These 8 essays mirror and expand the complexity of contemporary discussions on cosmopolitanism and global justice, focusing on a normative study of the global institutional order with suggestions of direct ways to reform it. They assess schemes of worldwide distributive justice and the mechanisms required to discharge the global duties that the theories establish.

O presente artigo, tendo por referência principal o Teses Sobre a Filosofia da História, procura abordar o método benjaminiano de restauração anamnésica do passado. Benjamin parte de uma recusa do historicismo positivista, pautado por uma desqualificação do passado e por um emudecimento do que nele permanece irresoluto.Pretere-o em favor de um modelo de resgate das ruínas da história e de invocação dos esquecidos para o campo do presente, recuperados através de uma dialéctica rememorativa entre o agora e o que o (...) precedeu. Este "escovar a história a contrapelo", ao potenciar uma constituição ética do actual, abre espaço à possibilidade de redenção da humanidade no aqui e agora, instituindo cada segundo como "porta estreita" por onde poderá passar o Messias. (shrink)

Formal Ontology is a discipline whose business is to develop formal theories about general aspects of reality such as identity, dependence, parthood, truth-making, causality, etc. A foundational ontology is a specific consistent set of these ontological theories that support activities such as domain analysis, conceptual clarification, and meaning negotiation. A (well-founded) core ontology specifies, under a foundational ontology, the central concepts and relations of a given domain. Foundational and core ontologies can be seen as ontology engineering frameworks to systematically address (...) the laborious task of building large (more specific) domain ontologies. However, both in research and industry, it is common that ontologies as computational artifacts are built without the aid of any framework of this kind, often yielding modeling mistakes and representation gaps. In this paper, we analyze a case in the domain of cybersecurity, namely, the case of D3FEND — an OWL knowledge graph of cybersecurity countermeasure techniques proposed by the MITRE Corporation. Based on the Reference Ontology for Security Engineering (ROSE), a core ontology of the security domain founded in the Unified Founda-tional Ontology (UFO), our investigation reveals a number of semantic issues and opportunities for improvement in D3FEND, including missing concepts, semantic overload of terms, and lacking constraints that cause an under-specification of the model. As a result of our ontological analysis, we propose several suggestions for the appropriate redesign of D3FEND to overcome those issues. (shrink)

O objetivo do estudo consiste em abordar a importância e contribuições do ensino de Filosofia a educação no/do campo para o processo de formação de cidadãos. A escolha da escola para o desenvolvimento das observações se deve ao contexto de ameaça de fechamento de escolas em áreas rurais por parte do governo do Estado do Rio Grande do Sul, fazendo-se preciso evidenciar a qualidade e a importância da educação do campo como forma de resistência na defesa da educação pública e (...) de qualidade para todos e todas, especialmente o povo campesino. Para tanto são apresentadas as diversas concepções filosóficas presentes na História da Filosofia, a presença do ensino de filosofia na educação brasileira, a importância do seu ensino no Ensino Médio e sua contribuição à educação no/do campo. A hipótese levantada é de que o Ensino de Filosofia contribua para a formação de indivíduos emancipados indo ao encontro da proposta educacional da educação no/do campo, a qual tem por base as contribuições do educador brasileiro Paulo Freire e forte influência do processo pedagógico do Movimento dos Trabalhadores Sem-Terra (MST). Os resultados encontrados permitem afirmar que o ensino de Filosofia, capacita os estudantes para o diálogo, o debate de ideias. (shrink)

This article is about self-knowledge on one's own mental states. Considering human as rational beings, this study aims to problematize the position of subject in process of self-knowledge, as well as to realize the state of knowledge about self-knowledge. In this way, Richard Moran constitutes the method of transparency about the knowledge of one's own mental states. Such a method receives some criticism from the philosopher Quassim Cassam and the philosopher Brie-Gertler. In the same extent, both authors problematize some characteristics (...) of self-knowledge, in which criticism reaches some points studied by Brazilian philosophers, namely Paulo Farias, Waldomiro Silva Filho and André Abath. The latter two authors are based on Moran's methodology and thus constitute his reflections on conditions of daily life as well as the incomplete understanding of human beings. (shrink)

Discusses the role of education in liberating the oppressed people of the Third World.

We exploit the properties of homogeneous functions to characterize the symmetric pure-strategy Nash equilibria of n-player symmetric games in which each player’s revenue function is not homogeneous but it can be decomposed into the sum of homogeneous functions with different degrees of homogeneity. Our results aim to provide a pathway for an easy computation of symmetric equilibria for this type of games. We discuss our results in a Cournot game, a contest game, and a public good game.

One important issue in moral psychology concerns the proper characterisation of the folk understanding of the relationship between harmful transgressions and moral transgressions. Psychologist Elliot Turiel and associates have claimed with a broad range of supporting evidence that harmful transgressions are understood as transgressions that are authority independent and general in scope which, according to them, characterises these transgressions as moral transgressions. Recently many researchers questioned the position advocated by the Turiel tradition with some new evidence. We entered this debate (...) proposing an original, deflationary view in which perceptions of basic-rights violation and injustice are fundamental for the folk understanding of harmful transgressions as moral transgressions in Turiel's sense. In this article we elaborate and refine our deflationary view, while reviewing the debate, addressing various criticisms raised against our perspective, showing how our perspective explains the existent evidence, and suggesting new lines of inquiry. (shrink)

Empirical studies such as Goyal et al. (J Polit Econ 114(2):403–412, 2006) or Newman (Proc Natl Acad Sci USA 101(Suppl. 1):5200–5205, 2004) show that scientific collaboration networks present a highly unequal and hierarchical distribution of links. This implies that some researchers can be much more active and productive than others and, consequently, they can enjoy a much better scientific reputation. One may think that big intrinsical differences among researchers can constitute the main driving force behind these inequalities. Nevertheless, this model (...) shows that, under specific circumstances, very similar individuals may self-organize themselves forming unequal and hierarchical structures. (shrink)

Preface R. Baine Harris Most Western scholars are not aware of the complexity, richness, and antiquity of Indian Philosophy. It is one of the oldest, ...

Aristotle says that a fallacy of accident takes place whenever something is held to belong in the same way to an object and to its accident (SE 5 166b28-30). The Received View among interpreters takes “accident” (συμβεβηκός) in that connection to stand for any predicate that is not identical to its subject, and makes the fallacy consist in mistaking predication for identity. Such an analysis, however, gives “accident” a meaning otherwise unattested in the corpus; makes all cases of the fallacy (...) inconclusive, whereas inferences of the same kind are warranted (with a qualification) at different places in the corpus; does not cover cases which in Aristotle’s view fall under the fallacy of accident, for which a different analysis and solution must be provided; and does not square with Aristotle’s own solution in terms of sameness or difference in substance and being. This chapter presents a new take on the subject, grounded on Aristotle’s expressed views in the Sophistical Refutations and other works, according to which the fallacy takes place whenever a substitution of co-extensives, or even of necessary equivalents, makes reciprocation fail to (necessarily) hold between relata. (shrink)

This article endeavours to prove that there were creation myths of human beings or certain things, but there were seldom creation myths of ontological cosmology in ancient China. This will be warranted through the distinction between the concepts of ‘to create’ and ‘to beget’, the distinction between ‘Cosmology I of creationism’ and ‘Cosmology II of begetting’, and the relationship between the One and Many. The only exception is the myth of Nüwa 女娲 as the creator of human beings, but not (...) the creator of the cosmos. Therefore, in ancient Chinese tradition, there were mainly myths of begetting rather than myths of complete creation in the sense similar to creatio ex nihilo.Contribution: Previous research frequently underscores the profound differences between ‘Cosmology I of creationism’ and ‘Cosmology II of begetting’. Based on the discussion of concepts of ‘to create’ [zao 造] and ‘to beget’ [sheng 生], this article argues that, there were mainly myths of begetting rather than myths of complete creation in the sense similar to creatio ex nihilo. (shrink)

In this book, we come to understand the author's pedagogical thinking even better, through the critical seriousness, humanistic objectivity, and engaged ...

The Structure of Scientific Revolutions represented a milestone in the attempt to understand scientific development based on empirical observations. However, in the next decades after the publication of his book, history, psychology, and sociology became increasingly marginal in Kuhn’s discussions. In his last articles, Kuhn even suggested that philosophers should pay less attention to empirical data and focus more on “first principles.” The purpose of this article is, first, to describe this radical transformation in Kuhn’s methodological approach, from his initial (...) naturalism to his later and more strict philosophical stance. Next, I present some of the alleged justifications for explaining this transition, such as his interest in problems more firmly attached to the philosophical tradition and a desire for greater acceptance within this community. Although these factors certainly played a role in explaining Kuhn’s change, I also believe that an important theoretical component exerts a fundamental function in this transition: the idea that scientific development is a kind of evolutionary process, which is better understood through the use of abstract theoretical models, instead of sparse observations of scientific activity. (shrink)

The preeminent explicator of mathematical logic to non-mathematicians, John Allen Paulos is familiar to general readers not only from his bestselling books but also from his media appearances, including The David Letterman Show and National Public Radio's "Talk of the Nation" and "Science Friday," as well as articles in _Newsweek, Nature, Discover, Business Week, the New York Times Book Review, The Nation, New York Review of Books,_ and _The London Review of Books._ Paulos originally wrote this charming little book on (...) analytic logic, its mathematics, and its puzzles in 1985. And as in his later books, he uses jokes, stories, parables, and anecdotes to elucidate difficult concepts, in this case, some of the fundamental problems in modern philosophy. (shrink)

This paper discusses “impartiality thought experiments”, i.e., thought experiments that attempt to generate intuitions which are unaffected by personal characteristics such as age, gender or race. We focus on the most prominent impartiality thought experiment, the Veil of Ignorance (VOI), and show that both in its original Rawlsian version and in a more generic version, empirical investigations can be normatively relevant in two ways: First, on the assumption that the VOI is effective and robust, if subjects dominantly favor a certain (...) normative judgment behind the VOI this provides evidence in favor of that judgment; if, on the other hand, they do not dominantly favor a judgment this reduces our justification for it. Second, empirical investigations can also contribute to assessing the effectiveness and robustness of the VOI in the first place, thereby supporting or undermining its applications across the board. (shrink)

El 10 de octubre de 2016 se celebró, en la Facultad de Filosofía de la Universidad Complutense, un encuentro titulado Ramón enseñó en público su Arte - Raimundus Artem suam publice legit. Coloquio 700 aniversario de Ramon Llull, auspiciado por el Departamento de Filosofía y Sociedad, y organizado por José Luis Villacañas y José Higuera Rubio. En el marco de esa jornada, José Luis Villacañas sugirió la posibilidad de publicar los resultados de este encuentro en una entrega especial de la (...) revista ASHF, y encargó a los editores del monográfico un estudio bibliográfico de la obra de Llull y de la historia del lulismo. Debido al gran número de compromisos asumidos durante el aniversario luliano algunos de los participantes de aquella reunión postergaron su contribución. Por lo tanto, ofrecemos en este número especial los resultados del coloquio, enriquecidos con otras aportaciones que surgieron en el contexto del aniversario luliano celebrado en Santa fe de Bogotá durante la exposición bibliográfica que la Biblioteca Nacional de Colombia dedicó a la figura de Llull y a las ediciones que conserva de su obra recogidas por las bibliotecas coloniales neogranadinas. La convergencia de estos trabajos y de sus autores ha tomado algún tiempo, percance agravado por las contingencias ocurridas el año anterior. Sin embargo, esperamos que este volumen permita al lector aproximarse tanto a la obra luliana como a su variada y prolongada recepción. (shrink)

In view of Alexander of Aphrodisias’s and Porphyry’s respective positions on the issue, I discuss whether logos apophantikos is to be defined, as DI 4 seems to imply, by its being true or false or rather, as DI 5 seems to imply, by its representing the ontological combination/separation of substrate and attribute through the logical combination/separation of subject and predicate.

Em Pedagogia da esperança, escrito em 1992, Paulo Freire faz uma reflexão sobre Pedagogia do oprimido, publicado em 1968, durante o seu exílio no Chile. Nesse reencontro, analisa suas experiências pedagógicas em quase três décadas nos mais diferentes países. Um relato valioso, elaborado com cientificidade, humildade e coerência, que recusa o determinismo e mostra a história humana como um feixe de possibilidades. O livro conta ainda com a colaboração de Ana Maria Araújo Freire, através das notas explicativas, e prefácio (...) de Leonardo Boff. (shrink)

O livro apresenta o Método Paulo Freire, a mais importante proposta pedagógica pensada a partir da realidade do Terceiro Mundo. Apesar dos mais de vinte anos que o separam da primeira edição, o Método mantém atual a avaliação do papel da educação, o vigor de suas perspectivas e sua aplicabilidade.

The standard approach to the core phenomenology of thought insertion characterizes it in terms of a normal sense of thought ownership coupled with an abnormal sense of thought agency. Recently, Fernández (2010) has argued that there are crucial problems with this approach and has proposed instead that what goes wrong fundamentally in such a phenomenology is a sense of thought commitment, characterized in terms of thought endorsement. In this paper, we argue that even though Fernández raises new issues that enrich (...) the topic, his proposal cannot rival the version of the standard approach we shall defend. (shrink)

According to enactivism all living systems, from single cell organisms to human beings, are ontologically endowed with some form of teleological and sense-making agency. Furthermore, enactivists maintain that: there is no fixed pregiven world and as a consequence all organisms “bring forth” their own unique “worlds” through processes of sense-making. The first half of the paper takes these two ontological claims as its central focus and aims to clarify and make explicit the arguments and motivations underlying them. Our analysis here (...) highlights three distinct but connected problems for enactivism: these arguments do not and cannot guarantee that there is no pregiven world, instead, they end up generating a contradiction whereby a pregiven world seems to in fact be tacitly presupposed by virtue of a reliance on a tacit epistemic perspectivalism which is also inherently representationalist and as a consequence makes it difficult to satisfactorily account for the ontological plurality of worlds. Taking these considerations on board, the second half of the paper then aims to develop a more robust ontologically grounded enactivism. Drawing from biosemiotic enactivism, science and technology studies and anthropology, the paper aims to present an account which both rejects a pregiven world and coherently accounts for how organisms bring forth ontologically multiple worlds. (shrink)

Experimental results in reference to Brazilian children and adults are presented in the context of current discussions about essentialism and folkbiology. Using an adoption paradigm, we replicate the basic findings of a previous article in this journal concerning the early emergence in children of a birth-parent bias. This cognitive bias supports the claim that causal essentialism cross-culturally constrains the reasoning about the origin, development and maintenance of the characteristics and identity of living kinds. We also report some intriguing differences with (...) earlier findings that speak to theoretical and methodological issues of cultural relativity. (shrink)

This article examines the evaluative nature of the folk concepts of weakness and strength of will and hypothesizes that their evaluative nature is strongly connected to the folk concepts of blame and credit. We probed how people apply the concepts of weakness and strength of will to prototypical and non-prototypical scenarios. While regarding prototypical scenarios the great majority applied these concepts according to the predictions following from traditional philosophical analyses. When presented with non-prototypical scenarios, people were divided. Some, against traditional (...) analyses, did not apply these concepts, which we explain in terms of a clash of evaluations involving different sorts of blame and credit. Others applied them according to traditional analyses, which we explain in terms of a disposition to be reflective and clearly set apart the different sorts of blame and credit involved. Still others applied them in an inverse way, seemingly bypassing the traditional components resolution and be.. (shrink)

Here a wide distribution of meiotic machinery is shown, indicating the occurrence of sexual processes in all major eukaryotic groups, without exceptions, including the putative “asexuals.” Meiotic machinery has evolved from archaeal DNA repair machinery by means of ancestral gene duplications. Sex is very conserved and widespread in eukaryotes, even though its evolutionary importance is still a matter of debate. The main processes in sex are plasmogamy, followed by karyogamy and meiosis. Meiosis is fundamentally a chromosomal process, which implies recombination (...) and ploidy reduction. Several eukaryotic lineages are proposed to be asexual because their sexual processes are never observed, but presumed asexuality correlates with lack of study. The authors stress the complete lack of meiotic proteins in nucleomorphs and their almost complete loss in the fungus Malassezia. Inversely, complete sets of meiotic proteins are present in fungal groups Glomeromycotina, Trichophyton, and Cryptococcus. Endosymbiont Perkinsela and endoparasitic Microsporidia also present meiotic proteins. (shrink)

Paulo Margutti e José Crisóstomo discutem sobre a possiblidade ou a impossibilidade de ultrapassar o representacionismo correspondentista e principalmente o eventual linguocentrismo da filosofia contemporânea, pós-virada linguística, em que parece que da linguagem pode-se passar apenas à linguagem, a cujo círculo mágico estaríamos, desse modo, inevitavelmente presos. Sendo assim, o mundo “aí fora” novamente nos escapa e o relativismo, o agnosticismo e o ceticismo de novo nos espreitam. Em Nietzsche, é a linguagem, sempre metafórica, que se adéqua aos nossos (...) modos prático-perspectivistas, corpóreos e afetivos, de “recortar” o mundo, ou é o contrário? E em Maturana, o que vem primeiro? Para Crisóstomo, para quem no começo está o ato, ultrapassamos tudo isso através de nosso emaranhamento prático com o mundo, por meio da natureza sensível criativa de nossas práticas e pela tradução de crenças em condutas. Enquanto que, para Margutti, nada disso parece deslocar a primazia incontornável da linguagem, como prática ela própria. Sobre isso, Margutti pergunta pelo suposto aproveitamento, por Crisóstomo, no seu ponto de vista prático-poiético criativo, em versão alegadamente não idealista nem dualista, da noção de autoconsciência, central no idealismo alemão. (shrink)

Abstract: In a previous article in this journal, Daniel Kelly, Stephen Stich, Kevin Haley, Serena Eng and Daniel Fessler report data that, according to them, foster scepticism about an association between harm and morality existent in the Turiel tradition ( Kelly et al. , 2007 ). This article challenges their interpretation of the data. It does so by explicating some methodological problems in the Turiel tradition that Kelly et al. themselves in a way inherit and by drawing on new evidence (...) coming from a partial replication of their research. (shrink)

Des que Ramon Llull va morir fa més de set-cents anys, sempre ha estat present, d’una manera o altra, en la cultura occidental. Fi­lòsofs, teòlegs, historiadors o, fins i tot, arquitectes i científics han partit del seu pensament per a construir noves teories i proveir-se d’eines de treball. Malgrat això, com tot gran personatge, també ha tingut detractors que s’han oposat amb vehemència a la divul­gació dels seus llibres i han arribat a demanar-ne la prohibició. Les aportacions aplegades en El (...) llegat de Ramon Llull mostren vessants diferents tant de l’obra del pensador mallorquí com de la difusió del lul·lisme, en una visió que comprèn múltiples discipli­nes i que obre noves perspectives d’anàlisi. (shrink)

This paper concerns a recently discovered, puzzling asymmetry in judgments of whether an action is intentional or not (Knobe, Philosophical Psychology 16:309–324, 2003a ; Analysis 63:190–193, b ). We report new data replicating the asymmetry in the context of scenarios wherein an agent achieves an amoral or immoral goal due to luck. Participants’ justifications of their judgments of the intentionality of the agent’s action indicate that two distinct folk concepts of intentional action played a role in their judgments. When viewed (...) from this perspective, the puzzle disappears, although the asymmetry remains. (shrink)

"Mentoring the Mentor" recreates a Freirian dialogue in a printed format. In this volume, sixteen distinguished scholars engage in a critical and thoughtful exchange with Paulo Freire. While some contributors voice appreciation for Freire's ideas and for what it means to -reinvent Freire- in a North American context, others offer sharp critiques of Freire's philosophy and, of equal importance, of the various interpretations of his work. A variety of chapters describe specific uses which have been made of Freire's ideas (...) in diverse educational contexts, from the New York City public schools to the revolutions in Guinea Bissau and Eritrea. Finally, Paulo Freire himself responds to the major issues which are raised in the volume and invites readers to share in a continuing lively dialogue about the meaning of democratic and revolutionary education. -The fundamental task of the mentor is a liberatory task. It is not to encourage the mentor's goals and aspirations and dreams to be reproduced in the mentees, the students, but to give rise to the possibility that the students become the owners of their own history. This is how I understand the need that teachers have to transcend their merely instructive task and to assume the ethical posture of a mentor who truly believes in the total autonomy, freedom, and development of those he or she mentors.- (from Chapter Sixteen, -A Response- by Paulo Freire)". (shrink)

In this volume, we have chosen to highlight the importance of education to human rights by reprinting two articles written by Paulo Freire in 1970 for the _Harvard Educational Review_. These articles contain many of Freire's original ideas on human rights and education—issues that are central to his work. Freire was a pioneer in promoting the universal right to education and literacy as part of a commitment to people's struggle against oppression. As Jerome Bruner recognized after Freire's death in (...) May 1997, Freire left as a legacy his commitment to basic human rights: "He was a brave man as well as a far-sighted one. He made us aware of our mindless cruelties, and now the challenge to all of us is to do something about those cruelties.". (shrink)

Upon its recent publication in Portuguese, Paulo Freire’s newest book became an instant success. This English translation is sure to meet with similar acclaim. In Teachers as Cultural Workers, Freire speaks directly to teachers about the lessons learned from a lifetime of experience as an educator and social theorist. No other book so cogently explains the implications for classroom practice of Freire’s latest ideas and the pathbreaking theories found in Pedagogy of the Oppressed and other treatises.This book challenges all (...) who teach to reflect critically on the meaning of the act of teaching as well as the meaning of learning. Freire shows why a teacher’s success depends on a permanent commitment to learning and training, as part of an ongoing appraisal of classroom practice. By observing the curiosity of students and the manner through which students develop strategies for learning, the teacher is helped in discovering doubts, successes, and the teacher’s mistakes. When teachers open themselves to recognize the different roads students take in order to learn, they will become involved in a continual reconstruction of their own paths of curiosity, opening the doors to habits of learning that will benefit everyone in the classroom. (shrink)