‘Deep adaptation’ refers to the personal and collective changes that might help us to prepare for – and live with – a climate-influenced breakdown or collapse of our societies. It is a framework for responding to the terrifying realization of increasing disruption by committing ourselves to reducing suffering while saving more of society and the natural world. This is the first book to show how professionals across different sectors are beginning to incorporate the acceptance of likely or unfolding societal breakdown (...) into their work and lives. They do not assume that our current economic, social and political systems can be made resilient in the face of climate change but, instead, they demonstrate the caring and creative ways that people are responding to the most difficult realization with which humanity may ever have to come to terms. Edited by the originator of the concept of deep adaptation, Jem Bendell, and a leading climate activist and strategist, Rupert Read, this book is the essential introduction to the concept, practice and emerging global movement of Deep Adaptation to climate chaos. (shrink)

El objetivo del presente trabajo es señalar que la noción de filosofía como terapia, que aparece en las Disputas Tusculanas III, no es suficiente para erradicar las opiniones falsas en el marco de la sociedad, dado el carácter individual que nos propone el estoicismo. Para sustentar esta tesis, en primer lugar, retomaré las características que Foucault señala sobre el cuidado de sí en el periodo helenístico y romano, toda vez que la filosofía, entendida como una terapia para la vida, se (...) enmarca en lo que el pensador francés llama el “cuidado de sí”, esto es, la capacidad que tiene la filosofía de curar el alma para poder tener un comportamiento conforme a la naturaleza a fin de llevar una vida feliz e imperturbable. La finalidad de este análisis es mostrar en qué sentido la terapia de la que nos habla Cicerón en Tusculanas III funciona como un cuidado de sí mismo. En segundo lugar, con base en los elementos del cuidado de sí a la luz de la terapia estoica, examinaré el origen de la opinión falsa para advertir que, si bien la terapia es efectiva para una dimensión ética del comportamiento humano, resulta insuficiente para erradicar el origen de las opiniones falsas que están en el seno de la sociedad. Por último, sugeriré una posible solución para el problema de las opiniones y las emociones que se gestan en el marco de la sociedad a partir de lo que Martha Nussbaum nos dice sobre la envidia en Emociones políticas. (shrink)

The basis of science is the hypothetico-deductive method and the recording of experiments in sufficient detail to enable reproducibility. We report the development of Robot Scientist "Adam," which advances the automation of both. Adam has autonomously generated functional genomics hypotheses about the yeast Saccharomyces cerevisiae and experimentally tested these hypotheses by using laboratory automation. We have confirmed Adam's conclusions through manual experiments. To describe Adam's research, we have developed an ontology and logical language. The resulting formalization involves over 10,000 different (...) research units in a nested treelike structure, 10 levels deep, that relates the 6.6 million biomass measurements to their logical description. This formalization describes how a machine contributed to scientific knowledge. (shrink)

In a series of radio broadcasts, one of which is translated for the first time in this issue (pp. 21-34), Adorno and Becker claimed that modern education is profoundly inadequate. Their views on education draw heavily on Kant’s notion of Enlightenment as a process for the development of personal and social maturity and responsibility. As such, education cannot just be a training but must itself be a developmental process which takes into account not only social and political realities but also (...) the complex psychodynamics involved in learning. However, Adorno and Becker arrive at a position that is close to self-contradictory, unable to solve the paradox inherent in the idea of an education that is at once authoritative and non-conformist. This might arise from their failure to reflect on the nature of their own dialogue, and it is suggested that friendship offers the social model of a dynamic relationship of the type they sought to articulate. Despite the fact that the discussion took place in 1969, in a climate of educational debate radically different from today’s, their work raises issues and poses questions of the profoundest importance 30 years on. (shrink)

Special issue of the Journal for Early Modern Studies (4.1., Spring 2005) Guest Editor: Lucian Petrescu. -/- .

Zájem současné sociologie a dalších společenských věd o výzkumy spokojenosti a štěstí zatemňuje skutečnost, že původně právě sociologie chtěla „štěstí" poskytovat a nahrazovat tak náboženské přístupy ke světu. Tento implicitně nábo- ženský charakter je patrný i v rané české sociologii v dílech prvních propagátorů sociologie, jako byl především Emanuel Makovička, a později u některých následovníků a epigonů T. G. Masaryka, v meziválečném období zejména u Ladislava Kunteho, R. I. Malého, Alexandra Sommera-Batěka, Jindřicha Fleischnera a Jana Duška. Z hlediska vývoje české (...) sociologie šlo o zcela okrajové postavy, ačkoli mnohé z nich vynikly v jiných oblastech, jako celek jsou nicméně vyjádřením jednoho z aspektů dobových teoretických úvah o společnosti, jejím uspořádání a vývoji, na který by nemělo být zapomínáno. Zatímco T. G. Masaryka a pozdější akademické sociology „omezoval" vědecký charakter jejich práce, a i pokud směřovali k sociálnímu reformismu, oddělovali jej od teoretické sociologie, „sociologie vedoucí ke štěstí" nalezla plné uplatnění ve vizích a ambiciózních projek- tech těchto amatérských takésociologů - třebaže skončily faktickými nezdary nebo ani nedošly praktického naplnění, ostatně stejně jako v případě jejich pravzoru, Comtova pozitivistického apoštolátu. (shrink)

Este artigo aborda as memórias do handebol nos jogos escolares maranhenses (JEMs) (1970), em São Luís-MA. O corpus empírico do estudo foi o ginásio desportivo Ronald da Silva de Carvalho, da Escola Técnica Federal do Maranhão (ETFMA). A pesquisa qualitativa com aporte teórico-metodológico da Memória e da História Oral, com entrevista dos “lugares de memória” negras do campo esportivo, objetivou reconstruir as experiências do handebol no JEMs. Os Jogos Escolares Brasileiros e a invasão dos paulistas em São Luis-MA, transformou as (...) configurações na obtenção do sucesso esportivo no campo esportivo brasileiro e internacional. (shrink)

Source: Author: Faeze Rezazade, Esmaeil Zohdi Discrimination and racial injustice towards Blacks have existed among the groups of people since the very beginning of their gatherings as a communication and society. Throughout history, people of colored skin, especially Blacks, were not accepted in the Whites’ communities due to the Whites’ thought of supremacy over them. Regardless of their positive role and doing manual labor in keeping the wheels of the Whites’ industry turning, Blacks were always treated as nonhuman and “clownish” (...) creatures born to serve Whites. African Americans are the main groups of Blacks who suffer from discrimination and racial injustice because they are living among Whites, though segregated from the Whites’ society. However, there are many white individuals who do not consider the skin color and treat Blacks as human beings and only humanity and good nature of the people matters to them. Nelle Harper Lee in her masterpiece, To Kill a Mockingbird, written in 1960, introduces three children and Atticus, who is Scout and Jem’s father, as color-blind characters who fraternize with Blacks as humans without paying attention to their skin color. Therefore, using W. E. B. Du Bois’ thoughts- regarding prejudice, discrimination, and racial injustice- in this article it has been tried to investigate Atticus’ and three children’s color blindness in the case of racism in To Kill a Mockingbird. ]]>. (shrink)

Ḥadīths have been preserved and recorded in various ways since the Companions. These activities continued dur-ing the Tābiīn (the successors of the Companions) Period. So much so that these methods have formed the infra-structure of other methods that will emerge later. In this context, before the 70's (A.H.), works named al-Aṭrāf appeared. However, these first works consisted of the notes that they wrote some of the ḥadīths before coming to the science assemblies to help students remember in ḥadīth learning. Ḥadīth (...) scholars have adopted and applied this method in a very short time. Thus, this method also provided the opportunity for the formation of the first written ḥadīth documents. In addition, with the writing of ḥadīth works, it has turned into a system of al-Taṣnīf and al-Takhrīj in order to make maximum use of these books and to reach the source of a narration that is tried to be found. As a result, al-Aṭrāf literature, which can be evaluated as index, has emerged. As a matter of fact, the first examples of this literature, arranged alphabetically according to the names of the Companions or ḥadīth texts, started to be given since the 4th (A.H.) century. In this way, the way to quickly benefit from the accumulation of the ḥadīth area has been opened. This article focuses on the historical adventure of al-Aṭrāf and their contributions to the ḥadīth field, as well as literature knowledge of the works of al-Aṭrāf which are of great importance for both al-Kitābah, al-Taṣnīf and al-Takhrīj.Summary: In order to understand and practice the religion of Islām, great efforts have been made both in the past and later periods in order to convey the words, verbs, interpretations and qualifications of the Prophet to the next genera-tions as they are protected from all kinds of falsification and changes. This process, which started with memoriza-tion and partly writing at the beginning, has gained momentum with the use of other methods since the period of Tābiīn. In this context, the method of aṭrāf was started to be used to facilitate memorization, to be a reminder, and to transmit the ḥadīth through the hearing of the ḥadīth sheikh. The first examples of this method were seen by Muḥammad b. Sīrīn during his participation of his teacher Abīde/Ubayda Salmān in the scholarly assembly. At this stage, the relevant method was manifested as writing a passage from the beginning of the ḥadīth. Thus, the aforementioned method, which had great contributions in recording and memorizing ḥadīths in accordance with the original, has gained widespreadness and application among the ḥadīth scholars like Ubeydullaḥ b. Omar, Shu’bah b. al-Ḥajjāj, Sufyān as-Sawrī, Mālik b. Anas, Ismāīl b. Ayyāş and Vakī b. Jarrāḥ in a very short time. In this context, Yazīd b. Zuray’ stated that he went to his teacher without his aṭrāf work of ḥadīths which he transmitted from Shu’bah and listened to ḥadīth in this way. Therefore, this mentioned event is important in terms of putting forth that Shu’bah allowed the aṭrāf method in his assemblies. The method was used by Aḥmad b. Ḥanbal, who traveled to Madīnah to convey the reports recorded with the mentioned method of his teacher Abū Alḳama al-Farawī and at the same time listen to the related transfers from him, but who could not reach his goal. Therefore, the related narrations show that aṭrāf method was used effectively by ḥadīth scholars to remember the ḥadīths in the 1st and 2nd centuries, so sections from the narrations were written during the preparatory stage before coming to the scholarly assembly. Ultimately, the importance of these works, which manifest in different ways and offer great contributions to writing, is an undeniable reality for the history of ḥadīth.Aṭrāf, the plural form of taraf that literally means the side and edge of something, mean a section, phrase or first part that indicates the whole of the ḥadīth. This method, along with the formation of ḥadīth literature, has been started to be given as a name to the works organized alphabetically according to the name of the Companions or ḥadīth texts by mentioning some of the ḥadīths with the 4th century. In this sense, aṭrāf has started to become a unique literature in a sort of taṣnīf and takhrīj method in order to make use of the ḥadīth writing easier.Aṭrāf studies may aim to bring together the isnāḍs (chains of transmitters) in all books, or they can be limited to the chains in certain books. Aṭrāf books contain the ḥadīths in the Ṣaḥīḥān or Kutub al-Sittah and are written in alphabetical form based on the name of the companions or according to the texts of ḥadīth. The first of these, which has the attribute of the musnad in a sense, is arranged in alphabetical order according to the name of the Companion, and if there are many people who narrate from him, according to the names of the tābiīn and taba-i tābiīn (successors of the tābiīn). Accordingly, the narrations of each companion were determined and listed in al-phabetical order in aṭrāfs in musnad-type, and a passage was written from the ḥadīths and marked as books/chapters in the places of relevant narration. On the other hand, the second type of aṭrāf books were ar-ranged by giving a few words from a section that allows remembering the head or all of the ḥadīths without in-cluding chains, and then placing these texts in alphabetical order.The type of aṭrāf offers the opportunity to see different chains of narrations together and provides many facilities for the ḥadīth researchers. Therefore, ḥadīth researchers show great interest in this genre. Aṭrāfs provide many benefits for both ḥadīth chain and text. In this respect, it is possible to talk about many advantages of the ḥadīth to its transmister such as the determination of mutawātīr, garīb, azīz, mashhūr, mutābī or the testimony of ḥadīth; to provide facility to make a reputation research of a riwāyah (narration), to provide an opportunity to determine the location of the narrations in the primary sources; to detect the link or any blackout in the chain, to reach the nu-merical knowledge of ḥadīth narrated by a companion or other narrators, to obtain information about narrators whose identity is not explicitly stated, to know the first narrator, to provide the protection of the ḥadīths from taḥrīf or alteration, to give the opportunity to identify the subject they contain, to be able to obtain text integrity by getting various chains, the detection of the sabab al-wurūd (the context of ḥadīth).Due to the contributions we have mentioned above, many books on aṭrāf literature that started with Abu’l-Ḥasen Ali b. Omar ad-Dārakutnī have been published. Among them Aṭrāfu’s-ṣaḥīḥayn/el-Jem`u bayna’s-ṣaḥīḥayn by Abū Mas`ūd Ibrāhīm b. Muḥammad b. Ubayd ad-Dimashkī, Aṭrāfu’s-ṣaḥīḥayn by Abū Muḥammad Ḥalaf b. Muḥammad b. Ali al-Vasiṭī, Zaḫāiru’l-mavārīs fi’d-dalālati alā mavāzi`i’l-hadīs by Abdülganī b. İsmāīl en-Nāblūsī and Tuḥfatu’l-ashrāf bi ma`rifati’l-aṭrāf by Abu’l-Ḥajjāj Yūsuf b. Abdurrahman el-Mizzī can be mentioned. Some of the related works are arranged in musnad style while others are arranged according to the first word of ḥadīth texts. As a result, the method of aṭrāf has become a kind of indexer in order to facilitate reaching the source of the re-ports and make the highest level of use required by the classification and bookings of the ḥadīths in the 3rd centu-ry. These works, arranged alphabetically in the name of the Companions or according to the texts of the ḥadīth, have taken their place in the history of the ḥadīth with their many examples, both in the form of taṣnīf and the method of takhrīj by mentioning a part of the ḥadīth by the head. (shrink)