Augustu Comtovi bývá vyčítáno, že nezahrnul psychologii do své klasifikace věd, případně že psychologii redukuje na fyziologii. V tomto článku se pokusím ukázat na některé důvody, jejichž souhra Comta k tomuto kroku vedla. Nejdříve bude třeba projasnit, jaký význam pojem „psychologie“ v jeho době měl a jakou výhodu oproti této disciplíně Comte viděl ve frenologii. Poté bude ukázáno, že Comte nebyl nekritickým příznivcem frenologie. Rozhodující dimenzí se ukáže být pojímání vztahu jedince a společnosti. Comtův nábožensky motivovaný anti-individualismus bude ukázán jako (...) příčina jeho odmítání psychologie i frenologie. (shrink)

Augustu Comtovi bývá vyčítáno, že nezahrnul psychologii do své klasifikace věd, případně že psychologii redukuje na fyziologii. V tomto článku se pokusím ukázat na některé důvody, jejichž souhra Comta k tomuto kroku vedla. Nejdříve bude třeba projasnit, jaký význam pojem „psychologie“ v jeho době měl a jakou výhodu oproti této disciplíně Comte viděl ve frenologii. Poté bude ukázáno, že Comte nebyl nekritickým příznivcem frenologie. Rozhodující dimenzí se ukáže být pojímání vztahu jedince a společnosti. Comtův nábožensky motivovaný anti-individualismus bude ukázán jako (...) příčina jeho odmítání psychologie i frenologie. (shrink)

Už dlouho jsme ve filozofii poměrně slušně informováni o tom, co se děje na západ od nás. Tyto informace se však týkají spíše anglofonního světa, už méně německého, který byl po velmi dlouhou dobu naším kulturním partnerem. Popelkou zůstává svět frankofonní – a je to škoda. Mezeru v tomto okruhu se nyní snaží zaplnit Miloš Kratochvíl ze Západočeské univerzity v Plzni svou knihou, jejíž název je uveden v titulu této recenze.

When the first edition of Pediatric Psychopharmacology published in 2002, it filled a void in child and adolescent psychiatry and quickly establishing itself as the definitive text-reference in pediatric psychopharmacology. While numerous short, clinically focused paperbacks have been published since then, no competitors with the scholarly breadth, depth, and luster of this volume have emerged. In the second edition, Christopher Kratochvil, MD, a highly respected expert in pediatric psychopharmacology, joins the outstanding editorial team led by Dr. Martin and Dr. Scahill. (...) In the new edition, the editors streamline the flow of information to reflect the growth in scientific data since the first edition appeared. The overall structure of the book remains the same, with major sections on underlying biology; somatic interventions; assessment and treatment; and special considerations. (shrink)

t. 1. Dialog s V. V. Davydovym -- t. 2. Nereshennye problemy razvivai︠u︡shchego obrazovanii︠a︡.

Cet article se penche sur une figure de l’imaginaire collectif, à savoir Mickey Mouse. Cette souris sympathique qui a fait le tour du globe dans les années 1930 est devenue l’animal héraldique du triomphe des économies pulsionnelles et d’une mercantilisation du rêve de bonheur. En partant d’une réflexion sur la contiguïté entre l’activité ludique et l’art de l’animation, l’article tente d’aborder la question de « l’esthétisation de la politique » par le biais du jeu. Une référence constante à la fonction (...) du conte dans le monde enfantin nous permet d’articuler quelques enjeux de ce que W. Benjamin analyse, dans son essai sur L’Œuvre d’art à l’époque de sa reproductibilité technique, sous le terme de « seconde technique ». (shrink)

Dílo Hélène Metzgerové tvoří významný zdroj informací o dějinách chemie. Cílem tohoto textu je však představení jeho epistemologického rozměru. Na základě zkoumání dějin vědy Metzgerová formuluje epistemologické teze o vědeckém poznání obecně, ale vztahuje je i na práci historiků vědy. Vytváří tak epistemologii historiografie vědy, která má být alternativou k historiografii pozitivistické. Akceptuje duhemovský holismus i tezi o nedourčenosti teorie fakty, což vztahuje i na interpretace starých textů. Rozpracovává tak filosofickou metodu historiografie vědy, která se svými principy blíží hermeneutice.

L’idée de l’article est de mettre en exergue l’approche critique et matérialiste de Benjamin à travers sa lecture de Proust. Benjamin dispose d’une série de concepts plus ou moins définis qui permettent d’établir une critique transversale des œuvres choisies dans l’histoire. La remémoration et la présentification, la peinture et la photographie, l’aura et l’expérience du choc façonnent une volonté qui produit de façon artificielle l’expérience de la durée. Or, la réussite de cette entreprise artistique dépend également de l’évolution historique des (...) moyens techniques qui sont à son service. (shrink)

Standard models of adolescent risk taking posit that the cognitive abilities of adolescents and adults are equivalent, and that increases in risk taking that occur during adolescence are the result of socio emotional differences in impulsivity, sensation seeking, and lack of self-control. Fuzzy-trace theory incorporates these socio emotional differences. However, it predicts that there are also cognitive differences between adolescents and adults, specifically that there are developmental increases in gist-based intuition that reflects understanding. Gist understanding, as opposed to verbatim-based analysis, (...) generally has been hypothesized to have a protective effect on risk taking in adolescence. Gist understanding is also an essential element of informed consent regarding risks in medical decision- making. Evidence thus supports the argument that adolescents’ status as mature minors should be treated as an exception rather than a presumption, because accuracy in verbatim analysis is not mature gist understanding. Use of the exception should be accompanied by medical experts’ input on the bottom-line gist of risks involved in treatment. (shrink)

Abstract In this chapter, we challenge the presupposed concept of innovation in the responsible innovation literature. As a first step, we raise several questions with regard to the possibility of ‘responsible’ innovation and point at several difficulties which undermine the supposedly responsible character of innovation processes, based on an analysis of the input, throughput and output of innovation processes. It becomes clear that the practical applicability of the concept of responsible innovation is highly problematic and that a more thorough inquiry (...) of the concept is required. As a second step, we analyze the concept of innovation which is self-evidently presupposed in current literature on responsible innovation. It becomes clear that innovation is self-evidently seen as (1) technological innovation, (2) is primarily perceived from an economic perspective, (3) is inherently good and (4) presupposes a symmetry between moral agents and moral addressees. By challenging this narrow and uncritical concept of innovation, we contribute to a second round of theorizing about the concept and provide a research agenda for future research in order to enhance a less naïve concept of responsible innovation. (shrink)

"This book is an augmented and updated translation by the author of Theorie des Subjekts: Subjectiviteat und Identiteat zwischen Moderne und Postmoderne, Teubingen, Francke-UTB, 2010 (3rd ed.)"--Title page verso.

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

Moral philosophers have often felt the need of a concept which would cover all those cases where we are prevented from achieving our ends through no fault of our own: a criterion for saying when failure is not blameworthy. The deontologists thought we were not to blame for actions done in genuine ignorance of the facts. Kant declared in a famous passage that we were not morally responsible for failures due to the “niggardliness of stepmother nature.” In this article I (...) want to introduce into moral philosophy a new concept for clarifying the failures for which we are not to blame: the notion of scarcity, taken from economic theory. (shrink)

Graphical AbstractIn article number 2000050, Barbora Straková et al. speculate that environmental sex determination in amniotes evolves via a heterochronic shift of sex change from the adult to the embryonic stage in a hermaphroditic ancestor. Subsequently, the loss of responsiveness to environmental stimuli (stress) led to genotypic sex determination, where the sex is decided at conception. Cover image by Tereza Unzeitigova.

Frequent independent origins of environmental sex determination (ESD) are assumed within amniotes. However, the phylogenetic distribution of sex‐determining modes suggests that ESD is likely very ancient and may be homologous across ESD groups. Sex chromosomes are demonstrated to be old and stable in endothermic (mammals and birds) and many ectothermic (non‐avian reptiles) lineages, but they are mostly non‐homologous between individual amniote lineages. The phylogenetic pattern may be explained by ancestral ESD with multiple transitions to later evolutionary stable genotypic sex determination. (...) It is pointed out here that amniote ESD shares several key aspects with sequential hermaphroditism of fishes such as a lack of sex differences in genomes, biased population sex ratios, and potentially also molecular mechanism related to general stress responses. Here, it is speculated that ESD evolves via a heterochronic shift of the sensitive period of sex change from the adult to the embryonic stage in a hermaphroditic amniote ancestor. Also see the video abstract here https://youtu.be/q2mjtlCefu4. (shrink)