Bigenderism maintains there are only two genders, which correspond with the two sexes, male and female. Basic bigenderism requires that legal documents and public institutions designate a single invariant gender (that is, sex). Strict bigenderism applies these categories in a social context that stigmatizes "imperfect" men and women who do not reach ideals set by the bigenderist schema. I discuss these concepts and their implications, present three models that successively weaken bigenderist assumptions, and argue for the most radical of the (...) three. (shrink)

Trans philosophy—like everything else—has a history. The 1990s was a pivotal decade for the academic development of trans philosophy in the United States and Canada. During this period, the broader interdisciplinary field of transgender studies was beginning to emerge, and professional philosophy’s own contributions to transgender studies were starting to take shape as well. In what follows, we hear from Talia Mae Bettcher, Loren Cannon, Miqqi Alicia Gilbert, and Jacob Hale, four trans philosophers whose writings and activism (...) helped provide the contours of what is now becoming a robust and thriving area of study within academic philosophy. (shrink)

Matthew Lipman claims that the community of inquiry is an exemplar of democracy in action. To many proponents the community of inquiry is considered invaluable for achieving desirable social and political ends through education for democracy. But what sort of democracy should we be educating for? In this paper I outline three models of democracy: the liberal model, which emphasises rights and duties, and draws upon pre-political assumptions about freedom; communitarianism, which focuses on identity and participation in the creation of (...) political ends; and deliberative self-governance, whereby citizens deliberatively shape their collective lives in public forums—at various levels of government and in different political and social arenas. I argue that some kind of deliberative democracy is defensible as a preliminary justification for how citizens might shape their lives, and therefore compatible with other forms of democracy, insofar as they can result from democratic deliberations. Acceptance of such a view raises further questions about the purpose or aims of education consistent with this conception of democracy. I contend that it requires an educational model that is committed to aligning curriculum, pedagogy, assessment and school governance to produce a transformational environment that will inform our structures—a commitment to democratic education and not merely education for democracy. Lipman goes part of the way to achieving these ends, but learning how to be proficient at democratic decision-making is like all tasks children and adolescents learn to perform. It involves action, understanding, and awareness of what counts as doing the task adequately. (shrink)

In this paper, we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works, these analyses have not attempted to extrapolate pedagogical guidelines towards developing an educational framework for children’s philosophical practice in the way Matthew Lipman did from John Dewey’s philosophy of education, which informed his philosophy for children curriculum and pedagogy. We focus on the phenomenology of inquiry; that is, inquiry (...) that begins with genuinely felt doubt, pointing to a problematic to which the inquirer seeks a solution or resolution. We argue that the central purpose of education is to develop lucid individuals. To this end, we concentrate on Dewey and the pragmatist tradition, starting from Peirce, leading to Lipman’s development of Dewey’s educational guidelines into classroom practice. We show where Camus and the pragmatists are congruent in their thinking, insofar as they can inform the educative process of the community of inquiry. What we conclude is that the role of the teacher is to develop lucid individuals facilitated in a classroom that is transformed into a community of inquiry embedded in contemporary historical moments. (shrink)

We argue for peace education as a process of improving the quality of everyday relationships. This is vital, as children bring their habits formed largely by social and political institutions such as the family, religion, law, cultural mores, to the classroom (Splitter, 1993; Furlong & Morrison, 2000) and vice versa. It is inevitable that the classroom habitat, as a microcosm of the community in which it is situated, will perpetuate the epistemic practices and injustices of that community, manifested in attitudes, (...) beliefs, behaviours and actions that can limit the child’s ability to learn. The educational task then, is to create opportunities for children to problematize the very environment they inhabit. To this end, our concern is for peace education aimed at addressing epistemic violence; a form of harm brought about by a particular rationality of domination. -/- The classroom community of inquiry, initially developed by Matthew Lipman and Ann Sharp as the methodology for the Philosophy for Children (P4C) approach to education (Lipman & Sharp, 1978; Lipman, Sharp & Oscanyan, 1980), is often viewed as a solution to inequality in the classroom—an intellectually safe environment which allows students to explore, practice and internalize good reasoning through philosophy so that they can make school relevant to their lives. Traditionally, the teacher’s role is to take a ‘neutral stance’ in discussion during the conduct of a community of inquiry. However, we argue that it is misplaced to assume that the community of inquiry is a safe intellectual environment in which the teacher as co-inquirer also facilitates the discussion procedurally, letting the argument lead, which Lipman took as the guiding principle for his process of inquiry. For, as Paulo Freire (1987) put it: -/- ... the dominant ideology makes its presence in the classroom partly felt by trying to convince the teacher that he or she must be neutral in order to respect the student. This kind of neutrality is a false respect for students. On the contrary, the more I say nothing about agreeing or not agreeing out of respect for the others, the more I am leaving the dominant ideology in peace! (p. 174). -/- Teachers must be aware of the possibility of epistemic violence to be able to detect and disrupt it, in order to facilitate a peaceful inquiry. We do not consider peace in the negative, as the absence of conflict, but in the positive as the capacity to respond skilfully to conflict as a way of life. Therefore, we concentrate on peace education that prepares students to turn conflict into inquiry, rather than peace education as values education or character education that instils values of ‘fraternity and non-violence’ (Gregory, 2004, p. 277). The community of inquiry provides such a framework, however, we argue that it must be facilitated in a way that mitigates the effects of epistemic violence by creating an educational habitat in which multiple ways of knowing can flourish. (shrink)

A short reflection on the permeability of our mental and physical boundaries based on the oldest known living plant, the Bristlecone Pine.

Degradation of eukaryotic RNAs that contain premature termination codons (PTC) during nonsense‐mediated mRNA decay (NMD) is initiated by RNA decapping or endonucleolytic cleavage driven by conserved factors. Models for NMD mechanisms, including recognition of PTCs or the timing and role of protein phosphorylation for RNA degradation are challenged by new results. For example, the depletion of the SMG5/7 heterodimer, thought to activate RNA degradation by decapping, leads to a phenotype showing a defect of endonucleolytic activity of NMD complexes. This phenotype (...) is not correlated to a decreased binding of the endonuclease SMG6 with the core NMD factor UPF1, suggesting that it is the result of an imbalance between active (e.g., in polysomes) and inactive (e.g., in RNA‐protein condensates) states of NMD complexes. Such imbalance between multiple complexes is not restricted to NMD and should be taken into account when establishing causal links between gene function perturbation and observed phenotypes. (shrink)

Background: Assisted dying remains an emotive topic globally with a number of countries initiating legislation to allow individuals access to assisted dying measures. Victoria will become the first Australian state in over 13 years to pass Assisted Dying Legislation, set to come into effect in 2019. Objectives: This article sought to evaluate the impact of Victorian Assisted Dying Legislation via narrative view and case study presentation. Research design: Narrative review and case study. Participants and research context: case study. Ethical considerations: (...) This legislation will provide eligible Victorian residents with the option to request access to assisted dying measures as a viable alternative to a potentially painful, protracted death. Findings: This legislation, while conservative and inclusive of many safeguards at present, will form the basis for further discussion and debate on assisted dying across Australia in time to come. Discussion: The passing of this legislation by the Victorian parliament was prolonged, emotive and divided not only the parliament but Australian society. Conclusion: Many advocates for this legislation proclaimed it was well overdue and will finally meet the needs of contemporary society. Protagonists claim that medical treatment should not provide a means of ending life, despite palliative care reportedly often failing to relieve the pain and suffering of individuals living with a terminal illness. (shrink)

This article proposes a reading of digital citizenships as these are shifting from a historical and conceptual perspective. We developed the following steps to carry it out: first, a problematization of the concept of digital citizenship from a critical-historical reading, betting on a complex understanding of it that assumes interactions between public and private spheres; second, taking into account aspects of the technology’s philosophy, we analyze the relationship between young people and politics through Twitter, and finally, a proposal of prejudices (...) configuration and modelling that can occur in this new public-private sphere based on some aspects seen in the second round of the 2018 Colombian presidential campaign. One of the conclusions we reached is that Twitter is a sociotechnical network that generates a shifting form of connection between the private and public spheres, where young people have assemblage and can generate resistance to the modelling imposed by political campaigns. (shrink)

Geron recently announced that it had begun enrolling patients in the world's first-in-human clinical trial involving cells derived from human embryonic stem cells (hESCs). This trial raises important questions regarding the future of hESC-based therapies, especially in spinal cord injury (SCI) patients. We address some safety and efficacy concerns with this research, as well as the ethics of fair subject selection. We consider other populations that might be better for this research: chronic complete SCI patients for a safety trial, subacute (...) incomplete SCI patients for an efficacy trial, and perhaps primary progressive multiple sclerosis (MS) patients for a combined safety and efficacy trial. (shrink)

El artículo analiza e interpreta la significación filosófica de la novela San Manuel Bueno, mártir, incidiendo en los temas principales que estructuran la obra, en especial bondad, compasión y amor, y atendiendo a la significación del secreto de Don Manuel y su relación con la recepción de Pascal por parte de Unamuno.

Background Healthcare workers (HCWs) can face situations that conflict with their moral beliefs, leading to moral injury, an adverse psychological consequence that was more frequent during the COVID-19 pandemic. Self-compassion is a potential coping mechanism for moral injury by encouraging acceptance of human limitations and suffering. Objectives This study aimed to examine the associations between self-compassion components and moral injury prevalence among HCWs in Quebec, Canada, during the COVID-19 pandemic. Research design A cross-sectional study design was employed. Participants: and research (...) context: The sample of this study consisted of HCWs and leaders from the Quebec province. Participants completed validated self-administered questionnaires assessing both positive and negative self-compassion components (self-kindness vs self-judgment; common humanity vs isolation; and mindfulness vs overidentification) and moral injury dimensions (self-oriented and other-oriented). Prevalence ratios (PRs) and 95% confidence intervals (CIs) for the associations between self-compassion components and moral injury dimensions were modeled using Poison robust regressions. The models were adjusted for various covariates, including sex, age, gender, and socio-demographic and lifestyle factors. Ethical considerations Ethical approval for this study was obtained from the ethics committee of the Centre intégré universitaire de santé et de services sociaux de la Capitale-Nationale in Quebec, Canada. All participants provided written informed consent prior to participating in the study. Additionally, permission was sought and obtained from the original authors of the tools used in this study, including the self-compassion and moral injury scales. Results The study involved 572 HCWs (60.5% nurses) and leaders. Around half of the participants (50.70%) exhibited moderate levels of self-compassion, while the prevalence of low levels of self-compassion ranged from 21.68% to 48.08% for the positive subscales and from 23.78% to 44.41% for the negative subscales. Regarding moral injury, 10.14% of participants reported moderate to high self-oriented moral injury, 29.19% reported moderate to high other-oriented moral injury, and 13.81% demonstrated moderate to high total moral injury. Higher self-compassion levels were associated with lower moral injury prevalence. HCWs with high self-compassion had a 93% lower likelihood of experiencing moral injury (PR: 0.07, 95% CI: 0.03–0.19). Self-kindness demonstrated the strongest association with reduced moral injury (PR: 0.24, 95% CI: 0.11–0.52), followed by mindfulness (PR: 0.37, 95% CI: 0.18–0.75). However, common humanity did not show a statistically significant association with moral injury prevalence. Conclusion These findings suggest a potential association between self-compassion and reduced prevalence of moral injury among HCWs, highlighting promising interventions to manage moral injury during crises. Such initiatives could promote the mental wellbeing of HCWs and preventing the negative consequences of moral injury, including anxiety, depression, and burnout. (shrink)

The philosophy of personalism inspired Martin Luther King’s dream of a better world. We still need its hopeful ideas today.

Heidegger qualifies his work with the surprising assertion “I have no philosophy at all.” In this paper, I argue that, to make sense of this odd claim, we must carefully investigate his reflections on philosophical showing. While Heidegger never finished the segment of Being and Time intended to address this issue explicitly, the clues he offers in the published portion of the text indicate that, for him, successful philosophical showing takes place not primarily through a coherent collection of philosophical assertions (...) – that is, through “having a philosophy” – but rather through a certain well-placed interruption of these assertions: an interruption that, when employed in the right context and in the right manner, successfully points out certain particularly elusive phenomena. As I demonstrate, this mode of showing requires that we quite radically rethink what Heidegger is doing – and what we ourselves are doing – in philosophical inquiry. (shrink)

Acerca de la mirada. Apuntes sobre El desierto y su semilla, de Jorge Barón Biza y Efectos colaterales, de Gabriela Liffschitz.

En este artículo se analiza la construcción de sentidos del pasado dictatorial chileno a través de micro-narraciones cotidianas. Se realiza a partir del estudio de tramas de memoria local conformadas en la vida cotidiana de un barrio de Santiago de Chile, dentro de las cuales uno de sus componentes centrales son las micro-narraciones, o lo que ha sido descrito en otros contextos como memorias fragmentadas. El objetivo de este artículo es comprenderlas como forma de memoria y analizar su rol en (...) los procesos de transmisión intergeneracional a nivel local. Con ello, se ponen en tensión aquellos planteamientos que observan la fragmentación desde las dificultades que representa para la comunicación del pasado, en tanto forma que desafía los modos convencionales de narración. Tal como muestra la investigación etnográfica, en el contexto de un territorio cargado históricamente de conflictos, esta forma de memoria tiene especial preeminencia respecto de la constitución de referentes cotidianos que participan de procesos de identificación y arraigo en los jóvenes. (shrink)

Oser parler du " don ", c'est prendre à rebours la logique économique et les dérives sociales qu'elle génère ; c'est faire droit à une attente inamissible des personnes et des sociétés. " Faire un don " perturbe de l'intérieur les mouvements économiques et leurs lois d'échange. Marcel Mauss a estimé que l'échange de dons unifiait les sociétés, mais un don sans retour, et donc sans contre-don, peut ouvrir celles-ci à des dimensions d'essentielle humanité, irréductibles aux lois des marchés. Jacques (...) Derrida et Jean-Luc Marion accompagnent la réflexion que voici. Paul Gilbert et Silvano Petrosino y rappellent que nos vies n'appartiennent pas au seul domaine de l'échange égalitaire et que la gratuité y est essentielle. L'amitié et la paternité en témoignent. (shrink)

The present paper argues that the standardised treatment of disaster research and practice perpetuates the production of systematic epistemic injustices against victims of disasters. On the one hand, disaster victims are often prevented from contributing with their opinions and knowledge to the processes of disaster mitigation and disaster conceptualisation. On the other hand, disaster victims tend to lack the hermeneutical resources to make sense of their experiences intelligibly, due to the existence of significant hermeneutical gaps in the hegemonic terminology on (...) the matter. I argue that both forms of epistemic injustice, the testimonial and the hermeneutical, are sustained by an epistemic privilege between the Global North and the Global South in matters of disasters. The second group comprises what I categorise generally as ‘disaster victims’. I identify two forms of structural prejudice that operate against disaster victims: one is the ‘non-expert’ prejudice, and the other is the colonial prejudice. Finally, because of the intercultural nature of disaster environments, I discuss the field of ‘multicultural competencies’ as a useful form of unveiling and counteracting the epistemic injustices contained in both disaster theory and practice. (shrink)

In the present article it is proposed to think about the possibility of an ethics in times of precariousness; on the one hand, through the figure of the Other that appears as a Face in E. Lévinas’ ethics of responsibility, as it is received by Butler in Precarious Life. And, on the other hand, through a proposal to re-read, which we believe it is necessary, the passage known as the “Parable of the Good Samaritan”, key-text in our pre-understanding-hermeneutical background about (...) the link between ethics and openness to the Other. That re-reading would help us to think about the possibility of an ethics that articulates care as assistance to the Other and delegation to an “Other” of the Other, that is usually forgotten. (shrink)

Hegel argues in the Lectures on the Philosophy of Religion that the notion that “God is love” (1 John 4:8) well expresses the self-developing infinitude of being. As such, love expresses the unity of difference and is, therefore, the “representation” (Vorstellung) of reason (Vernunft). This requires, however, transcending the abstract notion of the perfect God that stands over and above finite reality. At the same time love has a subjective dimension, embodied not only in mutual recognition but in the experience (...) of the highest forms of unity with otherness. This ultimately requires of the individual that he or she embrace the nothingness of his or her being and yet also engage responsibly in ethical life (Sittlichkeit). (shrink)

The aim of the article is to analyse the Basic Vocational Training in order to better understand the significant segregation by sex that the data show, both in their access and in the specialties studied, based on the analysis of educational statistics. This analysis is complemented by the use of qualitative methodology through semi-structured interviews with 35 BVT students from five Valencian educational centres, an autonomous region with an important implementation of BVT. Theoretically, we start from Acker's consideration of educational (...) institutions as organizations with a gender mark that contribute to building hegemonic models of masculinity and femininity. The findings show the robustness of gender stereotypes are still identified that persist what we call gendered itineraries, which have an impact on educational decisions and future job transitions. (shrink)

Scholarly correspondence can be as insightful as scholarly work itself, as it often documents the motivating forces of its writers’ intellectual ideas while illuminating their lives more clearly. The more complex the authors’ scholarly works and the more troubled the eras in which they lived, the more substantial, and potentially fascinating, their correspondence. This is especially true of the letters between Alfred Schutz and Eric Voegelin. The scholars lived in incredibly dramatic times and produced profound, complex works that continue to (...) confound academics. The communication between these two giants of the social sciences, as they sent their thoughts to one another, was crucial to the work of both men. _A Friendship That Lasted a Lifetime: The Correspondence between Alfred Schutz and Eric Voegelin _demonstrates that Schutz and Voegelin shared a remarkable friendship: they first met as students in Vienna in the 1920s and found themselves great partners in discussion; years later they were pushed out of Europe by Nazi pressure and went to work at separate American universities. For twenty years they wrote each other, developing their respective scientific works in that dialogue. The letters bear witness to their friendship during the years they spent in exile in the United States, and they document the men’s tentative attempts at formulating the theories of “lifeworld” and “gnosis” associated with Schutz and Voegelin today. The entire collection of 238 letters was printed in German in 2004, but this edited volume is the first to present their correspondence in English and offers a selection of the most important letters—those that contributed to the thinkers’ theoretical discussions and served as background to their most significant thoughts. Editors Gerhard Wagner and Gilbert Weiss do not analyze Schutz’s and Voegelin’s works in light of the correspondence—rather, they present the collection to create a framework for new interpretations. _A Friendship That Lasted a Lifetime_ takes a unique look at two major social scientists. This volume is a valuable resource in the study of Voegelin’s political philosophy and Alfred Schutz’s contribution to American sociology and marks an important addition to the literature on these remarkable men. Showing how scholarly discourse and the dialogue of everyday life can shed light on one another, the book finally presents this correspondence for an American audience and is not to be missed by scholars of philosophy and sociology. (shrink)

The desire for human enhancement has interested humanity throughout history. Myths contain a significant portion of these aspirations, evolving and taking on new nuances. In this work, we demonstrate how elements linked to the desires for immortality from the ancient Sumerian myth of the Epic of Gilgamesh are reborn in the new desires constructed around crispr/Cas9. This successful tool of molecular biology is evident in the reflections of transhumanism related to the longing for amortality, eternal youth, dying young, and eradicating (...) human diseases. (shrink)

El presente trabajo analiza las representaciones de América y los americanos en el siglo XVIII con base en los conceptos de hibridación cultural de García Canclini y de tradición de Ambrosio Velasco. La primera parte del estudio examina la hibridación del territorio americano según las dos ediciones de la Enciclopedia de Diderot, destacando la complejidad discursiva en torno al concepto del salvaje propuesto por Cornelius De Pauw. Posteriormente, se realiza una revisión crítica de las interpretaciones nacionalistas de Xavier Clavijero, cuestionando (...) su supuesta defensa de los antiguos mexicanos a través del análisis de narrativas que entrelazan poderes hegemónicos e identidades invisibilizadas. (shrink)

In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education is the first in a series edited by Maughn Gregory and Megan Laverty, Philosophy for Children Founders, and is a major contribution to the literature on philosophy in schools. It draws attention to an author and practitioner who was largely responsible for the development of scholarship on the community of inquiry, who co-founded the Institute for the Advancement of Philosophy for Children (IAPC), and who undeniably made a significant (...) contribution to philosophy for/with children as a global movement. For anyone familiar with Philosophy for Children, they would, no doubt, also be familiar with its founder Matthew Lipman. However, not always acknowledged is that Ann Margaret Sharp, a philosopher of education, was also one of its pioneers who collaborated with Lipman to develop a theory and practice of the community of inquiry as a collaborative pedagogy and method for Philosophy with Children, as well as a pre-college curriculum. Also, not widely known is that the term ‘community of inquiry’ first appeared in an article co-authored by Lipman and Sharp (1978). Lipman credited Sharp with reconstructing the Peircean/Buchlerian notion of community of inquiry into a model of educational practice. Together they extensively developed the community of inquiry as an approach to teaching, said to transform the structure of the classroom in fundamental ways. Gregory and Laverty set the record straight regarding Sharp’s involvement in the development and success of Philosophy for Children as a school program and worldwide movement. Both editors are highly qualified for a project like this. Between them they have written numerous articles, book chapters and books and have co-edited books on philosophy of education, particularly philosophy for/with children. They are also well-respected practitioners who have collaborated with Sharp. (shrink)