This study examines the extent to which the highly diverse and volatile Dutch electorate received a diverse offer of political newspaper coverage during the 2006 general election campaign. We measured the level of diversity of five subscription based national newspapers with a partisan history and two free dailies. Two forms of diversity were examined: party diversity and issue diversity. The diversity of party coverage in the free dailies was greater than the diversity across all newspapers. Whereas free dailies paid a (...) relatively large amount of attention to new and opposition parties, traditional newspapers paid a relatively large amount of attention to the parties with whom they were aligned during the period of “pillarization”. Conversely, we only found small differences in the distribution of attention to issues. The diversity of issue coverage across newspapers was larger than the diversity within newspapers. (shrink)

Background: Nurses and midwives have a professional obligation to promote health and prevent disease, and therefore they have an essential role to play in vaccination. Despite this, some nurses and midwives have been found to take an anti-vaccination stance and promulgate misinformation about vaccines, often using Facebook as a platform to do so. Research question: This article reports on one component and dataset from a larger study – ‘the positives, perils and pitfalls of Facebook for nurses’. It explores the specific (...) issue of nurses and midwives who take an anti-vaccination stance, deemed to be unprofessional by crossing professional boundaries and by providing medical information on Facebook that is not within their scope of practice. Participants: Data were collected via an online worldwide survey from nurse and midwife participants, distributed and ‘snowballed’ through relevant nursing and midwifery groups on Facebook. In total, 1644 Registered Nurses and Midwives, and Enrolled Nurses worldwide attempted the online survey. There were 1100 (66.9%) completed surveys and 54 partially (33.1%) completed surveys. Semi-structured interviews were also conducted online using Skype® with 17 participants in Australia. Ethical considerations: Ethical processes and procedures have been adhered to relating to privacy, confidentiality and anonymity of the participants. Findings/results: A mixed-methods approach was used, including descriptive and content analysis of the quantitative survey data and thematic analysis of the qualitative interview data. The main theme ‘blurred boundaries’ was generated, which comprised three sub-themes: ‘follow the science, ‘abuse of power and erosion of trust’ and ‘the moral and ethical responsibility to safeguard public health’. The results offer an important and unique understanding of how nurses and midwives interpret the conduct of fellow health professionals as unprofessional and crossing the professional boundary if they used Facebook to promulgate anti-vaccination messages and/or give medical advice online. Conclusion: There are many positives and negatives for nurses and midwives associated with using Facebook for personal and professional communication, which is in keeping with the results of the larger study from which this article is taken. Professional behaviour is a key theme in the larger research as is the ethical construct of ‘every act has a consequence’; however, in this article, the theme ‘blurred boundaries’ offers an overall understanding of how nurses and midwives interpret the behaviour of their colleagues who espouse anti-vaccination sentiment and/or give medical advice online that is outside their scope of practice and education. (shrink)

After a century of cinema, accounts of this cultural form see it as divided between documentation and animation (the real and the magical). Yet the challenge that cinema presented in terms of a relocation of perception from the eye to the machine has become occluded. The shock of cinema in its earliest manifestations resided in the body of the spectator, no longer the site of primary perception, but dependent on an other (the camera, the projector) lacking in human qualities. This (...) article argues that the newly configured body–machine relationship provided by cinema became a marginalized feature of cinematic culture, an ex-centric cinema relegated to the sub-fields of science and educational film. In the mid-20th century the project surfaces spectacularly in the work of pioneering designers Charles and Ray Eames, most poignantly in their film Powers of Ten (first made in 1968, remade in 1977), a journey into the cosmos and back again into the body of a man. Bringing together discourses of space travel, cartography, physics and cinema, the film moves us towards an understanding of visual culture as an apparatus of calculated possibilities, where visualization replaces representation. If we take the Powers of Ten as a non-representational film, an ex-centric cinematic practice, we uncover non-linear and non-representational ways of apprehending the relationship between bodies and matter. This literal line of flight is one path that cinema may have taken. Its presence, however, is detectable outside of the cinema, in the software programs of electronic cartography copyrighted as Google Earth. The human body is not made virtual by its engagement with calculated visualization but is in turn part of the field of enquiry, equally porous, and definable in various scales and in different dimensions. (shrink)

This paper challenges nurses to join together as a collective in order to facilitate ongoing analysis of the issues that arise for nurses and patients when nursing care is harnessed for health care efficiencies. It is a call for nurses to respond with a collective strategy through which we can ‘talk back’ and ‘act back’ to the powerful rationality of current thinking and practices. The paper uses examples from an institutional ethnographic (IE) research project to demonstrate how dominant approaches to (...) understanding nursing position nurses to overlook how we activate practices of reform that reorganize how we nurse. The paper then describes two classroom strategies taken from my work with students in undergraduate and graduate programs. The teaching strategies I describe rely on the theoretical framework that underpin the development of an IE analysis. Taken into the classroom (or into other venues of nursing activism) the tools of IE can be adapted to inform a pedagogical approach that supports nurses to develop an alternate analysis to what is happening in our work. (shrink)

Teaching is often framed in terms of performance: an orator stands before a crowd, attempting to capture attention and to deliver material prepared in advance. This analogy falls apart, however, when one considers the extent to which teaching is a dialogical endeavor. Looking to the Meno, the Symposium, and the Republic, this paper offers an interpretation of these texts which deepens our understanding of Plato’s theory of education. First, a Platonic view of education recommends a view of educators not as (...) imparters of wisdom upon passive recipients, but as mediators of student growth. Second, the tragic and comic nature of the above Platonic dialogues suggests that the content of a lesson will always be inflected by the personal characters of the students and teacher. This has direct implications for how philosophers approach their task as teachers, the most notable being that the personal characters and classroom dynamics are factors which must be taken into account in the formulation and development of effective pedagogical methods. (shrink)

‘Patient satisfaction’: Knowledge for ruling hospital reform — An institutional ethnography Driven by funding restraint, Canadian health‐care has undergone over a decade of significant reform. Hospitals are being restructured, as text‐based practices of accountability bring a new business‐orientation into hospital and clinical management. New forms of knowledge, generated through records of various sorts, are a necessary resource for managing care in the new environment. This paper's research uses Canadian sociologist Dorothy E. Smith's institutional ethnographic methodology to critically analyse one instance (...) of text‐based management. I analyse information about ‘patient satisfaction’ as it is generated through a patient survey (in which I was implicated through my involvement with a hospitalized family member). Subsequently, I have studied the management environment into which that information would be entered. I argue that in the instance analysed, the information becomes part of a dominant consumer oriented healthcare discourse that subordinates concerns about ‘what actually happened’ as a professional caregiver would have known it. On this basis, I contend that this sort of taken‐for‐granted approach to making decisions about quality care in hospitals may be seriously, even dangerously, flawed. (shrink)

In much of the contemporary situation for trans* persons, authority over identity has been given to, or perhaps taken by, arbiters of the medico-legal discourse. These identity “experts” have become the gatekeepers for sex reassignment and gender designation. Alternatively, many theorists argue that identity is exclusively about first-person appeals to one’s own sense of oneself. I show here that neither of these accounts does justice to our experience. Instead, drawing upon Hans Georg Gadamer’s notion of horizons, I outline a position (...) where first-person and third-person accounts of the meaning of the body can meet somewhere in the middle. Such a position, characterized by a hermeneutics of the body, mediates between the phenomenological first-person while still recognizing the third-person view of the body as relevant. Approaching the body through a hermeneutic process allows us to find a place where we can all be open to different performances of gender and different particular bodily actions that recognize the bodies of us all as a combination of sedimented styles of action within social discourses. (shrink)

I will not dwell overlong on the “meaning” of this story. But let me make two essential points. Plato tells us this story as though it were true: it is “a tale which, though passing strange, is yet wholly true.” Those words were to be translated into every language in the world and used to justify the most realistic fantasies. That is quite understandable, for Plato’s story started something new. With a perversity that was to ensure him great success, Plato (...) had laid the foundations for the historical novel, that is to say, the novel set in a particular place and a particular time. We are now quite accustomed to historical novels, and we also know that in every detective story there comes a moment when the detective declares that real life is not much like what happens in detective stories; it is far more complicated. But that was not the case in the fourth century B.C. Plat’s words were taken seriously, not by everyone, but by many, down through the centuries. And it is not too hard to see that some people continue to take them seriously today.As for the “meaning,” following others and together with others, I have tried elsewhere to show that essentially it is quite clear: the Athens and Atlantis of ancient lore represent the two faces of Plato’s own Athens. The former, the old primordial Athens, is what Plato would have liked the city of which he was a citizen to be; the latter is what Athens was in the age of Pericles and Cleon, an imperialistic power whose very existence constituted a threat to other Greek cities. Pierre Vidal-Naquet is director of the Centre Louis Gernet de Recherches Comparées sure les Sociétés Anciennes at the École des Hautes Études en Sciences Sociales in Paris. His most recent publications are the second volume of Les Juifs, la mémoire et le present , La Grèce ancienne 1: Du mythe à la raison, with Jean-Pierre Vernant , and La Démocratie grecque vue d’ailleurs . Among his works to have appeared in English are Myth and Tragedy in Ancient Greece, with Jean-Pierre Vernant , and The Black Hunter: Forms of Thought and Forms of Society in the Greek World . Janet Lloyd is a supervisor for a number of colleges in Cambridge University, where she gives classes in French language and literature. Among her more recent translations are Yves Mény’s Government and Politics in Western Europe: Britain, France, Italy, West Germany and Marie-Claire Bergère’s Golden Age of the Chinese Bourgeoisie, 1911-1937 . In progress are translations of works on Shakespeare, Pericles’ Athens, and a historical geography of France. (shrink)

With this paper, from the perspective of ethics at the workplace, we problematize the taken-for-granted assumptions embedded in the use of artistic freedom in creative processes. Drawing on the notion of inequality regimes (e.g. Acker, 2006) and using empirical material from a performing arts organization in Sweden, we explore how the assumptions of artistic freedom facilitate and legitimize the emergence of inequality regimes in invisible and subtle manners. Our findings indicate that non-reflexive interpretations of the concept of artistic freedom result (...) in ethical dilemmas that impact the organization's pursuits of equality work. The aesthetic ethics oriented around the notion of ‘art for the sake of art’ tends to camouflage the centralization of aesthetic authority in processes where formal hierarchical structures are missing. Consequently, asymmetrical power relations between the Directors, actors, and producers are legitimized. Ethics of quality of art and that of the social ideal of equality have been constructed as dichotomic notions indicating that aesthetic ethics of art can only be preserved at the expense of social objectives of equality. We argue that the current interpretative practices of ‘artistic freedom’ in some cultural organizations add little value of ethics to the freedom of expressing artistic opinions and in achieving the social ideal of equality but lead to the emergence of inequality regimes in the artistic work processes. (shrink)

Within the literature that circulates in the discourses organizing nursing education, there are embedded assumptions that link student performance on maths examinations to safe medication practices. These assumptions are rooted historically. They fundamentally shape educational approaches assumed to support safe practice and protect patients from nursing error. Here, we apply an institutional ethnographic lens to the body of literature that both supports and critiques the emphasis on numeracy skills and medication safety. We use this form of inquiry to open an (...) alternate interrogation of these practices. Our main argument posits that numeracy skills serve as powerful distraction for both students and teachers. We suggest that they operate under specious claims of safety and objectivity. As nurse educators, we are captured by taken‐for‐granted understandings of practices intended to produce safety. We contend that some of these practices are not congruent with how competency actually unfolds in the everyday world of nursing practice. Ontologically grounded in the materiality of work processes, we suggest there is a serious disjuncture between educators' assessment and evaluation work where it links into broad nursing assumptions about medication work. These underlying assumptions and work processes produce contradictory tensions for students, teachers and nurses in direct practice. (shrink)

This article develops a cross-cultural and historical theory of antifeminist movements. Such movements are composed of two elements, which often involve very different types of people: vested-interest groups and voluntary associations. Five predictions concerning the social composition of antifeminist vested-interest groups and voluntary organizations and antifeminist movement ideology are derived from the theory. Evidence taken from existing literature pertaining to both first-wave and second-wave antifeminist movements in a variety of nations is reviewed. Substantial support is found for all five predictions. (...) We conclude that antifeminist movement adherents are responding to realistic threats. For men and vested-interest groups, the threat is primarily class based, but also extends to their status as family head; for women, it is primarily status based as wives and mothers, but also class-based inasmuch as their husbands' economic interests are threatened. (shrink)

Mary Taylor, Charlotte Bront"e's closest and lifelong friend, did indeed fulfill Bront"'s prediction in both her life and her writings. Recently, however, the authenticity of Taylor's feminist classic, Miss Miles, has been put into question. A controversy is now raging among experts and scholars of Victorian fiction over the true authorship of Miss Miles. Did Mary Taylor labor over this novel from her early womanhood until the end of her life, and offer it as her last great act of friendship (...) to women? Or is it the last work of Charlotte Bront"e, taken from her home to prevent its destruction, then published posthumously under Taylor's name? Regardless of its authorship, Miss Miles is a passionate and compelling novel, well deserving of its literary status on its own terms, and fascinating as a part of the Bront"e world. In this, the only edition of Miss Miles available, Taylor breaks with tradition by creating a profoundly feminist and morally intense novel which depicts female friendships as sustaining life and samity through the vicissitudes of Victorian womanhood. Set in the small Yorkshire village of Repton against the backdrop of starvation in the wool districts and the rise of Chartism in the 1830s, this extraordinary work chronicles the lives of four socially disparate women as they learn to find their own voices and support one another. Taylor's own courage and allegiance to her friends is wonderfully reflected in each of these individually ambitious women, while the novel's emphasis on the healing power of women's friendships echoes the relationship between Bront"e and Taylor herself. Originally published in 1890, Miss Miles continues to stand as an eloquent polemic in favor of a women's personal obligation to support herself. It is a classic that will delight all lovers of fine literature. (shrink)

BackgroundCommunity engagement in research has gained momentum as an approach to improving research, to helping ensure that community concerns are taken into account, and to informing ethical decision-making when research is conducted in contexts of vulnerability. However, guidelines and scholarship regarding community engagement are arguably unsettled, making it difficult to implement and evaluate.DiscussionWe describe normative guidelines on community engagement that have been offered by national and international bodies in the context of HIV-related research, which set the stage for similar work (...) in other health related research. Next, we review the scholarly literature regarding community engagement, outlining the diverse ethical goals ascribed to it. We then discuss practical guidelines that have been issued regarding community engagement. There is a lack of consensus regarding the ethical goals and approaches for community engagement, and an associated lack of indicators and metrics for evaluating success in achieving stated goals. To address these gaps we outline a framework for developing indicators for evaluating the contribution of community engagement to ethical goals in health research.SummaryThere is a critical need to enhance efforts in evaluating community engagement to ensure that the work on the ground reflects the intentions expressed in the guidelines, and to investigate the contribution of specific community engagement practices for making research responsive to community needs and concerns. Evaluation mechanisms should be built into community engagement practices to guide best practices in community engagement and their replication across diverse health research settings. (shrink)

Issues related to controlled human infection studies using Schistosoma mansoni (CHI-S) were explored to ensure the ethical and voluntary participation of potential CHI-S volunteers in an endemic setting in Uganda. We invited volunteers from a fishing community and a tertiary education community to guide the development of informed consent procedures. Consultative group discussions were held to modify educational materials on schistosomiasis, vaccines and the CHI-S model and similar discussions were held with a test group. With both groups, a mock consent (...) process was conducted. Fourteen in-depth key informant interviews and three group discussions were held to explore perceptions towards participating in a CHI-S. Most of the participants had not heard of the CHI-S. Willingness to take part depended on understanding the study procedures and the consenting process. Close social networks were key in deciding to take part. The worry of adverse effects was cited as a possible hindrance to taking part. Volunteer time compensation was unclear for a CHI-S. Potential volunteers in these communities are willing to take part in a CHI-S. Community engagement is needed to build trust and time must be taken to share study procedures and ensure understanding of key messages. (shrink)

We used Discursive Psychology to study the claims and arguments which occur when ‘the child’s best interests’ is produced as a resource in family mediation settings. Analysis draws on data from three pairs of separated or separating parents attempting to resolve child contact or residency disputes through mediation. Our analysis focuses on the tendency of claims to the abstract notion of the child’s best interests to exacerbate conflict, especially as parents drew on conflicting research in this area. Changing expectations of (...) fathering could be observed in the men’s argumentative positioning, and this was taken up in different ways by ex-partners and by mediators. Participants aligned themselves with mediators’ statements by picking up details of mediators’ language, hampering mediators’ attempted neutrality. The problematic nature of acknowledging the intensity of emotions in this process was also highlighted. (shrink)

Rapid individual cognitive phenotyping holds the potential to revolutionize domains as wide‐ranging as personalized learning, employment practices, and precision psychiatry. Going beyond limitations imposed by traditional lab‐based experiments, new efforts have been underway toward greater ecological validity and participant diversity to capture the full range of individual differences in cognitive abilities and behaviors across the general population. Building on this, we developed Skill Lab, a novel game‐based tool that simultaneously assesses a broad suite of cognitive abilities while providing an engaging (...) narrative. Skill Lab consists of six mini‐games as well as 14 established cognitive ability tasks. Using a popular citizen science platform (N = 10,725), we conducted a comprehensive validation in the wild of a game‐based cognitive assessment suite. Based on the game and validation task data, we constructed reliable models to simultaneously predict eight cognitive abilities based on the users’ in‐game behavior. Follow‐up validation tests revealed that the models can discriminate nuances contained within each separate cognitive ability as well as capture a shared main factor of generalized cognitive ability. Our game‐based measures are five times faster to complete than the equivalent task‐based measures and replicate previous findings on the decline of certain cognitive abilities with age in our large cross‐sectional population sample (N = 6369). Taken together, our results demonstrate the feasibility of rapid in‐the‐wild systematic assessment of cognitive abilities as a promising first step toward population‐scale benchmarking and individualized mental health diagnostics. (shrink)

Normal 0 21 false false false PT-BR X-NONE X-NONE MicrosoftInternetExplorer4 As festas realizadas pela Igreja Católica foram os primeiros eventos sociais no período do Brasil colônia, agregando pessoas de classes sociais distintas, mesclando as diferentes culturas e etnias. Estas foram motivo de congraçamento, mas também de pelejas e controle social realizado pela Igreja e Estado Português. Atualmente no Brasil, as festas católicas deslocam uma grande quantidade de pessoas no período dos seus acontecimentos. Além de atrativos turísticos, as celebrações religiosas no (...) país são também patrimônio imaterial e estão inseridas dentro da cultura "do festejar" dos brasileiros. Esse presente artigo tem por finalidade abordar aspectos da Procissão ao Nosso Senhor dos Passos na cidade sergipana de São Cristóvão. A metodologia utilizada foi a pesquisa bibliográfica, com discussão no campo teórico sobre Barroco, Festa Devocional, Tradição, Religiosidade, Procissão, Turismo Religioso, Cultura e Identidade. Também foi realizada a pesquisa de campo, com observação direta. Com esse estudo, ficou perceptível que, como território distante de Portugal, as festas religiosas do Brasil tomaram uma dinâmica própria, absorvendo elementos profanos e se resignificando através do apelo popular. Palavras-chave: Turismo Religioso; Catolicismo; Festa; Nosso Senhor dos Passos.The feasties held by the Catholic Church were the first social events during the period of colonial Brazil, bringing people from different social classes, merging the different cultures and ethnicities. These were the subject of harmony, but also of struggles and social control held by the Church and the Portuguese State. Currently in Brazil, the Catholic party moving a lot of people in the period of their events. Apart from tourist attractions, religious celebrations in the country are also intangible heritage and culture are embedded within "the feast" of Brazilians. This present article seeks to address aspects of the Procession of " Nosso Senhor dos Passos " the city of São Cristóvão state of Sergipe. The methodology used was literature, with discussion in the theoretical field of Baroque, Devotional Feast, Tradition, Religion, Procession, Religious Tourism, Culture and Identity. We also carried out field research, with direct observation.With this study, it was noticeable that, as distant territory of Portugal, the religious feasties in Brazil have taken a very dynamic, absorbing the profane elements and reframing through popular appeal. Key words: Religious Tourism; Catholicism; Feast; Nosso Senhor dos Passos. (shrink)

Janet is known almost exclusively for his left-step periodic table (LSPT). A study of his writings shows him to have been a highly creative thinker and a brilliant draftsman. His approach was primarily arithmetic-geometric, but it led him to anticipate the discovery of deuterium, helium-3, transuranian elements, antimatter and energy from nuclear fusion. He recognized the (n + ℓ) rule well before Madelung and correctly placed the actinides. His controversial treatment of helium at the head of the alkaline earth (...) elements might be less provocative if his system were taken in one of its spiral representations. (shrink)

A definition of virtual or virtuality is not an easy task. Both words are of recent application in Philosophy, even if the concept of virtual comes from a respectable Latin tradition. Today’s meaning brings together the notions of potentiality, latency, imaginary representations, VR, and the forms of communication in digital media. This contagious, and spontaneous synonymy fails to identify a common vein and erases memory as a central notion. In the present essay, I’ll try to explain essential features of the (...) concept of virtual, taking the investigation of memory troubles in Pierre Janet’s work as an exemplification. Pierre Janet’s work represents a rare combination of medical observation and description of symptoms of mental illnesses, therapeutic guidance in hypnosis and philosophical writing about the main psychological themes of an epoch in transition from a Metaphysics of the Soul to the modern Experimental Psychology. Pierre Janet’s intellectual evolution since the 1880s until the end of his life is dominated by the philosophical project of a theory of the psychic system supported by three basic pillars: a concept of personality, a theory of memory and a sketch of a general theory of conduct. Such complex endeavour cannot be abstracted from the initial connections with Jean-Martin Charcot’s school at La Salpêtrière which meant a turning point in the tradition of the “animal magnetism” concerning the treatment of epileptic-hysterical symptoms along with the contributions of Hyppolite Bernheim’s “Nancy School” of hypnotism. J.-M. Charcot’s or H. Bernheim’s theorising about the organic and psychological aspects of the hypnotic treatment of the hysterical symptoms was already aware of the difficulty in dealing with the extent of the dissimulation of the patients regarding the symptoms of the illness, under hypnotic suggestion, even if Charcot insisted in the identification and cataloguing of the organic expressions, such as contractures or the posture of the body in arc during the attacks. The precise location of the “great hysteria” in the organic-psychic corridor was itself a riddle. If a symptom is a special type of sign, in the case of the “great hysteria” nobody knew for sure what it stood for. The clinical symptom of the attack stood for an organic trouble with cerebral causes, a psychological interruption of the normal sensorial and muscular movements or a disguise of the female desire? Pierre Janet described many hysterical patients, somnambulism and multiple personality since his articles in La Revue Philosophique de la France et l’ Étranger, a Journal founded by the philosopher, experimental psychologist and his intellectual predecessor Théodule-Armand Ribot. The description of the case of the “great hysterical” Lucie, treated by him, is an example of a theoretical hypothesising on multiple personality and discontinuity of memories fragments. There are more cases revealing the same relation between hysteria, somnambulism, personality dissociation and “alternating memory”. Decisively inspired by and corroborating P. Janet’s ideas, S. Freud conceived also the essential of the hysterical sicknesses as disorders of memory. The theme of memory came even more to the foreground in the dissertation L’Automatisme Psychologique. Here, the strange world of somnambulism was scrutinised along with hysterical contractures and convulsions, anaesthesia, the compulsion to repetition, obsessions, “automatic writing” in hysterical patients, multiple personality and “alternating memories”. In the depicted cases memory could not be taken as a homogenous series of remembrances or as a stock of disposable information but as a variable of the depth of the personalities’ inner formation. The so-called “seconde existence” of some somnambulists referred not only unconscious representations and unconscious thoughts but complete or inceptive latent personalities provided with multiple virtual existences and multiple memories. Hypnosis was the privileged technique to access to such multiple memories ignored by the official personality. Later and after the writing of his M.D. Dissertation, Contribution à l’ Étude des Accidents Mentaux chez les Hystériques, P. Janet addressed again the themes of memory and alternating memories in a series of lectures at the Collège de France but now according to the larger framework of a general theory of conduct which included a description of the social actions participating in the narrative construction of personal memories, and the role of social memory. (shrink)

In a work recently published as part of the Cambridge Elements series, Janet Levin brings together the most important contemporary theories that attempt to answer the question of the mental. In her book, The Metaphysics of Mind (2022), she acknowledges that the metaphysical questions surrounding the mind should be distinguished from the epistemological and moral ones. While taking into consideration the implications of the epistemological and moral questions for the metaphysics of mind, Levin focuses primarily on the metaphysical questions. (...) To accomplish the task at hand, she analyzes Dualism, Type-Identity Theory, Role Functionalism, Russellian Monism, and Eliminativism (or Illusionism). As she makes clear at the outset of her book, the aim of her text is not to argue for or against a certain metaphysical theory of mind, but rather to assess the merits and demerits of each theory objectively. A good metaphysics of mind should account for certain elements that are taken to be key to the controversy over the mental. These elements range from the qualitative character of sensations and perceptual experiences, the outer-directedness of intentional states (beliefs, desires, etc.) to — basically— the space the mind occupies in nature as a whole. In this piece, I review each theory of mind separately, as approached by Levin. Then I conclude my review with some critical remarks about the book. (shrink)

When thinking about the harms of drug addiction, there is a tendency to focus on the harms of drug consumption. But not all harms associated with drug addiction are caused by drug consumption. There is at least another dimension of harm worth considering: what I call the linguistic harm of drug addiction. Starting with an analysis of ‘drug addict’ as it appears in the media, I argue that ‘drug addict’ is inconsistently applied to people with drug addiction and that this (...) inconsistency reveals two important features of the term. First, being called a ‘drug addict’ is worse than being described as ‘having a drug problem’. Second, being called a drug addict exacerbates the challenges experienced by people with drug addiction. Referencing the ‘addict’ narrative, I detail how calling someone a drug addict can add to the marginalization of people with drug addiction and argue that to eliminate the linguistic harm of drug addiction, we ought to reduce it first. Using the analysis of ‘drug addict’ from the first half of the paper, I propose a novel harm reduction strategy that benefits people with drug addiction but calls on people who do not use drugs. (shrink)

In fin-de-siècle France, we witness a strange circulation of concepts between philosophy, theoretical and experimental psychology, and the borderline realm of what we would now call meta- or parapsychology. This was a time characterized by a complex process of redefinition of the disciplinary frontiers between philosophy and psychology, which favoured the birth of hybrid conceptualities and stark oppositions as well. Furthermore, the great scientific advances in physics, physiology, and psychology fostered hope for a full rational explanation of reality, even of (...) its most unfathomable layers and seemingly bizarre phenomena. Focusing on the case of Émile Boirac’s research on what he termed ‘cryptopsychism’, notably in his book Our Hidden Forces, this article aims to show how Kantian notions and models of consciousness belonging to the canon of French spiritualist philosophical psychology were taken up by scientists such as Pierre Janet and ended up being assimilated and discussed in the more obscure and precarious realm of scientific inquiry into metapsychical phenomena. Far from being a mere historical curiosity, this quest for a scientific account of the latent and subconscious life of the mind sheds light on the intricate relationship between philosophy and the human sciences between the 19th and 20th centuries. (shrink)

Western stereotypes often characterize gender relations in Muslim-majority societies as uniformly traditional and patriarchal. Underlying this imagery is a unidimensional understanding of gender ideology as moving along a single traditional-to-egalitarian continuum. In this study, we interrogate these assumptions by exploring variability across and within Middle Eastern, North African, and South Asian (MENASA) societies in beliefs related to two regionally salient gender principles: women’s chastity and marital patriarchy. Data from a new online survey of Muslim Facebook users show substantial heterogeneity across (...) and within six MENASA societies in support for these principles. These data also reveal a multidimensional structure, in that societies show different configurations of chastity and marital patriarchy beliefs, and each of these gender principles is influenced by respondents’ religious beliefs and gender status in different ways. Although religious absolutism predicts agreement with both gender principles, piety is associated with support for chastity but not for marital patriarchy. Results also show a clear gender divide in attitudes toward hierarchy in marriage but not with respect to chastity. Findings complicate broad-brush depictions of patriarchy in the region and corroborate previous research on the multidimensionality of gender beliefs and the multifaceted attitudinal influences of gender and religious beliefs. (shrink)

continent. 2.1 (2012): 40–43. Lance Olsen is a professor of Writing and Literature at the University of Utah, Chair of the FC2 Board of directors, and, most importantly, author or editor of over twenty books of and about innovative literature. He is one of the true champions of prose as a viable contemporary art form. He has just published Architectures of Possibility (written with Trevor Dodge), a book that—as Olsen's works often do—exceeds the usual boundaries of its genre as it (...) explores his interests in narrative theory and pedagogy. The book is a kind of “anti-textbook;” a performative polemic against the stale, conservative and monolithic conception of the literary that so often dominates institutional discourse around creative writing. The following interview takes the occasion of AoP's publication as a chance to speak with Olsen about the book itself as well as to engage with larger, unanswerable, questions about the futures and intersections of literature and education. —Ben Segal INTERVIEW: 1) First, I want to start before the beginning, with the title. I’m really fascinated by the concept it conjures. Can you say something about innovative/experimental/(choose your adjective) literature in relation to both ideas around architecture and possibility? Innovative or experimental are tremendously fraught adjectives, needless to say. But for the purposes of my book, they modify a fiction concerned with the questions: What is fiction? What can it do, and how, and why? Now, of course, what looks “innovative” or “experimental” to one at 17 may not be what looks “innovative” or “experimental” to one at 27 or 57, and what looks “innovative” or “experimental” in 1812 may not be what looks “innovative” or “experimental” in 2012. A certain existential and historical perspectivism is always at work. But I think it’s fair to say that innovative and experimental usually refer to a narrativity that includes a self-reflective awareness of and engagement with theoretical inquiry, concerns, and obsessions, as well as a sense of being in conversation with fiction across space and time. One can't create challenging writing in a vacuum; it has to challenge in relation to something. So contemporary writers interested in the subject are not only in pursuit of the innovative, but are also always-already writing subsequent to it—writing, that is, in its long wake. Architectures of Possibility conceives of creativity as a possibility space, a locale just outside our comfort zones where we can and should take multiple chances in order to imagine in new ways, explore fresh strategies for finding and cultivating ideas, re-view what it is we’re doing and why, better understand what Samuel Beckett meant when he wrote: “Try again. Fail again. Fail better.” It reminds us that there are other ways of narrating our worlds and ourselves than those we have inherited from the entertainment industry, the government, academia, previous writing, and so on. 2) AoP seems to be directed at several audiences (and purposes) simultaneously. What I mean is that it seems at times a polemic in favor of innovative literature, at other times a creative writing textbook, and still other times a guide to the network of publishers, journals, and programs that make up the current world of non-mainstream literary art in the U.S. In my mind, Architectures is a theorized anti-textbook about writing. Most textbooks on the subject (think of Janet Burroway’s Writing Fiction: A Guide to Narrative Craft , taught in most creative-writing classroom across the country) orchestrate how to construct conventional stories. They instruct from a place of power how to generate familiar stories that are repeated so often that many of us begin to take them as the primary model for narrativity, if not unconsciously as a kind of truth. The result, as Brian Kiteley points out in 3 A.M. Epiphany (one of the only other alternative textbooks about innovative writing around, by the way, and a tremendous repository of exercises), is merely competent texts. Architectures problematizes that gesture by outlining what conventional narrativity looks like, urging writers to think about its ideology of form as well as content, and invites them to imagine writing, not as a set of relatively stable conventions, but, rather, as a possibility space where everything can and should be thought, tried, challenged. It thereby rhymes with Roland Barthes’s definition of literature: the question minus the answer—which is to say Architectures poses complications to the act of writing rather than solutions. 3) One of the most notable things about the book is the use of interviews. This is also one of the reasons that I think the book works so well for a variety of audiences—that anyone with even a passing interest in the state and future of literature will have an interest in your conversation with people like Ben Marcus, Samuel Delany, and Lydia Davis. I was hoping you could just talk a little about how you chose these subjects to interview, how you edited the interview material, and which answers you received struck you the most. Experimentalism , like realism , wants to appear in the plural. The idea of gathering more than forty interviews (with the help of my awesome collaborator, Trevor Dodge, himself a fine innovative author) represents an attempt to suggest that: the wide, rich, exciting opportunities inherent in the term. There are interviews with younger writers, elder statesmen in the field, publishers, editors, hypermedia artists, comic book makers, and so on: Joe Wenderoth, Carole Maso, Scott McCloud, Nick Montfort, Kathy Acker, et al. Trevor and I decided to do flash interviews: short, concentrated Q&As, each focusing on a particular troubling of writing. We only lightly edited the results to match the manuscript’s overall style, and every interview arrived as a surprise housing several unexpected insights. Three brief examples: Michael Mejia, when asked about what he dreads when setting about writing: “Dread is an interesting word here. I associate it less with loathing or aversion, I suppose, than with a kind of productive fear. Do I dread a project’s failure? Sure, who doesn’t? Who wants to waste time on something that comes to nothing, or is unreadable? But then, what do these terms mean, and who or what defines a work as a ‘failure,’ as ‘waste,’ as ‘unreadable’? Should a work actually try to interrogate and exceed these conceptual limitations? My tendency is to write into dread in order to reveal to myself, as much as to any reader that may come after, the varied complacencies that make other, mostly more conventional writings, readable. It’s at the frontier between readability (security) and unreadability (terror) that I want to live creatively.” Carole Maso, when asked what she’d like a sentence to accomplish: “I think a sentence can if allowed carry emotional and intellectual states as they flee, as they come and go, an escaping essence difficult to hold in other ways. In this way I think the sentence can work as a phrase of music does, sounding something large and elusive in us. Alternatively it can provide sometimes a stability, an essence, a moment of being. Unlike music the sentence also of course carries language with all its potential for meaning making and memory traces and association with it as well. I probably love the accretion of sentences most—those patterns, that shimmer, that resonance.” Shelley Jackson, when asked what is innovative about the innovative: “The purpose of the innovative is, I think, to wake us up. We are not quite alive, most of the time; we occupy a sort of cartoon version of our lives, its lines made smooth by repetition. Writing can open the seams in that world, reintroduce us to the real lives that we have forgotten. Maybe all good writing is innovative in some sense, in that it shows or tells or makes you feel something you never felt before—something for which you have no cartoon ready.” 4) You talk a little about N. Katherine Hayles’s concept of Media Specific Analysis and propose the supplemental notion of Medium Specific Generation—basically taking Hayles and applying her thought from the perspective of the writer. I’ve been trying to develop somewhat related theoretical frameworks, so I was really excited to come upon this section of the book. I’m wondering if you can talk a little more about this idea and, in general, about the potentials that you see as being opened up by writers engaging with and exploiting different media as literary platforms? “Lulled into somnolence by five hundred years of print,” Hayles urges in her (at least for me) transformative 2004 essay, “Print is Flat, Code is Deep,” “literary analysis should awaken to the importance of media-specific analysis, a mode of critical attention which recognizes that all texts are instantiated and that the nature of the medium in which they are instantiated matters.” She goes on to argue critics should learn to become more attuned to the materiality of the medium under investigation—which is to say a story isn’t a story isn’t a story. Rather, the “same” story remediated through film is intrinsically different from that story remediated through conventionally printed books is intrinsically different from that story remediated through hypermedia. “Materiality,” Hayles goes on, “is reconceptualized as the interplay between a text’s physical characteristics and its signifying strategies, a move that entwines instantiation and signification at the outset.” My point in Architectures is simply to emphasize Media Specific Generation: the idea that when writing you should be cognizant, not only of the thematics of the text you are working on, and, as it were, the internal components of its narrativity (character, language, plot, etc.), but also of the material embodiment those components take, and, perhaps more important, the material embodiment those components can take. The idea that the way texts matter matters isn’t something usually addressed in any significant way in creative-writing classrooms and textbooks. It may almost go without saying such experimentation with typography, layout, and white space has a long tradition—certainly one that tracks back at least as far as Guillaume Apollinaire’s early twentieth-century Calligrammes , Laurence Sterne’s textually ribald eighteenth-century Tristram Shandy , although one could arguably plot a hypothetical trajectory that reaches to ancient Greek romances like Achilles Tatius’ second-century Leucippe and Clitophon . Experiments into atomic materiality and digital immateriality bracket the definition of “book” at the same time they highlight Michael Martone’s prediction of its present future as increasingly viral, collaborative, and ephemeral. Or, as Matthew Battles points out: the future of the “book” has already arrived, and it is “ethereal and networked” rather than “an immutable brick.”While conventional writing and reading practices are conceptualized as private, individual, relatively fixed experiences, many of the new forms indicate that writing and reading—from production through dissemination—are rapidly becoming public, collective, incrementally unfixed experiences. That strikes me as an astonishing set of opportunities for a writer to investigate. 5) Another concept you elaborate in AoP is that of limit texts, basically texts that, once you read them, change what you imagine as the shape/horizon/potential of literature. You provide a fantastic reading list of limit texts at the end of AoP. I was hoping you could talk about a few of them in terms of how they specifically operate as limit texts for you—how they expand your understanding of what literature could be or do. Karl Jaspers coined the word Grenzsituationen (border/limit situations) to describe existential moments accompanied by anxiety in which the human mind is forced to confront the restrictions of its existing forms—moments that make us abandon, fleetingly, the securities of our limitedness and enter new realms of self-consciousness. Death, for example. Limit texts are a variety of disturbance that carries various elements of narrativity to their brink so the reader can never quite imagine them in the same terms again. Once you’ve taken one down from the shelf, you’ll never be able to put it back up again. They won’t leave you alone. They will continue to work on your imagination long after you’ve read them. Simply by being in the world, they ask us to embrace difficulty, freedom, radical skepticism. One of the most important for me is Samuel Beckett’s The Unnamable . Instead of establishing conventional setting and building traditional character, from its first words it unsettles both: “Where now? Who now? When now?” That first trio of question marks broadcasts the thematics of the writing (“novel” may be too strong a word) that will follow: it is all about a voice (or, perhaps, voices, about the grammatical mistake of the first-person pronoun), a consciousness (maybe, again, too strong a word), often genderless, removed from place and chronology and socioeconomic reality, hovering in a state of perpetual aporia. All it knows is what it doesn’t know, and its not-knowing is blackly, sardonically comic. The Unnamable is the embodiment of an unreliable narrator—a subject position that can’t trust itself, let alone be trusted by a reader. It contradicts, takes back, digresses, undoes what it just did, forgets, lies, hallucinates gloriously. The language is abstract, disembodied, devoid of sensory data, grayish rather than painterly in texture. Without knowing this passage is from a novel, a reader might well conclude s/he were reading a patch of (anti-)Cartesian philosophy. It might be helpful to conceive of what Beckett is doing as post-genre writing, then, or perhaps what Raymond Federman referred to as critifiction—a mode that blurs conventional distinctions between theory and narrative. In completely different register, and much more recently, Anne Carson’s Nox blew me away. It takes the form of an elegy for her older brother, whom she didn’t know well and who died unexpectedly while on the run from the law in Europe. The thing itself arrives in a box that simulates a thick book, as well as the brother’s textual coffin. Open it, and inside you discover, not a codex, but an accordioned series of “pages” that folds out into an arrangement that suggests an ancient scroll (Carson is, perhaps illuminatingly, a professor of classics) made up of shards of her brother’s letters, old photographs, tickets, Carson’s observations, Catullus’ poem 101 (the one addressed to the Roman poet’s dead brother, a doubling of Carson’s situation), and extensive dictionary entries on all the words that compose that poem. The aggregate produces a collage about the impossibilities of aggregates, the impossibilities of understanding fully, of capturing absences in language. At times Nox feels less an example of what most readers consider a book than something closer to a three-dimensional work of assemblage art. It’s a beautiful mechanism for contemplating Media Specific Analysis, for urging us all to be more extreme. 6) Finally, I want to talk a little about pedagogy and institutions. I’m less interested in questions like “Are MFA programs good for writers?” than in questions about how your role as teacher informs your understanding of literature and your writing practice. I’m also very curious about your take on how commercially marginal literary art is largely patronized by large state institutions and at the same time often imagines itself as a critical and even possibly revolutionary practice. How have your own positions within universities and university-affiliated organizations shaped your thinking about them and about innovative literature? I can imagine in many ways it might make you even more critical. And (I know, another ‘and’...) how does AoP (especially given its relation to Rebel Yell , your previous text on creative writing) reflect your personal history and experience as a teacher and member of communities that are largely defined by institutions? In the classroom, I try to generate the pedagogical field I would have liked to have inhabited as a student, but didn’t. Roland Barthes has a lovely line about this: “We need to substitute for the magisterial [classroom] space of the past (the word delivered by the master from the pulpit above with the audience below, the flock, the sheep, the herd)—a less upright, less Euclidean space where no one, neither teacher nor students, would ever be in his final place.” Easier said than done, of course, but an important life project for all who think of themselves as educators. My own classroom, my own writing, and Architectures of Possibility itself attempt to create the sort of possibility space where, as I mentioned at the outset of our interview, everything should be thought, tried, challenged; where everything rhymes with Roland Barthes’s definition of literature: the question minus the answer. I’m not sure I could write what I’m writing now without the conversations I have almost daily with my students, the conversations they have with each other, the conversations we all have with the texts we study. Especially in light of the paradigm shift over the last, say, quarter century from academia as intellectual exploration to academia as McDonaldized trade school, the irony isn’t lost on me concerning the discrepancy between the safe harbor innovative authors find there and the cultural critiques those authors launch through their writing and pedagogical work. In 2001, I quit my full professorship at one institution precisely because of my disappointment over what had happened to the learning environment there. I had no intentions of reentering the field. In 2007, however, the University of Utah approached me, and I found myself in an environment much more hospitable to the sort of work I want to do—teaching experimental narrative theory and practice. It isn’t by any means a simple irony. One could easily argue innovative writing and pedagogy represents the trace of the paradigm Barthes suggests, and that trace is tremendously productive in all kinds of ways. Innovative writing has never and will never change the world in any large, macrocosmic way. But we’ve all had our lives changed, one by one, by an encounter with a difficult, rich, resonant piece of prose, poetry, music, art, you name it. We’ve all had our lives changed at the ahistorical, microcosmic moment by a class we’ve taken, a teacher we’ve studied with, to such an extent that we became, quite literally, different people. I just came across a stunning set of sentences from Derrida on the topic: “What is education? The death of the parents.” That’s what we’re all up to in the innovative, be it in written texts or the texts we call our classrooms or the texts we call our politics: trying to disrupt what both can and can’t be disrupted, trying to undo what both can and can’t be undone, continuously. (shrink)

Psychoanalysis is sometimes thought to rely on a “pragmatic theory of truth,” whose chief assumption should be that the effectiveness of a treatment counts as evidence for the truth of the interpretations provided during each treatment, and/or the psychoanalytic ontology of mind itself. While there is some support for this claim in psychoanalytic views both on the nature of psychic reality and on clinical practice, it needs qualification. It should not be taken to imply that the theory is true because (...) or insofar as it (clinically) works. What I mean to show is, rather, that psychoanalysis is a distinctive illustration of the pragmatist concept that effective explanations are, in Dewey’s words, “experimental,” and adjust themselves to real processes while changing reality, and indeed by changing reality. Truth enjoys, in psychoanalysis, a peculiar status, being what one might call an emergent property of a relational process. But not just any relational process, even if it “works,” will produce truth. The key of psychoanalytic treatment is transference, and the main pragmatic character of transference is what one may call its theatrical quality. I try to clarify this through a comparison of Freud’s and Pierre Janet’s clinical approaches. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Music Education for the New Millennium: Theory and Practice Futures for Music Teaching and LearningSean PenderelMusic Education for the New Millennium: Theory and Practice Futures for Music Teaching and Learning, edited by David K. Lines. Malden, MA: Blackwell Publishing, 2005, 150 pp., $34.95 paper.Music Education for the New Millennium is a 150-page collection of essays focused mainly upon philosophical introspection into the current condition of the profession. Within (...) this volume there are eight philosophic essays and one quantitative research article, by Alastair McPhee, Peter Stollery, and Ros McMillan. Other essays, beyond the work of the editor, were contributed by Thomas Regelski, Wayne Bowman, Robert Davis, Lucy Green, David Elliott, Constantijn Koopman, and Janet Mansfield. This collection contributes to our contemporary quandaries about aesthetics and praxialism in addition to adding pertinent questions for both philosophy and music education.The overall purpose of this volume is to stimulate thinking in ways not accounted for in the classroom or studio environments and expand upon the broader discourses impacting the profession and society (3). Given that Lines organized this volume as a collection about a specified theme, I will approach this review threefold. First, I will examine overall features that were promising and those that were disappointing. Second, each chapter's contributions will be examined in light of the aim of the volume. Lastly, each essay will also be examined for its contributions apart from the volume, due to the fact that all of the works can stand alone.Within this framework, six themes continually emerged throughout the essays. These themes involved the use and abuse of musical meaning; the construction of musical meaning and understanding; language used within advocacy; the difficulties presented by both aesthetics and praxialism; the problems posed by our focus upon psychology; and lastly, the "what works" mentality of efficient systems. These themes are incredibly relevant to the contemporary discussion surrounding music education in addition to benefiting the whole of the profession. In some fashion or another, each author confronts one to many of these issues efficiently and effectively, to the point that the volume and its aim is solidified within Bowman's essay, "Music Education in Nihilistic Times." As a negative point, however, an internal organization around these themes never seems to appear, and without this the volume lacks a certain flow; each chapter stands alone. Although internal organization is petty globally for this volume, it does affect its readability.Regelski's essay appears first and critiques both traditional aesthetics and praxial philosophy. Interestingly, he weighs the potential dangers posed by both and drifts toward the notion of praxis while maintaining a certain aesthetic influence within his philosophy. Through music education's abuse of aesthetics, Regelski chronicles the elevation of experience beyond societal values of participation, production, and the process of music creation. Due to this, the profession has been subject to a certain dependency upon the positive aesthetic experience rather than on the participatory process of education. Furthermore, he notes that aesthetics, when stretched to its philosophic extreme, has had a tendency to become exclusive and elitist. I liken [End Page 117] this to the Gnostic practices within early Christianity. This sect valued a spiritual/aesthetic experience and its resulting "enlightenment," which occurred during a state of ecstasy, to the point of elevating those who had experienced this moment beyond those who had not.To curb this movement, Regelski suggests redefining aesthetics in the tradition of Dewey and Wittgenstein rather than that of Kant. In the former, the aesthetics are tied directly to the using of the object, or the practice of doing and creating. In contrast, in the Kantian tradition, which has dominated music philosophy, the experience becomes removed from the practice and is elevated to a position of esteem, beyond that of understanding. Likewise, praxialism, when taken to its extreme, has the potential to suffer from breadth without depth, which may result in a loss of content and depth of understanding. Regelski suggests that what needs to occur is a balance of depth and breadth with a focus on the development of musicianship. If this occurs then the experience will become valued as a result of participation in the... (shrink)

The question of what constitutes a finished work is thrown open, reminding us that in certain of his completed autographs Beethoven continued the process that he normally reserved for the earlier stages of composition, setting out further choices, possibilities, and interchangeabilities, including radical alterations in goal as well as detail. In particular, the revision of movement endings was one of his long-standing preoccupations. In works of his middle period, Emil Platen observed, Beethoven continued to make essential alterations in the closing (...) sections of movements after the works had already taken concrete notational form; for example, in the scores of the String Quartets, op. 59, “out of a total of seven movement endings, six were altered after the fact, four in essential ways.”6 Indeed the relationship between sketches and compositional goals was always more problematical than traditional scholars were willing to allow. As Lewish Lockwood has shown, the closer one looks at the sketches the less one can continue to accept as an article of faith that “as a work progresses from first inklings to final realization it should pass through successive phases of growth and clarification of structure, and of complication of detail in relation to that structure, becoming progressively more definite en route to its goal.”7 To further thicken the issue, Janet Levy has pointed out that one “cannot assume that the goals of a completed work are necessarily the same as the goals of the sketches for it,” inasmuch as the composer’s intentions may well have changed during the course of composition and we may be left with sketches made in connection with goals no longer reflected in the final work.8 Composition is only partly a teleological process whereby the composer eventually finds a lapidary form for a predetermined idea. With Beethoven, not only is there no prospective inevitability, there may even be no inevitability after the fact. His sketches and autographs may well be series of rough maps to the multiplicity of universes he glimpsed, to a plurality of possibilities, a jammed crossroads of paths taken and not taken. 6. Emil Platen, “Beethovens Autographen als Ausgangspunkt morphologischer Untersuchungen,” in Bericht über den internationalen musikwissenschaftlichen Kongress: Bonn 1970, ed. Carl Dahlhaus et al. , p. 535. See also Lewis Lockwood, “Beethoven and the Problem of Closure: Some Examples from the Middle-Period Chamber Music,” in Beiträge zu Beethovens Kammermusik, p. 270.7. Lockwood, “On Beethoven’s Sketches and Autographs: Some Problems of Definition and Interpretation,” Acta Musicologica 42 : 34.8. Levy, Beethoven’s Compositional Choices, p. 3. Maynard Solomon’s books include Beethoven , Beethoven Essays , and, most recently, Beethoven’s Tagebuch . He has also written on Schubert, Ives, and Freud, and has edited a standard work on Marxist aesthetics. He is currently writing a life of Mozart and a study of the origins of music. In 1990 he was visiting professor of music at Columbia University. (shrink)

This special issue considers the significance of film to the establishment and development of scientific approaches to the mind. Bonnie Evans explores how the origins of film technologies in 1895 in France encouraged a series of innovative collaborations, influencing both psychological theorisation, and new filming techniques. Jeremy Blatter explains how Harvard psychologist Hugo Münsterberg created early films specifically designed to engage audiences using psychological tactics. Scott Curtis’ article examines how Yale psychologist Arnold Gesell was able to extract scientific data from (...) a film. Felix Rietmann’s article explores a collection of infant observation films from the 1930s and 1960s and how they developed unique narratives of mothers’ engagement with their children that did not necessarily match up with dominant scientific theories. Janet Harbord's article considers how a trilogy of films made at the Maudsley Hospital in the 1950s engaged with innovative film-making techniques that captured behaviour as discrete units. Seth Watter further examines how William S. Condon's use of the unique technology of the Bell and Howell 173BD projector in the 1960s created new understandings of human behaviour that could not have been predicted in advance, and which were highly influenced by the technology itself. Finally, Des O’Rawe explores how radical approaches in both anti-psychiatry, and documentary film-making in the 1960s created new opportunities for audiences to engage with different psychological states. All of these developments in film and psychology continue to influence understandings in both these fields to the present day. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.This work is in the public domain in (...) the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

The original essays in this volume, while written from diverse perspectives, share the common aim of building a constructive dialogue between two currents in philosophy that seem not readily allied: Wittgenstein, who urges us to bring our words back home to their ordinary uses, recognizing that it is our agreements in judgments and forms of life that ground intelligibility; and feminist theory, whose task is to articulate a radical critique of what we say, to disrupt precisely those taken-for-granted agreements in (...) judgments and forms of life. Wittgenstein and feminist theorists are alike, however, in being unwilling or unable to "make sense" in the terms of the traditions from which they come, needing to rely on other means—including telling stories about everyday life—to change our ideas of what sense is and of what it is to make it. For both, appeal to grounding is problematic, but the presumed groundedness of particular judgments remains an unavoidable feature of discourse and, as such, in need of understanding. For feminist theory, Wittgenstein suggests responses to the immobilizing tugs between modernist modes of theorizing and postmodern challenges to them. For Wittgenstein, feminist theory suggests responses to those who would turn him into the "normal" philosopher he dreaded becoming, one who offers perhaps unorthodox solutions to recognizable philosophical problems. In addition to an introductory essay by Naomi Scheman, the volume’s twenty chapters are grouped in sections titled "The Subject of Philosophy and the Philosophical Subject," "Wittgensteinian Feminist Philosophy: Contrasting Visions," "Drawing Boundaries: Categories and Kinds," "Being Human: Agents and Subjects," and "Feminism’s Allies: New Players, New Games." These essays give us ways of understanding Wittgenstein and feminist theory that make the alliance a mutually fruitful one, even as they bring to their readings of Wittgenstein an explicitly historical and political perspective that is, at best, implicit in his work. The recent salutary turn in philosophy toward taking history seriously has shown how the apparently timeless problems of supposedly generic subjects arose out of historically specific circumstances. These essays shed light on the task of feminist theorists—along with postcolonial, queer, and critical race theorists—to "rotate the axis of our examination" around whatever "real need[s]" might emerge through the struggles of modernity’s Others. Contributors are Nancy E. Baker, Nalini Bhushan, Jane Braaten, Judith Bradford, Sandra W. Churchill, Daniel Cohen, Tim Craker, Alice Crary, Susan Hekman, Cressida J. Heyes, Sarah Lucia Hoagland, Christine M. Koggel, Bruce Krajewski, Wendy Lynne Lee, Hilda Lindemann Nelson, Deborah Orr, Rupert Read, Phyllis Rooney, and Janet Farrell Smith. (shrink)

Worldwide, the literature reports that many residents in long‐term care (LTC) homes are sedentary. In Canada, personal support workers (PSWs) provide most of the direct care in LTC homes and could play a key role in promoting activity for residents. The purpose of this institutional ethnographic study was to uncover the social organization of LTC work and to discover how this organization influenced the physical activity of residents. Data were collected in two LTC homes in Ontario, Canada through participant observations (...) with PSWs and interviews with people within and external to the homes. Findings explicate the links between meals, lifts and transfers, and the LTC standards to reveal that physical activity is considered an add‐on program in the purview of physiotherapists. Some of the LTC standards which are intended to product good outcomes for residents actually disrupt the work of PSWs making it difficult for them to respond to the physical activity needs of residents. This descriptive ethnographic account is an important first step in trying to find a solution to optimize real activities of daily living into life in LTC. (shrink)