Social struggles have led to the legal recognition of the rights of LGTBI+ people in some countries. Even so, violence against LGTBI+ people is a social problem throughout the world, and has resulted in the vulnerability and victimization of the members of this group. In Spain, no research has been published to date that analyzes this problem in the university context. Considering the scarcity of studies on the identification of this type of violence in Spain, the main objective of this (...) study was to identify violence against LGBTI+ people in Catalan universities. We administered a battery of questions to a sample of 571 university students from six universities in Catalonia (77.8% women) between 17 and 55 years old (M = 21.0; SD = 3.96). Of the 12 situations of violence presented, psychological violence was identified as the most common type. Within our sample, 61.0% reported either being aware of or having experienced some type of violence related to the university context and motivated by the sexual orientation, gender identity, or gender expression of the victim. The results also show that these types of violence in the university context are rarely reported, especially when they do not include physical violence. This study highlights a previously unreported problem and identifies future research avenues in university contexts. (shrink)

Contrary to an understanding of the struggle against gender violence as placing men and women in opposition to one another, victims have always been supported by both women and men. To prevent violence is important to know not only which message should be transmitted but also how the dialogue should unfold, and the characteristics of the people engaging in that dialogue. Because of the existing association between attraction and violence in our society, the unity of the language of ethics and (...) the language of desire in such dialogue has become a key element in the struggle against gender violence. This study identifies the strong presence of communicative acts that unify these languages in the women and men who are successful in this struggle. The opposition to violence that they defend guide their own desires, which are transmitted through their communicative acts to the people around them. (shrink)

Enhancing the quality of learning opportunities for students with disabilities and the learning level attained is a pending challenge. This challenge is especially relevant in the context of special schools, where the learning possibilities derived from interactions with others is limited. However, providing these students with a sufficient level of instrumental learning, such as literacy, and communicative and reasoning abilities is crucial for their subsequent educational and social opportunities. In this case study we analyse a special school that has implemented (...) Dialogic Literary Gatherings with their students as a means to increase learning interactions within the group around the reading and debate of classical books. Semi-structured interviews were conducted with the school principal and with a teacher of the transition to adult life course, and two focus groups were conducted with teachers–one with primary education teachers and one with secondary education teachers–and two focus groups with students–one with primary education students and one secondary education and transition to adult life students–. On the one hand, results show the characteristics of the Dialogic Literary Gatherings that allowed these students to participate and learn. On the other hand, several improvements have been observed. First, regarding instrumental learning, students increased their motivation for reading, and improved their communicative and reasoning abilities and in their reading proficiency. Second, regarding students' behavior, conflict has reduced, solidarity attitudes have increased, and they have acquired dialogic and argumentative habits. Finally, at the emotional level, they gained self-esteem and confidence and feel more empowered to make their voice heard. (shrink)

Introduction to the Institutional Logics Perspective -- Precursors to the Institutional Logics Perspective -- Defining the Inter-institutional System -- The Emergence, Stability and Change of the Inter-institutional System -- Micro-Foundations of Institutional Logics -- The Dynamics of Organizational Practices and Identities -- The Emergence and Evolution of Field-Level Logics -- Implications for Future Research.

Overview -- Locke's internal sense and Kant's changing views -- Personal identity amd its problems -- Rationalist metaphysics of mind -- Consciousness, self-consciousness, and cognition -- Strands of Argument in the Duisburg Nachlass -- A transcendental deduction for a priori concepts -- Synthesis : why and how? -- Arguing for apperception -- The power of apperception -- "I-think" as the destroyer of rational psychology -- Is Kant's theory consistent? -- The normativity objection -- Is Kant's thinker (as such) a free (...) and responsible agent? -- Kant our contemporary. (shrink)

The ways in which knowledge relates to power have been much discussed in radical education theory. New emphasis on the role of gender and the growing debate about subjectivity have deepened the discussion, while making it more complex. In Getting Smart , Patti Lather makes use of her unique integration of feminism and postmodernism into critical education theory to address some of the most vital questions facing education researchers and teachers.

Abstract:During recent years, the principle and practice of employment-at-will have been under attack. While progress has been made in eroding the practice, the principle still governs the philosophical assumptions underlying employment practices in the United States, and, indeed, EAW has been promulgated as one of the ways to address economic ills in other countries. This paper will briefly review the major critiques of EAW. Given the failure of these arguments to erode the underpinnings of EAW, we shall suggest new avenues (...) for approaching employment issues to achieve the desirable goal of employee dignity and respect. (shrink)

In Frege's Conception of Logic Patricia A. Blanchette explores the relationship between Gottlob Frege's understanding of conceptual analysis and his understanding of logic.

Current treatments of practical rationality understand reasons as considerations counting in favor of or against some practical option, treating the positive and the negative case as symmetrical. Typically the focus is on examples of positive reasons. However, I want to shift the spotlight to negative reasons, as making a tighter or more direct link to rationality — and ultimately to morality, which is what much of the current interest in reasons is meant to clarify. Recognizing a positive/negative asymmetry in normative (...) force will let us reconcile the view of moral or other requirements as based on reasons with the denial that reasons as such, even all-thingsconsidered reasons, yield requirements — or as I like to put it, rationally compel. (shrink)

Progress in the neurosciences is profoundly changing our conception of ourselves. Contrary to time-honored intuition, the mind turns out to be a complex of brain functions. And contrary to the wishful thinking of some philosophers, there is no stemming the revolutionary impact that brain research will have on our understanding of how the mind works. Brain-Wise is the sequel to Patricia Smith Churchland's Neurophilosophy, the book that launched a subfield. In a clear, conversational manner, this book examines old questions (...) about the nature of the mind within the new framework of the brain sciences. What, it asks, is the neurobiological basis of consciousness, the self, and free choice? How does the brain learn about the external world and about its own introspective world? What can neurophilosophy tell us about the basis and significance of religious and moral experiences? Drawing on results from research at the neuronal, neurochemical, system, and whole-brain levels, the book gives an up-to-date perspective on the state of neurophilosophy—what we know, what we do not know, and where things may go from here. (shrink)

Despite considerable growth in understanding of various aspects of sporting and exercise embodiment over the last decade, in-depth investigations of embodied affectual experiences in running remain limited. Furthermore, within the corpus of literature investigating pleasure and the hedonic dimension in running, much of this research has focused on experiences of pleasure in relation to performance and achievement, or on specific affective states, such as enjoyment, derived after completing a run. We directly address this gap in the qualitative literature on sporting (...) and exercise embodiment by contributing novel insights on the mind-body pleasures of running via focusing analytic attention towards the pleasures recalled by runners as experienced during positive, rewarding running experiences. Applying conceptual insights drawn from sociological phenomenology, we analyse data from an in-depth, event-focused interview study with distance runners who reported positive, rewarding experiences in recent recreational runs. Through reflexive thematic analysis, we present findings in relation to three themes: (1) ‘running feels like it should’; (2) sensory engagements; and (3) time out. The study contributes fresh perspectives, both conceptually and in relation to data-collection approach, to a small literature on the lived experience of pleasure in sport, exercise and physical cultures. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy and Rhetoric 36.2 (2003) 109-118 [Access article in PDF] Editing the Rhetorical Tradition Patricia Bizzell The rhetorical tradition is always being edited. I know because I have edited it myself—that's a sort of pun, in which the words "the rhetorical tradition" refer both to a book and to the cultural phenomenon the book represents. Bruce Herzberg and I (2001) have co-edited an anthology entitled The Rhetorical Tradition: (...) Readings from Classical Times to the Present. That project also involved editing the tradition itself, because, at least since the days of Isidore of Seville, it is through inclusions and exclusions in anthologies such as ours that the rhetorical tradition is established, grows, and changes. Anthologies seem always to have played a large role in the definition of the rhetorical tradition because the accessibility of texts has so often been an issue in the study of rhetoric, whether transmission problems have been caused by the dissipation of classical learning at the end of the Roman period or are caused by the vagaries of print publication today. Then and now, the changing shape of the tradition may be discerned from the tables of contents of anthologies, a circumstance that has become especially evident to me now that we have had the opportunity to edit our volume twice. The tables of contents of the first edition, appearing in 1990, and the second, in 2001, show both some enduring similarities and some interesting differences.It is important to remember that what we inherit as the "rhetorical tradition," for blessing or curse, comprises at least three modalities: texts deemed worthy of rhetorical study, methods of analyzing those texts, and methods of teaching rhetoric according to precepts and principles derived from those texts. Such a description of our cultural legacy would seem to put texts at the center of the tradition, and indeed, anthologies focus our attention on the rhetorical tradition as a set of texts. Tables of contents organized chronologically suggest a neat progression of supposedly major works marching through the centuries, but why those particular works? In [End Page 109] the study of rhetoric as in the study of imaginative literature, scholars now realize that these supposedly inevitable textual monuments to an unbroken and progressively more sophisticated discipline are in fact quarried from among the masses of material each era produces by traditions, that is, methodological and pedagogical traditions, in how to study rhetoric. Although the tradition appears to be text-based, how we wish to analyze verbal productions and how we prefer to teach the art of producing them govern our choices of rhetorical texts to preserve, elevate, or delete. And modern histories of rhetoric have shown that the preferences governing these choices arise out of complex cultural factors relating to gender, race, social class, national identity, and more.Once upon a time, these choices were dominated by the preferences of socially privileged men who saw Western culture as the best in the world, and that culture itself as springing primarily from Greek and Roman roots. As Walter Ong (1981) has explained in Fighting for Life, these men believed that education in rhetoric must be for men only and that boys must be introduced to it via agonistic competition. From these assumptions sprang buttresses for what we might call the "traditional tradition" in the study of rhetoric, a progression of texts written by Plato, Aristotle, Cicero, Quintilian, Augustine, Erasmus, Bacon, Blair, and so on. This kind of study of rhetoric required extensive education, first, in Latin and Greek, often inculcated with the aid of corporal punishment, as Ong describes, and it persisted well into the twentieth century (though, one trusts, with much less flogging—that went out with co-education, as Ong explains). For example, until 1936, Greek was a graduation requirement at the Jesuit college where I teach, the College of the Holy Cross, and Latin was not dropped as a graduation requirement there until 1959 (the college was still all male, but the rationale for dropping the requirement appears to have centered upon the need to make room in the curriculum for pre-professional studies). Here... (shrink)

Reading and reading comprehension is of great importance for students to be able to grasp the main idea of what they are reading, for which reading strategies are needed. The objective of the research is to analyze and describe the perspectives of the reading strategies they use and how to help entering university students to face their professional studies. The methodology used is descriptive and correlational among its elements, it is of cross-sectional and quantitative approach whose sample are university students (...) entering a professional career, 1181 students were surveyed through an online survey. (shrink)

In The Classrooms All Young Children Need, Patricia M. Cooper takes a synoptic view of Paley’s many books and articles, charting the evolution of Paley’s ...

What is morality? Where does it come from? And why do most of us heed its call most of the time? In Braintrust, neurophilosophy pioneer Patricia Churchland argues that morality originates in the biology of the brain. She describes the "neurobiological platform of bonding" that, modified by evolutionary pressures and cultural values, has led to human styles of moral behavior. The result is a provocative genealogy of morals that asks us to reevaluate the priority given to religion, absolute rules, (...) and pure reason in accounting for the basis of morality. Moral values, Churchland argues, are rooted in a behavior common to all mammals--the caring for offspring. The evolved structure, processes, and chemistry of the brain incline humans to strive not only for self-preservation but for the well-being of allied selves--first offspring, then mates, kin, and so on, in wider and wider "caring" circles. Separation and exclusion cause pain, and the company of loved ones causes pleasure; responding to feelings of social pain and pleasure, brains adjust their circuitry to local customs. In this way, caring is apportioned, conscience molded, and moral intuitions instilled. A key part of the story is oxytocin, an ancient body-and-brain molecule that, by decreasing the stress response, allows humans to develop the trust in one another necessary for the development of close-knit ties, social institutions, and morality. A major new account of what really makes us moral, Braintrust challenges us to reconsider the origins of some of our most cherished values. (shrink)

Parmenides of Elea was the most important and influential philosopher before Plato. He rejected as impossible the scientific inquiry practiced by the earlier Presocratic philosophers and held that generation, destruction, and change are unreal and that only one thing exists. In this book, Patricia Curd argues that Parmenides sought to reform rather than to reject scientific inquiry, and she offers a more coherent account of his influence on later philosophers._ _The Legacy of Parmenides_ examines Parmenides' arguments, considering his connection (...) to earlier Greek thought and how his account of what-is could have served as a model for later philosophers. Curd also explores the theories of his successors, including the Pluralists, the Atomists, the later Eleatics, and the later Presocratics. She concludes with a discussion of the importance of Parmenides' work to Plato's _Theory of Forms._ _The Legacy of Parmenides_ challenges traditional views of early Greek philosophy and provides new insights into the work of Parmenides. "_The Legacy of Parmenides_ represents a milestone... of Parmenides' interpretation. It is full of ideas and tells a coherent story about Parmenides and early Greek thought." --_ Alexander Nehamas, Princeton University___ "Professor Curd offers a genuinely original and possibly correct interpretation of the core thesis of the poem of Parmenides in a field so well worked over that saying something both new and true is profoundly difficult, this is a notable achievement." --_ Thomas M. Robinson, University of Toronto___ "This will be a substantial book in the story of early Greek philosophy, and future writers on the tradition from Thales through Plato will not be able to ignore it without missing an important interpretive alternative. It will be of value to students of Presocratic philosophy or the Greek tradition, as well as to students of the scientific revolution, cosmology, the origins of logic, or comparative mysticism." --_ Scott W. Austin, Texas A&M University___ PATRICIA CURD_ is professor at Purdue University where she works primarily in Ancient Philosophy. She is a co-editor of _Readings in Ancient Greek Philosophy_, and is the editor of _A Presocratics Reader._. (shrink)

Anydomainofscientificresearchhasitssustainingorthodoxy. Thatis, research on a problem, whether in astronomy, physics, or biology, is con- ducted against a backdrop of broadly shared assumptions. It is these as- sumptionsthatguideinquiryandprovidethecanonofwhatisreasonable-- of what "makes sense." And it is these shared assumptions that constitute a framework for the interpretation of research results. Research on the problem of how we see is likewise sustained by broadly shared assump- tions, where the current orthodoxy embraces the very general idea that the business of the visual system is to (...) create a detailed replica of the visual world, and that it accomplishes its business via hierarchical organization and by operatingessentiallyindependently of other sensorymodalitiesas well as independently of previous learning, goals, motor planning, and motor execution. (shrink)

This work presents a novel approach to forecast streaming big time series based on nearest similar patterns. This approach combines a clustering algorithm with a classifier and the nearest neighbours algorithm. It presents two separate stages: offline and online. The offline phase is for training and finding the best models for clustering, classification and the nearest neighbours algorithm. The online phase is to predict big time series in real time. In the offline phase, data are divided into clusters and a (...) forecasting model based on the nearest neighbours is trained for each cluster. In addition, a classifier is trained using the cluster assignments previously generated by the clustering algorithm. In the online phase, the classifier predicts the cluster label of an instance, and the proper nearest neighbours model according to the predicted cluster label is applied to obtain the final prediction using the similar patterns. The algorithm is able to be updated incrementally for online learning from data streams. Results are reported using electricity consumption with a granularity of |$10$| minutes for 4-hour-ahead forecasting and compared with well-known online benchmark learners, showing a remarkable improvement in prediction accuracy. (shrink)

Vaesen infers unique properties of mind from the appearance of specific cultural innovation – a correlation without causal direction. Shifts in habitat, population density, and group dynamics are the only independently verifiable incentives for changes in cultural practices. The transition from Acheulean to Late Stone Age technologies requires that we consider how population and social dynamics affect cultural innovation and mental function.

El autor discurre sobre la historia y esencia del arte, y su relación con las demás manifestaciones del saber humano.

(NB Published in translation as“Hobbes’ theorie der Zivilreligion”, in Dirk Bantl, Rolf Geiger, Stephan Herzberg, eds, Philosophie, Politik und Religion: Klassische Modelle von der Antike bis zur Gegenwart. The Hague: de Gruyter, 2013, pp. 117-132. ABSTRACT: Hobbes's Epicureanism was a house of many mansions. Under the banners of antiquity he could flag modern positions on religion that if openly presented as such would have made him liable to charges of heresy or blasphemy, given the censorship of the modern state. But (...) Hobbes's Epicureanism was also serious and there are important continuities, doctrinal and political, between ancient and modern Epicureanism. (shrink)

This book is a review of some of the main variations of feminist theorizing since 1970. It charts the ways in which feminist thought has reconfigured the relationship between desire, power and academic discourse. It shows how feminist theorists have profoundly challenged the assumptions of social science, freely crossing disciplinary boundaries and giving shape to a new social criticism concerned not only with sexual difference, but also with the differences of race, class, ethnicity, nationality and sexuality.

The Animal Catalyst deals with the 'question' of 'what is an animal' and also in some instances, 'what is a human'? It pushes the critical animal studies in important new directions; it re-examines its basic assumptions, suggests new paradigms for how we can live and function ecologically, in a world that is not simply "ours." It argues that it is not enough to recognise the ethical demands placed upon us by our encounters with animals, or to critique our often murderous (...) treatment of them: this simply reinforces human exceptionalism. Featuring contributions from leading academics, lawyers, artists and activists, the book examines key issues such as: - How "compassion" for animals reinforces ideas of what distinguishes human beings from other animals. - How animal documentaries highlight the problematics of human-based representations of nonhumans. - How speciesism and human centricity are built into the legal system. - How individualist subjectivity works in relation to animals who may not think of themselves in the same way. - How any consideration of animal others must involve a radical deconstruction of our very notion of the "human." This volume is a unique project which stands at the cutting edge of both animal rights philosophies and posthuman/artistic/abstract philosophies of identity. It will be of great interest to undergraduates and researchers in philosophy, ethics, particularly continental philosophy, critical theory and cultural studies. (shrink)

We propose that people typically reason about realistic situations using neither content-free syntactic inference rules nor representations of specific experiences. Rather, people reason using knowledge structures that we term pragmatic reasoning schemas, which are generalized sets of rules defined in relation to classes of goals. Three experiments examined the impact of a “permission schema” on deductive reasoning. Experiment 1 demonstrated that by evoking the permission schema it is possible to facilitate performance in Wason's selection paradigm for subjects who have had (...) no experience with the specific content of the problems. Experiment 2 showed that a selection problem worded in terms of an abstract permission elicited better performance than one worded in terms of a concrete but arbitrary situation, providing evidence for an abstract permission schema that is free of domain-specific content. Experiment 3 provided evidence that evocation of a permission schema affects not only tasks requiring procedural knowledge, but also a linguistic rephrasing task requiring declarative knowledge. In particular, statements in the form if p then q were rephrased into the form p only if q with greater frequency for permission than for arbitrary statements, and rephrasings of permission statements produced a pattern of introduction of modals totally unlike that observed for arbitrary conditional statements. Other pragmatic schemas, such as “causal” and “evidence” schemas can account for both linguistic and reasoning phenomena that alternative hypotheses fail to explain. (shrink)

In the early years of the twentieth century, Gottlob Frege and David Hilbert, two titans of mathematical logic, engaged in a controversy regarding the correct understanding of the role of axioms in mathematical theories, and the correct way to demonstrate consistency and independence results for such axioms. The controversy touches on a number of difficult questions in logic and the philosophy of logic, and marks an important turning-point in the development of modern logic. This entry gives an overview of that (...) controversy and of its philosophical underpinnings. (shrink)