Con este artículo nos proponemos exponer brevemente algunas de las conclusiones a las que hemos llegado en un amplio trabajo de investigación llevado a cabo en los últimos años sobre la historia y naturaleza textual de los manuales de construcción de guiones cinematográficos (Ballester, 2001)….

When I pretended during my early youth what it might be like to practice medicine, I did not dream of the satiny images and pearly white smiles from the Marcus Welby reruns I faithfully watched on television, nor did I fantasize about getting behind the wheel of the gleaming cherry red Mercedes convertible my uncle the psychiatrist drove to my family's frequent gatherings. Money and medicine, though somehow clearly linked, were to me incalculably unrelated. The power of doctors rested in (...) their ability to heal the human beings in whom they recognized themselves wherever they touched them. The legendary country doctor of bygone years who took care of anyone (rich or poor) in the neighborhood who fell ill, crossed with a daring and sweaty guerrilla resisting his corrupt government from the distant reaches of a Latin American Jungle: this chimera was the warrior-physician I secretly aspired to be. (shrink)

There is one Karl Marx, and a multitude of Marxisms. This concise, introductory book by internationally renowned scholar Jean Anyon centers on the ideas of Marx that have been used in education studies as a guide to theory, analysis, research, and practice. Marx and Education begins with a brief overview of basic Marxist ideas and terms and then traces some of the main points scholars in education have been articulating since the late 1970s. Following this trajectory, Anyon details how social (...) class analysis has developed in research and theory, how understanding the roles of education in society is influenced by a Marxian lens, how the failures of urban school reform can be understood through the lens of political economy, and how cultural analysis has laid the foundation for critical pedagogy in US classrooms. She assesses ways neo-Marxist thought can contribute to our understanding of issues that have arisen more recently and how a Marxist analysis can be important to an adequate understanding and transformation of the future of education and the economy. By exemplifying what is relevant in Marx, and replacing that which has been outdone by historical events, Marx and Education aims to restore the utility of Marxism as a theoretical and practical tool for educators. (shrink)

Jean Anyon's groundbreaking new book reveals the influence of federal and metropolitan policies and practices on the poverty that plagues schools and communities in American cities and segregated, low-income suburbs. Public policies...such as those regulating the minimum wage, job availability, tax rates, federal transit, and affordable housing...all create conditions in urban areas that no education policy as currently conceived can transcend. In this first book since her best-selling _Ghetto Schooling_, Jean Anyon argues that we must replace these federal and metro-area (...) policies with more equitable ones so that urban school reform can have positive life consequences for students. Anyon provides a much-needed new paradigm for understanding and combating educational injustice. Radical Possibilities reminds us that historically, equitable public policies have been typically created as a result of the political pressure brought to bear by social movements. Basing her analysis on new research in civil rights history and social movement theory, Anyon skillfully explains how the current moment offers serious possibilities for the creation of such a force. The book powerfully describes five social movements already under way in U.S. cities, and offers readers interested in building this new social movement a set of practical and theoretical insights into securing economic and educational justice for the many millions of America's poor families and students. (shrink)

How can low-income, non-English-speaking parents become advocates, leaders, and role models in their children’s schools? _A Cord of Three Strands_ offers a close study of the Logan Square Neighborhood Association, a grassroots organization on the northwest side of Chicago, whose work on parent engagement has drawn national attention. The author identifies three elements—induction, integration, and investment—that together capture the dynamic and developmental nature of successful parent engagement. Writing with both optimism and urgency, author Soo Hong offers richly detailed portraits of (...) parents’ experiences and addresses the complex and sometime conflicting relationships among school, family, and community. (shrink)

Aesthetic properties are often thought to have either no evaluative component or an evaluative component that can be isolated from their descriptive component. The present article argues that this popular view is without adequate support. First, doubt is cast on the idea that some paradigmatic aesthetic properties are purely descriptive. Second, the idea that the evaluative component of an aesthetic property can always be neatly separated from its descriptive component is called into question. Meanwhile, a speculative hypothesis is launched regarding (...) the structure of being garish and being cacophonous. Finally, an explanation is given of how the issue of the structure of aesthetic properties bears on their reality and (presumed) response-dependence. (shrink)

The traditional conception of response-dependence isinadequate because it cannot account for all intuitivecases of response-dependence. In particular, it is unableto account for the response-dependence of (aesthetic, moral, epistemic ...) values. I therefore propose tosupplement the traditional conception with an alternativeone. My claim is that only a combination of the twoconceptions is able to account for all intuitivecases of response-dependence.

Current suggestions for capacities that should be targeted for moral enhancement has centered on traits like empathy, fairness or aggression. The literature, however, lacks a proper model for understanding the interplay and complexity of moral capacities, which limits the practicability of proposed interventions. In this paper, I integrate some existing knowledge on the nature of human moral behavior and present a formal model of prosocial motivation. The model provides two important results regarding the most friction-free route to moral enhancement. First, (...) we should consider decreasing self-interested motivation rather than increasing prosociality directly. Second, this should be complemented with cognitive enhancement. These suggestions are tested against existing and emerging evidence on cognitive capacity, mindfulness meditation and the effects of psychedelic drugs and are found to have sufficient grounding for further theoretical and empirical exploration. Furthermore, moral effects of the latter two are hypothesized to result from a diminished sense of self with subsequent reductions in self-interest. (shrink)

This article is a reply to Dominic McIver Lopes, 'Shikinen Sengu and the Ontology of Architecture in Japan,' published in The Journal of Aesthetics and Art Criticism 65 (2007). The reply explains how the standard ontology of architecture is able to accommodate Japanese shrines such as Ise Jingu.

Not only is freedom a shared concern of Sartre and Schelling, which would not be anything particularly unique, but for both philosophers, freedom must be articulated out of an ontological ground, or within the confines of an ontological system. A contradiction nevertheless appears to arise regarding the “orientation” of Sartre and Schelling’s respective “ontologies of freedom”: the freedom of Sartre, reflecting a contemporary stoic-inspired doctrine, is directed toward the future, while for Schelling, with affinities to the temporal logic of psychoanalysis, (...) freedom is oriented toward the past. This article presents both Sartre and Schelling’s ontological reasoning out of which either a progressively oriented freedom (the freedom to negate the present in the name of future “possibles”) or a retrogressively oriented freedom (the freedom to determine the ground of the present out of an indefinite, a-temporal becoming), before attempting to resolve this contradiction in the temporality of freedom by examining the position and role of the negative (of negation, contradiction, or nothingness), as either secondary or primary, within the ontology of each respective philosopher. (shrink)

The aim of this article is to reconstruct and evaluate the main argument in Roger Scruton's book The Classical Vernacular: Architectural Principles in an Age of Nihilism.

The article tries to prove that the famous formula "epekeina tês ousias" has to be understood in the sense of being beyond being and not only in the sense of being beyond essence. We make hereby three points: first, since pure textual exegesis of 509b8–10 seems to lead to endless controversy, a formal proof for the metaontological interpretation could be helpful to settle the issue; we try to give such a proof. Second, we offer a corollary of the formal proof, (...) showing that not only self-predication of the form of the Good, but of any form is not possible, that is: no form of F has the form of F. Third, we apply Spinoza’s distinction between an ens imaginarium and a chimaera to Plato’s Idea of the Good. (shrink)

Traditional cognitive science is Cartesian in the sense that it takes as fundamental the distinction between the mental and the physical, the mind and the world. This leads to the claim that cognition is representational and best explained using models derived from AI and computational theory. The authors depart radically from this model.

This article asks the question “Why did Plato not write the ‘unwritten doctrine’?” and answers it by citing a combination of two obstacles. The first derives from the limitations of the episteme available to an embodied soul about the essence of the good. Even if the dialectician has access to some kind of knowledge, the mismatch between the unchanging essence of the good and the precarious logoi which aim to identify it (and allow others some measure of access to it) (...) can never fully be overcome. At best, Socrates (or Plato) can lead souls to an incomplete account of it: It is possible that even the most expert dialectician can only have a claim to knowledge, but no absolute certainty. Another obstacle lies in the audience or readership itself: No shortcut to understanding is possible, and yet a mere written presentation, which is all they have, is just such a shortcut, and so represents an empty promise. In memory of Charles H. Kahn (1928–2023), a letter of his from September 5, 1989, concerning the question “Why did Plato not write the ‘unwritten doctrine’?” is published, along with some comments. (shrink)

Un itinéraire est proposé pour comprendre la réception de Petrus Ramus dans la pensée catholique, puisqu’il s’agit d’un sujet totalement inexploré : 1) 1545-1585 (stade de compréhension et d’absorption des idées de Ramus), 2) 1585-1640 (époque du combat apologétique, confrontation et éclectisme), 3) 1640-1670 (période d’étude et de discussion détaillée des auteurs scolastiques et des rationalistes), et 4) après 1670 (époque de suspension et de dissolution progressive de l’intérêt pour les œuvres de Ramus). La réception de Ramus dans les œuvres (...) de Lalemandet, Mersenne, Sorel, Gassendi et Caramuel est particulièrement étudiée, ainsi que l’influence de Ramus sur les jésuites. On conclut à une réception très différente. Les auteurs les plus aristotéliciens (Mas, Raynaud...) étaient absolument contre La Ramée, alors que d’autres avaient une position plus éclectique (Lalemandet, Caramuel), d’autres estimaient son travail (Mersenne, Gassendi) et certains ont formulé un jugement très élogieux (Sorel). (shrink)

Na era das tecnologias digitais, entender vieses algorítmicos por meio das teorias da verdade ajuda a fazer perguntas cujas respostas facilitam a filtragem da informação de forma mais eficaz. O ganho é a compreensão aprofundada da realidade.

El crecimiento y el desarrollo de la complejidad cultural a lo largo de la historia humana, poseen la forma de una espiral en movimiento que se abre a las posibilidades; desde un punto se extienden una serie de círculos concéntricos que amplían el espectro cultural. Esta apertura la podemos percibir desde un concepto clave en la obra wittgensteineana, a saber, la noción de ver aspectos. Por otra parte, con ella también podemos distinguir y entender otro punto clave en esa dinámica (...) cultural, ello es: la idea de cambio y conflicto social. Así pues, la idea del presente trabajo es mostrar las estructuras epistémicas con las que operan los conflictos y los cambios socioculturales -tan relevantes para el desarrollo social y la teoría antropológica-, tomando como fondo la idea wittgensteineana de visión de aspectos. Con lo que encontramos, que el presente artículo además de ser una contribución al “estudio cultural” con base en un interés epistemológico, pretende vincular la filosofía wittgensteineana con la antropología científica.Palabras clave: Visión de aspectos, conflicto, cambio social, Wittgenstein, epistemología.The growth and development of cultural complexity throughout human history has had the form of a moving spiral that opens to possibilities; from one point, a series of concentric circles is extended that expand the cultural spectrum. This opening can be perceived from a key concept in Wittgenstein’s thought, namely, the notion of seeing aspects. On the other hand, with this concept we can also identify and understand another key point in that cultural dynamic: the idea of change and social conflict. Thus, the idea of this paper is to show the epistemic structures through which conflicts and socio-cultural changes operate, which are so relevant to social development and the anthropological theory, taking the Wittgensteinian idea of seeing aspects as a background. This article is not only a contribution to “cultural study” based on an epistemological interest, but it also tries to link Wittgenstein’s philosophy with scientific anthropology.Key words: Vision of aspects, conflict, social change, Wittgenstein, epistemology. (shrink)

UNESCO in the 2030 agenda for sustainable development establishes respect for the environment and sustainability education as key elements for the challenges of society in the coming years. In the educational context, physical education can have a vital role in sustainability education, through Traditional Sporting Games. The aim of this research was to study from an ethnomotor perspective the different characteristics of two different groups of TSG in the Canary Islands, Spain. The corpus of this investigation was made up of (...) 513 TSG, identified by two analysis techniques and collected in a database. The categories corresponding to the variables of the internal logic of the game were the type of motor interaction, related to space, relationships with time, and relationships with objects. The study also examined the variables of external logic or sociocultural conditions such as the protagonists, playing areas, and game moments. The data analysis was carried out using descriptive and inferential statistics: cross-tables, effect sizes, classification trees, and the identification of frequency areas. Of the total number of playful activities identified, most were physical activities. These activities were Quasi-games without rules and TSG as well as activities with Objects and without material. This research confirms that the TSG in the Canary Islands is a mirror of traditional culture and, from a pedagogical approach, shows great potential for material and social sustainability. (shrink)

Recent models of scientific collaboration show that minorities can end up at a disadvantage in bargaining scenarios. However, these models presuppose the existence of social categories. Here, we present a model of scientific collaboration in which inequality arises in the absence of social categories. We assume that all agents are identical except for the position that they occupy in the collaboration network. We show that inequality arises in the absence of social categories. We also show that this is due to (...) the structure of the collaboration network and that similar patterns arise in two real-world collaboration networks. (shrink)

The book is a collection of essays written by Gustavo Esteva over the last 20 years. In this book, Gustavo Esteva, renowned in Mexico as a philosopher on education and on developmentalism, collects four major areas of his writings: on learning, development, autonomy, and interculturality. A memorial to a great thinker, this book stimulates thoughts on developmentalism across the global south.

Nosso artigo visa um estudo sobre os cadernos intitulados como “Manuscritos econômico-filosóficos” de Karl Marx, do ano de 1844, tendo em vista a posição privilegiada que o texto ocupa no desenvolvimento do pensamento do autor. Do mesmo modo, os manuscritos guardam os primeiros estudos teóricos da economia política de um jovem Marx e seu pensamento precoce – anterior àquele de “O capital” –, ao mesmo tempo que também representou o aprimoramento das “armas da crítica” pela “crítica das armas” contra os (...) jovens hegelianos do grupo de Berlim (principalmente Bauer e Stirner) e o pensamento e herança deixada por Hegel. Tais estudos possivelmente também foram importantes para a edificação da amizade que ele também começaria poucos meses após os manuscritos serem “concluídos” – conclusão que só seria realizada com a publicação mas que nunca ocorreu durante a vida de Karl Marx, senão, ocorreria apenas em 1932 (integralmente) com a redescoberta dos mesmos alguns anos antes com o impulso da revolução bolchevique na Rússia. Por fim, buscaremos apontar em que medida as concepções e o pensamento do jovem autor se conservam ou se transformam – parcial ou completamente – nos anos imediatamente posteriores. (shrink)

The first part of the paper (p. 10-21) tries to answer the first question of the title and describes a set of seven “knowledge-claims” made by Socrates: 1. There is a distinction between right opinion and knowledge. 2. Virtue is knowledge. 3. Nobody willingly does wrong. 4. To do injustice is the greatest evil for the wrongdoer himself. 5. An even greater evil is if the wrongdoer is not punished. 6. The just person is happy; the unjust person is unhappy. (...) 7. The pleasant is not the good. These claims seem to be the “few” (oliga) (Men. 98 b3) but “very important” (kallista) (Grg. 472 c8) things that Socrates claims to know. The second part (p. 22-39) tries to answer the second question and defends the thesis that the supposed “knowledge” of Socrates is dianoetic, but not noetic. The main new idea of this paperis the comparison of the Socratic knowledge-claims with the upper states of the mind symbolized in theDivided Line, noesis and dianoia (cf. R. 511 d7-e1). Posted. (shrink)

Wittgenstein’s mature philosophy offers a therapeutic way out of some conundrums stemming from taxonomic expectations regarding philosophical description of experience in general. The paper asks if this is also true of the facts of aesthetic experience. This possibility is hinted at by examining an application of the notion of certainty to aesthetic experience. Some traits of possible uses of central concepts of the mature Wittgenstein to a philosophical aesthetics inspired by the “new method” are also canvassed.

The anthropologist James Frazer investigates the ritual gesture in search of be- liefs about the physical world by the native. Wittgenstein considers this a case of aspect- blindness, one that is disruptive of the conditions for understanding the native’s most triv- ial gestures. Unable to cast his glance from within the native situation, this methodological view from nowhere has an arresting effect on experience – in particular, the experience of speaking. This interruption is to be examined by means of a (...) thought experiment. Then, through the interplay of the concepts of Spirit and Aspect, a philosophical tool is described to assess the problem that can also serve as practical guide back to ordinary experience. The next step is to examine this way out in a particularly sensitive kind of experience of meaning: the aesthetic experience, also seen as a ritual. We conclude by alluding to a pos- sibly mutual illumination between aesthetic experience, translation studies and a Cavellian take on ordinary language. (shrink)

What distinguishes the Socrates of the early from the Socrates of the middle dialogues? According to a well-known opinion, the “dividing line” lies in the difference between the Socratic and the Platonic theory of action. Whereas for the Platonic Socrates of the early dialogues, all desires are good-dependent, for the Platonic Socrates of the middle dialogues, there are good-independent desires. The paper argues first that this “dividing line” is blurred in the "Symposium", and second that we have in the "Symposium" (...) a more distinctive dividing line, namely the introduction of the separate existence of the idea of beauty. This introduction by Diotima/Plato of separate ideas and the lack of understanding of separate ideas – here the idea of beauty – by Socrates may have been the limit not only of the Socrates of the early Platonic dialogues, but of the historical Socrates as well. (shrink)

O presente artigo busca caracterizar a querela interna do Movimento Jovem-Hegeliano através da descrição e caracterização do conceito de massa/massificação dentro do pensamento de seus membros primeiros, a saber: Ludwig Feuerbach, David Strauss e Bruno Bauer.