the stylistic diversity to which Cavendish turns in her investigations. (shrink)

A modernidade, de forma generalizada, nos legou uma concepção de progresso, herdeiro do conceito cristão de esperança, que abriu espaço para um discurso sobre o futuro em detrimento às insígnias do passado. No Ocidente, tal discurso, junto a processos sociais objetivos, como o domínio da sociedade de mercado burguesa, decompôs o saber em conhecimento (tecnocientífico) e sabedoria de vida (moral), questionando e desautorizando saberes ancestrais juntamente com aqueles que os possuíam, os sujeitos mais velhos, promovendo o aparecimento de novas formas (...) de barbárie que lhes roubam a autonomia e criam uma falsa sensação nos mais jovens de pertencerem a um mundo em que a memória se torna um assessório dispensável. Este artigo pretende discorrer brevemente sobre algumas consequências do lado obscuro do progresso no tocante ao trato com a temporalidade humana, como o aparecimento da administração da velhice, que favorece o empobrecimento e a ruptura simbólica nas sociedades, causando um espaço para a assunção de ideologias autoritárias e uma perturbação na imagem que as sociedades criam para si mesmas a partir do descaso com a velhice, tornando tal imagem e conceito, de antemão, prejudicados. Termos como obsoleto, ultrapassado e desatualizado, são apenas alguns protótipos dos reflexos que começam pela via da linguagem e avançam sobre os comportamentos das pessoas diante dos mais velhos. O texto apresenta alguns exemplos empíricos (sociológicos) sobre este abalo simbólico em algumas sociedades, relacionando-o, também, à queda do patriarcalismo, e é finalizado com uma proposta crítica de recuperação simbólica do lugar da longevidade nas sociedades contemporâneas. (shrink)

This book provides a comprehensive and in-depth study of Physics I, the first book of Aristotle's foundational treatise on natural philosophy. While the text has inspired a rich scholarly literature, this is the first volume devoted solely to it to have been published for many years, and it includes a new translation of the Greek text. Book I introduces Aristotle's approach to topics such as matter and form, and discusses the fundamental problems of the study of natural science, examining the (...) theories of previous thinkers including Parmenides. Leading experts provide fresh interpretations of key passages and raise new problems. The volume will appeal to scholars and students of ancient philosophy as well as to specialists working in the fields of philosophy and the history of science. (shrink)

In the words of Catharine MacKinnon, "a woman is not yet a name for a way of being human." In other words, women are still excluded, as authors and agents, from identifying what it is to be human and what therefore violates the dignity and integrity of humans. Recognition, Responsibility, and Rights is written in response to that failure. This collection of essays by prominent feminist thinkers advances the positive feminist project of remapping the moral landscape by developing theory that (...) acknowledges the diversity of women. (shrink)

According to Chandra Mohanty, there is no apolitical academy; academic and scholarly practices are in themselves political, insofar as they are inscribed in power and validation relations, which answer to and have effects upon the patriarchal, colonial, and capitalist structures to which they belong. In the case of philosophical writing, this means that the forms that regulate writing, that is, what determines how one must write in different contexts, are expressive of the power structures within philosophical academia. These power structures (...) are upheld through time because of, among many other factors, the rendering invisible of the diversity of places of enunciation belonging to those who write and think in philosophy, and of the universalization of the privileges associated with said places of enunciation. In this article, I propose a way of writing letters that appeals to grammatical persons and their relation to the authors of the texts. Through this writing practice it is possible to make explicit the places of enunciation from which we write philosophy. This enables, first, making visible the privileges and oppressions of those writing philosophy; and second, generating small spaces of resistance and transformation of the oppressive power relations within the philosophical academy. (shrink)

According to the standard view, the function of the unlimited dunamis argument (Physics VIII.10, Metaphysics Λ.7 1073a5–11) is to introduce a new property of the first immovable mover, namely its lack of magnitude. The paper challenges this view and argues that the argument at issue serves to prove that the eternal motion of the first heavenly sphere is caused by an immovable mover rather than by a moved mover. Further, the paper shows that, at least in Phys. VIII, the unlimited (...) dunamis argument is the main argument for the immobility of the Prime Mover. (shrink)

El pasaje de la _Física _ (218b21-219a) ha llevado a postular un concepto de tiempo deter minado por las condiciones perceptivas de la psyche. Se muestra cómo las condiciones de percepción son un punto de partida en la investigación: lo que es primero y más cercano a los sentidos y más conocido para los seres humanos. El punto de llegada es la conexión necesaria entre la existencia del tiempo y la del cambio. La percep ción del cambio de los durmientes (...) de Cerdeña permite determinar los elementos que componen la experiencia del tiempo y proceder a determinar aquellos que compo nen la existencia de este. (shrink)

Lozano-Vásquez, Andrea y Meléndez, Germán, comps. Convertir la vida en arte: una introducción histórica a la filosofía como forma de vida. Bogotá: Universidad Nacional de Colombia, 2016. 389 pp.

Having in mind the concept of poiesis, as Paul Valéry uses it, time and movement are presented as concepts produced within the project of understanding the natural world. From the idea of philosophy as a way of constructing through concepts the intelligibility of phenomena, I will show the coherence between the construction of the concept of time and that of the concept of movement.

The Power of Teaching: Readings on the Philosophical, Theoretical, and Practical Issues Associated with Teaching and Learning provides preservice K-12 teachers with a collection of curated readings that help them prepare for their future in teaching. The reader is divided into five units, each addressing one broadly defined topic in education. The first unit introduces readers to the multiple complexities associated with learning to teach effectively. The second unit contains four articles that explore a variety of pedagogical perspectives. In the (...) third unit, readers are provided with a brief survey of a variety of purposes that shape the overarching mission of schools. The fourth unit features five readings that address the importance of creating a safe and nurturing learning environment for all students. The final unit posits a successful multicultural approach involves self-reflection, a deep understanding of culture, and respect for culturally and linguistically diverse families. Designed to educate and empower, The Power of Teaching is an ideal anthology for courses and programs in K-12 education. (shrink)

Introducción: Los docentes universitarios requieren nuevos saberes para enfrentar los diversos retos que plantea la educación superior; dichos desafíos se relacionan con el dominio de saberes disciplinarios, profesionales, laborales, pedagógicos y didácticos e incluso axiológicos. Lo que aquí se presenta son los resultados de una investigación llevada a cabo en la Universidad Autónoma del Estado de México en el periodo de enero de 2014 a abril de 2015. El objetivo: fue determinar los saberes específicos, métodos de enseñanza y valores sociales (...) que deben poseer los profesores universitarios desde la perspectiva de los estudiantes para la identificación de aquellos principios que deben orientar la formación y actualización docente. Método: consideró el cualitativo y la técnica de la encuesta; fueron aplicados 119 cuestionarios diseñados en Escala de Likert, a igual número de estudiantes; el instrumento de 48 reactivos fue construido con base en tres grandes "baterías" o ejes: "Saberes de un buen docente", "Métodos o estrategias de enseñanza", y "Actitudes y valores". Resultados: se resaltan los saberes pedagógicos y didácticos como aquéllos que los estudiantes visualizan que les hacen falta a sus docentes; de éstos, son los métodos de enseñanza eminentemente prácticos, y aquellos vivenciales o más cercanos a la realidad los que se consideran como importantes. En términos de las actitudes y valores sociales que deben tener y demostrar los profesores, se encuentran la actitud profesional, la actitud de servicio, así como la responsabilidad y la ética. Conclusiones: se discute aquello que se considera deben saber, y lo que necesitan mejorar los docentes universitarios. Introduction: Professors require new knowledge to face the different challenges that higher education has. Those challenges are related with the mastery of disciplinary, professional, pedagogic, work-related, didactic and even axiological knowledge. The results of a research that was carried out at the Universidad Autónoma del Estado de México from January, 2014 to April, 2015; are presented in this article. Objective: To determine specific knowledge, teaching methods and social values that professors must have from the perspective of the students for identifying the principles which should lead teaching formation and updating. Method: The qualitative method and the survey as a procedure were considered. One hundred nineteen questionnaires that were designed in Likert scale were also applied to the same number of students; the instrument of 48 reagents was based on 3 axes: 'Knowledge of a good professor', 'Teaching methods or strategies' and 'Attitudes and values'. Results: Pedagogic and didactic knowledge is emphasized, for instance the one students consider their professors should have. However, the professors consider those teaching methods essentially practical, based on past experiences or closer to the reality as the most important ones. There are some attitudes and social values that professors must have and demonstrate, as well as the professional attitude, the service attitude, responsibility and ethics. Conclusions: the ideas that must be known and improved by the professors are discussed here. (shrink)

A critical analysis of Diana Fuss's Essentially Speaking: Feminism, Nature, and Difference and Elizabeth Grosz's Sexual Subversions: Three French Feminists.

In Unruly Words, Diana Raffman advances a new theory of vagueness which, unlike previous accounts, is genuinely semantic while preserving bivalence. According to this new approach, called the multiple range theory, vagueness consists essentially in a term's being applicable in multiple arbitrarily different, but equally competent, ways, even when contextual factors are fixed.

Resumo: O presente artigo visa apresentar, sistematizar e analisar, à luz da teoria social crítica, as ações desenvolvidas pelo NESEF (Núcleo de Estudos e Pesquisas sobre o Ensino de Filosofia) ao longo de duas décadas de existência na Universidade Federal do Paraná - UFPR. Procura situar e referenciar as diferentes atividades desenvolvidas coletivamente no campo da pesquisa e da extensão. Parte do entendimento que a Filosofia só é Filosofia à medida que ela se nega e, por conseguinte, se realiza; e (...) ela só se realiza na prática social, cultural e política na e através da ação coletiva. Pretende mostrar o conjunto de ações desenvolvidas (em rede) pelo NESEF que, com o passar do tempo, assume a condição de “intelectual orgânico-coletivo”. Por se tratar de uma descrição de atividades estreitamente ligadas à atuação do autor, o texto revelará sua trajetória profissional entrelaçada ao seu “jeito de caminhar” diante dos embates teórico-práticos do campo acadêmico formando, assim, um contínuo movimento de ondas tensas (laços e nós) que encontraram na ação conjunta – na práxis coletiva – um terreno fértil. Palavras-chave: NESEF; Intelectual Orgânico; Educação Filosófica The NESEF as an organic-collective intellectual: from head to toe Abstract: This article aims to present, systematize and analyze, in the light of critical social theory, the actions developed by NESEF (Center for Studies and Research on Philosophy Teaching) over two decades at the Federal University of Paraná – UFPR. It seeks to point out and reference the different activities developed collectively in the field of research and extension. It is considered that Philosophy is Philosophy only insofar as it negates itself and, consequently, realizes itself; and it is only realized in social, cultural and political practice in and through collective action. It is intended to show the set of actions developed (in a network) by the NESEF which, over time, assumes the condition of “organic-collective intellectual”. As it is a description of activities closely linked to the author's work, the text reveals his professional trajectory intertwined with his "way of walking" in the face of theoretical-practical clashes in the academic field, thus forming a continuous movement of tense waves (ties and knots) that found fertile ground in joint action – in collective praxis. Key words: NESEF; Organic Intellectual; Philosophical Education Le NESEF comme intellectuel organique-collectif : de la tête aux pieds Résumé: Cet article vise à présenter, systématiser et analyser, à la lumière de la théorie sociale critique, les actions développées par le NESEF (Centre d'Études et de Recherche sur l'Enseignement de la Philosophie) pendant deux décennies à l'Université Fédérale du Paraná – UFPR. Il cherche à situer et référencer les différentes activités développées collectivement dans le domaine de la recherche et de l'extension. Il est entendu que la Philosophie n'est la Philosophie qu'en tant qu'elle se nie elle-même et, par conséquent, se réalise; et elle ne se réalise que dans la pratique sociale, culturelle et politique dans et par l'action collective. Il vise à montrer l'ensemble des actions développées (en réseau) par la NESEF qui, au fil du temps, assume la condition d'« intellectuel organique-collectif ». Comme il s'agit d'une description d'activités étroitement liées au cours de travail de l'auteur, le texte révèle sa trajectoire professionnelle entrelacé à sa "façon de marcher" face aux affrontements théoriques-pratiques du champ académique, formant ainsi un mouvement continu d'ondes tendues (liens et nœuds) qui ont trouvé un terreau fertile dans l'action commune – c'est à dire, dans la praxis collective. Mots clés: NESEF; Intellectuel Organique; Éducation Philosophique Data de registro: 23/01/2023 Data de aceite: 18/10/2023. (shrink)

Neste texto, refletimos acerca da educação escolar no meio rural brasileiro estabelecendo interface com os direitos humanos. Para alcançar este objetivo, fazemos uma retrospectiva histórica da educação oferecida pelo Estado à população rural, demonstrando que sistematicamente tem sido direito negado do ponto de vista do acesso, da continuidade e da qualidade social do ensino. Contudo, com o processo de democratização da sociedade na década de 1980 e da emergência de movimentos sociais, é reivindicado o direito universal à educação consignado na (...) Constituição Federal de 1988 como “direito de todos e dever do Estado”. A partir de meados de 1990, uma política educacional contra-hegemônica é construída por um conjunto de atores coletivos, constituindo o Movimento Nacional de Educação do Campo, denominada de Educação do Campo. Se a grande conquista reside no marco regulatório no qual se pode visualizar uma educação que considera a identidade, especificidade e diversidade dos sujeitos do campo, isso não significa a garantia desses direitos. Do ponto de vista metodológico, a abordagem analítica desta reflexão se orienta pela perspectiva epistemológica do materialismo histórico, tendo por base de pesquisa elementos da legislação educacional brasileira e o diálogo com autores que apontam para novos horizontes da educação como direito social. Como resultado desta investigação, apontamos desafios a serem enfrentados, entre eles o consórcio dos entes federados nem sempre afinado no cumprimento do marco regulatório da Educação do Campo; poucas iniciativas de formação inicial e continuada específica para professores da Educação do Campo; estrutura material precária das escolas; o material didático-pedagógico contempla conteúdos descontextualizados e inadequados às peculiaridades locais, às vivências e necessidades dos usuários da escola; ausência de Projeto Político Pedagógico, Currículo e calendário escolar capazes de, ao mesmo tempo, dar conta de oferecer o conhecimento socialmente produzido pela humanidade e atender a diversidade, especificidade dos sujeitos com direito ao acesso à escola onde vivem e uma educação omnilateral, que não dissocia a formação humana e profissional. Concluímos identificando uma profunda brecha entre o marco regulatório da Educação do Campo conquistado e a garantia real de uma educação cidadã e profissional de qualidade a ser ofertada à população do campo. Palavras chave: Educação do Campo. Direitos Humanos. Política Pública. (shrink)

Resumen: La esquematización que de Hume realiza Jhon Bricke, me condujo a plantear ciertas preguntas que encuentran un terreno fértil en el análisis que sobre la simpatía realiza Hume. Esta propuesta plantea como hipótesis fundamental que el deseo de ser apreciado es el rasgo fundamental del ser apa..

This book is a unique exploration of the idea of the "second person" in human interaction, the idea that face-to-face interactions involve a distinctive form of reciprocal mental state attributions that mediates their dynamical unfolding. Challenging the view of mental attribution as a sort of "theory of mind", Pérez and Gomila argue that the second person perspective of mental understanding is the conceptually, ontogenetically, and phylogenetically basic way of understanding mentality. Second person interaction provides the opportunity for the acquisition of (...) concepts of mental states of increasing complexity. The book reviews the growing interest in a variety of second person phenomena, both in development and in adulthood, presenting research that shows how participants in human interaction attribute psychological states of a referentially transparent kind to each other. This review documents the spontaneous preference for face-to-face interaction, from eye contact to joint attention, from forms of vitality to communicative intentions, from interaction detection to joint action, and from synchrony to interpersonal coordination. Also looking at the implications and applications of the second person perspective within fields as diverse as art and morality, this book is fascinating reading for students and academics in social and cognitive psychology, cognitive science, neuroscience, and philosophy. (shrink)

A collection of some of my previously published papers with an introduction and a new chapter.

In this brief and powerful book, Diana Fuss takes on the debate of pure essence versus social construct, engaging with the work of Luce Irigaray and Monique ...

Surprising artistic interventions in the landscape of the public everyday are psychologically, socially, and politically beneficial to individuals as well as their communities. Such interventions enable their audiences to access moments of surprising inspiration, self-reflection, and revitalization. These spontaneous moments may offer access to the experience of distance from the rational “self,” allowing the irrational and purely emotive that resides within all of us to assert itself. It is this sensual instinct that all we too frequently push aside, particularly in (...) the public realm, for the sake of our responsibilities. Urban communities in particular are persistently accosted by visual and aural advertisements and consumerist lures, that further discourage individuals from accessing their non-rational selves. Yet, I argue that it would improve the health and vibrancy of our communal lives if we encountered among others in public, even for a moment, the strong feelings of sudden elation or confusion that we generally consider to be private. I also argue that an addition could be made to the already diverse oeuvre of artistic approaches that comprise the realm of “sound art” and that it may be termed “musical intervention art” – or, simply put, music played in a circumscribed area in the form of an outdoor installation, that is designed to accost, surprise, overwhelm, and through this, actively engage. This article will describe an imaginary example of musical installation art. (shrink)

Tendo como recorte certa produção da intelligentsia brasileira, a obra analisa a recepção da filosofia nietzschiana no período de 1922 a 1945, trazendo à luz um aspecto para o qual poucos pesquisadores atentam. Na literatura, modernistas como Mário de Andrade e Manuel Bandeira, e no registro ensaístico- sociológico, sobretudo Paulo Prado, Gilberto Freyre e Sérgio Buarque de Holanda, teriam recorrido ao pensamento de Nietzsche, em maior ou menor escala, nas suas produções.