Feminist scholars have been remaking the landscape in political theory, and in this important book some of the most important feminist political theorists provide reconstructions of those concepts most central to the tradition of political philosophy. The goal is nothing less than the construction of a blueprint for a positive feminist theory.Many of these papers are completely new; others are extensions of important earlier work; two are reprints of classic papers. The result is a progress report on the continuing feminist (...) project to re-envision traditional political theory. As such, it constitutes essential reading not only for feminist thinkers but also for traditional philosophers and political theorists, who will need to come to terms with these contemporary critiques and re-readings. (shrink)

This paper investigates the effects of Buddhist ethics on consumers’ materialism, that is, the propensity to attach a fundamental role to possessions. The literature shows that religion and religiosity influence various attitudes and behaviors of consumers, including their ethical beliefs and ethical decisions. However, most studies focus on general religiosity rather than on the specific doctrinal ethical tenets of religions. The current research focuses on Buddhism and argues that it can tame materialism directly, similar to other religions, and through the (...) specific Buddhist ethical doctrines of the Four Immeasurables: compassion, loving kindness, empathetic joy, and equanimity. The empirical results show the following: (1) Buddhism reduces materialism directly and through some of the Four Immeasurables, and (2) despite the doctrine of non-existence of the self, positive emotions toward the self are still present, and the self absorbs the effects of Buddhist ethics on materialism. The latter finding suggests a “resistance of the self” that is coherent with the idea of a consumer who leverages the self to go beyond it. (shrink)

In this paper, the endeavour to understand how to think of education ‘after progress’, viz. in an age in which progress has become problematic, is undertaken by focusing on the theme of time. Dovetailing Klaus Mollenhauer’s reflections on the rise of the Bildungszeit at the dawn of modernity with Thomas Popkewitz’s analyses of ‘cosmopolitan time’ presiding over pedagogical reform from the 19th century to the present, I shall, first, explore this temporal configuration of modern schooling (which goes hand in hand (...) with a specific understanding of the child). Against this backdrop, I shall, second, advance an interpretive hypothesis, that of substituting what will be called the ‘child-as-migrant’ for the ‘cosmopolitan child’, by appropriating, in an educational key, some insights of Thomas Nail’s ‘migrant cosmopolitanism’. I shall thereby suggest an alternative view of ‘progressivity’, construed not along modern-developmentalist lines but as a form of non-conservativeness, linked with a recognition of the ekstatikon (that is, destabilizing) character of time. This will require a revisiting of some Aristotelian intuitions about time as the rhythm of movement, reinterpreted as the affective experience of that ek-statikon without which there is no potential for the new. Accordingly, ‘progressive’ education (in the different interpretation investigated here) is the concern to allow all of us as ‘migrants’ to live actively in the abode of our ek-static and unpredictable condition and, therefore, to be vulnerable to the new, without merely remaining in a taken-for-granted ethos, cosmopolitan, inclusive, and progress-oriented though it may be. (Editor's note: This paper forms part of the suite entitled ‘Education After Progress’.). (shrink)

In this paper, I will establish a conversation between Rorty and the recent proposal of post-critical pedagogy. The assumption is that through this dialogue some tenets of the latter could find a Rortyan redescription that avoids the risk of ‘metaphysical’ formulations, whereas Rorty’s ideas can increase in their relevance with respect to education thanks to the post-critical perspective. In particular, the conversation will develop by focusing on the shared attitude towards the critical-negative attitude of poststructuralist thought, the significance of the (...) subject-matter in education and an interpretation of pedagogical hermeneutics (a key notion of post-critical pedagogy) through the lens of the Rortyan idea of edification. In the conclusion, by distinguishing two views of hope – an eventist and a transitionalist – it is argued that it is precisely in this theme, which seems to be a privileged meeting ground for Rorty and post-critical pedagogy, that there may lie a major fault line. (shrink)

How is scientific data used to represent phenomena and as evidence for claims about phenomena? In this paper, I propose that a specific type of claims – evidential claims – is involved in data practices to define and restrict the representational and evidential content of a dataset. I present an account of data practices in the epidemiology of the exposome based on the notion of evidential claims, which helps unpack the approaches, assumptions and warrants that connect different stages of research. (...) I identify three different strategies to generate different types of evidential claims in this case. The macro strategy, which individuates the dataset that serves as the initial evidential space for research. The micro strategy, which is used to generate evidential claims about the microscopic and individual component of target phenomena. The association strategy, that uses evidence from the other strategies to identify a dataset as representation of the different levels and relations of exposure and disease. Differentiating between these strategies sheds light on the multi-faceted landscape of biomedical research on environment and health; and the roles of data and evidence in the process of inquiry. (shrink)

The aim of this article is to contribute to the outlining of the philosophical and epistemological status of post-critical pedagogy in the light of the body of scholarship (both positive and negative) that has, in the last few years, already grown in relation to this theoretical project. The article invites readers to follow its authors on a stroll in ‘Post-Criticalland’. Moreover, the article raises the question of whether post-critique is a new paradigm or merely a different attitude within the critical (...) tradition. The authors conclude by arguing for a principle of complementarity and for practices of diplomatic negotiation, on the grounds that post-critique should not be construed as dependent on critique but as complementary to it and as deserving a time and space of its own. (shrink)

The idea of autonomy, presented as Kant’s main achievement in the Groundwork and the second Critique, is hardly present in the ethics of the “Doctrine of Virtue”. Against Pauline Kleingeld’s recent interpretation, I argue that this does not amount to a disappearance of the Principle of Autonomy, but to an important development of the notion of autonomy. I first show that Kant still advocated the Principle of Autonomy in the 1790s along with the thought of lawgiving through one’s maxims. I (...) then argue that the role of autonomy in Kant’s later ethics has a different focus than in the previous works, which requires to connect autonomy with autocracy. Conversely, in the “Doctrine of Virtue”, autocracy, which Kant had employed before as an independent notion, is construed as a new layer of autonomy. What Kant there calls subjective autonomy is thereby considered as reason’s self-government in the maxims of each rational agent. -/- . (shrink)

Calls for evidence-based approaches to COVID-19 have sparked up discussions on the use of evidence for policy. In this note, we expand these discussions: while the debate has mostly focused on the types of evidence to be used for policy, we argue that the assessment of judgments involved in data practices and evidence production should play a central role in evaluating policy.

After outlining the renascent interest in teaching within contemporary educational theory, the present paper engages with a reflection on teaching beyond the predominant learnification and the related emphasis on efficacy as a primary value. In this endeavour, the theme of teachers’ demoralization is introduced in a philosophical-educational key, by deploying an existential perspective. Within this horizon, a special focus is on failure construed as intimately linked with the ‘essence’ of education qua an encounter of free beings and as a possibility (...) inherent to the dignity of teaching. In conclusion, some implications of this recognition of the ‘significance’ of failure are indicated in regard to teacher education. (shrink)

In her recent much-debated manifesto for Socratic education, Martha Nussbaum (2010) makes two statements seemingly dissonant with each other: on the one hand, she recognizes in Dewey "a thinker who brought Socrates into virtually every American classroom" (p. 64); on the other hand, she points out that "Dewey, however, never addressed systematically the question of how Socratic critical reasoning might be taught to children of various ages" (p. 73). The latter remark works as a sort of springboard to the introduction (...) of Matthew Lipman's curriculum as a "source of practical guidance" for teachers "who want to teach Socratically" (p. 73).We could rephrase such a double position in the evaluation of Dewey's .. (shrink)

El objetivo del presente artículo es analizar la fenomenología de la donación de Jean- Luc Marion y plantear algunas críticas de carácter fenomenológico-hermenéutico. En primer lugar, se quiere mostrar cómo las interpretaciones que el pensador francés elabora de la donación en el «primer Heidegger» están claramente influenciadas por la filosofía del así llamado «segundo Heidegger» y, por tanto, pierden de vista el trasfondo hermenéutico que anima toda investigación heideggeriana de la década de 1920. En segundo lugar, se pondrá de manifiesto (...) cómo una fenomenología de la donación que reconduzca toda manifestación al puro darse de los fenómenos responde más a una problemática de carácter teorético-metafísico que a un planteamiento propiamente fenomenológico o hermenéutico. (shrink)

In this paper, I will explore Rorty’s recommendation to shift from a philosophical to a literary culture by addressing this theme through a philosophical-educational lens and in reference to the question of what kind of education we need in order to foster democratic ethos. In this perspective, I will establish a comparison/contrast between Rorty’s idea of sentimental education and Matthew Lipman’s Philosophy for Children understood as two (alternative?) ways of recontextualizing Dewey’s heritage. After discussing Rorty’s understanding of a need for (...) an end (instead of a “Deweyan” recovery) of philosophy starting from his dialogue with Castoriadis and by reconstructing his appeal to a poeticized culture, I will present Lipman’s case for education for philosophical inquiry in order to cultivate a democratic ethos in primary and secondary schools. I will contrast it with Rorty’s education as socialization and, contextually, I will illustrate their different stances towards Hirsch’s cultural literacy and his core curriculum approach to civic education. Finally, after problematizing Rorty’s views on the use of literature for a democratic culture, I will indicate the need to combine the Rortyan and Lipmanian thrusts and will claim that an aspect of the novel-driven education advocated by Rorty maintains a constitutive Socratic-inquiring dimension. (shrink)

In this paper I take my cue from what I suggest calling “the Adamitic modernity.” By this phrase I endeavor to capture a specific ‘removal’ of childhood that occurs in the Cartesian gesture of the enthroning of Reason. By drawing upon a reading of the major philosophical works of Descartes, I will argue that one of the main thrusts of his conceptual device is a deep-seated, and even anguished, mistrust of childhood and its errors. To put it in a nutshell: (...) in the Cartesian modernity philosophy/science and childhood are at odds with each other. In the second step of my argumentation, I will show in what sense Dewey rehabilitates childhood and its form of experience by, thus, healing the rift between childhood and science. This notwithstanding, Dewey was not ready to take the decisive step of thinking of a philosophy for children. Precisely by activating and developing the significance of qualitative thought, Matthew Lipman was able, instead, to progress beyond Dewey. In this perspective, I will show how Lipman and Ann Sharp, while walking in Dewey’s footsteps as far as their non-Cartesian interpretation of childhood is concerned, part company with him in their educational take on philosophy and on how this results in a revamping of the way of construing the Deweyan relationship between the child and the curriculum. (shrink)

ABSTRACTThis introduction outlines the rationale of the symposium 'Vocabularies of Hope in Place of Vocabularies of Critique: Can Rorty Help Us to Redescribe Education?'. In particular, it argues that, despite some early statements of Richard Rorty, he may turn out to be a particularly timely thinker in reference to debates occurring in the field of educational theory and philosophy, especially by suggesting an engagement with the latter through vocabularies of hope. Moreover, after highlighting that a valuable dialogue may be established (...) between Rorty's stance and post-critical pedagogy, the introduction describes in broad strokes along which lines this conversation will unfold in the three papers and one response composing the symposium. (shrink)

We raise a problem of applicability of RCTs to validate nuclear diagnostic imaging tests. In spite of the wide application of PET and other similar techniques that use radiopharmaceuticals for diagnostic purposes, RCT-based evidence on their validity is sparse. We claim that this is due to a general conceptual problem that we call Prevalence of Treatment, which arises in connection with designing RCTs for testing any diagnostic procedure in the present context of medical research, and is particularly apparent in this (...) case. We also identify three practical reasons why RCTs do not qualify as the best option for PET validation, which have to do with specific characteristics of nuclear diagnostic imaging, and of radiopharmaceuticals. The paper is meant to contribute both to the philosophical discussion on the EBM hierarchy of evidence, and on the specific debate on radiopharmaceuticals in nuclear medicine. (shrink)

The aesthetic experience may be defined as people's interactions with, and reactions to, objects, places, but also to the environment. Most psychological perspectives on the aesthetic experience argue that it results from the coordination of different mental processes such as perception, attention, memory, imagination, thought, and emotion. Physiological and neurological responses are also involved. Aesthetic experiences can take place while we observe works of art in museums and galleries as well as in other contexts such as natural and built environments. (...) Looking at a landscape, walking in a park, meeting people in a square, and walking into a building that is architecturally appealing are examples of natural and built environments where we can experience beauty, pleasure, attraction, and interest, among other aesthetic reactions.Research on aesthetic experiences has a long history, and in recent decades, the field has experienced tremendous growth in the number of empirical studies conducted. One of the areas that researchers have yet to fully address is the influence of the context (natural and built environments) on aesthetic experiences. We refer to context according to three broad categories: Context as natural environments, context as built environments, and environments for aesthetic experiences.Context as natural environments: People show a basic tendency to associate the natural environment with positive evaluations. According to an evolutionary explanation know... (shrink)

In this paper, I will endeavour to revisit a central theme of Dewey’s Experience and Education and show its continuing relevance by contextualizing it within a momentous issue in education today. More specifically, I will attempt to proceed along the path of Dewey’s engagement with progressive education by marshalling some of his arguments in discussing what I will call—with a touch of irony—a techno-revolutionary tone recently adopted in education. It is appropriate to specify in advance what I mean by this (...) expression. Nobody can gainsay that we are facing major developments in technology and in the human ways of producing, organizing, and disseminating knowledge, and that we must draw important.. (shrink)

A relatively common approach in game studies understands gameworlds as constituting an existential situation for the player. Taking that stance, which is rooted in the European philosophical tradition of Existentialism, in this chapter we investigate the relationships and similarities between our existence within and without gameworlds. To do so, we first provide a review of existing literature in ‘existential ludology’ - work in game studies which considers our engagement with gameworlds from an existential perspective. In the second part of the (...) chapter, we then engage with some of the most notable ideas of the Norwegian philosopher Peter Wessel Zapffe. Zapffe understood human life as inherently meaningless and identified four ways in which human beings typically protect themselves from the existential panic that accompanies the awareness of that meaninglessness: isolation, anchoring, distraction, and sublimation. These four categories are used as the foundation for an examination of gameworlds as technologies for repressing existential panic. (shrink)

Drawing from narratology and design studies, this article makes use of the notions of the ‘implied designer’ and ‘ludic unreliability’ to understand deceptive game design as a specific sub-set of transgressive game design. More specifically, in this text we present deceptive game design as the deliberate attempt to misguide players’ inferences about the designers’ intentions. Furthermore, we argue that deceptive design should not merely be taken as a set of design choices aimed at misleading players in their efforts to understand (...) the game, but also as decisions devised to give rise to experiential and emotional effects that are in the interest of players. Finally, we propose to introduce a distinction between two varieties of deceptive design approaches based on whether they operate in an overt or a covert fashion in relation to player experience. Our analysis casts light on expressive possibilities that are not customarily part of the dominant paradigm of user-centered design, and can inform game designers in their pursuit of wider and more nuanced creative aspirations. (shrink)

The term ‘gesture’ is often used for an action capable of conveying a meaning and, in this sense, it is related to the question of the origin of language. In this paper I rather focus on a concept of ‘gesture’ intended as the «supplement of an act», produced by an historical and cultural process and representative of a «pure mediality». Such a different notion of gesture should not to be confused with a form of expression considered as an end in (...) itself. In this perspective, I will try to think the artistic gesture not as bearer of meaning but as what is ‘beared’, i.e., as the non-communicative rest of previous acts of communication. (shrink)

Investigating the bases of inter-individual differences in risk-taking is necessary to refine our cognitive and neural models of decision-making and to ultimately counter risky behaviours in real-life policy settings. However, recent evidence suggests that behavioural tasks fare poorly compared to standard questionnaires to measure individual differences in risk-taking. Crucially, using model-based measures of risk taking does not seem to improve reliability. Here we put forward two possible - not mutually exclusive - explanations for these results and suggest future avenues of (...) research to improve the assessment of inter-individual differences in risk-taking by combining repeated online testing and mechanistic computational models. (shrink)

The present work is a contribution towards understanding the cultural environment in which the concept of man and nature were conceived in India. The book has the virtue of presenting the Hindu philosophical systems in a style that is intelligible for even neophytes.

1. A Travelling Classic On the centennial anniversary of the publication of Dewey’s Democracy and Education (New York, Macmillan, 1916) this symposium (including contributions from European and non European scholars) explores both the epoch-making significance and the topicality of the ideas in Dewey’s masterpiece for the development of European educational reflection. Democracy and Education has frequently been represented as a turning point in educational discourse, inaugurating a radically...

Orazio Ricasoli Rucellai is one of the leading eruditi of the second half of 17th-century Florence; he tried to keep alive Galileo’s contribution to science. Most of his Dialoghi filosofici have been published at the end of 19th century; among the unpublished dialogues dedicated to Timaeus we find a partial defence of Descartes’ metaphysics, which is edited in the Appendix. In particular, the topics at stake are the demonstration of God’s existence and of the immateriality of the soul in Descartes’s (...) Meditationes. The opponent of Descartes’s doctrine relies on Gassendi’s Obiectiones. Descartes’s doctrine of ideas completely detached from sense perception is dismissed as useless on a cognitive basis, and only a generic innatism is maintained, only as far as it can provide a proof of God’s imprint on human soul. (shrink)

This paper is the written version of my contribution to the International Conference «30 years Logica modernorum» held in Amsterdam in November 1997 in honor of the late prof. Lambertus M. de Rijk. Research on Oresme’s modi rerum theory was in the first stage, while now we can read the critical edition of Oresme’s Physics commentary, where modi are introduced and widely used. In this paper I shall consider Oresme’s polemical use of modi rerum, trying to set it in the (...) larger context of both his ontology and his epistemology. Oresme’s challenge to either a realist or terminist ontology by means of modi rerum conceals probably an attack to William of Ockham; Oresme refers explicitly to Ockham concerning exclusive propositions, but I think that on many other occasions the polemical target of Oresme’s criticism can be reasonably identified in William of Ockham or in some unnamed followers of the Venerabilis Inceptor. Some hints are reserved also to the possible sources of Oresme’s modi rerum. (shrink)

A long tradition, whose echo is still perceptible in some contemporary reflections, combines philosophy and melancholy, often indentifying melancholy as the beginning of philosophy. But rereading the Freud’s _Mourning and Melancholia_, the «circular insanity» shows two sides, depressive and maniac. Once the double nature of the «circular insanity» has been taken into consideration, it can be reiterated that melancholy is connected to philosophy not only with regard of its beginning but also to its (temporary) end, approached through Wittgenstein's reflection on (...) the miracle and the mystical as the extinction of the philosophical question. In this perspective, the whole cycle of philosophy, from its depressive beginning to its maniacal outcome, undergoes an aesthetic consideration, in which what is more important is the _how_ of experience rather than its _what_. Finally, the aesthetic point of view on the connection between melancholy and philosophy makes it possible to reconsider the very status of that research that presents itself as 'love of knowledge'. (shrink)

Resumo: Com a própria concepção de “filosofia como modo de viver”, Pierre Hadot inaugurou uma das mudanças de paradigmas exegéticos mais significativas do período recente. Elaborada a partir de autores antigos, as características e as razões interpretativas desse novo paradigma tornam a proposta de Hadot capaz de abarcar outras épocas e autores diversos. Dentre eles, um papel de destaque é confiado a Friedrich Nietzsche, sobre o qual Hadot detém-se com regularidade e insistência em muitas de suas obras. O presente artigo (...) oferece uma reconstrução do percurso teórico-filosófico que levou o estudioso francês a elaborar a própria concepção interpretativa e pretende mostrar a leitura que, no interior dele, faz-se das especificidades filosóficas nietzschianas. Sua concepção se mostra como uma abordagem diferenciada das páginas de Nietzsche e apresenta elementos de grande originalidade com uma visão que convida a ser refletida e aprofundada.: With the conception of “philosophy as a way of life”, Pierre Hadot inaugurated one of the most significant changes of exegetical paradigms of the recent period. Elaborated from ancient authors, the characteristics and interpretive reasons of this new paradigm make Hadot’s proposal able to encompass other times and different authors. Among these, a prominent role is entrusted to Friedrich Nietzsche, on which Hadot regularly and insistently dwells on many of his works. This article offers a reconstruction of the theoretical-philosophical path that led the French scholar to elaborate his own interpretative conception and aims to show the reading that, within it, is made of the Nietzschean philosophical specificities. Hadot’s conception shows itself as a different approach to the pages of Nietzsche and presents elements of great originality with a view that invites to be reflected and deepened. (shrink)

Both Medawar and Hamilton contributed key ideas to the modern evolutionary theory of ageing. In particular, they both suggested that, in populations with overlapping generations, the force with which selection acts on traits declines with the age at which traits are expressed. This decline would eventually cause ageing to evolve. However, the biological literature diverges on the relationship between Medawar’s analysis of the force of selection and Hamilton’s. Some authors appear to believe that Hamilton perfected Medawar’s insightful, yet ultimately erroneous (...) analysis of this force, while others see Hamilton’s analysis as a coherent development of, or the obvious complement to Medawar’s. Here, the relationship between the two analyses is revisited. Two things are argued for. First, most of Medawar’s alleged errors that Hamilton would had rectified seem not to be there. The origin of these perceived errors appears to be in a misinterpretation of Medawar’s writings. Second, the mathematics of Medawar and that of Hamilton show a significant overlap. However, different meanings are attached to the same mathematical expression. Medawar put forth an expression for the selective force on age-specific fitness. Hamilton proposed a full spectrum of selective forces each operating on age-specific fitness components, i.e. mortality and fertility. One of Hamilton’s expressions, possibly his most important, is of the same form as Medawar’s expression. But Hamilton’s selective forces on age-specific fitness components do not add up to yield Medawar’s selective force on age-specific fitness. It is concluded that Hamilton’s analysis should be considered neither as a correction to Medawar’s analysis nor as its obvious complement. (shrink)

The proposed paper situates the question about the ‘success’ of the P4C program within the ‘what works’ debate which has taken place in the Anglo-American educational community over the last 15 years. Against this backdrop, the cultural significance of P4C is highlighted and a special focus is devoted to how P4C has changed (or should have changed) the practice of teaching. Finally, the P4C-oriented teaching of disciplines is indicated as a possible promising way out of the current educational predicament marked (...) by the detraditionalization and individualization of knowledge. (shrink)