Abstract:The term “soul” is found throughout John Dewey’s work, particularly when discussing self-realization and meaningfulness. Soul can be easily associated with religious connotations, and yet it is well accepted that he did not imply such. So, then, what did he mean? In his early writings, he shifted away from theologically inspired language and toward a conception composed in naturalized terms. This, no doubt, can be confusing to uninitiated readers. While extensive analyses have been written on his philosophy of spirit and (...) metaphysics, they can leave one wondering: what is a conception of soul that is consistent with Dewey’s philosophy of experience and education, and how might it be made accessible to students in teacher preparation programs? The key for understanding this concept exists in his early work, but the characteristics need to be drawn out so they can be read more clearly into his later works. This article provides an analysis of (1) four of his early works and (2) scholarly explications on the subject in order to lay a framework for a Deweyan conception of soul as conceived within the individual, psycho-physiological makeup. (shrink)

Intellectual character education has been primarily expressed in terms of educating for intellectual virtues (EFIV). This aim of teaching intellectual virtues has received some challenges, such as how it fails to articulate adequate action guidance through exemplarist pedagogy, and how it neglects the pervasiveness of intellectual vice among students. To respond to these challenges, this paper considers the aim of educating against intellectual vices (EAIV) – teaching students not to develop intellectual vices or weakening those that they have already developed (...) – which comes with the emergence of vice epistemology. More specifically, I look at how negative epistemic exemplars can be used as a classroom strategy for EAIV, and demonstrate how this could address the aforementioned weaknesses of EFIV. (shrink)

There’s something paradoxical with a person saying ‘I am humble’; it doesn’t seem so humble to self-attribute humility in general, and intellectual humility in particular. In light of the recent interest in educating for intellectual virtues, this paradox has interesting implications to educating for intellectual humility. In particular, one might wonder how a teacher can be a model of intellectual humility to her students. If a teacher says something like ‘Here’s me being an exemplar of intellectual humility’, the paradox above (...) takes on a pedagogical angle. In this paper, I analyze the paradoxes in self-attributing and learning intellectual humility using three different accounts of this virtue, before proceeding to untangle what could be called the ‘Modeling Paradox’ of teaching intellectual humility and figure out whether this virtue can be non-problematically demonstrated to one’s students. (shrink)

Mathematical apriorists usually defend their view by contending that axioms are knowable a priori, and that the rules of inference in mathematics preserve this apriority for derived statements—so that by following the proof of a statement, we can trace the apriority being inherited. The empiricist Philip Kitcher attacked this claim by arguing there is no satisfactory theory that explains how mathematical axioms could be known a priori. I propose that in analyzing Ernest Sosa’s model of intuition as an intellectual virtue, (...) we can construct an “intuition–virtue” that could supply the missing explanation for the apriority of axioms. I first argue that this intuition–virtue qualifies as an a priori warrant according to Kitcher’s account, and then show that it could produce beliefs about mathematical axioms independent of experience. If my argument stands, this paper could provide insight on how virtue epistemology could help defend mathematical apriorism on a larger scale. (shrink)

Pritchard defends virtue epistemology from epistemic situationism by appealing to the notion of epistemic dependence: if knowledge acquisition is sometimes allowed to depend on factors outside the cognitive agency of the subject, then this modest form of virtue epistemology escapes the threat of the situationist challenge. This lowering of the threshold of cognitive agency required for knowledge raises the question of how to demarcate between acquisitions of true belief influenced by situational factors that count as knowledge, and those that do (...) not. I fill this gap by proposing that the dependence of knowledge acquisition on external factors comes in degrees, which allows us to look for a right degree of epistemic dependence such that it both agrees with the situationist research and preserves the normative appeal of virtue epistemology. (shrink)

The city-province distinction is usually construed in economic terms: the city is the center of consumption and wealth, while the province the center of production and raw materials. In this paper, I propose that we can also draw the distinction epistemologically; instead of distinguishing between city-dwellers and provincedwellers, we can talk about city-minded and province-minded people. In this perspective, we discover the crucial position of education as the paradoxical interplay of the city mentality and province mentality. After examining this “paradox (...) of education” as witnessed in Philippine history, especially during the Spanish and American occupations, I suggest that we can resolve the paradox by developing our system of education towards a more “nationalistic education,” as per Renato Constantino. (shrink)

This paper explores two pedagogical virtues (intellectual virtues of a teacher) that arise from the insight that non-epistemic situational factors can affect students’ epistemic judgments and behavior. First, a virtuous teacher must be sensitive enough to these factors in order to take advantage of how they boost student learning. However, while cultivating a situationally and epistemically favorable environment for learning sounds good, teachers should also not spoil their students by making them too dependent on these beneficial external factors. The virtuous (...) teacher must also realize that these are only scaffolds; while these do help students initially, they must be eventually removed to promote the students’ intellectual autonomy. This characterizes a second pedagogical virtue: the competence to facilitate the students’ growth so that they become more capable in future opportunities of knowledge acquisition. (shrink)

Previous studies of Zika virus (ZIKV) pathogenesis have focused primarily on virus‐driven pathology and neurotoxicity, as well as host‐related changes in cell proliferation, autophagy, immunity, and uterine function. It is now hypothesized that ZIKV pathogenesis arises instead as an (unintended) consequence of host innate immunity, specifically, as the side effect of an otherwise well‐functioning machine. The hypothesis presented here suggests a new way of thinking about the role of host immune mechanisms in disease pathogenesis, focusing on dysregulation of post‐transcriptional RNA (...) editing as a candidate driver of a broad range of observed neurodevelopmental defects and neurodegenerative clinical symptoms in both infants and adults linked with ZIKV infections. The authors collect and synthesize existing evidence of ZIKV‐mediated changes in the expression of adenosine deaminases acting on RNA (ADARs), known links between abnormal RNA editing and pathogenesis, as well as ideas for future research directions, including potential treatment strategies. (shrink)

L'ouvrage nous offre un exposé minutieux de la Poétique de Gaston Bachelard, qui nous mène à un dialogue imaginaire où María Noel Lapoujade exprime ses propres points de vue dérivés de sa Philosophie de l'imagination, des images et des imaginaires et donne ainsi les fondements de sa notion originale d'Homo imaginans. La lecture de cet ouvrage original et fondé nous conduit à un scénario peuplé de résonances inédites de la pensée de Bachelard.

Graphical AbstractAdenosine Deaminases Acting on RNA (ADARs) enzymes are prominent regulators of neural transcriptome diversity and play a role in the innate immune response. In article number 1800239, Piontkivska et al. outline how neurodevelopmental and neurodegenerative pathogenesis of Zika virus (ZIKV), including congenital Zika and Guillain-Barré syndromes, can be attributed to ADAR editing dysregulation triggered by ZIKV, Explaining Pathogenicity of Congenital Zika and Guillain-Barré Syndromes: Does Dysregulation of RNA Editing Play a Role? DOI: 10.1002/bies.201800239.

Prescriptive rules guide human behavior across various domains of community life, including law, morality, and etiquette. What, specifically, are rules in the eyes of their subjects, i.e., those who are expected to abide by them? Over the last sixty years, theorists in the philosophy of law have offered a useful framework with which to consider this question. Some, following H. L. A. Hart, argue that a rule’s text at least sometimes suffices to determine whether the rule itself covers a case. (...) Others, in the spirit of Lon Fuller, believe that there is no way to understand a rule without invoking its purpose — the benevolent ends which it is meant to advance. In this paper we ask whether people associate rules with their textual formulation or their underlying purpose. We find that both text and purpose guide people’s reasoning about the scope of a rule. Overall, a rule’s text more strongly contributed to rule infraction decisions than did its purpose. The balance of these considerations, however, varied across experimental conditions: In conditions favoring a spontaneous judgment, rule interpretation was affected by moral purposes, whereas analytic conditions resulted in a greater adherence to textual interpretations. In sum, our findings suggest that the philosophical debate between textualism and purposivism partly reflects two broader approaches to normative reasoning that vary within and across individuals. Keywords: , the concept of law, rules, legal psychology, Hart, Fuller. (shrink)

Fr. Beretta, dans l'article auquel nous réagissons ici, considérait comme étant une question encore ouverte ce qu'est la valeur doctrinale de la condamnation à l'abjuration imposée à Galilée en 1633, et soutenait une double thèse à cet égard: une censure d'hérésie a été formellement appliquée à la doctrine héliocentrique, et une telle censure, prononcée par le juge suprême de la foi, acquiert valeur d'acte de magistère - le terme 'infaillibilité' est absent, mais la problématique en est toute proche -. Dans (...) une lecture cursive de la cinquantaine de pages de l'article, nous relevons de multiples erreurs de lecture des textes originaux ou des interprétations erronées, telles qu'elles invalident entièrement la thèse de Beretta. Nous incluons également quelques remarques sur l'authenticité du precetto, qui est mise en question à plusieurs reprises. (shrink)

Par l’attention qu’ils portent aux modalités sociales, économiques, politiques et culturelles – et non seulement techniques – de production du son, les travaux regroupés depuis une quinzaine d’année sous la dénomination de Sound Studies interrogent la pratique historienne dans ses hypothèses et dans la circonscription de son territoire. Alors qu’une partie des chercheurs issus de ce champ entend affranchir le sonore du musical, ce texte propose d’inverser la perspective et de mesurer l’apport de ces réflexions pour l’enquête historienne consacrée aux (...) sociabilités et aux circulations musicales. Musicologues entendant rompre avec une approche essentiellement internaliste de la partition musicale, historiens, acousticiens, ces chercheurs se sont attachés à des objets neufs et ont analysé les espaces sociaux à partir de problématiques renouvelées, impliquant une approche interdisciplinaire et une méthodologie croisant des expertises issues de champs variés. De l’historienne Emily Thompson, s’attachant à la construction scientifique des espaces sonores contemporains en lien avec l’architecture, au musicologue Jonathan Sterne, qui consacre une partie de ses travaux aux origine culturelles de la reproduction du son, toutes et tous considèrent que le sonore relève d’enjeux sociaux historicisés. Le concept même de « paysage sonore » mérite lui-aussi d’être questionné. S’attacher à une histoire du sonore conduit également à s’attacher à une histoire sociale de l’écoute que l’historien aura tout intérêt à croiser avec des approches d’acoustique musicale. Enfin, le champ des Sound Studies invite à une réflexion critique sur le processus de construction de l’archive sonore, en articulant l’apport des Sciences and Technology Studies consacrées à la (re)production du son à l’outillage propre à l’enquête historique à partir des témoignages sonores du passé, dans le sillage de la « phonographie documentaire ». (shrink)

« Ma Chérie, ceci n'est pas censé être un journal, et il se peut même que ça ne te parvienne jamais, mais j'aime penser à toi en train de le lire, page après page, un jour dans les années à venir, après que je serai partie. J'aimerais t'entendre rire en regardant ces photos de moi. Je suis seule dans ma cabane ce soir et fatiguée ». Avertissement ou défi, ceci est la première lettre écrite par Calamity Jane à sa fille (...) le 25 septembre 1877. Une vingtaine d'autres lettres suivront, de fa.. (shrink)

Y a-t-il une psychanalyse chrétienne? Cette question a-t-elle un sens? Un croyant souffrant doit-il ou non s'assurer que son psychanalyste est lui-même croyant pour protéger sa foi? Autrement dit, comment l'analyse intègre-t-elle ou modifie-t-elle une donnée religieuse? Faire une analyse, c'est accepter de traverser le tragique de sa propre vie. En raison du dévoilement de la vérité que ce processus met en œuvre, le patient voit se dégager devant lui la perspective d'un désir dont la nouvelle mesure est infinie. Ce (...) désir avait été comblé par des objets qui, jusque-là, semblaient le satisfaire. Puis, le symptôme surgit, déstabilise, perturbe les petits arrangements que le patient s'était autorisés. Première ou dernière scène de son tragique? Dans le huis clos théâtral qu'est la séance analytique, le patient-acteur reprend et parle toute son histoire. Comme à son insu, il se voit contraint de redéfinir ce qui donne sens à sa vie : sens religieux? sens éthique? Bref, tout ce qui échappe à l'analyse et que, paradoxe imprévisible, elle évoque et convoque... Pourtant, un point restera toujours aveugle pour lui, à l'instar d'Œdipe qui, les yeux crevés, poursuit son chemin. C'est peut-être en ce même point - tragique-aveugle - que l'homme reconnaît sous une lumière nouvelle que son histoire personnelle rejoint la détresse commune et ordinaire de toute l'humanité. (shrink)