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  1. Choreographing Identities and Emotions in Organizations: Doing “Huminality” on a Geriatric Ward.Gladys Symons - 2009 - Society and Animals 17 (2):115-135.
    This paper addresses the coconstruction of identities and emotions through the human/animal relationship, arguing that nonhuman animals can and do act as coagents in interspecies encounters. The paper narrates the extraordinary boundary-transgressing experiences of a particular kind of cogency labeled “huminality” . An autoethnographic account of pet-visitation involving a woman, a West Highland white terrier named Fergus, and geriatric residents demonstrates the power of huminality to authorize the emergence and realization of different identities and selves. Examples include the intimate friend, (...)
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  • Through the looking glass, and what we (don’t) find there.Eric Saidel - 2016 - Biology and Philosophy 31 (3):335-352.
    The conclusions drawn from mirror self-recognition studies, in which nonhuman animals are tested for whether they detect a mark on their bodies which can be observed only in the mirror, are based on several presuppositions. These include that performance on the test is an indication of species wide rather than individual abilities, and that all the animals which pass the test are demonstrating the presence of the same psychological ability. However, further details about the results of the test indicate that (...)
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  • The Mediatized Co-Mediatizer: Anthropology in Niklas Luhmann's World.Young Bin Moon - 2012 - Zygon 47 (2):438-466.
    This essay explores what it means to be human in an age of infomedia. Appropriating Niklas Luhmann's systems theory/media theory in dialogue with other resources, I propose a post-Luhmannian paradigm of (1) extended media/meaning that conceives the world as world multimedia systems processing variegated meanings, and (2) an embodied, contextualized soft posthumanist anthropology that conceives the human as emergent collective phenomena of distinct meaning making by body-mind-society-technology media couplings. I argue: (1) Homo sapiens is Homo medialis distinct with mediatic communication (...)
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  • The main principles and values of professional teaching ethics and their application in education.Marta Gluchmanová - 2021 - Ethics and Bioethics (in Central Europe) 11 (1-2):92-100.
    The author discusses professional teaching ethics and its main principles and values. The theoretical basis of the study is ethics of social consequences and, in its context, primarily the principles and values of humanity and human dignity, including their possible application in the teaching profession and, partially, in the process of teaching foreign languages and Slovak as a foreign language to students from abroad.
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  • From secret agents to interagency.Vinciane Despret - 2013 - History and Theory 52 (4):29-44.
    Some scientists who study animals have emphasized the need to focus on the “point of view” of the animals they are studying. This methodological shift has led to animals being credited with much more agency than is warranted. However, as critics suggest, on the one hand, the “perspective” of another being rests mostly upon “sympathetic projection,” and may be difficult to apply to unfamiliar beings, such as bees or even flowers. On the other hand, the very notion of agency still (...)
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  • The Mediatized Co-Mediatizer: Anthropology in Niklas Luhmann's World.Young Bin Moon - 2012 - Zygon 47 (2):438-466.
    Abstract This essay explores what it means to be human in an age of infomedia. Appropriating Niklas Luhmann's systems theory/media theory in dialogue with other resources, I propose a post-Luhmannian paradigm of (1) extended media/meaning that conceives the world as world multimedia systems processing variegated meanings, and (2) an embodied, contextualized soft posthumanist anthropology that conceives the human as emergent collective phenomena of distinct meaning making by body-mind-society-technology media couplings. I argue: (1) Homo sapiens is Homo medialis distinct with mediatic (...)
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