Taking regular walks when living with Parkinson’s disease has beneficial effects on movement and quality of life. Yet, patients usually show reduced physical activity compared to healthy older adults. Using auditory stimulation such as music can facilitate walking but patients vary significantly in their response. An individualized approach adapting musical tempo to patients’ gait cadence, and capitalizing on these individual differences, is likely to provide a rewarding experience, increasing motivation for walk-in PD. We aim to evaluate the observance, safety, tolerance, (...) usability, and enjoyment of a new smartphone application. It was coupled with wearable sensors and delivered individualized musical stimulation for gait auto-rehabilitation at home. Forty-five patients with PD underwent a 1-month, outdoor, uncontrolled gait rehabilitation program, using the BeatWalk application. The music tempo was being aligned in real-time to patients’ gait cadence in a way that could foster an increase up to +10% of their spontaneous cadence. Open-label evaluation was based on BeatWalk use measures, questionnaires, and a six-minute walk test. Patients used the application 78.8% of the prescribed duration and enjoyed it throughout the program. The application was considered “easy to use” by 75% of the patients. Pain, fatigue, and falls did not increase. Fear of falling decreased and quality of life improved. After the program, patients improved their gait parameters in the six-minute walk test without musical stimulation. BeatWalk is an easy to use, safe, and enjoyable musical application for individualized gait rehabilitation in PD. It increases “walk for exercise” duration thanks to high observance.Clinical Trial Registration: ClinicalTrials.gov Identifier: NCT02647242. (shrink)

Bernard de Lavinheta is commonly recognised as a seminal figure in Renaissance and early modern encyclopedism. A Spanish Franciscan and close colleague of Jacques Lefèvre d’Étaples, Charles de Bovelles and the Fabrist circle in Paris, he published his Practica compendiosa in 1523, marking a major milestone in the Lullist tradition. Yet the focus on Lavinheta as a pioneer of early modern method has often served to obscure his connection to a long medieval tradition of encyclopedism. Drawing out his links to (...) the Franciscan and Lullist traditions and to Nicholas of Cusa, this article seeks to reveal Lavinheta as pursuing an exemplarist encyclopedism in which logic, metaphysics and mathematics all cohere in Christ and demonstrate a pronounced Trinitarian dynamic. In doing so, it reveals an important spiritual and transformative dimension to the early modern encyclopedia, recontextualising the roots of universal reform in a long Franciscan tradition. (shrink)

Ce bref article propose un panorama des différentes approches théoriques et méthodologiques pour analyser le néolibéralisme. Il s’attache tout spécialement à définir les approches politico-économiques et gouvernementales (et dans quelle mesure elles s’opposent ou se combinent) et plaide en faveur d’une critique du néolibéralisme mieux construite sur le plan théorique et méthodologique dans le champ des Media Studies. En soulignant l’hétérogénéité des modes d’analyse d’un objet tel que le néolibéralisme, ainsi que les différences dans la manière dont ces approches se (...) déploient dans d’autres domaines des Studies, il préconisera donc d’appliquer ces regards critiques à la recherche menée également au sein de multiples disciplines dans d’autres pays (comme la France). (shrink)

Background: The way the death of a dear person is communicated can have a profound impact on the entire bereavement process. The words and expressions that are used to give the tragic news, the characteristics of who communicates it, the physical setting in which the notification is given, the means used (e.g., in person, via phone call, etc.) are just some of the factors that can influence the way survivors face one of the most difficult moments in their lives. Aim: (...) To review the literature on the topic of death notification to verify the state of the art related to this important procedure. Methods: A systematic review was conducted with PRISMA criteria on English-written materials produced from 1966 to 2019. Results: Out of the initial 3,166 titles considered, 65 articles were extracted for this review. Four main themes emerged: 1) protocols and guidelines; 2) emotional reactions of recipients and notifiers; 3) professional figures involved in the notification process; and, 4) types of death. Discussion: The communication of death represents a complex and stressful experience not only for those who receive it but also for those who give it. Alongside the acquisition of a necessary technique and execution methods, the process should involve the selection of notifiers based on personality characteristics and communication styles. Conclusion: Indications for the need of better training and protocols sensitive to different circumstances emerge. Adequate preparation can deeply affect the quality of communication and the effects it produces, both on recipients and on notifiers. In vocational training, more space should be devoted to this demanding task. (shrink)

Background Patient-centeredness, respect for patient autonomy, and shared decision-making have now made it to center stage in discussions on quality of care. Knowing what actually counts in care and how it should be accomplished from the patients’ and nurses’ perspective seems crucial. Aim To explore how patients and their nurses perceive the importance and enactment of values in their healthcare. Research design An observational, cross-sectional study using a self-developed questionnaire, consisting of 15 items related to seven values (e.g. uniqueness, autonomy, (...) professionalism, compassion, responsiveness, partnership, and empowerment) as described in the taxonomy of Bastemeijer et al. Participants and research context The survey was completed by 384 patients and 81 nurses. Participants were recruited on eight internal medicine wards of a 1000-bed university hospital in Belgium. Ethical considerations This study was approved by the ethical committee of the Ghent University Hospital (B670201836799). Findings (1) Patients and nurses prioritize values of care differently; (2) nurses report not being able to enact the values they prioritize in actual practice as much as one would like to; and (3) there is a gap in experienced delivery of a comprehensible explanation of all treatment options, a conversation based on equality, making shared decisions, and being non-judgmental between nurses and patients. Discussion Our findings challenge nurses’ overemphasis on professional compassion and uniqueness while arguing for increased attention on authentic shared decision-making and empowerment. The first step to a patient-centered culture truly involving patients in their healthcare is communication and information provision, rather than focusing on tangible and normative constructs. Conclusion Our findings revealed differences in prioritization and actual enactment of values in care between patients and nurses. This was especially so for values related to communication, provision of complete unbiased information, and shared decision-making. Nurses should prioritize providing comprehensible information and using conversations based on equality to make decision together with patients. (shrink)

Although Brentano generally regarded himself as at heart a metaphysician, his work then and subsequently has always been dominated by the Psychology. He is rightly celebrated as the person who reintroduced the Aristotelian-Scholastic notion of intentio back into the study of the mind. Brentano's inspiration was Aristotle's theory of perception in De anima, though his terminology of intentional inexistence was medieval. For the history of the work and its position in his output may I refer to my Introduction to the (...) reprinted English translation. Alongside Aristotle the work shows influences of Descartes, Comte and the British empiricists. The theory of intentionality presented in the Psychology is much less modern and less plausible than almost all recent commentary would have it, and was in any case not where Brentano's main interest lay. Intentionality simply served to demarcate mental phenomena from physical, in Book One, but the main aim was a classification of the mental, outlined in Book Two. Books Three to Five were to have dealt in detail with the three main classes of presentations, judgements and feelings, with the final book considering the metaphysics: mind-body and the immortality of the soul. Brentano's shifting views, recently documented in English with Benito Muller's translation of Descriptive Psychology, a work from the transitional 1890s, made the original plan obsolete. The role of an a priori, philosophical or descriptive psychology, methodologically prior to empirical-experimental genetic psychology, foreshadowed and influenced Husserl's notion of phenomenology, and Brentano's Comtean methodological epoche of desisting from controversial metaphysical statements in favour of an examination of the phenomena likewise presaged Husserl's more ponderous phenomenological reductions. Brentano's other work covers most areas of philosophy, notably ethics, where he upheld a form of a priori intuitionism much admired by G. E. Moore, the philosophy of religion, metaphysics, philosophy of language, deductive and inductive logic, and the history of philosophy. I shall mention just two areas. In his logic lectures from 1866 onwards (a compilation published 1956) Brentano rejected the subject-predicate analysis of simple judgements and proposed instead (for which he apparently secured written assent from Mill) that all judgements are logical compounds of positive and negative existential judgements. For example the universal judgement All men are mortal becomes the negative existential There are no immortal men. On this basis Brentano radically simplified the inference rules of deductive logic. While unlike de Morgan, Frege and others he does not go beyond logic's traditional scope by recognising relations, within its bounds his reformed-term logic is simple, elegant and easily teachable. Some of his ideas in logic influenced the young Husserl. Unfortunately Brentano took against mathematical logic, which he wrongly associated exclusively with Hamilton's confused doctrine of the quantification of the predicate. His inductive logic, which takes up by far the greater part of his logic lectures, remains unresearched to this day. (shrink)

Is there a circular relationship between trust and ethics? Is it possible to alter their relationship, changing the perception that social actors have of them? How has trust changed in the transition from modernity to post-modernity and how does it change in times of crisis? Starting from the epistemological assumption that progress in the social sciences is determined by the change in the theoretical horizon produced by “a reformulation of metaphysical assumptions” [1] and combining this path with the relational perspective, (...) according to which “not the facts, but the relationship between the facts is what requires analysis” [2], we will examine definitions, meanings, functions and relationships between trust and ethics. Following the theoretical logical method, we will understand that trust and ethical behaviour are particular forms of gift [3] that co-own each other. As such, they are ambivalent in nature and their circle can also produce dysfunctional outcomes that depend on the ability of social systems to modify collective perceptions through forms of communication, in the awareness that distrust constitutes an ineliminable and, paradoxically, preparatory element for the restoration of the trust circle. The relational circle between gift, trust, collective ethics and personal morality does not end with distrust, but changes in a contingent way, determining perverse effects: correct behaviour could produce, unintentionally, a disaster; incorrect actions could generate unforeseen positive effects.The perverse effects cannot be defined as exceptional - as is believed in the theory of rational choice - but recurrent because daily practices are marked by an intuitive, emotional and moralistic trust circle that prevails over logical reasoning, as ascertained by both relational theory and behavioural economics. Functionalist paradigms cannot engineer and optimise the performance of trust. [1] See J. Alexander's strong programme in S. Segre, Le teorie sociologiche contemporanee, Carocci, Rome, 2019, p. 12. It is not enough to observe reality, it is necessary to interpret it, taking into account theories and traditions whose foundations have a metaphysical character. [2] F. Ferrarotti, La sociologia come analisi critica della società, in R. Cipriani, Nuovo Manuale di Sociologia, Maggioli, Sant’Arcangelo di Romagna, 2018 p. 24. [3] The classical meaning in M. Mauss, Essai sur le don. Forme et raison de l'échange dans les sociétés archaïques, 1ª ed. 1925, revisited by G. Satta, L’ambiguità del dono. Note su dono, violenza e potere nell’ Essai di Mauss, in V. Rasini, Aggressività. Un’indagine polifonica, Mimesis, Milano 2011. (shrink)

(For English, scroll down) Der Text präsentiert drei miteinander verbundene Thesen. (1) Philosophie der Musik modifiziert philosophische Grundbegriffe. (2) Eine gemeinsame Eigenschaft in der Vielfalt der Musikformen liegt im Effekt einer Wahrnehmungsveränderung: oft subtil, unterschwellig und zuweilen als ekstatisch erlebte Selbst- und Welt-Transformation. (3) Strenggenommen nehmen wir nicht Töne wahr, sondern a) unsere Hör-Physiologie wandelt Schwingungsfrequenzen ab circa 18 Hz in Tonhöhen um und damit Zeit-Organisation in ein Raum-Äquivalent. (Musik mit tiefen Tönen an der Grenze zur Wahrnehmung, etwa mittels großer (...) Orgelpfeifen in Kathedralen oder Ton-Anlagen in Nachtclubs, inszeniert genau diesen physiologischen Umschlag, mit potentiellen Transzendenz-Effekten.) b) Wir nehmen einfache Frequenzverhältnisse wie 1:2, 2:3 etc. als (relativ) konsonant wahr, komplexere Verhältnisse als (relativ) dissonant. Die Folge: c) Musikhören verbindet uns mit physikalischem Verhalten von Materie, einschließlich unserer selbst. Hierin gründen rare, musikalisch herausgehobene Eindrücke von Erkenntnis und Enthüllung: das Universum betreffend und unsere Stellung in ihm. -/- The text presents three related claims. (1) Music as a topic of philosophy alters key philosophical concepts; (2) In spite of their vast cultural, historical and contextual differences, all forms of music share the effect of a transformation of perception: ranging from subtle and subliminal to the (rare) experience of ecstatic world- and self-transformations; (3) Strictly speaking, we do not perceive sounds. Rather, a) our hearing-physiology translates frequencies (impulses) of more than 18 Hz into pitch and thus temporal events into quasi-spatial perceptions. Compositions containing very deep sounds (e.g. in cathedrals or in night-clubs) stage exactly this physiological conversion: with potentially ‘transcendence’-like effects. b) We hear simple frequency-ratios such as 1:2, 2:3, 3:4 etc. as (relative) consonances and more complex ones as (relative) dissonances. Thus, c) musical compositions make laws of physical behaviour of matter affectively perceptible. This allows for the occasional impression of musical revelations: regarding the universe, its laws, and our place in it. -/- . (shrink)

In lieu of an abstract, here is a brief excerpt of the content:KNOWLEDGE OF THE SOUL YVES R. SIMON Translated by Ralph Nelson University of Windsor Windsor, Ontario Translator's Forword IN THE RECENTLY published The Definition of Moral Virtue, based on 1leotures Yves Simon gave a:t the University of Chicago in 1957, there is a passage which helps us understand 1the place this essay has in Simon's work as 'a philosopher. Let us admit that psychology is a very poorly organized (...) discipline and one whose disorderliness does not seem to be diminishing. Were I a little young·er, I would consider dedicating my life to improving the situation, because the science of the soul is so important for morality. But sometimes I wonder if it is not already too late.1 1 This essay on the epistemological nature of psychology, which appeared in Gants du Ciel in 1944, pmvides an intmdiuction to that project envisaged hy Simon hut never compJeted. It is a starting point. It is not a constitutive epistemology rin cthe Kantian sense ibut,a i!.'eftective one, that is, it surveys the state of the discipline in order to clarify the pl'oblems, eliminate false 1 leads, identify the areas requiring further development, and, finally, point out the interconnections. Simon's 1 essay is timely in the 1 ahsence of an undisputed and unified science of psychology commanding 1 the support of competent persons. lit is not dated,,because he 1 sticks to tihe issues and does not dwell on personalities. There are no references to 1 Yves R. Simon, The Definition of Morai Virtue, ed. Vukan Kuic (New York: Fordham University Press, 1989), p. 94. ~69 270 YVES R. SIMON twentieth century psychologists. However, it is easy to supply topical references to illustrate a point, whether it be Sigmund Freud, Jean Piaget, or B. F. Skinner. Take, for instance, the attack on philosophical psychology. In Freud's case, there was a constant effort completely to divorce ps;)"chology from philosophy, which he distrusted, even though some would say that there is an implicit or disguised Freudian philosophy. In Piaget's case, there is a vehement polemic against philosophicaJ psychology in his hook Sagesse et illusions de la philosophie (1965). It seems quite clear that Piaget would not acknowledge any positive contribution to psychology in the writings of Maine de Biran, Bergson, Sartre, or Th1erleau-Ponty, to mention just the better known. Philosophy might be "wisdom" in Piaget's sense, but that is far from being a compliment since" wisdom" is not" science." In the case of B. F. Skinner and his efforts to go beyond freedom.and dignity, there is a perfect exemplification of that technology extended to man so aptly described by Simon. Yet in spite of scientistic confidence, the identity crisis psychology persists. If one is neither to reject philosophical psychology out of hand nor to dismiss the claims of positive psychology, 1 it is necessary to rmak:e 1 appropria,te distinctions, such as the distinction between theoretical and practical psychology and between applied psychology and moml psychology. Yet, having done that, Simon shows rbhat an analysis of individual cases reveals that 1 applied and moral psychology a:re complementary, Simon's contribution to the task of "improving the situation,,. ·did not end with the epistemological essay. It is important to note his treatment of moral psychology. I recall years ago reading St. Thomas's examination of human acts in the Summa Theologica. 1and thinking tha:t this was a kind of moral ps;)"ohology. However, that was not then, nor is it now, a.·Common term. In Rarwls's A Theory of Justice, there is a section on moi'al psychology which seems to be about moral learning. A recent study by an English philosopher, N. J. H. Dent, The Moral Psychology of the Vi1·tues (1984), seems KNOWLEDGE OF THE SOUL move to the point; following G. E. M. Anseombe and analytic phifosophy, it examines psycho1ogical concepts particularly relevrant to ethics. Now Simon had not only talked about morial psychology but also developed a number of concepts which are characteristic of it, such as the notion of practical reasoning, free ohoice, knowledge by inolination, and virtue (based on the important... (shrink)

I. General introduction to philosophy, by Cardinal Mercier. Cosmology, by D. Nys. Psychology, by Cardinal Mercier. Criteriology, by Cardinal Mercier. General metaphysics; or, Ontology, by Cardinal Mercier. Appendix to Cosmology, by D. Nys.--II. Natural theology; or, Theodicy, by Cardinal Mercier. Logic, by Cardinal Mercier. Ethics: General ethics, by A. Arendt (based on Cardinal Mercier's notes); Special ethics, by J. Halleux. History of philosophy, by M. de Wulf. Synopsis in the form of the principal theses. Glossary of scholastic terms, by G. (...) Simons. (shrink)

Wittgenstein übernimmt im Tractatus das Zusammenhangsprinzip von Frege und formuliert die Doktrin von der Priorität des Satzes vor seinen Teilen, den Wörtern. Dies ist die frühste Formulierung kontextualistischen Denkens bei Wittgenstein. In der Spätphilosophie wird das "Sprachspiel" zur sinnkonstituierenden Einheit sprachlicher Kommunikation und damit zum Inbegriff kontextualistischen Denkens beim späten Wittgenstein. Eine Untersuchung der zentralen Begriffe von Wittgensteins Spätphilosophie offenbart starke Verwandtschaft zu Schapps Begriff der "Geschichten". G. Bateson führt den Terminus "Geschichte" in jenem Schappschen Sinne als Prinzip des geistigen (...) Prozesses der Informationsgewinnung bzw. Sinnkonstitution ein. Damit läßt sich über Schapps Phänomenologie der Geschichten eine Brücke von Wittgenstein zu Bateson schlagen und eine bislang unbemerkte Affinität zwischen beiden Denkern aufzeigen. Umgekehrt werden mit dem von Bateson geprägten Begriff der Transkontextualität Phänomene beschreibbar, die Wittgenstein bei der Diskussion mathematischer bzw. logischer Paradoxien behandelt. Demnach sind solche Paradoxien transkontextuelle Phänomene, die in ihrem Sinn unterbestimmt sind, ähnlich dem transkontextuellen Verhalten, das sinnbestimmende Kontexte (Sprachspiele) transzendiert und außerhalb solcher Kontexte als verrückt erscheint. (shrink)

Wittgenstein übernimmt im Tractatus das Zusammenhangsprinzip von Frege und formuliert die Doktrin von der Priorität des Satzes vor seinen Teilen, den Wörtern. Dies ist die frühste Formulierung kontextualistischen Denkens bei Wittgenstein. In der Spätphilosophie wird das "Sprachspiel" zur sinnkonstituierenden Einheit sprachlicher Kommunikation und damit zum Inbegriff kontextualistischen Denkens beim späten Wittgenstein. Eine Untersuchung der zentralen Begriffe von Wittgensteins Spätphilosophie offenbart starke Verwandtschaft zu Schapps Begriff der "Geschichten". G. Bateson führt den Terminus "Geschichte" in jenem Schappschen Sinne als Prinzip des geistigen (...) Prozesses der Informationsgewinnung bzw. Sinnkonstitution ein. Damit läßt sich über Schapps Phänomenologie der Geschichten eine Brücke von Wittgenstein zu Bateson schlagen und eine bislang unbemerkte Affinität zwischen beiden Denkern aufzeigen. Umgekehrt werden mit dem von Bateson geprägten Begriff der Transkontextualität Phänomene beschreibbar, die Wittgenstein bei der Diskussion mathematischer bzw. logischer Paradoxien behandelt. Demnach sind solche Paradoxien transkontextuelle Phänomene, die in ihrem Sinn unterbestimmt sind, ähnlich dem transkontextuellen Verhalten, das sinnbestimmende Kontexte (Sprachspiele) transzendiert und außerhalb solcher Kontexte als verrückt erscheint. (shrink)

Bu makalede Simone de Beauvoir’ın feminist felsefesinin Maurice Merleau-Ponty’nin fenomenolojisini takip ettiğini, bu yönüyle onun bir feminist fenomenolog olduğunu göstermeye çalışacağız. Merleau-Ponty’nin fenomenolojisinde öz sabitlenemez, öznelerarası ve tarihsel bir anlama gönderme yapar; transandantal ise öznelerarasılıktan başka bir şey değildir. Onun fenomenolojisinde Kartezyen özne ve diğer tüm karşıt ikilikler aşılmaya çalışılır. Beden tüm diğer şeylerle paylaştığımız dünyaya açılmamızı sağlayan biricik anlam, eylem, varoluş aracımıza dönüşür. Beauvoir kadının ne olduğunu ve ne olabileceğini anlamaya çalışırken bu parametreleri takip eder. Mevcut kabulleri ve (...) teorileri eleştirel bir süzgeçten geçirdikten sonra, kadın deneyimlerine odaklanır. Sonuç olarak mevcut kadının ebedi, doğal ya da mutlak olmadığını, toplumsal/politik olarak inşa edilmiş bir gerçeklik olduğunu dolayısıyla değişebilir olduğunu gösterir. Beauvoir’ın kadın sorunu üzerinden gösterdiği bu fenomenolojik indirgeme ve betimleme, toplumsal eleştiri gerektiren tüm sorunlar için önemli bir felsefi zemin sağlamaktadır. (shrink)

"Contemporary" is the controlling word in the title of this book of provocative readings, but foundational ideas of a timeless stamp are also brought to bear after the reader’s attention has been captured. In the section on ethics and society, for example, some selections deal with sex, marriage, abortion, eugenics, and women’s rights, but others are archly included on free will, the good life, duty, and the nature of ethical disagreement. The nineteen philosophers whose works are excerpted for this section (...) range from Kant and Bentham in an earlier era through Bertrand Russell and A. H. Maslow of the recent past to today’s Simone de Beauvoir, A. C. Ewing, and Charles L. Stevenson, as well as younger thinkers such as Arthur C. Danto and Nicholas Rescher. The remaining sections of the book cover political problems, language and art, experience and nature, and existential, religious, and other views of the meaning of life. An article by Huston Smith on the religious import of drugs concludes the volume. The editors’ introduction describes in fresh ways what a philosophical approach to an issue is and provides a useful setting for the relevant readings which follow. In the introductions to the five sections of the book, they take a closer look at the particular areas of interest and again try to illuminate the readings, in a different way by setting before the reader the truly challenging questions with which the readings will grapple.—W. G. (shrink)

We investigated whether motivationally determined stimulus valence can be processed in an automatic way, as is assumed in many appraisal theories (e.g., Frijda, 1986, 1993; Lazarus, 1991; Scherer, 1993a). Whereas appraisal theorists typically use conscious self-report methods to investigate their assumptions, our experiments used indirect experimental methods that leave less room for deliberate, conscious reflections of the participants. Using variants of the affective priming and Simon paradigms, we demonstrated that intrinsically neutral, but wanted stimuli facilitated responses with a positive valence, (...) whereas intrinsically neutral, but unwanted stimuli facilitated negative responses. In addition, the second experiment proved to be supportive of another assumption made by appraisal theorists according to which a relation exits between different (automatic) outcomes of motivational appraisal (positive-negative) and different action tendencies (approach-withdrawal). (shrink)

In this book, a dozen distinguished scholars in the field of the history of philosophy and science investigate aspects of the commentary tradition on Aristotle's De generatione et corruptione, one of the least studied among Aristotle's treatises in natural philosophy. Many famous thinkers such as Johannes Philoponus, Albert the Great, Thomas Aquinas, John Buridan, Nicole Oresme, Francesco Piccolomini, Jacopo Zabarella, and Galileo Galilei wrote commentaries on it. The distinctive feature of the present book is that it approaches this commentary tradition (...) as a coherent whole, thereby ignoring the usual historiographical distinctions between the Middle Ages, the Renaissance, and the seventeenth century. Frans de Haas and Henk Kubbinga address the Greek commentary tradition on De generatione et corruptione. Simone van Riet's essay is devoted to the Latin version of Avicenna's third treatise of his Kitab al Shifa, which discusses Aristotle's De generatione et corruptione. James Otte traces the intricate history of the identification of the Latin translator of Aristotle's treatise as Burgundio of Pisa. The essay by John Murdoch explores the fortuna of atomistic arguments in the Latin commentary tradition. Jurgen Sarnowsky, Henk Braakhuis, and Stefano Caroti examine various themes in the commentaries that were produced by the so-called Buridan School, that is, John Buridan, Albert of Saxony, Nicholas Oresme, and Marsilius of Inghen. The article by Silvia Donati focuses on the influential commentary by the Expositor, Giles of Rome. The final essay, written by Anita Guerrini, tackles Robert Boyle's attitude in the Origin of Forms and Qualities toward such Aristotelian key concepts as forms, matter, qualities, and mixture. These essays are prefaced by a preliminary survey by Hans Thijssen of Aristotle's text, its Latin translations and its Greek, Arabic and Latin commentaries. (shrink)

Table of contentsI1 Proceedings of the 4th World Conference on Research IntegrityConcurrent Sessions:1. Countries' systems and policies to foster research integrityCS01.1 Second time around: Implementing and embedding a review of responsible conduct of research policy and practice in an Australian research-intensive universitySusan Patricia O'BrienCS01.2 Measures to promote research integrity in a university: the case of an Asian universityDanny Chan, Frederick Leung2. Examples of research integrity education programmes in different countriesCS02.1 Development of a state-run “cyber education program of research ethics” in (...) KoreaEun Jung Ko, Jin Sun Kwak, TaeHwan Gwon, Ji Min Lee, Min-Ho LeeCS02.3 Responsible conduct of research teachers’ training courses in Germany: keeping on drilling through hard boards for more RCR teachersHelga Nolte, Michael Gommel, Gerlinde Sponholz3. The research environment and policies to encourage research integrityCS03.1 Challenges and best practices in research integrity: bridging the gap between policy and practiceYordanka Krastev, Yamini Sandiran, Julia Connell, Nicky SolomonCS03.2 The Slovenian initiative for better research: from national activities to global reflectionsUrsa Opara Krasovec, Renata SribarCS03.3 Organizational climate assessments to support research integrity: background of the Survey of Organizational Research Climate and the experience with its use at Michigan State UniversityBrian C. Martinson, Carol R. Thrush, C.K. Gunsalus4. Expressions of concern and retractionsCS04.1 Proposed guidelines for retraction notices and their disseminationIvan Oransky, Adam MarcusCS04.2 Watching retractions: analysis of process and practice, with data from the Wiley retraction archivesChris Graf, Verity Warne, Edward Wates, Sue JoshuaCS04.3 An exploratory content analysis of Expressions of ConcernMiguel RoigCS04.4 An ethics researcher in the retraction processMichael Mumford5. Funders' role in fostering research integrityCS05.1 The Fonds de Recherche du Québec’s institutional rules on the responsible conduct of research: introspection in the funding agency activitiesMylène Deschênes, Catherine Olivier, Raphaëlle Dupras-LeducCS05.2 U.S. Public Health Service funds in an international setting: research integrity and complianceZoë Hammatt, Raju Tamot, Robin Parker, Cynthia Ricard, Loc Nguyen-Khoa, Sandra TitusCS05.3 Analyzing decision making of funders of public research as a case of information asymmetryKarsten Klint JensenCS05.4 Research integrity management: Empirical investigation of academia versus industrySimon Godecharle, Ben Nemery, Kris Dierickx5A: Education: For whom, how, and what?CS05A.1 Research integrity or responsible conduct of research? What do we aim for?Mickey Gjerris, Maud Marion Laird Eriksen, Jeppe Berggren HoejCS05A.2 Teaching and learning about RCR at the same time: a report on Epigeum’s RCR poll questions and other assessment activitiesNicholas H. SteneckCS05A.4 Minding the gap in research ethics education: strategies to assess and improve research competencies in community health workers/promoteresCamille Nebeker, Michael Kalichman, Elizabeth Mejia Booen, Blanca Azucena Pacheco, Rebeca Espinosa Giacinto, Sheila Castaneda6. Country examples of research reward systems and integrityCS06.1 Improving systems to promote responsible research in the Chinese Academy of SciencesDing Li, Qiong Chen, Guoli Zhu, Zhonghe SunCS06.4 Exploring the perception of research integrity amongst public health researchers in IndiaParthasarathi Ganguly, Barna Ganguly7. Education and guidance on research integrity: country differencesCS07.1 From integrity to unity: how research integrity guidance differs across universities in Europe.Noémie Aubert Bonn, Kris Dierickx, Simon GodecharleCS07.2 Can education and training develop research integrity? The spirit of the UNESCO 1974 recommendation and its updatingDaniele Bourcier, Jacques Bordé, Michèle LeducCS07.3 The education and implementation mechanisms of research ethics in Taiwan's higher education: an experience in Chinese web-based curriculum development for responsible conduct of researchChien Chou, Sophia Jui-An PanCS07.4 Educating principal investigators in Swiss research institutions: present and future perspectivesLouis Xaver Tiefenauer8. Measuring and rewarding research productivityCS08.1 Altimpact: how research integrity underpins research impactDaniel Barr, Paul TaylorCS08.2 Publication incentives: just reward or misdirection of funds?Lyn Margaret HornCS08.3 Why Socrates never charged a fee: factors contributing to challenges for research integrity and publication ethicsDeborah Poff9. Plagiarism and falsification: Behaviour and detectionCS09.1 Personality traits predict attitude towards plagiarism of self and others in biomedicine: plagiarism, yes we can?Martina Mavrinac, Gordana Brumini, Mladen PetrovečkiCS09.2 Investigating the concept of and attitudes toward plagiarism for science teachers in Brazil: any challenges for research integrity and policy?Christiane Coelho Santos, Sonia VasconcelosCS09.3 What have we learnt?: The CrossCheck Service from CrossRefRachael LammeyCS09.4 High p-values as a sign of data fabrication/falsificationChris Hartgerink, Marcel van Assen, Jelte Wicherts10. Codes for research integrity and collaborationsCS10.1 Research integrity in cross-border cooperation: a Nordic exampleHanne Silje HaugeCS10.3 Research integrity, research misconduct, and the National Science Foundation's requirement for the responsible conduct of researchAaron MankaCS10.4 A code of conduct for international scientific cooperation: human rights and research integrity in scientific collaborations with international academic and industry partnersRaffael Iturrizaga11. Countries' efforts to establish mentoring and networksCS11.1 ENRIO : a network facilitating common approaches on research integrity in EuropeNicole FoegerCS11.2 Helping junior investigators develop in a resource-limited country: a mentoring program in PeruA. Roxana Lescano, Claudio Lanata, Gissella Vasquez, Leguia Mariana, Marita Silva, Mathew Kasper, Claudia Montero, Daniel Bausch, Andres G LescanoCS11.3 Netherlands Research Integrity Network: the first six monthsFenneke Blom, Lex BouterCS11.4 A South African framework for research ethics and integrity for researchers, postgraduate students, research managers and administratorsLaetus OK Lategan12. Training and education in research integrity at an early career stageCS12.1 Research integrity in curricula for medical studentsGustavo Fitas ManaiaCS12.2 Team-based learning for training in the responsible conduct of research supports ethical decision-makingWayne T. McCormack, William L. Allen, Shane Connelly, Joshua Crites, Jeffrey Engler, Victoria Freedman, Cynthia W. Garvan, Paul Haidet, Joel Hockensmith, William McElroy, Erik Sander, Rebecca Volpe, Michael F. VerderameCS12.4 Research integrity and career prospects of junior researchersSnezana Krstic13. Systems and research environments in institutionsCS13.1 Implementing systems in research institutions to improve quality and reduce riskLouise HandyCS13.2 Creating an institutional environment that supports research integrityDebra Schaller-DemersCS13.3 Ethics and Integrity Development Grants: a mechanism to foster cultures of ethics and integrityPaul Taylor, Daniel BarrCS13.4 A culture of integrity at KU LeuvenInge Lerouge, Gerard Cielen, Liliane Schoofs14. Peer review and its role in research integrityCS14.1 Peer review research across disciplines: transdomain action in the European Cooperation in Science and Technology “New Frontiers of Peer Review ”Ana Marusic, Flaminio SquazzoniCS14.2 Using blinding to reduce bias in peer reviewDavid VauxCS14.3 How to intensify the role of reviewers to promote research integrityKhalid Al-Wazzan, Ibrahim AlorainyCS14.4 Credit where credit’s due: professionalizing and rewarding the role of peer reviewerChris Graf, Verity Warne15. Research ethics and oversight for research integrity: Does it work?CS15.1 The psychology of decision-making in research ethics governance structures: a theory of bounded rationalityNolan O'Brien, Suzanne Guerin, Philip DoddCS15.2 Investigator irregularities: iniquity, ignorance or incompetence?Frank Wells, Catherine BlewettCS15.3 Academic plagiarismFredric M. Litto16. Research integrity in EuropeCS16.1 Whose responsibility is it anyway?: A comparative analysis of core concepts and practice at European research-intensive universities to identify and develop good practices in research integrityItziar De Lecuona, Erika Löfstrom, Katrien MaesCS16.2 Research integrity guidance in European research universitiesKris Dierickx, Noémie Bonn, Simon GodecharleCS16.3 Research Integrity: processes and initiatives in Science Europe member organisationsTony Peatfield, Olivier Boehme, Science Europe Working Group on Research IntegrityCS16.4 Promoting research integrity in Italy: the experience of the Research Ethics and Bioethics Advisory Committee of the Consiglio Nazionale delle Ricerche Cinzia Caporale, Daniele Fanelli17. Training programs for research integrity at different levels of experience and seniorityCS17.1 Meaningful ways to incorporate research integrity and the responsible conduct of research into undergraduate, graduate, postdoctoral and faculty training programsJohn Carfora, Eric Strauss, William LynnCS17.2 "Recognize, respond, champion": Developing a one-day interactive workshop to increase confidence in research integrity issuesDieter De Bruyn, Bracke Nele, Katrien De Gelder, Stefanie Van der BurghtCS17.4 “Train the trainer” on cultural challenges imposed by international research integrity conversations: lessons from a projectJosé Roberto Lapa e Silva, Sonia M. R. Vasconcelos18. Research and societal responsibilityCS18.1 Promoting the societal responsibility of research as an integral part of research integrityHelene IngierdCS18.2 Social responsibility as an ethical imperative for scientists: research, education and service to societyMark FrankelCS18.3 The intertwined nature of social responsibility and hope in scienceDaniel Vasgird, Stephanie BirdCS18.4 Common barriers that impede our ability to create a culture of trustworthiness in the research communityMark Yarborough19. Publication ethicsCS19.1 The authors' forum: A proposed tool to improve practices of journal editors and promote a responsible research environmentIbrahim Alorainy, Khalid Al-WazzanCS19.2 Quantifying research integrity and its impact with text analyticsHarold GarnerCS19.3 A closer look at authorship and publication ethics of multi- and interdisciplinary teamsLisa Campo-Engelstein, Zubin Master, Elise Smith, David Resnik, Bryn Williams-JonesCS19.4 Invisibility of duplicate publications in biomedicineMario Malicki, Ana Utrobicic, Ana Marusic20. The causes of bad and wasteful research: What can we do?CS20.1 From countries to individuals: unravelling the causes of bias and misconduct with multilevel meta-meta-analysisDaniele Fanelli, John PA IoannidisCS20.2 Reducing research waste by integrating systems of oversight and regulationGerben ter Riet, Tom Walley, Lex Marius BouterCS20.3 What are the determinants of selective reporting?: The example of palliative care for non-cancer conditionsJenny van der Steen, Lex BouterCS20.4 Perceptions of plagiarism, self-plagiarism and redundancy in research: preliminary results from a national survey of Brazilian PhDsSonia Vasconcelos, Martha Sorenson, Francisco Prosdocimi, Hatisaburo Masuda, Edson Watanabe, José Carlos Pinto, Marisa Palácios, José Lapa e Silva, Jacqueline Leta, Adalberto Vieyra, André Pinto, Mauricio Sant’Ana, Rosemary Shinkai21. Are there country-specific elements of misconduct?CS21.1 The battle with plagiarism in Russian science: latest developmentsBoris YudinCS21.2 Researchers between ethics and misconduct: A French survey on social representations of misconduct and ethical standards within the scientific communityEtienne Vergès, Anne-Sophie Brun-Wauthier, Géraldine VialCS21.3 Experience from different ways of dealing with research misconduct and promoting research integrity in some Nordic countriesTorkild VintherCS21.4 Are there specifics in German research misconduct and the ways to cope with it?Volker Bähr, Charité22. Research integrity teaching programmes and their challengesCS22.1 Faculty mentors and research integrityMichael Kalichman, Dena PlemmonsCS22.2 Training the next generation of scientists to use principles of research quality assurance to improve data integrity and reliabilityRebecca Lynn Davies, Katrina LaubeCS22.3 Fostering research integrity in a culturally-diverse environmentCynthia Scheopner, John GallandCS22.4 Towards a standard retraction formHervé Maisonneuve, Evelyne Decullier23. Commercial research and integrityCS23.1 The will to commercialize: matters of concern in the cultural economy of return-on-investment researchBrian NobleCS23.2 Quality in drug discovery data reporting: a mission impossible?Anja Gilis, David J. Gallacher, Tom Lavrijssen, Malwitz David, Malini Dasgupta, Hans MolsCS23.3 Instituting a research integrity policy in the context of semi-private-sector funding: an example in the field of occupational health and safetyPaul-Emile Boileau24. The interface of publication ethics and institutional policiesCS24.1 The open access ethical paradox in an open government effortTony SavardCS24.2 How journals and institutions can work together to promote responsible conductEric MahCS24.3 Improving cooperation between journals and research institutions in research integrity casesElizabeth Wager, Sabine Kleinert25. Reproducibility of research and retractionsCS25.1 Promoting transparency in publications to reduce irreproducibilityVeronique Kiermer, Andrew Hufton, Melanie ClyneCS25.2 Retraction notices issued for publications by Latin American authors: what lessons can we learn?Sonia Vasconcelos, Renan Moritz Almeida, Aldo Fontes-Pereira, Fernanda Catelani, Karina RochaCS25.3 A preliminary report of the findings from the Reproducibility Project: Cancer biologyElizabeth Iorns, William Gunn26. Research integrity and specific country initiativesCS26.1 Promoting research integrity at CNRS, FranceMichèle Leduc, Lucienne LetellierCS26.2 In pursuit of compliance: is the tail wagging the dog?Cornelia MalherbeCS26.3 Newly established research integrity policies and practices: oversight systems of Japanese research universitiesTakehito Kamata27. Responsible conduct of research and country guidelinesCS27.1 Incentives or guidelines? Promoting responsible research communication through economic incentives or ethical guidelines?Vidar EnebakkCS27.3 Responsible conduct of research: a view from CanadaLynn PenrodCS27.4 The Danish Code of Conduct for Research Integrity: a national initiative to promote research integrity in DenmarkThomas Nørgaard, Charlotte Elverdam28. Behaviour, trust and honestyCS28.1 The reasons behind non-ethical behaviour in academiaYves FassinCS28.2 The psychological profile of the dishonest scholarCynthia FekkenCS28.3 Considering the implications of Dan Ariely’s keynote speech at the 3rd World Conference on Research Integrity in MontréalJamal Adam, Melissa S. AndersonCS28.4 Two large surveys on psychologists’ views on peer review and replicationJelte WichertsBrett Buttliere29. Reporting and publication bias and how to overcome itCS29.1 Data sharing: Experience at two open-access general medical journalsTrish GrovesCS29.2 Overcoming publication bias and selective reporting: completing the published recordDaniel ShanahanCS29.3 The EQUATOR Network: promoting responsible reporting of health research studiesIveta Simera, Shona Kirtley, Eleana Villanueva, Caroline Struthers, Angela MacCarthy, Douglas Altman30. The research environment and its implications for integrityCS30.1 Ranking of scientists: the Russian experienceElena GrebenshchikovaCS30.4 From cradle to grave: research integrity, research misconduct and cultural shiftsBronwyn Greene, Ted RohrPARTNER SYMPOSIAPartner Symposium AOrganized by EQUATOR Network, Enhancing the Quality and Transparency of Health ResearchP1 Can we trust the medical research literature?: Poor reporting and its consequencesIveta SimeraP2 What can BioMed Central do to improve published research?Daniel Shanahan, Stephanie HarrimanP3 What can a "traditional" journal do to improve published research?Trish GrovesP4 Promoting good reporting practice for reliable and usable research papers: EQUATOR Network, reporting guidelines and other initiativesCaroline StruthersPartner Symposium COrganized by ENRIO, the European Network of Research Integrity OfficersP5 Transparency and independence in research integrity investigations in EuropeKrista Varantola, Helga Nolte, Ursa Opara, Torkild Vinther, Elizabeth Wager, Thomas NørgaardPartner Symposium DOrganized by IEEE, the Institute of Electrical and Electronics EngineersRe-educating our author community: IEEE's approach to bibliometric manipulation, plagiarism, and other inappropriate practicesP6 Dealing with plagiarism in the connected world: An Institute of Electrical and Electronics Engineers perspectiveJon RokneP7 Should evaluation of raises, promotion, and research proposals be tied to bibliometric indictors? What the Institute of Electrical and Electronics Engineers is doing to answer this questionGianluca SettiP8 Recommended practices to ensure conference content qualityGordon MacPhersonPartner Symposium EOrganized by the Committee on Freedom and Responsibility in the Conduct of Science of ICSU, the International Council for ScienceResearch assessment and quality in science: perspectives from international science and policy organisationsP9 Challenges for science and the problems of assessing researchEllen HazelkornP10 Research assessment and science policy developmentCarthage SmithP11 Research integrity in South Africa: the value of procedures and processes to global positioningRobert H. McLaughlinP12 Rewards, careers and integrity: perspectives of young scientists from around the worldTatiana Duque MartinsPartner Symposium FOrganized by the Online Resource Center for Ethics Education in Engineering and Science / Center for Engineering, Ethics, and Society of the National Academy of EngineeringP13 Research misconduct: conceptions and policy solutionsTetsuya Tanimoto, Nicholas Steneck, Daniele Fanelli, Ragnvald Kalleberg, Tajammul HusseinPartner Symposium HOrganized by ORI, the Office of Research Integrity; Universitas 21; and the Asia Pacific Research Integrity NetworkP14 International integrity networks: working together to ensure research integrityPing Sun, Ovid Tzeng, Krista Varantola, Susan ZimmermanPartner Symposium IOrganized by COPE, the Committee on Publication EthicsPublication without borders: Ethical challenges in a globalized worldP15 Authorship: credit and responsibility, including issues in large and interdisciplinary studiesRosemary ShinkaiPartner Symposium JOrganized by CITI, the Cooperative Institutional Training InitiativeExperiences on research integrity educational programs in Colombia, Costa Rica and PeruP16 Experiences in PeruRoxana LescanoP17 Experiences in Costa RicaElizabeth HeitmanP18 Experiences in ColumbiaMaria Andrea Rocio del Pilar Contreras NietoPoster Session B: Education, training, promotion and policyPT.01 The missing role of journal editors in promoting responsible researchIbrahim Alorainy, Khalid Al-WazzanPT.02 Honorary authorship in Taiwan: why and who should be in charge?Chien Chou, Sophia Jui-An PanPT.03 Authorship and citation manipulation in academic researchEric Fong, Al WilhitePT.04 Open peer review of research submission at medical journals: experience at BMJ Open and The BMJTrish GrovesPT.05 Exercising authorship: claiming rewards, practicing integrityDésirée Motta-RothPT.07 Medical scientists' views on publication culture: a focus group studyJoeri Tijdink, Yvo SmuldersPoster Session B: Education, training, promotion and policyPT.09 Ethical challenges in post-graduate supervisionLaetus OK LateganPT.10 The effects of viable ethics instruction on international studentsMichael Mumford, Logan Steele, Logan Watts, James Johnson, Shane Connelly, Lee WilliamsPT.11 Does language reflect the quality of research?Gerben ter Riet, Sufia Amini, Lotty Hooft, Halil KilicogluPT.12 Integrity complaints as a strategic tool in policy decision conflictsJanneke van Seters, Herman Eijsackers, Fons Voragen, Akke van der Zijpp and Frans BromPoster Session C: Ethics and integrity intersectionsPT.14 Regulations of informed consent: university-supported research processes and pitfalls in implementationBadaruddin Abbasi, Naif Nasser AlmasoudPT.15 A review of equipoise as a requirement in clinical trialsAdri LabuschagnePT.16 The Research Ethics Library: online resource for research ethics educationJohanne Severinsen, Espen EnghPT.17 Research integrity: the view from King Abdulaziz City for Science and TechnologyDaham Ismail AlaniPT. 18 Meeting global challenges in high-impact publications and research integrity: the case of the Malaysian Palm Oil BoardHJ. Kamaruzaman JusoffPT.19 University faculty perceptions of research practices and misconductAnita Gordon, Helen C. HartonPoster Session D: International perspectivesPT.21 The Commission for Scientific Integrity as a response to research fraudDieter De Bruyn, Stefanie Van der BurghtPT. 22 Are notions of the responsible conduct of research associated with compliance with requirements for research on humans in different disciplinary traditions in Brazil?Karina de Albuquerque Rocha, Sonia Maria Ramos de VasconcelosPT.23 Creating an environment that promotes research integrity: an institutional model of Malawi Liverpool Welcome TrustLimbanazo MatandikaPT.24 How do science policies in Brazil influence user-engaged ecological research?Aline Carolina de Oliveira Machado Prata, Mark William NeffPoster Session E: Perspectives on misconductPT.26 What “causes” scientific misconduct?: Testing major hypotheses by comparing corrected and retracted papersDaniele Fanelli, Rodrigo Costas, Vincent LarivièrePT.27 Perception of academic plagiarism among dentistry studentsDouglas Leonardo Gomes Filho, Diego Oliveira GuedesPT. 28 a few bad apples?: Prevalence, patterns and attitudes towards scientific misconduct among doctoral students at a German university hospitalVolker Bähr, Niklas Keller, Markus Feufel, Nikolas OffenhauserPT. 29 Analysis of retraction notices published by BioMed CentralMaria K. Kowalczuk, Elizabeth C. MoylanPT.31 "He did it" doesn't work: data security, incidents and partnersKatie SpeanburgPoster Session F: Views from the disciplinesPT.32 Robust procedures: a key to generating quality results in drug discoveryMalini Dasgupta, Mariusz Lubomirski, Tom Lavrijssen, David Malwitz, David Gallacher, Anja GillisPT.33 Health promotion: criteria for the design and the integrity of a research projectMaria Betânia de Freitas Marques, Laressa Lima Amâncio, Raphaela Dias Fernandes, Oliveira Patrocínio, and Cláudia Maria Correia Borges RechPT.34 Integrity of academic work from the perspective of students graduating in pharmacy: a brief research studyMaria Betânia de Freitas Marques, Cláudia Maria Correia Borges Rech, Adriana Nascimento SousaPT.35 Research integrity promotion in the Epidemiology and Health Services, the journal of the Brazilian Unified Health SystemLeila Posenato GarciaPT.36 When are clinical trials registered? An analysis of prospective versus retrospective registration of clinical trials published in the BioMed Central series, UKStephanie Harriman, Jigisha PatelPT.37 Maximizing welfare while promoting innovation in drug developmentFarida LadaOther posters that will be displayed but not presented orally:PT.38 Geoethics and the debate on research integrity in geosciencesGiuseppe Di Capua, Silvia PeppoloniPT.39 Introducing the Professionalism and Integrity in Research Program James M. DuBois, John Chibnall, Jillon Van der WallPT.40 Validation of the professional decision-making in research measureJames M. DuBois, John Chibnall, Jillon Van der Wall, Raymond TaitPT.41 General guidelines for research ethicsJacob HolenPT. 42 A national forum for research ethicsAdele Flakke Johannessen, Torunn EllefsenPT.43 Evaluation of integrity in coursework: an approach from the perspective of the higher education professorClaudia Rech, Adriana Sousa, Maria Betânia de Freitas MarquesPT.44 Principles of geoethics and research integrity applied to the European Multidisciplinary Seafloor and Water Column Observatory, a large-scale European environmental research infrastructureSilvia Peppoloni, Giuseppe Di Capua, Laura BeranzoliF1 Focus track on improving research systems: the role of fundersPaulo S.L. Beirão, Susan ZimmermanF2 Focus track on improving research systems: the role of countriesSabine Kleinert, Ana MarusicF3 Focus track on improving research systems: the role of institutionsMelissa S. Anderson, Lex Bouter. (shrink)

In July 1940, Simone de Beauvoir began a routine of going to the Bibliothèque Nationale most days from 2.00 to 5.00 p.m. to read G. W. F. Hegel's Phenomenology of Spirit. Hitler's armies had invaded and occupied Paris earlier, on June 14, 1940. She was teaching philosophy classes at a girls' lycée and living in her grandmother's empty apartment. Her close companion, Jean-Paul Sartre, who had been a soldier in a meteorological unit of the French Army, had been captured (...) and was now being held in a German prisoner-of-war camp. Beauvoir was relieved to receive a note from him sent on July 2 saying he was being well treated, but life in Paris was dismal. Food was scarce, and the German troops were grim reminders of Parisians' lack of political freedom. Her reading routine helped soothe the dread, isolation, and alienation she felt. Beauvoir had always been a very earnest student. She had passed the demanding aggregation exam in philosophy at the young age of twenty-one. To supplement her knowledge of classical philosophical texts, she learned German and read texts in phenomenology. In 1935 she had read Edmund Husserl's The Phenomenology of Internal Time-Consciousness “without too much difficulty.” She also read Heidegger and translated long passages into French for Sartre. Back when she was in college, her prodigious work habits had earned her a special nickname among her friends: Castor, or the beaver. Poring over a difficult philosophical text in a foreign language for three hours a day might seem a strange way to get through such times, but with her it made sense. (shrink)

Contents: "Analysis of Claude Bernard's Introduction to the Study of Experimental Medicine," "Two Unpublished Chapters from She Came to Stay," "Pyrrhus and Cineas," "A Review of The Phenomenology of Perception by Maurice Merleau-Ponty," "Moral Idealism and Political Realism," "Existentialism and Popular Wisdom," "Jean-Paul Sartre," "An Eye for an Eye," "Literature and Metaphysics," "Introduction to an Ethics of Ambiguity," "An Existentialist Looks at Americans," and "What is Existentialism?".

In their forthcoming article, ‘What makes a medical intervention invasive?’ De Marco, Simons, and colleagues explore the meaning and usage of the term ‘invasive’ in medical contexts. They describe a ‘Standard Account’, drawn from dictionary definitions, which defines invasiveness as ‘incision of the skin or insertion of an object into the body’. They then highlight cases wherein invasiveness is employed in a manner that is inconsistent with this account (eg, in describing psychotherapy) to argue that the term invasiveness is often (...) used to explicitly or implicitly reference interventions that do not fall under the standard account. The authors offer an alternative ‘schematic’ definition of invasiveness, whereby medical interventions entail an underlying context-independent property of ‘basic invasiveness’ and may be understood both relative to each other and to a context-specific threshold of what is ‘invasive’.1 We propose that the meaning of terms such as ‘invasiveness’ is necessarily heterogeneous, and that what is implied by its usage will certainly depend on context, particularly in medical settings. Hence, the creation of a unifying definition is less critical than clarification of the implied and intended meanings of each instance of the term’s use. We further argue that interpreting the use of terms like ‘invasiveness’ in medical practice is complicated by the embedding of each use of this term in a different ‘language game’, whereby words and their meanings are understood by an in-group familiar with …. (shrink)

A large number of feminist philosophers and social critics accept that Simone de Beauvoir's conception of transcendence in The Second Sex relies on masculinist ontology. In contrast with feminist interpretations that see Beauvoir claiming the success of masculinist ontology, this article argues that transcendence as masculinist ontology does not succeed in The Second Sex because it requires a relation of domination, something contrary to its own definition of freedom-producing relations. The Second Sex obliquely reveals this failure, but Beauvoir does (...) not ruminate upon it. Instead, Beauvoir turns to imagine freedom-producing gender relations in the future where the body and consciousness are already emancipated from constitutive domination. This is a future that resonates with G. W. F. Hegel's `Stoic Consciousness'. The significance of this finding is that the location of freedom neither resides in the intertwinement of the male body and consciousness previously argued to be the case, for Beauvoir, nor does it reside in the intertwinement of the female body and consciousness. Rather, freedom resides in the intertwinement of male and female bodies and consciousness where domination is already absent, that is, a place outside of history. Thus, the conclusion of The Second Sex can be read as a consolation and an escape from the inescapable limits of the present. (shrink)

Cette contribution présente l’analyse de douze bilans d’apprentissage émanant de quatre dispositifs différents de formation initiale et continue d’enseignant·es du primaire, du secondaire et de mentor·es de Suisse romande. Le cadrage théorique prend appui sur une approche historico-culturelle dans laquelle le langage sous forme écrite, met en évidence les indices que les sujets donnent à voir dans les textes réflexifs rédigés en formations initiale ou continue concernant leurs apprentissages. Les contenus mobilisés dans les textes, les systèmes de régulations proposés, les (...) postures et les positionnements revêtus dans les prises en charge énonciatives mises en exergue dans les résultats, éclairent les questions suivantes : En quoi l'écriture de textes réflexifs participe-t-elle au développement professionnel? Quelles dimensions des processus de formation cette écriture donne-t-elle à voir? Quels sont les contenus sur lesquels portent ces écrits sous forme de bilans d'apprentissage? (shrink)