Resumo: Este artigo resulta de pesquisa que mapeou programas e atores privados que incidiam em redes públicas de educação dos 26 estados e Distrito Federal entre 2005 e 2018. Além do mapeamento, a pesquisa analisa programas educacionais operados por atores privados em cada uma das três dimensões da política - oferta educativa, currículo e gestão - conforme ADRIÃO (2018). Neste trabalho, analisa-se o Programa Acelera Brasil, criado pelo Instituto Ayrton Senna e selecionado por sua capilaridade, institucionalidade e longevidade na dimensão (...) da privatização do currículo no estado de Goiás. Consideramos as características do programa nas escolas estaduais e as implicações para o Direito Humano à Educação (DHE), com base em Tomasevski (2004). O artigo deriva de estudos bibliográficos e documentais. Os resultados identificam consequências negativas para o DHE, dentre as quais: falta de transparência acerca do Programa e seus resultados, dificultando o Controle Social, segregação dos alunos participantes do Acelera em salas separadas das turmas regulares e a ausência de monitoramento dos alunos egressos do Programa ou a não divulgação de seus resultados, desrespeitando as características fundamentais do DHE, quais sejam disponibilidade, acessibilidade, adaptabilidade e aceitabilidade. Palavras-chave: Privatização; Currículo; Programa Acelera Brasil; Direito Humano The “Acelera Brasil” Program in the state of Goiás: implications for the Human Right Education (HRE) Abstract: This article is the results of research that mapped programs and private actors that focused on public education networks in the 26 states and the Federal District between2005 and 2018. In addition to mapping, the research analyzes educational programs operated by private actors in the period, in each of the three dimensions of the policy - educational offer, curriculum and management - according to ADRIÃO (2018). In this work, we analyze the “Acelera Brasil” Program, created by the Ayrton Senna Institute and selected for its capillarity, institutionality and longevity in the dimension of privatization of the curriculum in the state of Goiás. We consider the characteristics of the program in state schools and the implications for the Human Right to Education (HRE), based on Tomasevski (2004). The article derives from bibliographic and documentary studies. The results identify negative consequences for the HRE, among which: lack of transparency about the Program and its results, hindering Social Control, segregation of students participating in “Acelera” in separate rooms from regular classes and the absence of monitoring of students who graduated from the Program or the non-disclosure of its results, disregarding the fundamental characteristics of HRE, wich are availability, accessibility, adaptaptability and acceptability. Key-words: Privatization; Curriculum; Acelera Brasil Program; Human Right El Programa “Acelera Brasil” en el estado de Goiás: implicaciones para el Derecho Humano a la Educación (DHE) Resumen: Este artículo es el resultado de una investigación que mapeó programas y actores privados que se enfocaron en redes de educación pública en los 26 estados y el Distrito Federal entre 2005 y 2018. Además del mapeo, la investigación analiza programas educativos operados por actores privados en el período, en cada una de las tres dimensiones de la política - oferta educativa, currículo y gestión - según ADRIÃO (2018). En este trabajo, analizamos el Programa “Acelera Brasil”, creado por el Instituto Ayrton Senna y seleccionado por su capilaridad, institucionalidad y longevidad en la dimensión de privatización del currículo en el estado de Goiás. Consideramos las características del programa en las escuelas públicas y las implicaciones para el Derecho Humano a la Educación (DHE), con base en Tomasevski (2004). El artículo deriva de estudios bibliográficos y documentales. Los resultados identifican consecuencias negativas para la DHE, entre las cuales: la falta de transparencia sobre el Programa y sus resultados, dificultando el Control Social, la segregación de los estudiantes participantes de “Acelera” en salones separados de las clases regulares y la ausencia de seguimiento de los estudiantes egresados ​​de el Programa o la no divulgación de sus resultados, lesionando las características fundamentales lo DHE, que son la disponibilidad, accesibilidad, adaptaptabilidad y la aceptabilidad Palabras clave: Privatización; Plan de estudios; Programa Acelera Brasil; Derecho Humano Data de registro: 31/05/2022 Data de aceite: 26/10/2022. (shrink)

The New APPS interview with Alessandra Tanesini, Professor of Philosophy at Cardiff University, will run in two parts. Part II is here; Part I was last week. Philosophy and other humanities are under increasing pressure to justify their existence in universities on short-term economic criteria, sometimes in number of majors...

Introduction / Alessandra Tanesini and Michael P. Lynch -- Reassessing different conceptions of argumentation / Catarina Dutilh Novaes -- Martial metaphors and argumentative virtues and vices / Ian James Kidd -- Arrogance and deep disagreement / Andrew Aberdein -- Closed-mindedness and arrogance / Heather Battaly -- Intellectual trust and the marketplace of ideas / Allan Hazlett -- Is searching the Internet making us intellectually arrogant? / J. Adam Carter and Emma C. Gordon -- Intellectual humility and the curse of (...) knowledge / Michael Hannon -- Bullshit and dogmatism : a discourse analytical perspective / Chris Heffer -- Polarization and the problem of spreading arrogance / Michael P. Lynch -- Arrogance, polarization and arguing to win / Alessandra Tanesini -- Partisanship, humility, and epistemic polarization / Thomas Nadelhoffer, Rose Graves, Gus Skorburg, Mark Leary, and Walter Sinnott-Armstrong -- Science denial, polarization, and arrogance / Lee McIntyre -- The polarization toolkit / Quassim Cassam -- Epistemic rights in a polarized world : the right to know and the abortion / Debate Lani Watson. (shrink)

Today’s New APPS interview is with Alessandra Tanesini, Professor of Philosophy at Cardiff University. This is Part I; Part II will run next week. Thanks very much for doing this interview with us, Alessandra. Let’s start with your personal practice of philosophy. What are the pleasures and pains of philosophy...

Intellectual humility, I argue in this paper, is a cluster of strong attitudes directed toward one's cognitive make-up and its components, together with the cognitive and affective states that constitute their contents or bases, which serve knowledge and value-expressive functions. In order to defend this new account of humility I first examine two simpler traits: intellectual self-acceptance of epistemic limitations and intellectual modesty about epistemic successes. The position defended here addresses the shortcomings of both ignorance and accuracy based accounts of (...) humility. (shrink)

We-thinking theories allow groups to deliberate as agents. They have been introduced into the economic domain for both theoretical and empirical reasons. Among the few scholars who have proposed formal approaches to illustrate how we-thinking arises, Bacharach offers one of the most developed theories from the game theoretic point of view. He presents a number of intuitions, not always mutually consistent and not fully developed. In this article, I propose a way to complete Bacharach’s theory, generalizing the interdependence hypothesis and (...) building on his intuition about vacillation. It is a simple model of vacillation between the I and we-modes of reasoning, as a way in which we-thinking can come to mind in the face of a decision problem. The vacillation model makes we-reasoning more easily usable in game theory. (shrink)

After more than three centuries, Molyneux's question continues to challenge our understanding of cognition and perceptual systems. Locke, the original recipient of the question, approached it as a theoretical exercise relevant to long-standing philosophical issues, such as nativism, the possibility of common sensibles, and the empiricism-rationalism debate. However, philosophers were quick to adopt the experimentalist's stance as soon as they became aware of recoveries from congenital blindness through ophtalmic surgery. Such recoveries were widely reported to support empiricist positions, suggesting that (...) the question had found its empirical answer. Contrary to this common view, we argue that studies of patients recovering from early blindness through surgery cannot provide an answer. In fact, because of the very nature of such ophtalmological interventions it is impossible to test the question in the empirical conditions outlined by Molyneux. Thus we propose that Molyneux's question be treated as an early thought experiment of a specific kind. Although thought experiments of this kind cannot be turned into actual experimental conditions, they provide a conceptual restructuring of theories. Such restructuring in turn leads to new predictions that can then be tested by normal experiments. In accord with this interpretation, we show that Molyneux's question can be analyzed into a hierarchy of specific questions about vision in its phenomenal and sensory-motor components. Some of these questions do lead to actual experimental conditions that could be studied empirically. (shrink)

After more than three centuries, Molyneux's question continues to challenge our understanding of cognition and perceptual systems. Locke, the original recipient of the question, approached it as a theoretical exercise relevant to long-standing philosophical issues, such as nativism, the possibility of common sensibles, and the empiricism-rationalism debate. However, philosophers were quick to adopt the experimentalist's stance as soon as they became aware of recoveries from congenital blindness through ophtalmic surgery. Such recoveries were widely reported to support empiricist positions, suggesting that (...) the question had found its empirical answer. Contrary to this common view, we argue that studies of patients recovering from early blindness through surgery cannot provide an answer. In fact, because of the very nature of such ophtalmological interventions it is impossible to test the question in the empirical conditions outlined by Molyneux. Thus we propose that Molyneux's question be treated as an early thought experiment of a specific kind. Although thought experiments of this kind cannot be turned into actual experimental conditions, they provide a conceptual restructuring of theories. Such restructuring in turn leads to new predictions that can then be tested by “normal” experiments. In accord with this interpretation, we show that Molyneux's question can be analyzed into a hierarchy of specific questions about vision in its phenomenal and sensory-motor components. Some of these questions do lead to actual experimental conditions that could be studied empirically. (shrink)

Dissertação de Mestrado. OLIVEIRA, Cássia Cristina Costa de. Se Deus não existe tudo é permitido? Niilismo e religião. Estudo a partir de Dostoievski e Nietzsche. 2012. 144 folhas. Dissertação (Mestrado) – Pontifícia Universidade Católica de Minas Gerais, Programa de Pós-graduação em Ciências da Religião, Belo Horizonte. Palavras-chave : Niilismo. Religião. Nietzsche. Dostoiévski. Key words : Nihilism. Religion. Nietzsche. Dostoiévski.

In this paper I provide an account of two forms of intellectual arrogance which cause the epistemic practices of conversational turn-taking and assertion to malfunction. I detail some of the ethical and epistemic harms generated by intellectual arrogance, and explain its role in fostering the intellectual vices of timidity and servility in other agents. Finally, I show that arrogance produces ignorance by silencing others (both preventing them from speaking and causing their assertions to misfire) and by fostering self-delusion in the (...) arrogant themselves. (shrink)

The Mismeasure of the Self is dedicated to vices that blight many lives. They are the vices of superiority, characteristic of those who feel entitled, superior and who have an inflated opinion of themselves, and those of inferiority, typical of those who are riddled with self-doubt and feel inferior. Arrogance, narcissism, haughtiness, and vanity are among the first group. Self-abasement, fatalism, servility, and timidity exemplify the second. This book shows these traits to be to vices of self-evaluation and describes their (...) pervasive harmful effects in some detail. Even though the influence of these traits extends to any aspect of life, the focus of this book is their damaging impact on the life of the intellect. Tanesini develops and defends a view of these vices that puts vicious motivations at their core. The analyses developed in this work build on empirical research in attitude psychology and on philosophical theories in virtue ethics and epistemology. The book concludes with a positive proposal for weakening vice and promoting virtue. (shrink)

Intellectual servility is a vice opposing proper pride about one's intellectual achievements. Intellectual timidity is also a vice; it is manifested in a lack of proper concern for others’ esteem. This paper offers an account of the nature of these vices and details some of the epistemic harms that flow from them. I argue that servility, which is often the result of suffering humiliation, is a form of damaged self-esteem. It is underpinned by attitudes serving social-adjustive functions and causes ingratiating (...) behaviors. Timidity, which is habituated through self-silencing, is underpinned by negative attitudes toward the intellectual worth of the self, which serve a defensive function. Like servility, timidity is an obstacle to the acquisition and transmission of knowledge and especially knowledge about oneself. (shrink)

This article argues that intellectual character vices involve non-instrumental motives to oppose, antagonise, or avoid things that are epistemically good in themselves. This view has been the recent target of criticism based on alleged counterexamples presenting epistemically vicious individuals who are virtuously motivated or at least lack suitable epistemically bad motivations. The paper first presents these examples and shows that they do not undermine the motivational approach. Finally, having distinguished motivating from explanatory reasons for belief and action, it argues that (...) our epistemic practice of vice attribution supplies evidence in favour of motivational accounts of vice. (shrink)

Investigamos, neste texto, as concepções de informação propostas por Peirce (1839-1914) e Bateson (1904-1980) e suas implicações no processo sistêmico e evolucionário da mente, contextualizando-as no antropoceno. Destacamos as semelhanças entre as abordagens dos dois autores a partir do papel exercido pela informação na dinâmica constitutiva dos processos mentais, bem como tais abordagens podem servir como uma bússola para redirecionarmos nossa visão fragmentada de mundo e minimizarmos os impactos da ação humana na natureza, amenizando as dificuldades da era do antropoceno. (...) Diferentemente da abordagem determinista, mecanicista e reducionista nos estudos da causalidade que rege as relações, mostramos que Peirce e Bateson inserem a informação como elemento principal que propicia a emergência da comunicação, do acaso, da organização e da continuidade dos sistemas vivos. Nossa hipótese é a de que para ambos os autores, a mente é imanente e coextensiva à natureza, cuja complexidade extrapola os limites investigativos da ciência tradicional, lançando luz aos debates sobre o antropoceno, os quais visam investigar, compreender e propor ações para amenizar os impactos da conduta humana na natureza. (shrink)

Traditional accounts of perception endorse an input–output model: perception is the input from world to mind and action is the output from mind to world. In contrast, enactive accounts propose action to be constitutive of perception. We focus on Noë's sensorimotor version of enactivism, with the aim of clarifying the proper limits of enactivism more generally. Having explained Noë's particular version of enactivism, which accounts for the contents of perceptual experience in terms of sensorimotor knowledge, we use taste as a (...) test for his central thesis. We conclude that taste and other similar senses do not display the central features which Noë claims apply to all perceptual experience. (shrink)

In this chapter, after a review of some existent empirical and philosophical literature that suggests that human beings are essentially incapable of changing their mind in response to counter-evidence, I argue that motivation makes a significant difference to individuals’ ability rationally to evaluate information. I rely on empirical work on group deliberation to argue that the motivation to learn from others, as opposed to the desire to win arguments, promotes good quality group deliberation. Finally I provide an overview of some (...) epistemic virtues and vices crucial to the politico-epistemic activities of arguing, debating, and listening to a contrary point of view. (shrink)

Logical metonymy resolution (begin a book begin reading a book or begin writing a book) has traditionally been explained either through complex lexical entries (qualia structures) or through the integration of the implicit event via post-lexical access to world knowledge. We propose that recent work within the words-as-cues paradigm can provide a more dynamic model of logical metonymy, accounting for early and dynamic integration of complex event information depending on previous contextual cues (agent and patient). We first present a self-paced (...) reading experiment on German subordinate sentences, where metonymic sentences and their paraphrased version differ only in the presence or absence of the clause-final target verb (Der Konditor begann die Glasur Der Konditor begann, die Glasur aufzutragen/The baker began the icing The baker began spreading the icing). Longer reading times at the target verb position in a high-typicality condition (baker + icing spread ) compared to a low-typicality (but still plausible) condition (child + icing spread) suggest that we make use of knowledge activated by lexical cues to build expectations about events. The early and dynamic integration of event knowledge in metonymy interpretation is bolstered by further evidence from a second experiment using the probe recognition paradigm. Presenting covert events as probes following a high-typicality or a low-typicality metonymic sentence (Der Konditor begann die Glasur AUFTRAGEN/The baker began the icing SPREAD), we obtain an analogous effect of typicality at 100 ms interstimulus interval. (shrink)

A sociedade foi construída a partir de relações de poder que trataram de segregar e marginalizar alguns grupos. A escola, coexistindo nesse contexto, pode mover-se para a ruptura das desigualdades. Dessa maneira, viabilizar a temática de gênero e sexualidade no cotidiano escolar colabora com uma educação transformadora, voltada ao respeito, à valorização das inúmeras vivências de gênero e sexualidade e ao combate à violência. Frente à possibilidade de intervenção e sem adotar uma postura ingênua de que a instituição escolar é (...) capaz de mudar toda uma sociedade, pode-se afirmar que ela detém poder de transformação na vida dos indivíduos? Para fundamentar essa discussão, contamos com o apoio teórico de autores como Louro, Freire, Hooks, Moreno, entre outros. A fim de alcançar os objetivos desta investigação, foi realizada uma pesquisa de caráter qualitativo, por meio de livros, artigos e dados. Entre outras questões, a pesquisa evidenciou a historicidade presente nos assuntos de gênero e sexualidade nas escolas brasileiras e no currículo formativo, refletindo sobre a responsabilidade do fazer educacional diante do compromisso de uma educação não discriminatória e transformadora. (shrink)

Recent studies of political attitudes have documented increasing support for women political candidates among college students and adults. This study examined junior and senior high school student's attitudes toward women in politics and analyzed the effect of gender and race on their attitudes. We found that adolescent girls had very positive and optimistic views of the role of women in politics; adolescent boys, particularly blacks, had more negative and pessimistic views.

O presente trabalho procurará apontar olhares sobre o corpo de Odisseu, herói e protagonista da segunda obra homérica, a partir da perspectiva do narrador e da personagem Nausícaa, a princesa dos Feaces. Assim, demonstrar-se-ão, ainda que sucintamente, as metamorfoses sofridas pelo corpo de Odisseu ao longo da obra homérica, as quais o fazem transitar entre o ‘proscrito e o príncipe’. Para tanto, buscar-se-á através da análise do Canto VI, o momento em que se dá o encontro de Odisseu e Nausícaa, (...) a qual toma-o como mendigo ou estrangeiro enviado por Zeus, devido ao estado daquele, isto é, nu e totalmente desprovido, o que contrasta com o tempo imediatamente posterior, no qual o herói, ao cuidar do corpo, torna-se digno, pela fala da própria Nausícaa, de tornar-se seu marido. (shrink)

In this paper I offer an original account of intellectual modesty and some of its surrounding vices: intellectual haughtiness, arrogance, servility and self-abasement. I argue that these vices are attitudes as social psychologists understand the notion. I also draw some of the educational implications of the account. In particular, I urge caution about the efficacy of direct instruction about virtue and of stimulating emulation through exposure to positive exemplars.

There is much of interest in Cassam’s ground-breaking Vices of the Mind. This discussion focuses exclusively on one aspect of his view, namely, his account of what it takes to be properly criticisable or blameworthy for one’s epistemic vices. This critical discussion consists of two sections. The first provides an overview of Cassam’s account of responsibility and criticisability for intellectual vices. The second raises a problem for that account whose formulation is due to Battaly and proposes a solution which, at (...) least in part, could also be adopted by Cassam himself if he were prepared to make some small changes to his view. This solution generates a highly disjunctive account of criticisability and responsibility for possessing an epistemic vice. Although such heterogeneity might seem wholly unsatisfactory, it receives a plausible explanation when the account is put within the context of a Strawsonian approach to the practice of holding people responsible for their epistemic vices. (shrink)

Alessandra Tanesini is a Professor of Philosophy at Cardiff University working on epistemology and philosophy of language. In this post she summarises some of her recent work on collective amnesia and epistemic injustice.

Notini et al 1 offer a timely addition in the wake of a significant increase in young people identifying as transgender and gender diverse. The authors focus specifically on the case of 18-year-old Phoenix’s request for ongoing puberty suppression to affirm a non-binary gender identity. A central issue raised by Phoenix’s predicament, and that I suggest we can extend to ethical consideration of requests for other types of medical intervention by binary and non-binary TGD individuals, is whether we should ‘affirm’ (...) the claims made by TGD young people about what promotes their well-being. As a clinician working with TGD young people who have undergone a range of medical interventions to align their bodies with their gender identity, my starting presumption is that it is important to respect what people think will help them: there are some TGD young people for whom, all things considered, medical interventions to affirm gender identity promote their well-being. Well-being has become an important conceptual currency in ethical debates and lies at the core of the authors’ analysis of Phoenix’s case. While the authors do not ground their argument in favour of OPS in a specific theory of well-being, welfarist considerations 2 appear to underpin …. (shrink)

The exponential rise in transgender self-identification invites consideration of what constitutes an ethical response to transgender individuals’ claims about how best to promote their well-being. In this paper, we argue that ‘accepting’ a claim to medical transitioning in order to promote well-being would be in the person’s best interests iff at the point of request the individual is correct in their self-diagnosis as transgender (i.e., the distress felt to reside in the body does not result from another psychological and/or societal (...) problem) such that the medical interventions they are seeking will help them to realise their preferences. If we cannot assume this—and we suggest that we have reasonable grounds to question an unqualified acceptance in some cases—then ‘acceptance’ potentially works against best interests. We propose a distinction between ‘acceptance’ and respectful, in-depth exploration of an individual’s claims about what promotes their well-being. We discuss the ethical relevance of the unconscious mind to considerations of autonomy and consent in working with transgender individuals. An inquisitive stance, we suggest, supports autonomous choice about how to realise an embodied form that sustains well-being by allowing the individual to consider both conscious and unconscious factors shaping wishes and values, hence choices. (shrink)

Communities often respond to traumatic events in their histories by destroying objects that would cue memories of a past they wish to forget and by building artefacts which memorialize a new version of their history. Hence, it would seem, communities cope with change by spreading memory ignorance so to allow new memories to take root. This chapter offers an account of some aspects of this phenomenon and of its epistemological consequences. Specifically, it is demonstrated in this chapter that collective forgetfulness (...) is harmful. Here, the focus is exclusively on the harms caused by its contribution to undermining the intellectual self-trust of some members of the community. Further, since some of these harms are also wrongs, collective amnesia contributes to causing epistemic injustices. (shrink)

_Alessandra Lemma - Winner of the Levy-Goldfarb Award for Child Psychoanalysis!_ The contemporary relevance of psychoanalysis is being increasingly questioned; _Off the Couch_ challenges this view, demonstrating that psychoanalytic thinking and its applications are both innovative and relevant, in particular to the management and treatment of more disturbed and difficult to engage patient groups. Chapters address: clinical applications in diverse settings across the age range the relevance of psychoanalytic thinking to the practice of CBT, psychosomatics and general psychiatry the contribution (...) of psychoanalytic thinking to mental health policy and the politics of conflict and mediation. This book suggests that psychoanalysis has a vital position within the public health sector and discusses how it can be better utilised in the treatment of a range of mental health problems. It also highlights the role of empirical research in providing a robust evidence base. _Off the Couch_ will be essential reading for those practicing in the field of mental health and will also be useful for anyone involved in the development of mental health and public policies. It will ensure that practitioners and supervisors have a clear insight into how psychoanalysis can be applied in general healthcare. (shrink)

Neste artigo procura-se destacar alguns pontos acerca do conceito de consentimento no _Segundo tratado sobre o governo, _a fim de fomentar a discussão sobre esse tema, bastante relevante, e ao mesmo tempo complexo, para a compreensão da teoria política de Locke. Neste percurso, busca-se ressaltar algumas passagens mais relevantes para a apreensão dessa noção com base em sua análise tanto no início das sociedades políticas quanto no exercício do governo civil. Além disso, procura-se apontar a conexão entre consentimento e confiança (...) e a importância da distinção entre consentimento tácito e expresso para a compreensão do texto. (shrink)

Anger dominates debates in the public sphere. In this article I argue that there are diverse forms of anger that merit different responses. My focus is especially on two types of anger that I label respectively arrogant and resistant. The first is the characteristic defensive response of those who unwarrantedly arrogate special privileges for themselves. The second is often a source of insight and a form of moral address. I detail some discursive manifestations of these two types of anger. I (...) show that arrogant anger is responsible for attempts to intimidate and humiliate others with whom one disagrees. Whilst resistant anger can be intimidating, it is also essential in communicating moral demands. (shrink)

Arrogance has widespread negative consequences for epistemic practices. Arrogant people tend to intimidate and humiliate other agents, and to ignore or dismiss their views. They have a propensity to mansplain. They are also angry. In this paper I explain why anger is a common manifestation of arrogance in order to understand the effects of arrogance on debate. I argue that superbia (which is the kind of arrogance that is my concern here) is a vice of superiority characterised by an overwhelming (...) desire to diminish other people in order to excel and by a tendency to arrogate special entitlements for oneself, including the privilege of not having to justify one’s claims. (shrink)

Notini _et al_ 1 offer a timely addition in the wake of a significant increase in young people identifying as transgender and gender diverse. The authors focus specifically on the case of 18-year-old Phoenix’s request for ongoing puberty suppression to affirm a non-binary gender identity. A central issue raised by Phoenix’s predicament, and that I suggest we can extend to ethical consideration of requests for other types of medical intervention by binary and non-binary TGD individuals, is whether we should ‘affirm’ (...) the claims made by TGD young people about what promotes their well-being. As a clinician working with TGD young people who have undergone a range of medical interventions to align their bodies with their gender identity, my starting presumption is that it is important to respect what people think will help them: there are some TGD... (shrink)

Alessandra Tanesini ABSTRACT: Arrogance has widespread negative consequences for epistemic practices. Arrogant people tend to intimidate and humiliate other agents, and to ignore or dismiss their views. They have a propensity to mansplain. They are also angry. In this paper I explain why anger is a common manifestation of arrogance in order to understand the...