The regulatory structures underlying United States and European Union policies regarding genetically modified (GM) food and crops are fundamentally different. The US regulates GM foods and crops as end products, applying roughly the same regulatory framework that it does to non GM foods or crops. The EU, on the other hand, regulates products of agricultural biotechnology as the result of a specific production process. Accordingly, it has developed a network of rules that regulate GM foods and crops specifically. As a (...) result, US regulation of GM foods and crops is relatively permissive, whereas EU regulation is relatively restrictive. Why are genetically modified food policies in the United States and the European Union so strikingly different? In the light of the recent World Trade Organization dispute on agricultural biotechnology, it may seem that economic interests are the driving force behind policies. While they are certainly part of the picture, the issue is far more complex. This paper argues that three different elements help explain differences between US and EU GM food policies. First, an investigation of US and European policies of the 1970s and 1980s on recombinant DNA research and of events leading up to early GM food and crop regulation allows a deeper understanding of current policy. Second, scrutinizing underlying values and norms can uncover the beliefs that condition current GM food and crop policy. Third, an analysis of involved actors’ views and levels of success in influencing policy is essential to understanding US and EU policies. (shrink)

El presente texto vincula el concepto de responsabilidad descrito por Husserl en la Crisis al tercer sentido de evidencia, correspondiente, a su vez, al tercer momento de la delimitación de lo inmanente y lo trascendente. En la primera parte del trabajo se revisa el concepto de evidencia; en la segunda, el de intencionalidad; y, en la tercera, el de responsabilidad, para lo cual se esbozan aquellos de la libertad, la idea de la humanidad, la historia y la tarea de la (...) filosofía. (shrink)

Este artigo analisa a distinção entre dois tipos de fundamentação, a lógico-semântica e a pragmático-lingüística, a partir da perspectiva habermasiana. Esta última apresenta, para a justificação das normas morais, uma ética do discurso. Operando ainda em outro registro, procura-se mostrar que o esquema habermasiano, inicialmente voltado para a moral, pode aplicar-se à política, quando as proposições políticas são tratadas de modo análogo às morais. Nesse caso, utilizam-se os conceitos habermasianos como operadores. PALAVRAS-CHAVE – Ética. Política. Atos de fala. Atitude performativa. (...) Agir comunicativo. Discurso. ABSTRACT This article offers an analysis of the distinction between two types of argumentation, namely the logic-semantic and the so-called pragmatic- linguistic approach. The last one presents, for the justification of moral norms, an ethics of discourse. Dealing with another aspect as well, it attempts to show that Habermas’s scheme, initially devoted to moral thought, may be applied to politics, whenever political propositions are treated analogously to moral ones. In that case, concepts of Habermas’s theory are used merely as operators. KEY WORDS – Ethics. Politics. Speech acts. Performative attitude. Communicative action. Speech. (shrink)

Les troubles des conduites alimentaires surviennent le plus souvent à l’adolescence sur un fond d’organisation peu stable d’un moi en devenir, les symptômes focalisant sur l’alimentaire un déplacement de besoins affectifs, difficiles à assumer. Ils se constituent à partir d’une interaction complexe à la fois sur le plan individuel et sur le plan relationnel-familial. L’article présente une étude descriptive du fonctionnement intrapsychique individuel et des vécus familiaux du point de vue du père, de la mère et de la fille (diagnostiquée (...) anorexique), à partir d’entretiens et de l’application du Rorschach. Les données recueillies montrent des liens familiaux marqués par des sentiments d’intrusion et de profonde solitude. Le couple parental a montré peu de soutien mutuel et des difficultés chroniques. Père, mère et fille ont montré une fragilité psychique importante avec un moi peu protégé par une enveloppe solide et/ou souple. Les moments de crise de la vie familiale (les maladies, l’adolescence, le vieillissement) étaient perçus comme des tragédies. (shrink)

Recent trends in academic and professional legal communication worldwide have promoted significant changes to aim at operating successfully under current multilingual and multilegal contexts. The aim is to consider a kind of supranational legal discourse so as to minimize socio-cultural variants and to promote the pragmatic conditions for harmonized and ‘common sense’ legal practices without excluding potential reciprocal influences of or resistance to one hegemonic legal system upon others. In Brazil, the traditional ‘thinking like a civil lawyer’ culture still prevails (...) against a more global approach constraining the consolidation of the country’s role of major player in most global legal areas. In addition, the key tool required for achieving some sort of global legal status—Brazilian legal operators’ proficiency in legal English—has been barely considered in both academic and professional settings, particularly in legal translation. This study resorts to the linguistic anthropology concept of ‘entextualization’ to discuss the process of official translation in Brazil to render global legal genres. The comparative analysis between the original text in English and its official version in English focus on drafting consistency, the translator’s choice of some formal entextualization elements used in the process of translation and his/her authority as the entextualizing agent to legitimate text. (shrink)

Durante el siglo XIX la correspondencia no fue solamente el medio más utilizado para transmitir información sino, en muchas ocasiones, el único. Las cartas son un ejemplo de los documentos personales -diarios, memorias, autobiografías o fotografías- que nos muestran la historia vivida en su dimensión más humana. Por su carácter íntimo, no tienen el afán de convencer a terceras personas ni de llevar a la posteridad a sus autores. Son, en su mayoría, epístolas sinceras; algunas en calidad de confesión, obviamente (...) sin firma, otras que relatan las vicisitudes de la vida cotidiana o que informan de algún acontecimiento relevante a familiares o superiores de un monasterio. Esto se puede ver en las cartas que se encuentran en el ramo "Correspondencia de Guardianes del Convento de Guadalupe, Zacatecas", del Archivo Histórico del Convento Franciscano de Zapopan. (shrink)

Conceiving sexuality as a sociohistorical construction, in this paper I reflect upon possible reconfigurations that neoliberalism allows, bearing in mind that it is a specific governmentality displaying a particular mode of subjectivization. The hypothesis I develop stresses that neoliberal governmentality provides new forms of living and experiencing sexuality, resignifying sexual practices to be either accepted or dismissed. Consequently, there are pleasures and sexual acts that become more tolerated, and that originate new rules. Departing from the premise that sexuality is determined (...) by pleasure and danger logics within which neoliberalism foregrounds new discourses, I aim to show the impact such new rules have on women. In these terms, the antivictim conception that some feminist sectors demand regarding sexuality, can orbit around the neoliberal discourse and hide the vindications of women who cannot choose the rejection of their victim position. Even if feminism is widely claiming for women’s reappropriation of their sexual pleasure, these demands are resignified by discourses that urge women to be responsible of themselves, leaving them defenseless in the face of the numerous hardships crossing sexuality as a whole. (shrink)

In this article, we aim, on one hand, to analyze Haroldo de Campos› theoretical reflections on translation as transcreation based on the transcreative practice presented by the poet. On the other hand, we will present the peculiarities of Nietzsche›s text while establishing a connection between thought and life, form and content, writing and blood, aiming to verify to what extent Nietzsche›s texts do not refer their readers to a parallel and autonomous creation, even if reciprocal, meeting the perspective proposed by (...) Haroldo de Campos regarding translation and regarding the search for creating new languages to express new contents. (shrink)

[...] No momento atual, parece-nos possível afirmar que discussões atinentes à epistemologia em Geografia, explicitando a questão da teoria, do método e do objeto no seu interior, têm-se difundido em proporções consideráveis, embora muitas vezes inseridas no bojo do cientificismo, isto é, sob os cânones positivistas da "verdadeira ciência" — aquela que é imune às ideologias. Na medida em que o método científico atua corno o "divisor de águas" entre ciência e ideologia (ou ciência e política), e em que há (...) um certo consenso, até por parte dos geógrafos, a respeito do seu näo-privilegiamento dentro da vasta produção geográfica tradicional, cumpre indagar, inicialmente, se a chamada Geografia crítica não corre o risco de, primeiro, apenas inverter o discurso; segundo, de continuar abordando os mesmos assuntos; terceiro, de fazer a apologia de um único caminho para este saber (e sua prática), o que se nos afigura como um perigoso "passo para trás" nesse percurso decisivo da Geografia em direção ao desvendamento do social (sentido lato), como um importante momento do amplo e complexo processo de constituição de uma outra sociedade. [...] Palavras-chave: Positivismo; Geografia; Método; Científico; Teoria. (shrink)

Neste artigo, utilizaremos os conceitos nietzschianos de ideais ascéticos, ressentimento e moral de rebanho visando mostrar o entrelaçamento apontado por Nietzsche entre humanidade e doença a partir de uma leitura do filme Dogville de Lars Von Trier.

Moral asepsis in education Abstract: The purpose of this article is to question the alleged dissociation between ethics and morals and its consequences for the education, from a hermeneutic perspective. Starting from the hypothesis that theorizations and educational and pedagogical ramifications have been disregarding the discussions on morals and their normative, prescriptive and even pragmatic demands, for the adoption of a posture of permanent suspension, relativization and criticism, at theoretical and practical levels. Such a perspective, in educational contexts, would lead (...) to the abandonment and refusal of reasonable and minimally stable values, which are essential to the justification of the very reason for educating. Consequently, these writings have three key purposes: to understand the causes of the controversial, although necessary, dissociation between ethics and morals; to question the relationship between human becoming, its educational capacity and the moral subject; and to demonstrate the correspondence between ethics, morals and education. Keywords: Ethics; Moral; Education; Human Condition. De la asepsia moral en la educación Resumen: El presente artículo problematiza, a la luz de una perspectiva hermenéutica, el supuesto de la disociabilidad entre la ética y la moral y sus consecuencias para la educación. Parte de la hipótesis que las teorizaciones y desdoblamientos educativos y pedagógicos han pasado a través de los debates sobre la moral y sus demandas normativas, prescriptivas y hasta pragmáticas, en el nombre de la adopción, tanto a nivel teórico como práctico, una postura de permanente suspensión, relativización y crítica. En contextos educativos, tal perspectiva conduciría al abandono y rechazo de valores razonables y mínimamente estables, indispensables para la justificación de la propria razón para educar. Ante esto, estos escritos se orientan según tres propósitos fundamentales: comprender las causas de la controvertida, aunque necesaria, disociación entre ética y moral; problematizar la relación entre el devenir humano, su educabilidad y la cuestión moral; y demostrar la copertenencia entre ética, moral y educación. Palabras clave: Ética; Moral; Educación; Condición humana. Da assepsia moral na educação Resumo: O presente artigo problematiza, à luz de uma perspectiva hermenêutica, o suposto da dissociabilidade entre ética e moral e suas consequências para a educação. Parte da hipótese de que as teorizações e os desdobramentos educacionais e pedagógicos têm preterido as discussões sobre a moral e as suas demandas normativas, prescritivas e até pragmáticas, em nome da adoção, tanto em nível teórico quanto prático, de uma postura de permanente suspensão, relativização e crítica. Em contextos educativos, tal perspectiva estaria conduzindo ao abandono e à recusa de valores razoáveis e minimamente estáveis, indispensáveis à justificação da própria razão de educar. Diante disso, estes escritos orientam-se segundo três propósitos fundamentais: compreender as causas da controversa, apesar de necessária, dissociação entre ética e moral; problematizar a relação entre o devir humano, a sua educabilidade e a questão moral; e demonstrar a copertença entre ética, moral e educação. Palavras-chave: Ética; Moral; Educação; Condição Humana. Data de registro: 21/05/2020 Data de aceite: 29/09/2021. (shrink)

Faith, Tsar and Fatherland is an exploration of how religious, political, and ethnic differences influenced war mobilization in Russia prior to, and during, the First World War. Through the narrative of a sacred union, the Russian Imperial government unified an otherwise divided country into one cohesive whole, fighting to protect the Fatherland. In the name of patriotism, historically marginalized groups such as Russo-German settlers and Russian Muslims set aside political, religious, and cultural differences to fight alongside ethnic Russians in one (...) unified effort to defeat the Central Powers. (shrink)

La filosofia natural ha sido una disciplina de larga tradición académica en las universidades medievales y modernas, ligada sobre todo al escolasticismo aristotélico, aunque se fue diluyendo desde fines del s. XVIII Durante et s. XIX y buena parte del XX fue sólo una presencia habitual en el curriculum de las facultades católicas y de los seminarios. Entre los aos 30 y 60 hubo intentos de resurgimiento desde el tomismo, pensândola en relación con la epistemologia y la filosofia de la (...) ciencia. Pero estos intentos casi no trascendieron fuera de la escuela. En los últimos 20 afios se está produciendo otro intento de refundación de la filosofia natural, de la mano de algunos tomistas que intentan poner en práctica el programa que Jacques Maritain habia enunciado varias décadas antes. En el trabajo se analizan estos dos momentos, en relación con el pensamiento personal del Aquinate, mostrando que el primero estuvo más ligado a una relectura de los grados de abstracción y tuvo en vista sobre todo la delimitación y justificación de la especificidad e irreductibilidad de la metafísica, mientras que el segundo se orienta hacia una visión más cercana al aristotelismo, privilegiando los textos tomistas que comentan y completan al Estagirita. (shrink)

O presente relato busca introduzir a discussão sobre o filosofar em sala de aula como uma importante possibilidade de fazer emergir do grupo um pensamento novo, construído a partir de uma reflexão aberta a esta novidade latente. Para isso, o professor deve estar ciente de que não é o único detentor do saber em uma sala de aula.

This article analyses the relation between ethics and lived body based on Maurice Merleau-Ponty’s works. It is true that the philosopher did not elaborate an ethic. Neither does the present text propose to do so. However, it intends to demonstrate that the Merleau-Ponty contraposition of his existential ontology to the metaphysical anthropological perspectives provides the indications and paths necessary for a possible ethics that takes the radically integral phenomenon of human existence as an inexóráble source.

Considering the enormous outpouring of scholarly work on Schmitt over the last two decades, the absence of an adequate treatment in English of Schmitt's concept of history and the problem of secularization is quite surprising. After all, it is Schmitt himself who claims that “all human beings who plan and attempt to unite the masses behind their plans engage in some form of philosophy of history,” such that the attempt to make sense of Schmitt's program remains incomplete without a serious (...) treatment of his philosophy of history. This article is an attempt to address this problem by means of his exchange with Hans Blumenberg who, more than any other critic of Schmitt, was privy to the political intentions behind Schmitt's metaphorical use of theology. While their discussion is extensive and wide-ranging, I focus here on their diverging philosophies of history, precisely that aspect that is most relevant to gaining a more expansive understanding of Schmitt's arguments, and indeed the relationship between political thought and historical thought. (shrink)

Já tivemos a oportunidade de colocar, após uma reflexão sobre a Geografia, o que inclui necessariamente o ensino, pois, o seu prestígio resulta de sua institucionalização escolar, que caberia a nós, professores de Geografia, a elaboração de um contra-discurso. Se falamos em contra-discurso, é porque sentimos a necessidade de mudança na maneira como se ensina tradicionalmente a Geografia. Lacoste é claríssimo: de modo geral, a Geografia escolar (e os respectivos livros didáticos) se limita (m) a “ensinar sem compreender”. Ou seja, (...) os alunos são obrigados a estudar esta disciplina mesmo sem compreendê-la. Evidentemente, isso não faz sentido, considerando-se que ela deveria – e pode, efetivamente – contribuir decisivamente para uma compreensão crítica de realidade, por parte do educando. Porém, a necessidade de um contra-discurso geográfico advém do seguinte: o discurso geográfico, seja o veiculado pelos meios de comunicação, o dos professores, é essencialmente ideológico. Nossas atenções se voltam especificamente para o discurso escolar, ideológico no sentido de que lhe coube, historicamente, “passar” a ideia de pátria. [...] Palavras-chave: Geografia; Ensino; Discurso; Livros didáticos. (shrink)

Há meses a população mundial enfrenta a pandemia causada pelo COVID-19, uma situação ímpar e talvez a mais desafiadora que rememoramos. Para a maioria dos sujeitos, esta crise junta-se às demais emergências e reforça injustiças, violências, discriminações e sofrimento, uma vez que são considerados _invisíveis_ e sobrevivem em espaços desprovidos de higiene, saúde, educação e segurança e repletos de outras manifestações de _renúncia_ e _impossibilidade_. Considerando que a própria estrutura social é a responsável por chegarmos onde estamos, precisamos nos contrapor (...) à inconsciência de uma realidade que se mostra normativa e imutável, apreendendo-a em perspectivas críticas e transformadoras. Dessa forma, este texto parte da seguinte problematização: quais alternativas poderemos vislumbrar no pós-pandemia, visto que as desigualdades e as injustiças aumentam? Delineamos prognósticos do tempo presente a partir do diálogo entre Adorno e Horkheimer (2006) e Santos (2007), utilizando como categorias de análise: racionalidade instrumental, pensamento abissal, pensamento pós-abissal e educação emancipatória. A racionalidade tornou-se o cânon da sociedade esclarecida, fundamentando as estruturas e relações sociais em uma percepção universal, totalitária e homogênea, que despreza e invisibiliza as diferenças. Defendemos uma educação para a contestação, a inquietude e a resistência, que desvele e problematize as linhas abissais a fim de pensarmos e agirmos para além delas, vislumbrando alternativas, novas práticas e perspectivas solidárias e sustentáveis, pois quaisquer ideais de progresso e desenvolvimento serão ilusórios enquanto persistirem a invisibilidade “do outro lado da linha”. A reflexão da realidade, em suas estruturas históricas e sociais, se efetiva como possibilidade de novos caminhos para a compreensão dos obstáculos e potencialidades emancipatórias. (shrink)

Starting from the close connection between formation and values and considering that the evaluation of values is fundamental for educational conceptions and contents, the article proposes to thematize education from Nietzsche's philosophy of values, considering the Nietzschean distinction between philosophical workers and philosophers of the future and the relationship between ethical formation and the way of valuing in social terms since Max Weber.

The imposition of telework due to the COVID-19 pandemic brought with it the need for individuals to readjust their work-non-work boundaries. In this crisis situation, individuals’ needs to manage these boundaries may have been influenced by contextual factors, such as family-supportive supervisor behaviors and macro-structural aspects, such as the country to which the teleworkers belong. This study tests the mediating effect of boundary control on the relationship between FSSB and satisfaction with life and examines the moderating effect of the country (...) in the relationship between FSSB and boundary control. With a sample of 108 Portuguese and 118 Pakistani individuals, the results were analyzed using Process tool. FSSB was found to be important for teleworkers to control their boundaries and for their satisfaction with life and this control was also seen to contribute to higher levels of life satisfaction. Differences between the two countries were observed: boundary control mediates the relationship between FSSB and satisfaction with life for Pakistani teleworkers and these workers are more dependent on FSSB to exercise boundary control than Portuguese teleworkers. This study highlights the importance of considering contextual factors when implementing telework. Practical implications are discussed. (shrink)

This work introduces a two-dimensional modal logic to represent agents' Concurrent Common Knowledge in distributed systems. Unlike Common Knowledge, Concurrent Common Knowledge is a kind of agreement reachable in asynchronous environments. The formalization of such type of knowledge is based on a model for asynchronous systems and on the definition of Concurrent Knowledge introduced before in paper [5]. As a proper semantics, we review our concept of closed sub-product of modal logics which is based on the product of modal logics. (...) The key idea is to reason about Concurrent Knowledge under a two-dimensional approach, regarding asynchronous runs and consistent global states as dimensions. We present an axiomatic system for the logic and issue the corresponding soundness and completeness proofs. (shrink)

This paper introduces a two-dimensional modal logic to reason about knowledge in asynchronous multi-agent message-passing systems. We present a new theoretical definition for concurrent knowledge in order to describe the kind of knowledge typical in such asynchronous environments. To define concurrent knowledge, we propose the closed sub-product of modal logics: a two-dimensional formal semantics where one dimension corresponds to asynchronous runs, the other corresponds to consistent cuts and the concurrent knowledge is defined as the transitive closure over the product of (...) the former dimensions. We axiomatize the presented logic issuing proofs of soundness and completeness with respect to the class of closed sub-product of modal frames. (shrink)

Graphical AbstractThis recent meeting covered non-bilaterian (e.g., cnidarians, ctenophores, and sponges) animals broadly, but with emphasis in four areas: 1) New genomic resources and tools for functional studies, 2) advances in developmental and regeneration studies, 3) the evolution and function of nervous systems, 4) symbiosis and the holobiome.