As higher education teachers we undertook a self-study research focused on emotional education, during two school years. The analysis of the students’ portfolios and the teachers’ fieldnotes provide evidence to problematize some tensions and challenges identified along the process, namely for integrating personal, cultural and institutional dimensions, facing the unpredictability of a participative process and opening new paths. Students valued the work centred on their own goals, the building of a personal learning project in conjunction with a class collective project, (...) the relational practices based on an ethics of care, the diversity of mindfulness and meditation proposals, amongst others. (shrink)

The world of work has been severely affected by the COVID-19 pandemic due to the high instability observed in the labor market, bringing several new challenges for leaders and employees. The present study aims to analyze the role of organizational and job resources in predicting employees’ job insecurity during the first wave of the COVID-19 outbreak, through the mediating role of work engagement. A sample of 207 Portuguese employees participated, of which 64.7% were women. Data was collected using an online (...) survey, including self-report measures of organizational resources, job resources, job insecurity, and work engagement. Data showed that job and organizational resources negatively influenced job insecurity. Moreover, work engagement was a significant mediator of the relation between performance feedback and job insecurity. Findings suggest that investing in job and organizational resources can act as protective factors to minimize feelings of job insecurity. Likewise, leaders should foster work engagement among employees to help them balance the relation between these resources and job insecurity, especially in crisis situations. Overall, this study takes a new, underexplored perspective, theoretically bridging organizational and job resources with job insecurity and work engagement during a time of great uncertainty, such as the COVID-19 pandemic. (shrink)

The concept of shared mental models refers to the shared understanding among team members about how they should behave in different situations. This article aimed to develop a new shared mental model measure, specifically designed for the refereeing context. A cross-sectional study was conducted with three samples: national and regional football referees (n = 133), national football referees and assistant referees and national futsal referees (n = 277), and national futsal referees (n = 60). The proposed version of the Referee (...) Shared Mental Models Measure (RSMMM) has 13 items that are reflected on a single factor structure. The RSMMM presented good validity evidence both based on the internal structure and based on relations to other variables (presenting positive associations with team work engagement, team adaptive performance, and team effectiveness). Such promising psychometric properties point to an optimistic outlook regarding its use to measure shared mental models in futsal and football referee teams. -/- . (shrink)

BackgroundThe positive component of Mental Health Literacy refers to a person’s awareness of how to achieve and maintain good mental health. Although explored recently, the term still lacks a clear definition among healthcare practitioners.AimTo identify the attributes and characteristics of PMeHL, as well as its theoretical and practical applications.MethodsLiterature search and review, covering the last 21 years, followed by concept analysis according to the steps described by Walker and Avant approach.ResultsPositive component of Mental Health Literacy is considered one component of (...) MHL, integrating positive mental health. The concept’s attributes include: competence in problem-solving and self-actualization; personal satisfaction; autonomy; relatedness and interpersonal relationship skills; self-control; and prosocial attitude. Four case scenarios were used to clarify the antecedents and consequences of PMeHL.ConclusionPositive component of Mental Health Literacy is considered a component of MHL, which deserves attention throughout the lifespan, in different contexts and intervention levels. Considering PMeHL as a multi-faceted and dynamic construct will help understand the mechanisms that improve mental health and promote healthy behaviors. Priority should be given to robust primary research focused on nursing interventions that enhance and sustain PMeHL in people and families. (shrink)

The dynamic of changes in the rules in team games materialize from research and debate between experts and coaches before being implemented by the International Federations. In Handball, the last changes occurred in 2016, and one of them was to substitute the goalkeeper with an additional field player allowing teams to play “empty goal” while using the additional field player.This study aimed to analyze and characterize the use of the 7 vs. 6 strategical-tactical option for the attack in the 2020 (...) Men’s European Championship. We also analyzed whether the game time and partial score influenced the use of 7 vs. 6 and its efficiency. Observational methodology and a mixed ad hoc instrument combining field format and category systems validated by experts were used. Data were taken from 28 matches involving teams in the first 12 positions in the 2020 Men’s European Championship. The total number of offensive sequences in an organized attack method in 7 vs. 6 with an empty goal were analyzed. Sequential analysis techniques with lags, prospective and retrospective, and polar coordinate analysis were used. The results showed that these solutions had poor efficiency, except for the Portuguese National Team; teams using the 7 vs. 6 tactic option had no negative consequences or increased risk with the opponent response; partial score influenced the decision to use 7 vs. 6 strategic option, and game time was associated with 7 vs. 6 play options and detected patterns. (shrink)

Este relato apresenta recorte da experiência de estágio supervisionado de História no Colégio de Aplicação da Universidade Federal de Santa Catarina (UFSC), em 2018, na turma 2B do ensino médio. De modo específico, trata da metodologia utilizada nas aulas para debater sobre o período da Primeira República no Brasil (1889-1930). Tal metodologia foi centrada no trabalho com diferentes fontes: o samba enredo da escola Imperatriz Leopoldinense, Liberdade! Liberdade! Abra as asas sobre nós (1989); o Hino da Proclamação da República (...) e a pintura (1890), A Redenção de Cam (1895). Essas obras foram utilizadas para compreender determinado contexto histórico, do auge do pensamento racialista na esfera pública e representativo de um projeto de nação que se pretendia branca. A experiência de interpretar as referidas fontes permitiu compreender o contexto de transição entre o império e a república e questionar ideias internalizadas que se apresentam como naturais em relação a cultura afro-brasileira na história do Brasil. (shrink)

Partindo do pressuposto de que os obstáculos epistemológicos, propostos por Gaston Bachelard, provocam situações de imobilidade frente ao conhecimento, impossibilitando, na maioria das vezes, o desenvolvimento científico e bloqueando as capacidades dos sujeitos para uma atuação crítica e questionadora, característica da nova ciência, este artigo tem a finalidade de refletir sobre as contribuições da formação inicial do pedagogo para a desconstrução da experiência primeira. Para tanto, optou-se por uma pesquisa bibliográfica e documental pautada nos estudos de Bachelard que trata dos (...) obstáculos epistemológicos à formação do espírito científico, nas Diretrizes Curriculares Nacionais do Curso de Pedagogia e dados de Programas de Pós-Graduação Stricto Sensu de 08 Instituições Públicas e Privadas de Ensino Superior dos Estados do Rio Grande do Sul e de Santa Catarina, no recorte temporal de 2018. Tal relação, entre o que descreve as Diretrizes e o que Bachelard pontua na formação do espírito científico, apresenta-se como possibilidade de compreensão e abertura de discussões a respeito do distanciamento de profissionais pedagogos dos espaços de pesquisa e experiências científicas em educação. A partir do contato com as obras pesquisadas e as Diretrizes Curriculares Nacionais para o Curso de Pedagogia, Licenciatura, percebeu-se entendimentos sobre a formação do pedagogo pesquisador, assim como pretextos para a necessidade de se continuar insistindo nessa dimensão formativa. Ainda, constatou-se que a formação inicial pode colaborar para a constituição do espírito científico do pedagogo, ampliando suas atuações enquanto cientista da educação. Para isso, torna-se necessário que os cursos de formação inicial tenham como fundamento a existência de obstáculos que podem, de modo negativo, contribuir para a inércia de seus estudantes. Palavras-chave: Espírito científico. Formação de pedagogos. Diretrizes Curriculares da Pedagogia. (shrink)

A distinction often drawn is one between conservative versus revisionary conceptions of philosophical analysis with respect to commonsensical beliefs and intuitions. This paper offers a comparative investigation of two revisionary methods: Carnapian explication and ameliorative analysis as developed by S. Haslanger. It is argued that they have a number of common features, and in particular that they share a crucial political dimension: they both have the potential to serve as instrument for social reform. Indeed, they may produce improved versions of (...) key concepts of everyday life, for example those pertaining to social categories such as gender and race, which in turn may lead to social change. The systematic comparison of these two frameworks offered here, where similarities as well as differences are discussed, is likely to provide useful guidance to practitioners of both approaches, as it will highlight important aspects of each of them that tend to remain implicit and under-theorized in existing applications of these methodologies to specific questions. (shrink)

What does it mean to say that logic is formal? The short answer is: it means (or can mean) several different things. In this paper, I argue that there are (at least) eight main variations of the notion of the formal that are relevant for current discussions in philosophy and logic, and that they are structured in two main clusters, namely the formal as pertaining to forms, and the formal as pertaining to rules. To the first cluster belong the formal (...) as schematic; the formal as indifference to particulars; the formal as topic-neutrality; the formal as abstraction from intentional content; the formal as de-semantification. To the second cluster belong the formal as computable; the formal as pertaining to regulative rules; the formal as pertaining to constitutive rules. I analyze each of these eight variations, providing their historical background and raising related philosophical questions. The significance of this work of ?conceptual archeology? is that it may enhance clarity in debates where the notion of the formal plays a prominent role (such as debates where it is expected to play a demarcating role), but where it is oftentimes used equivocally and/or imprecisely. (shrink)

Can arguments change minds? Philosophers like to think that they can. However, a wealth of empirical evidence suggests that arguments are not very efficient tools to change minds. What to make of the different assessments of the mind-changing potential of arguments? To address this issue, we must take into account the broader contexts in which arguments occur, in particular the propagation of messages across networks of attention, and the choices that epistemic agents must make between alternative potential sources of content (...) and information, which are very much influenced by perceptions of reliability and trustworthiness. Arguments can change minds, but only under conducive, favourable socio-epistemic conditions. (shrink)

Genealogical anxiety is the worry that the origins of beliefs, once revealed to be influenced by “irrelevant” factors such as personal histories and circumstances of upbringing, will undermine or cast doubt on those beliefs. Discussions on these irrelevant influences in the epistemological literature have so far primarily focused on their contingency. But there is another issue that merits further examination: the fact that epistemic environments condition beliefs suggests that epistemic agency is significantly curtailed. I present a model of belief-forming processes (...) that highlights how networks of attention and trust/distrust influence these processes. The model suggests that, while there is a lot happening beyond our control that shapes what we come to believe, we still retain some degree of agency to the extent that we can rewire our networks of attention and trust/distrust. I conclude that, surprisingly, genealogical anxiety may in fact increase agency insofar as it may encourage critical resistance. (shrink)

In this study we examined whether parents’ perceptions of students’ anxiety as well as perceived support from both teachers and classmates were predictive of changes in students’ academic motivation during the first wave of COVID-19. To this end, we used a retrospective pretest-posttest design together with a latent change score model to analyze our data. From April to May of 2020, 394 Portuguese parents of students in grades 1–9 participated in this study. Our results showed that students’ anxiety and teachers’ (...) social support, as perceived by parents, were highly significant predictors of academic motivation changes. Specifically, we found a negative effect of anxiety and a positive effect of teachers’ social support on students’ academic motivation. Our results did not show, however, a significant predictive role of classmates’ social support. This study provides an important contribution to further understand the intrapersonal and interpersonal factors that are associated with the decline of students’ academic motivation during the COVID-19 pandemic. The pivotal role of teachers in sustaining students’ academic motivation and other relevant educational implications for the ongoing pandemic are discussed. (shrink)

Margaret Archer plays a leading role in the sociological analysis of the relation between structure and agency, and particularly in the study of reflexivity. The main aim of this article is to discuss her approach, focusing on the main contributions and limitations of Archer’s theory of reflexivity. It is argued that even though her research is a pioneering one, proposing an operationalization of the concept of reflexivity in view of its empirical implementation, it also minimizes crucial social factors and the (...) dimensions necessary for a more complex and multi-dimensional study of the concept, such as social origins, family socialization, processes of internalization of exteriority, the role of other structure–agency mediation mechanisms and the persistence of social reproduction. (shrink)

This article argues that thinking about entrepreneurship as a potential instrument for relief from endemic poverty and disadvantage, especially among the Indigenous, has all too often been captive to a concept of entrepreneurship that is built out of constrained economic and cultural assumptions. The authors develop this argument from a critical discussion of contributions by Karl Polanyi and Robert Heilbroner. The result is that approaches to venture have been encouraged that are sometimes a poor fit for the circumstances of those (...) they are meant to benefit, and other forms that could have considerable promise have gone unexplored. This article outlines some features of Indigenous culture and build on the analysis of David Harper to construct an improved notion of entrepreneurship that allows for these distinctive features. The article concludes that research and policy making concerning entrepreneurship as an instrument of development among the Indigenous need to be undertaken with this reconstructed understanding of entrepreneurship that is a better fit for the realities of Indigenous culture. (shrink)

The International Criminal Court (ICC) is responsible for prosecuting individuals for heinous crimes that take place during civil and/or international armed conflicts, including sexual violence. Prosecuting this crime relies primarily on survivor accounts, but witnesses often fear the psychological effects of giving such testimony, particularly because there is a high risk of retraumatization, a stigma associated with victimhood, and a fear of victim-blaming. Thus, the Court’s Victims and Witness Unit (VWU) puts forth provisions for questioning vulnerable witnesses, requiring, in part, (...) that questioners avoid embarrassing or offending witnesses. Using a discourse analytic approach, this paper examines transcripts from three recent ICC cases dealing with wartime sexual violence—_Bemba, Ongwen_, and _Katanga and Chui—_exploring the discursive strategies employed by prosecutors and defense attorneys in these trials as they navigate arguing their cases before the judges while also tailoring their questions to adhere to the VWU’s provisions. I show that adhering to the provisions often involves relying on euphemistic expressions to discuss rape—which enter the trial discourse through linguistic formulations and reformulations—even though these expressions reflect the language used to discuss consensual sex and not sexual violence. Thus, this method of adhering to the provisions can undermine the prosecution’s case while helping the defense’s. (shrink)

This paper considers the UN efforts to introduce a legally binding Treaty on corporate accountability for human rights impacts in the context of other proposed legislation at country level, on the one hand, and existing voluntary initiatives like the UN Guiding Principles (2011), on the other. What we are interested in is whether the proposed Treaty signals a transition from voluntary initiatives (based on moral commitments) to law (that is, a focus on compliance), and the extent to which it might (...) stimulate or hinder links between judicial and non-judicial initiatives. The scholars who have explicitly addressed these two divides are – Michael Sandel, on theory v. practice; and Amartya Sen, on law v. morality. We engage with their views, in sections II and III respectively, seeking to build an integrated approach to help us overcome these dualisms. We further consider John Ruggie’s “principled pragmatism”, a strategy that he uses to build the Protect, Respect and Remedy (henceforth, PRR) Framework; and we invoke arguments from casuistry as well as a practice-focused deontology (Thomas Donaldson’s) in favour of an ethics ‘beyond cognition’, which we consider better suited than either utilitarian or principle-based theories to guide the debate on human rights. This is because it allows us to take non-rational factors into account (such as emotions and personal affiliations), when judging the kind of common good we consider worth pursuing. In the last section of the paper, we investigate whether and how might the Treaty illustrate the two divides, trying to (a) distinguish between purely legal elements and those of a wider nature, to do with morality; and (b) understand what might help bridge the gap between theoretical commitments to the universality of human rights and various practical challenges. Our aim is not to evaluate the Treaty, from a legal viewpoint, or suggest improvements to it (lawyers are better placed to do that); rather, we seek to investigate the way in which the proposed Treaty – which is the first attempt to address the challenge of transnational business and human rights in international law – combines moral and legal aspects, and what this tells us about the world we live in. (shrink)

The contemporary confluence of globalization and ethical pluralism is at the origin of many ethical challenges that confront business nowadays, both in practice and in theory. One of the challenges arising from the development of globalization has to do with respect for cultural diversity. It is often said that the success of economic globalization tends towards social and cultural homogeneity. To the extent that cultural diversity is usually seen as a valuable reality, that global trend seems to contradict our efforts (...) to respect ethical pluralism, both personal and cultural, within society. In this paper I argue that (a) ethical minimalism, despite its emphasis on tolerance and justice, does not take pluralism seriously into account in present-day society, and (b) ethical minimalism is not suited to balancing the homogenizing trend of globalization. Certainly ethical norms are necessary, but by no means are they sufficient in themselves to encourage either justice or tolerance; nor are they sufficient to inspire and encourage good practices and sound regulations. Instead, virtue-based ethics has the capacity of inspiring and encouraging good practices. Particularly, virtue-based ethics is able to inspire a serious dialogue about ethical and legal issues both in the public arena and within organizations. (shrink)

In describing numerosity as “a kind of ersatz number,” Clarke and Beck fail to consider a familiar and compelling definition of numerosity, which conceptualizes numerosity as the cognitive counterpart of the mathematical concept of cardinality; numerosity is the magnitude, whereas number is a scale through which numerosity/cardinality is measured. We argue that these distinctions should be considered.

Overdoing Democracy is an important contribution to the literature on (deliberative) democracy, as it offers a sobering diagnosis of the risks and pitfalls of (overdoing) democracy in the form of internal critique. But the book does not go far enough in its diagnosis because it is not sufficiently critical towards some of the basic assumptions of deliberative conceptions of democracy. In particular, Talisse does not sufficiently attend to the inevitable power struggles in a society, where different groups and individuals must (...) protect their own (often conflicting) interests instead of working towards a ‘common good.’ In this essay, I contrast two different visions of democracy and politics, one based on ideals of consensus and cooperation, and another on the inevitability of perennial conflict. I then briefly present an alternative to deliberative conceptions of democracy that has gained traction in recent decades, known as agonism. Next, I offer a short reconstruction of Talisse’s proposal, and finally I sketch a critical assessment of some of his main claims and assumptions from an agonistic perspective. (shrink)

We report two new phenomena of deontic reasoning: (1) For conditionals with deontic content such as, "If the nurse cleaned up the blood then she must have worn rubber gloves", reasoners make more modus tollens inferences (from "she did not wear rubber gloves" to "she did not clean up the blood") compared to conditionals with epistemic content. (2) For conditionals in the subjunctive mood with deontic content, such as, "If the nurse had cleaned up the blood then she must have (...) had to wear rubber gloves", reasoners make the same frequency of all inferences as they do for conditionals in the indicative mood with deontic content. In this regard, subjunctive deontics are different from subjunctive epistemic conditionals: reasoners interpret subjunctive epistemic conditionals as counterfactual and they make more negative inferences such as modus tollens from them. The experiments show these two phenomena occur for deontic conditionals that contain the modal auxiliary "must" and ones that do not. We discuss the results in terms of the mental representations of deontic conditionals and of counterfactual conditionals. (shrink)

Este trabalho tem como principal foco de análise o currículo oficial português relacionado com a componente de História, para o Ensino Básico, em particular as ausências que aí mais sobressaem. Estas podem relacionar-se com os conhecimentos substantivos que se apartam da abordagem preconizada por variadas razões (passados incómodos? temas difíceis? grupos não poderosos? …) ou com as competências de pensamento histórico (multiperspetiva, significância, causalidade, empatia, …) que parecem ter sido esquecidas quando se estruturou certo percurso de aprendizagem para estudantes com (...) idades entre os 6 e os 15 anos. Como considerações maiores, constata-se, naqueles textos curriculares (denominado Aprendizagens Essenciais), uma aparente simplificação genérica da narrativa histórica que se conta aos mais jovens cidadãos do mundo atual. A inevitável seleção de determinados saberes em detrimento de outros, na verdade, contribui, acima de tudo, para o escamotear de uma literacia histórica que podia, e devia, alcançar outros níveis. O processo de ensino (e de aprendizagem) da História, desde o começo da escolaridade obrigatória, tem de orientar-se no sentido de uma formação cidadã, esclarecida, democrática, intertemporal. As inexistências no que concerne aos conteúdos considerados ou ao raciocínio potenciado, por sua vez, somente comprometem aquele desígnio. (shrink)

The Fourth Industrial Revolution based on digitalization, the development of AI, robotics, big data, and increasing automation is dredging up older debates on the end of human work. This article contributes to this debate arguing that these changing circumstances represent an opportunity to advance a renewed consideration of human work. By emphasizing its most distinctively human dimensions, including gratuitousness, relationality, and meaningfulness, we propose the articulation of a social model that recognizes relational goods as a specific contribution of human work (...) in an attempt to overcome the state and the market's monopoly of public life built around the dichotomy between the private and the public. Such a social model is based on the concept of circular subsidiarity, which represents a departure from traditional notions of subsidiarity by promoting a dynamic and reciprocal interplay between three essential societal spheres: the state, the market, and organized civil society, all of which have their role to fulfill by providing security, efficiency, and relational goods. Ultimately, this article suggests that circular subsidiarity can lead to a more inclusive and equitable social model by acknowledging how relational goods not only humanize civil society but also sustain the functioning of both the market and the state. (shrink)

In the scholarship on medieval logic and semantics of the last decades, Ockham’s theory of supposition is probably the most extensively studied version of such theories; yet, it seems that we still do not fully understand all its intricacies. In this paper, I focus on a phrase that occurs countless times throughout Ockham’s writings, but in particular in the sections dedicated to supposition in the Summa logicae: the phrase ‘denotatur’. I claim that an adequate understanding of the role of the (...) concept of denotatur within Ockham’s supposition theory shall yield a deeper understanding of the theory as a whole. Here, I first examine a few uses of the term ‘denotatur’ and its variants by other authors. I then turn to Ockham: first I briefly mention some uses of the term in contexts other than his theory of supposition. Following that, I focus on his supposition theory, in particular on how ‘denotatur’ allows him to deal with two crucial puzzles, namely the supposition of empty terms and the supposition of terms in false affirmative propositions. The treatment of these two puzzles suggests that Ockham’s theory of supposition must be understood as a theory chiefly intended for the generation of the meanings of propositions. (shrink)

En el presente artículo se pretende hacer un recorrido por aquellas herramientas metodológicas utilizadas por Foucault para el estudio de la institución educativa disciplinaria y su posible aplicación al nuevo panorama educativo en las sociedades de control. Foucault analiza los discursos y prácticas como formas de poder en la sociedad disciplinaria, los cuales configuran una individualidad determinada: el cuerpo dócil. Tras la Segunda Guerra Mundial, nuevas modalidades de poder dan lugar a la sociedad de control, conformando una individualidad autogobernada. En (...) la educación secundaria actual aparecen tanto formas del régimen disciplinario como del régimen de control. (shrink)

In this article, I explore the way in which Korsgaard’s approach to obligation as springing from the reflective rejection of that which threatens one’s own identity can account for obligations towards others, without making the latter relative to obligations to oneself. To this end, I begin by stressing the role of reflexivity in ethical relationships, and show how this reflexivity is mediated by reference to law, which applies both to the self and to the other. On this basis, I then (...) argue that Korsgaard’s account of the interplay between practical and moral identity reflects the very structure of practical reason, which requires both a particular and a universal premise in order to issue practical reasons for action– and the corresponding obligations. Within this framework, I argue that Korsgaard’s solution to the problem outlined above lies in having stressed the shareable character of reasons such that it is neither your reason nor my reason that obligates me, but rather reason as such. This solution, however, requires a further argument aimed at clarifying what makes your reasons different from my own. (shrink)

This paper will address the collaborative networks and the gendered organization of the scientific work at the first Unit on Human Genetics of the Mexican Institute for Social Security. There, women and men had different tasks, duties and authority according to their gender and individual and professional skills. I will focus on physician Susana Kofman, who specialized in cytogenetics with Jérôme Lejeune and Jean de Grouchy in France, and physician Leonor Buentello, who graduated in virus genetics in Germany. This narrative (...) intends to return them to the forefront of the history of cytogenetics and to illustrate the contribution of women to scientific developments when research on human genetics was becoming a medical domain for diagnosis at an international level. (shrink)

It is often remarked that first-order Peano Arithmetic is non-categorical but deductively well-behaved, while second-order Peano Arithmetic is categorical but deductively ill-behaved. This suggests that, when it comes to axiomatizations of mathematical theories, expressive power and deductive power may be orthogonal, mutually exclusive desiderata. In this paper, I turn to Hintikka’s :69–90, 1989) distinction between descriptive and deductive approaches in the foundations of mathematics to discuss the implications of this observation for the first-order logic versus second-order logic divide. The descriptive (...) approach is illustrated by Dedekind’s ‘discovery’ of the need for second-order concepts to ensure categoricity in his axiomatization of arithmetic; the deductive approach is illustrated by Frege’s Begriffsschrift project. I argue that, rather than suggesting that any use of logic in the foundations of mathematics is doomed to failure given the impossibility of combining the descriptive approach with the deductive approach, what this apparent predicament in fact indicates is that the first-order versus second-order divide may be too crude to investigate what an adequate axiomatization of arithmetic should look like. I also conclude that, insofar as there are different, equally legitimate projects one may engage in when working on the foundations of mathematics, there is no such thing as the One True Logic for this purpose; different logical systems may be adequate for different projects. (shrink)

El presente artículo tiene como objetivo analizar y reconstruir la postura de John Stuart Mill respecto del problema de la inducción. Mostraremos que Mill si bien conoció las objeciones de Hume, no se refiere a ellas en gran medida porque para él la justificación de la inducción es posible. La hipótesis principal será probada por medio de dos tesis: la primera, alude a la evasión de la argumentación circular respecto de la justificación de la inferencia inductiva; y la segunda, refiere (...) al tipo de inducciones que fundamentan el principio de regularidad: inducciones por enumeración simple. (shrink)

On the basis of passages from John Buridan's Summula Suppositionibus and Sophismata, E. Karger has reconstructed what could be called the 'Buridanian theory of inferential relations between doubly quantified propositions', presented in her 1993 article 'A theory of immediate inference contained in Buridan's logic'. In the reconstruction, she focused on the syntactical elements of Buridan's theory of modes of personal supposition to extract patterns of formally valid inferences between members of a certain class of basic categorical propositions. The present study (...) aims at offering semantic corroboration 'a proof of soundness' to the inferential relations syntactically identified by E. Karger, by means of the analysis of Buridan's semantic definitions of the modes of personal supposition. The semantic analysis is done with the help of some modern logical concepts, in particular that of the model. In effect, the relations of inference syntactically established are shown to hold also from a semantic point of view, which means thus that this fragment of Buridan's logic can be said to be sound. (shrink)

The Interconnected model of teacher professional growth elaborated by Clarke and Hollingsworth (2002) is based on four intertwined domains of teacher action: the external domain, the domain of consequence, the personal domain and the domain of practice. The aim of the research is to examine how the model works in the Croatian education system using the example of a biology teacher’s case study. In the theoretical part, an overview of the theoretical foundations of the model is described with reference to (...) its application in studies on the professional growth of teachers. The empirical part of the paper presents the results of the research in accordance with the domains of the Interconnected model of the teacher’s professional growth. The results showed the complexity of teacher growth network processes that sometimes take place simultaneously in different domains and in different directions. The paper contributes to the deepening of scientific knowledge in the field of teacher professional growth, which is an important strategy in achieving the general well-being of students and schools, and thus the education system as a whole. (shrink)

This article aims to show that the practice of attention can create an openness to the truth, from where ethics arises. It does so by exploring the role attention plays, according to Ricoeur, in Freud’s thought. Ricoeur shows how in the first stage of Freud’s thinking – that of the Project of a Scientific Psychology – attention is one of the instances in which a purely mechanical quantitative explanation can be questioned. Further on, with the introduction of narcissism, Ricœur shows (...) that attention, insofar as it opens a space for the “wounding truth,” opposes narcissism. Finally, the article explains how in the therapeutic setting an attentional epochē allows the therapist to be “the reality principle in flesh and in act,” so that the ego can gain control. According to Ricœur, this non-judgmental gaze opens a space of truthfulness for the patient’s self-knowledge which, although not being the totality of ethics, constitutes its threshold. (shrink)

Autorretratar-se é um dos objetivos de Michel de Montaigne, em seus Ensaios. Para que sua imagem se manifeste, ele utiliza-se de vários recursos literários a fim de despertar a sensibilidade do leitor. O apelo ao lugar-comum relativo ao elogio a um amigo, não deixa de seu um importante recurso da Arte Retórica utilizado pelo autor, como o fizeram filósofos anteriores e posteriores a Montaigne. No seu caso, no entanto, por ser verídico o seu relato, mais uma vez, apesar do uso (...) de artifício retórico, Montaigne confere naturalidade ao texto, envolvendo sensivelmente o leitor e possibilitando ainda mais que ele adentre no plano de significação imagético.Palavras-chave: Montaigne; Arte Retórica; Pintura; Amizade. (shrink)

This article explores one aspect of Kant's crucial contribution to the philosophy of culture. It does so by analysing two different approaches to the notion of culture, which are explicit in his work. The first, which may be called "genetical", presents culture almost as a result of a natural dialectic. The second, which I call "practical", regards culture as a task for the human being.

A range of formal models of human reasoning have been proposed in a number of fields such as philosophy, logic, artificial intelligence, computer science, psychology, cognitive science, etc.: various logics, probabilistic systems, belief revision systems, neural networks, among others. Now, it seems reasonable to require that formal models of human reasoning be empirically adequate if they are to be viewed as models of the phenomena in question. How are formal models of human reasoning typically put to empirical test? One way (...) to do so is to isolate a number of key principles of the system, and design experiments to gauge the extent to which participants do or do not follow them in reasoning tasks. Another way is to take relevant existing results and check whether a particular formal model predicts these results. The present investigation provides an illustration of the second kind of empirical testing by comparing two formal models for reasoning – namely the non-monotonic logic known as preferential logic; and a particular version of belief revision theories, screened belief revision – against the reasoning phenomenon known as belief bias in the psychology of reasoning literature: human reasoners typically seek to maintain the beliefs they already hold, and conversely to reject contradicting incoming information. The conclusion of our analysis will be that screened belief revision is more empirically adequate with respect to belief bias than preferential logic and non-monotonic logics in general, as what participants seem to be doing is above all a form of belief management on the basis of background knowledge. The upshot is thus that, while it may offer valuable insights into the nature of human reasoning, preferential logic is ultimately inadequate as a formal model of the phenomena in question. (shrink)

A range of formal models of human reasoning have been proposed in a number of fields such as philosophy, logic, artificial intelligence, computer science, psychology, cognitive science, etc.: various logics, probabilistic systems, belief revision systems, neural networks, among others. Now, it seems reasonable to require that formal models of human reasoning be empirically adequate if they are to be viewed as models of the phenomena in question. How are formal models of human reasoning typically put to empirical test? One way (...) to do so is to isolate a number of key principles of the system, and design experiments to gauge the extent to which participants do or do not follow them in reasoning tasks. Another way is to take relevant existing results and check whether a particular formal model predicts these results. The present investigation provides an illustration of the second kind of empirical testing by comparing two formal models for reasoning – namely the non-monotonic logic known as preferential logic; and a particular version of belief revision theories, screened belief revision – against the reasoning phenomenon known as belief bias in the psychology of reasoning literature: human reasoners typically seek to maintain the beliefs they already hold, and conversely to reject contradicting incoming information. The conclusion of our analysis will be that screened belief revision is more empirically adequate with respect to belief bias than preferential logic and non-monotonic logics in general, as what participants seem to be doing is above all a form of belief management on the basis of background knowledge. The upshot is thus that, while it may offer valuable insights into the nature of human reasoning, preferential logic is ultimately inadequate as a formal model of the phenomena in question. (shrink)

O presente artigo propõe-se a analisar as vantagens do acesso aos documentos digitais e ao mesmo tempo, apontar desafios encontrados ao pesquisar em documentos impressos. Neste intuito, discorre-se brevemente sobre uma experiência vivida ao pesquisar em acervos físicos e digitais em bibliotecas portuguesas. Como fundamentação teórica, busca dar ênfase aos documentos de valor histórico e ressaltar a relevância do uso da tecnologia no acesso à informação. Como resultado, o estudo permitiu constatar que o uso da tecnologia da informação aplicada ao (...) patrimônio documental oferece inúmeros ganhos tanto em relação à redução de tempo quanto aos custos empregados com a reprodução de cópias e da massa documental acumulada. Por fim, pode-se perceber que ainda é insignificante o número de instituições que investem nesses recursos, o que dificulta o acesso a esse patrimônio e consequentemente compromete o papel de responsabilidade social, o de disponibilizar os documentos à sociedade em tempo hábil. (shrink)

Recent progress in our understanding of mitotic chromosome dynamics has been accelerated by the identification of two essential protein complexes, cohesin and condensin. Cohesin is required for holding sister chromatids (duplicated chromosomes) together from S phase until the metaphase‐to‐anaphase transition. Condensin is a central player in chromosome condensation, a process that initiates at the onset of mitosis. The main focus of this review is to discuss how the mitotic metaphase chromosome is assembled and shaped by a precise balance between the (...) cohesion and condensation machineries. We argue that, in different eukaryotic organisms, the balance of cohesion and condensation is adjusted in such a way that the size and shape of the resulting chromosomes are best suited for their accurate segregation. BioEssays 23:924–935, 2001. © 2001 John Wiley & Sons, Inc. (shrink)

Resumo: Focamos neste trabalho algumas das tensões vivenciadas por professores pesquisadores vinculados ao sistema de Pós-graduação brasileiro, no contexto das transformações recentes da universidade. Os protagonistas da PG buscam alternativas éticas para o que consideram descaminhos na produção de conhecimentos no contexto científico. O trabalho decorre dos resultados de um conjunto de pesquisas sobre temas associados à produção em nível stricto sensu, desenvolvidas na última década por diversos pesquisadores em grupos ou projetos de investigação. Os resultados vêm mostrando cada vez (...) maior interferência de organismos nacionais de regulação, controle e avaliação do sistema de PG no funcionamento da universidade, ferindo a sua autonomia. Em consequência, os professores pesquisadores que atuam na PG veem-se compelidos a obedecer a dois ‘patrões’, ou ‘senhorios’, cujas exigências são distintas e não raro antagônicas. Diante dos frequentes conflitos entre as exigências, prevalece a subserviência ao órgão externo, já que as próprias IES estão sob avaliação destes órgãos. Neste contexto, emerge o debate sobre a excelência da produção acadêmico-científica, trazendo-se à tona os limites da produção/produtivismo. Como contribuição trazemos a noção de pertinência territorial para pensar outra possível modalidade de excelência. Por fim, enriquecemos a discussão da problemática, a partir da perspectiva do pensamento decolonial, que envolve a crítica ao eurocentrismo vigente em nossa academia e propõe o ‘penso onde sou’ como caminho para que a produção científica encontre alternativas, conectadas com as realidades e necessidades dos territórios em que estão instaladas as universidades e seus programas de PG. (shrink)