O presente artigo tem como objectivo fundamental propor uma interpretação do poema de T.S. Eliot, The Waste Land, no qual a experiência do mal constitui ponto de referência central. Esta experiência, traduzida metaforicamente por "terra desolada", pode ser perspectivada tanto em termos pessoais como civilizacionais. O poema, depois de realizar o diagnóstico de uma situação de crise profunda, realiza o que poderíamos designar como um ritual catártico que permite a purificação das dimensões negativas, sedimentadas em nós, constrangedoras da nossa liberdade. (...) /// This paper proposes an interpretation of T. S. Elliot 's poem The Waste Land whose core is the experience of evil. Such experience, expressed by the metaphor of the "waste land", can be viewed either in personal or in civilizational terms. After diagnosing a profound crisis, the poem goes on to what could be called a cathartic ritual, which enables the purification of negative elements of life that constrain our freedom. (shrink)
Table of contentsI1 Proceedings of the 4th World Conference on Research IntegrityConcurrent Sessions:1. Countries' systems and policies to foster research integrityCS01.1 Second time around: Implementing and embedding a review of responsible conduct of research policy and practice in an Australian research-intensive universitySusan Patricia O'BrienCS01.2 Measures to promote research integrity in a university: the case of an Asian universityDanny Chan, Frederick Leung2. Examples of research integrity education programmes in different countriesCS02.1 Development of a state-run “cyber education program of research ethics” in (...) KoreaEun Jung Ko, Jin Sun Kwak, TaeHwan Gwon, Ji Min Lee, Min-Ho LeeCS02.3 Responsible conduct of research teachers’ training courses in Germany: keeping on drilling through hard boards for more RCR teachersHelga Nolte, Michael Gommel, Gerlinde Sponholz3. The research environment and policies to encourage research integrityCS03.1 Challenges and best practices in research integrity: bridging the gap between policy and practiceYordanka Krastev, Yamini Sandiran, Julia Connell, Nicky SolomonCS03.2 The Slovenian initiative for better research: from national activities to global reflectionsUrsa Opara Krasovec, Renata SribarCS03.3 Organizational climate assessments to support research integrity: background of the Survey of Organizational Research Climate and the experience with its use at Michigan State UniversityBrian C. Martinson, Carol R. Thrush, C.K. Gunsalus4. Expressions of concern and retractionsCS04.1 Proposed guidelines for retraction notices and their disseminationIvan Oransky, Adam MarcusCS04.2 Watching retractions: analysis of process and practice, with data from the Wiley retraction archivesChris Graf, Verity Warne, Edward Wates, Sue JoshuaCS04.3 An exploratory content analysis of Expressions of ConcernMiguel RoigCS04.4 An ethics researcher in the retraction processMichael Mumford5. Funders' role in fostering research integrityCS05.1 The Fonds de Recherche du Québec’s institutional rules on the responsible conduct of research: introspection in the funding agency activitiesMylène Deschênes, Catherine Olivier, Raphaëlle Dupras-LeducCS05.2 U.S. Public Health Service funds in an international setting: research integrity and complianceZoë Hammatt, Raju Tamot, Robin Parker, Cynthia Ricard, Loc Nguyen-Khoa, Sandra TitusCS05.3 Analyzing decision making of funders of public research as a case of information asymmetryKarsten Klint JensenCS05.4 Research integrity management: Empirical investigation of academia versus industrySimon Godecharle, Ben Nemery, Kris Dierickx5A: Education: For whom, how, and what?CS05A.1 Research integrity or responsible conduct of research? What do we aim for?Mickey Gjerris, Maud Marion Laird Eriksen, Jeppe Berggren HoejCS05A.2 Teaching and learning about RCR at the same time: a report on Epigeum’s RCR poll questions and other assessment activitiesNicholas H. SteneckCS05A.4 Minding the gap in research ethics education: strategies to assess and improve research competencies in community health workers/promoteresCamille Nebeker, Michael Kalichman, Elizabeth Mejia Booen, Blanca Azucena Pacheco, Rebeca Espinosa Giacinto, Sheila Castaneda6. Country examples of research reward systems and integrityCS06.1 Improving systems to promote responsible research in the Chinese Academy of SciencesDing Li, Qiong Chen, Guoli Zhu, Zhonghe SunCS06.4 Exploring the perception of research integrity amongst public health researchers in IndiaParthasarathi Ganguly, Barna Ganguly7. Education and guidance on research integrity: country differencesCS07.1 From integrity to unity: how research integrity guidance differs across universities in Europe.Noémie Aubert Bonn, Kris Dierickx, Simon GodecharleCS07.2 Can education and training develop research integrity? The spirit of the UNESCO 1974 recommendation and its updatingDaniele Bourcier, Jacques Bordé, Michèle LeducCS07.3 The education and implementation mechanisms of research ethics in Taiwan's higher education: an experience in Chinese web-based curriculum development for responsible conduct of researchChien Chou, Sophia Jui-An PanCS07.4 Educating principal investigators in Swiss research institutions: present and future perspectivesLouis Xaver Tiefenauer8. Measuring and rewarding research productivityCS08.1 Altimpact: how research integrity underpins research impactDaniel Barr, Paul TaylorCS08.2 Publication incentives: just reward or misdirection of funds?Lyn Margaret HornCS08.3 Why Socrates never charged a fee: factors contributing to challenges for research integrity and publication ethicsDeborah Poff9. Plagiarism and falsification: Behaviour and detectionCS09.1 Personality traits predict attitude towards plagiarism of self and others in biomedicine: plagiarism, yes we can?Martina Mavrinac, Gordana Brumini, Mladen PetrovečkiCS09.2 Investigating the concept of and attitudes toward plagiarism for science teachers in Brazil: any challenges for research integrity and policy?Christiane Coelho Santos, Sonia VasconcelosCS09.3 What have we learnt?: The CrossCheck Service from CrossRefRachael LammeyCS09.4 High p-values as a sign of data fabrication/falsificationChris Hartgerink, Marcel van Assen, Jelte Wicherts10. Codes for research integrity and collaborationsCS10.1 Research integrity in cross-border cooperation: a Nordic exampleHanne Silje HaugeCS10.3 Research integrity, research misconduct, and the National Science Foundation's requirement for the responsible conduct of researchAaron MankaCS10.4 A code of conduct for international scientific cooperation: human rights and research integrity in scientific collaborations with international academic and industry partnersRaffael Iturrizaga11. Countries' efforts to establish mentoring and networksCS11.1 ENRIO : a network facilitating common approaches on research integrity in EuropeNicole FoegerCS11.2 Helping junior investigators develop in a resource-limited country: a mentoring program in PeruA. Roxana Lescano, Claudio Lanata, Gissella Vasquez, Leguia Mariana, Marita Silva, Mathew Kasper, Claudia Montero, Daniel Bausch, Andres G LescanoCS11.3 Netherlands Research Integrity Network: the first six monthsFenneke Blom, Lex BouterCS11.4 A South African framework for research ethics and integrity for researchers, postgraduate students, research managers and administratorsLaetus OK Lategan12. Training and education in research integrity at an early career stageCS12.1 Research integrity in curricula for medical studentsGustavo Fitas ManaiaCS12.2 Team-based learning for training in the responsible conduct of research supports ethical decision-makingWayne T. McCormack, William L. Allen, Shane Connelly, Joshua Crites, Jeffrey Engler, Victoria Freedman, Cynthia W. Garvan, Paul Haidet, Joel Hockensmith, William McElroy, Erik Sander, Rebecca Volpe, Michael F. VerderameCS12.4 Research integrity and career prospects of junior researchersSnezana Krstic13. Systems and research environments in institutionsCS13.1 Implementing systems in research institutions to improve quality and reduce riskLouise HandyCS13.2 Creating an institutional environment that supports research integrityDebra Schaller-DemersCS13.3 Ethics and Integrity Development Grants: a mechanism to foster cultures of ethics and integrityPaul Taylor, Daniel BarrCS13.4 A culture of integrity at KU LeuvenInge Lerouge, Gerard Cielen, Liliane Schoofs14. Peer review and its role in research integrityCS14.1 Peer review research across disciplines: transdomain action in the European Cooperation in Science and Technology “New Frontiers of Peer Review ”Ana Marusic, Flaminio SquazzoniCS14.2 Using blinding to reduce bias in peer reviewDavid VauxCS14.3 How to intensify the role of reviewers to promote research integrityKhalid Al-Wazzan, Ibrahim AlorainyCS14.4 Credit where credit’s due: professionalizing and rewarding the role of peer reviewerChris Graf, Verity Warne15. Research ethics and oversight for research integrity: Does it work?CS15.1 The psychology of decision-making in research ethics governance structures: a theory of bounded rationalityNolan O'Brien, Suzanne Guerin, Philip DoddCS15.2 Investigator irregularities: iniquity, ignorance or incompetence?Frank Wells, Catherine BlewettCS15.3 Academic plagiarismFredric M. Litto16. Research integrity in EuropeCS16.1 Whose responsibility is it anyway?: A comparative analysis of core concepts and practice at European research-intensive universities to identify and develop good practices in research integrityItziar De Lecuona, Erika Löfstrom, Katrien MaesCS16.2 Research integrity guidance in European research universitiesKris Dierickx, Noémie Bonn, Simon GodecharleCS16.3 Research Integrity: processes and initiatives in Science Europe member organisationsTony Peatfield, Olivier Boehme, Science Europe Working Group on Research IntegrityCS16.4 Promoting research integrity in Italy: the experience of the Research Ethics and Bioethics Advisory Committee of the Consiglio Nazionale delle Ricerche Cinzia Caporale, Daniele Fanelli17. Training programs for research integrity at different levels of experience and seniorityCS17.1 Meaningful ways to incorporate research integrity and the responsible conduct of research into undergraduate, graduate, postdoctoral and faculty training programsJohn Carfora, Eric Strauss, William LynnCS17.2 "Recognize, respond, champion": Developing a one-day interactive workshop to increase confidence in research integrity issuesDieter De Bruyn, Bracke Nele, Katrien De Gelder, Stefanie Van der BurghtCS17.4 “Train the trainer” on cultural challenges imposed by international research integrity conversations: lessons from a projectJosé Roberto Lapa e Silva, Sonia M. R. Vasconcelos18. Research and societal responsibilityCS18.1 Promoting the societal responsibility of research as an integral part of research integrityHelene IngierdCS18.2 Social responsibility as an ethical imperative for scientists: research, education and service to societyMark FrankelCS18.3 The intertwined nature of social responsibility and hope in scienceDaniel Vasgird, Stephanie BirdCS18.4 Common barriers that impede our ability to create a culture of trustworthiness in the research communityMark Yarborough19. Publication ethicsCS19.1 The authors' forum: A proposed tool to improve practices of journal editors and promote a responsible research environmentIbrahim Alorainy, Khalid Al-WazzanCS19.2 Quantifying research integrity and its impact with text analyticsHarold GarnerCS19.3 A closer look at authorship and publication ethics of multi- and interdisciplinary teamsLisa Campo-Engelstein, Zubin Master, Elise Smith, David Resnik, Bryn Williams-JonesCS19.4 Invisibility of duplicate publications in biomedicineMario Malicki, Ana Utrobicic, Ana Marusic20. The causes of bad and wasteful research: What can we do?CS20.1 From countries to individuals: unravelling the causes of bias and misconduct with multilevel meta-meta-analysisDaniele Fanelli, John PA IoannidisCS20.2 Reducing research waste by integrating systems of oversight and regulationGerben ter Riet, Tom Walley, Lex Marius BouterCS20.3 What are the determinants of selective reporting?: The example of palliative care for non-cancer conditionsJenny van der Steen, Lex BouterCS20.4 Perceptions of plagiarism, self-plagiarism and redundancy in research: preliminary results from a national survey of Brazilian PhDsSonia Vasconcelos, Martha Sorenson, Francisco Prosdocimi, Hatisaburo Masuda, Edson Watanabe, José Carlos Pinto, Marisa Palácios, José Lapa e Silva, Jacqueline Leta, Adalberto Vieyra, André Pinto, Mauricio Sant’Ana, Rosemary Shinkai21. Are there country-specific elements of misconduct?CS21.1 The battle with plagiarism in Russian science: latest developmentsBoris YudinCS21.2 Researchers between ethics and misconduct: A French survey on social representations of misconduct and ethical standards within the scientific communityEtienne Vergès, Anne-Sophie Brun-Wauthier, Géraldine VialCS21.3 Experience from different ways of dealing with research misconduct and promoting research integrity in some Nordic countriesTorkild VintherCS21.4 Are there specifics in German research misconduct and the ways to cope with it?Volker Bähr, Charité22. Research integrity teaching programmes and their challengesCS22.1 Faculty mentors and research integrityMichael Kalichman, Dena PlemmonsCS22.2 Training the next generation of scientists to use principles of research quality assurance to improve data integrity and reliabilityRebecca Lynn Davies, Katrina LaubeCS22.3 Fostering research integrity in a culturally-diverse environmentCynthia Scheopner, John GallandCS22.4 Towards a standard retraction formHervé Maisonneuve, Evelyne Decullier23. Commercial research and integrityCS23.1 The will to commercialize: matters of concern in the cultural economy of return-on-investment researchBrian NobleCS23.2 Quality in drug discovery data reporting: a mission impossible?Anja Gilis, David J. Gallacher, Tom Lavrijssen, Malwitz David, Malini Dasgupta, Hans MolsCS23.3 Instituting a research integrity policy in the context of semi-private-sector funding: an example in the field of occupational health and safetyPaul-Emile Boileau24. The interface of publication ethics and institutional policiesCS24.1 The open access ethical paradox in an open government effortTony SavardCS24.2 How journals and institutions can work together to promote responsible conductEric MahCS24.3 Improving cooperation between journals and research institutions in research integrity casesElizabeth Wager, Sabine Kleinert25. Reproducibility of research and retractionsCS25.1 Promoting transparency in publications to reduce irreproducibilityVeronique Kiermer, Andrew Hufton, Melanie ClyneCS25.2 Retraction notices issued for publications by Latin American authors: what lessons can we learn?Sonia Vasconcelos, Renan Moritz Almeida, Aldo Fontes-Pereira, Fernanda Catelani, Karina RochaCS25.3 A preliminary report of the findings from the Reproducibility Project: Cancer biologyElizabeth Iorns, William Gunn26. Research integrity and specific country initiativesCS26.1 Promoting research integrity at CNRS, FranceMichèle Leduc, Lucienne LetellierCS26.2 In pursuit of compliance: is the tail wagging the dog?Cornelia MalherbeCS26.3 Newly established research integrity policies and practices: oversight systems of Japanese research universitiesTakehito Kamata27. Responsible conduct of research and country guidelinesCS27.1 Incentives or guidelines? Promoting responsible research communication through economic incentives or ethical guidelines?Vidar EnebakkCS27.3 Responsible conduct of research: a view from CanadaLynn PenrodCS27.4 The Danish Code of Conduct for Research Integrity: a national initiative to promote research integrity in DenmarkThomas Nørgaard, Charlotte Elverdam28. Behaviour, trust and honestyCS28.1 The reasons behind non-ethical behaviour in academiaYves FassinCS28.2 The psychological profile of the dishonest scholarCynthia FekkenCS28.3 Considering the implications of Dan Ariely’s keynote speech at the 3rd World Conference on Research Integrity in MontréalJamal Adam, Melissa S. AndersonCS28.4 Two large surveys on psychologists’ views on peer review and replicationJelte WichertsBrett Buttliere29. Reporting and publication bias and how to overcome itCS29.1 Data sharing: Experience at two open-access general medical journalsTrish GrovesCS29.2 Overcoming publication bias and selective reporting: completing the published recordDaniel ShanahanCS29.3 The EQUATOR Network: promoting responsible reporting of health research studiesIveta Simera, Shona Kirtley, Eleana Villanueva, Caroline Struthers, Angela MacCarthy, Douglas Altman30. The research environment and its implications for integrityCS30.1 Ranking of scientists: the Russian experienceElena GrebenshchikovaCS30.4 From cradle to grave: research integrity, research misconduct and cultural shiftsBronwyn Greene, Ted RohrPARTNER SYMPOSIAPartner Symposium AOrganized by EQUATOR Network, Enhancing the Quality and Transparency of Health ResearchP1 Can we trust the medical research literature?: Poor reporting and its consequencesIveta SimeraP2 What can BioMed Central do to improve published research?Daniel Shanahan, Stephanie HarrimanP3 What can a "traditional" journal do to improve published research?Trish GrovesP4 Promoting good reporting practice for reliable and usable research papers: EQUATOR Network, reporting guidelines and other initiativesCaroline StruthersPartner Symposium COrganized by ENRIO, the European Network of Research Integrity OfficersP5 Transparency and independence in research integrity investigations in EuropeKrista Varantola, Helga Nolte, Ursa Opara, Torkild Vinther, Elizabeth Wager, Thomas NørgaardPartner Symposium DOrganized by IEEE, the Institute of Electrical and Electronics EngineersRe-educating our author community: IEEE's approach to bibliometric manipulation, plagiarism, and other inappropriate practicesP6 Dealing with plagiarism in the connected world: An Institute of Electrical and Electronics Engineers perspectiveJon RokneP7 Should evaluation of raises, promotion, and research proposals be tied to bibliometric indictors? What the Institute of Electrical and Electronics Engineers is doing to answer this questionGianluca SettiP8 Recommended practices to ensure conference content qualityGordon MacPhersonPartner Symposium EOrganized by the Committee on Freedom and Responsibility in the Conduct of Science of ICSU, the International Council for ScienceResearch assessment and quality in science: perspectives from international science and policy organisationsP9 Challenges for science and the problems of assessing researchEllen HazelkornP10 Research assessment and science policy developmentCarthage SmithP11 Research integrity in South Africa: the value of procedures and processes to global positioningRobert H. McLaughlinP12 Rewards, careers and integrity: perspectives of young scientists from around the worldTatiana Duque MartinsPartner Symposium FOrganized by the Online Resource Center for Ethics Education in Engineering and Science / Center for Engineering, Ethics, and Society of the National Academy of EngineeringP13 Research misconduct: conceptions and policy solutionsTetsuya Tanimoto, Nicholas Steneck, Daniele Fanelli, Ragnvald Kalleberg, Tajammul HusseinPartner Symposium HOrganized by ORI, the Office of Research Integrity; Universitas 21; and the Asia Pacific Research Integrity NetworkP14 International integrity networks: working together to ensure research integrityPing Sun, Ovid Tzeng, Krista Varantola, Susan ZimmermanPartner Symposium IOrganized by COPE, the Committee on Publication EthicsPublication without borders: Ethical challenges in a globalized worldP15 Authorship: credit and responsibility, including issues in large and interdisciplinary studiesRosemary ShinkaiPartner Symposium JOrganized by CITI, the Cooperative Institutional Training InitiativeExperiences on research integrity educational programs in Colombia, Costa Rica and PeruP16 Experiences in PeruRoxana LescanoP17 Experiences in Costa RicaElizabeth HeitmanP18 Experiences in ColumbiaMaria Andrea Rocio del Pilar Contreras NietoPoster Session B: Education, training, promotion and policyPT.01 The missing role of journal editors in promoting responsible researchIbrahim Alorainy, Khalid Al-WazzanPT.02 Honorary authorship in Taiwan: why and who should be in charge?Chien Chou, Sophia Jui-An PanPT.03 Authorship and citation manipulation in academic researchEric Fong, Al WilhitePT.04 Open peer review of research submission at medical journals: experience at BMJ Open and The BMJTrish GrovesPT.05 Exercising authorship: claiming rewards, practicing integrityDésirée Motta-RothPT.07 Medical scientists' views on publication culture: a focus group studyJoeri Tijdink, Yvo SmuldersPoster Session B: Education, training, promotion and policyPT.09 Ethical challenges in post-graduate supervisionLaetus OK LateganPT.10 The effects of viable ethics instruction on international studentsMichael Mumford, Logan Steele, Logan Watts, James Johnson, Shane Connelly, Lee WilliamsPT.11 Does language reflect the quality of research?Gerben ter Riet, Sufia Amini, Lotty Hooft, Halil KilicogluPT.12 Integrity complaints as a strategic tool in policy decision conflictsJanneke van Seters, Herman Eijsackers, Fons Voragen, Akke van der Zijpp and Frans BromPoster Session C: Ethics and integrity intersectionsPT.14 Regulations of informed consent: university-supported research processes and pitfalls in implementationBadaruddin Abbasi, Naif Nasser AlmasoudPT.15 A review of equipoise as a requirement in clinical trialsAdri LabuschagnePT.16 The Research Ethics Library: online resource for research ethics educationJohanne Severinsen, Espen EnghPT.17 Research integrity: the view from King Abdulaziz City for Science and TechnologyDaham Ismail AlaniPT. 18 Meeting global challenges in high-impact publications and research integrity: the case of the Malaysian Palm Oil BoardHJ. Kamaruzaman JusoffPT.19 University faculty perceptions of research practices and misconductAnita Gordon, Helen C. HartonPoster Session D: International perspectivesPT.21 The Commission for Scientific Integrity as a response to research fraudDieter De Bruyn, Stefanie Van der BurghtPT. 22 Are notions of the responsible conduct of research associated with compliance with requirements for research on humans in different disciplinary traditions in Brazil?Karina de Albuquerque Rocha, Sonia Maria Ramos de VasconcelosPT.23 Creating an environment that promotes research integrity: an institutional model of Malawi Liverpool Welcome TrustLimbanazo MatandikaPT.24 How do science policies in Brazil influence user-engaged ecological research?Aline Carolina de Oliveira Machado Prata, Mark William NeffPoster Session E: Perspectives on misconductPT.26 What “causes” scientific misconduct?: Testing major hypotheses by comparing corrected and retracted papersDaniele Fanelli, Rodrigo Costas, Vincent LarivièrePT.27 Perception of academic plagiarism among dentistry studentsDouglas Leonardo Gomes Filho, Diego Oliveira GuedesPT. 28 a few bad apples?: Prevalence, patterns and attitudes towards scientific misconduct among doctoral students at a German university hospitalVolker Bähr, Niklas Keller, Markus Feufel, Nikolas OffenhauserPT. 29 Analysis of retraction notices published by BioMed CentralMaria K. Kowalczuk, Elizabeth C. MoylanPT.31 "He did it" doesn't work: data security, incidents and partnersKatie SpeanburgPoster Session F: Views from the disciplinesPT.32 Robust procedures: a key to generating quality results in drug discoveryMalini Dasgupta, Mariusz Lubomirski, Tom Lavrijssen, David Malwitz, David Gallacher, Anja GillisPT.33 Health promotion: criteria for the design and the integrity of a research projectMaria Betânia de Freitas Marques, Laressa Lima Amâncio, Raphaela Dias Fernandes, Oliveira Patrocínio, and Cláudia Maria Correia Borges RechPT.34 Integrity of academic work from the perspective of students graduating in pharmacy: a brief research studyMaria Betânia de Freitas Marques, Cláudia Maria Correia Borges Rech, Adriana Nascimento SousaPT.35 Research integrity promotion in the Epidemiology and Health Services, the journal of the Brazilian Unified Health SystemLeila Posenato GarciaPT.36 When are clinical trials registered? An analysis of prospective versus retrospective registration of clinical trials published in the BioMed Central series, UKStephanie Harriman, Jigisha PatelPT.37 Maximizing welfare while promoting innovation in drug developmentFarida LadaOther posters that will be displayed but not presented orally:PT.38 Geoethics and the debate on research integrity in geosciencesGiuseppe Di Capua, Silvia PeppoloniPT.39 Introducing the Professionalism and Integrity in Research Program James M. DuBois, John Chibnall, Jillon Van der WallPT.40 Validation of the professional decision-making in research measureJames M. DuBois, John Chibnall, Jillon Van der Wall, Raymond TaitPT.41 General guidelines for research ethicsJacob HolenPT. 42 A national forum for research ethicsAdele Flakke Johannessen, Torunn EllefsenPT.43 Evaluation of integrity in coursework: an approach from the perspective of the higher education professorClaudia Rech, Adriana Sousa, Maria Betânia de Freitas MarquesPT.44 Principles of geoethics and research integrity applied to the European Multidisciplinary Seafloor and Water Column Observatory, a large-scale European environmental research infrastructureSilvia Peppoloni, Giuseppe Di Capua, Laura BeranzoliF1 Focus track on improving research systems: the role of fundersPaulo S.L. Beirão, Susan ZimmermanF2 Focus track on improving research systems: the role of countriesSabine Kleinert, Ana MarusicF3 Focus track on improving research systems: the role of institutionsMelissa S. Anderson, Lex Bouter. (shrink)
A nossa situação atual, em termos de fé cristã, é muito semelhante à do cego de nascença de que nos fala o evangelho (Jo 9,1-41). A experiência de vinte séculos de cristianismo não impede que Jesus mesmo nos dirija também esta pergunta: “Crês no Filho do Homem?” (Jo 9,35). A questão é saber se teríamos a simplicidade do cego para responder: “Quem é ele, Senhor, para que eu creia?” (Jo 9,36). Porque equivaleria a reconhecer que o conhecemos sem conhecê-lo. E (...) só quando aceitamos isso, pode recomeçar o processo de crer. A situação atual do cristianismo repercute no modo de crer e o condiciona. Não podemos continuar a crer por inércia. Aderir à pessoa de Jesus Cristo deixou de ser algo “evidente”. Não só para as novas gerações ou para os que julgam a fé cristã incompatível com o mundo moderno. Também para nós. Queiramos ou não, somos afetados por essa situação de desamparo. E o problema não é só de linguagem . Trata-se de uma experiência , a experiência de uma vida desconcertante mas fascinante, humana como a nossa mas “diferente”. Podem ainda as mesmas e velhas palavras da fé desencadear em nós a experiência que aqueles primeiros seguidores – homens e mulheres – fizeram diante da existência concreta de Jesus de Nazaré? Aderir a essa vida com a mesma significação que tinha para os primeiros cristãos: isso seria crer em Jesus Cristo hoje. Mas para isso teríamos que sentir o mesmo desamparo do cego de nascença: “Quem é ele, Senhor, para que eu possa crer”? O nosso perigo é sabermos demais. Por isso, para podermos recuperar a “diferença” cristã no que ela tem de verdadeiramente original é necessário aceitar que sejam questionadas as nossas “evidências” e reconhecer que a nossa figura de Jesus foi muitas vezes deformada. (shrink)
RESUMO: O presente artigo aborda um tema específico da fenomenologia de Husserl: o problema da autoconstituição do eu transcendental. O artigo se encontra dividido em duas partes. Inicialmente, investiga o eu como polo idêntico que acompanha todos os vividos. Em seguida, introduz o problema da autoconstituição: ao constituir seus objetos, o eu transcendental se autoconstitui. Por fim, retoma o referido problema, para investigar a gênese temporal da vida subjetiva e a autoconstituição do ego por meio dos seus próprios habitus. ABSTRACT: (...) The present paper approaches a specific topic in Husserl's phenomenology: the problem of the self-constitution of the transcendental ego. The article is divided into two parts. First, the ego as an identical pole that accompanies every experience is investigated. Next the problem of self-constitution is introduced: in constituting the object, the transcendental ego constitutes itself. Finally, the temporal genesis of subjective life and the self-constitution of the ego through its own habitus is discussed. (shrink)
We introduce and study some local versions of o-minimality, requiring that every definable set decomposes as the union of finitely many isolated points and intervals in a suitable neighbourhood of every point. Motivating examples are the expansions of the ordered reals by sine, cosine and other periodic functions.
O presente artigo propõe levantar uma série de problemas para tentar pensar as possibilidades do ensino de filosofia como um processo de resistência e luta contra àquilo que Deleuze e Guattari chamaram de ‘inimigos da filosofia: os pós-kantianos,o filósofo alemão Friedrich Hegel e especialmente, o marketing. A partir da crítica desenvolvida, abordaremos também como o ensino de filosofia poderia criar linhas de fuga àquilo que Silvio Gallo chamou de ‘educação maior’. Pretendemos pensar a filosofia e a educação tendo como fio (...) condutor, a filosofia da diferença de Gilles Deleuze e Félix Guattari. A ideia é tratar a filosofia com criadora de conceito a partir da ideia de‘pedagogia do conceito’, o que nos possibilitaria problematizar uma prática de ensino de filosofia estabelecendo enquanto campo de conversação, a filosofia da diferença e seu ensino, ou seja, tal prática formativa pretende agir por brechas, fazendo emergir possibilidades dos estudantes escaparem na medida do possível, das formas e dispositivos de controle. (shrink)
This paper aims to analyse how literary fiction deals with two real cases of philistine violence on cultural objects, one artistic and the other scientific. In this way, we will analyse Mishima's novel, The Temple of the Golden Pavilion, which narrates the destruction of one of the “jewels of Kyoto,” as well as Joseph Conrad’s The Secret Agent, which novelised the attack against the meridian of Greenwich. In both cases, we are confronted with the same attitude, namely, the insane resentment (...) against the reality principle. (shrink)
This paper aims to show that the problem of personal identity is a fundamental question of the classical Indian thought. Usually we tend to think that personal identity is a Western philosophical subject, and so we tend to forget the significance of the Self in Hinduism and even in Buddhism. The author shows how the Indian thought approached the question of personal identity and which was the singular solution outlined in the work consensually attributed to Gotama, the Buddha. Namera ovog (...) teksta jeste da pokaze da je problem licnog identiteta temeljno pitanje klasicne indijske misli. Uobicajeno, skloni smo misljenju da je licni identitet tema zapadne filozofije, te tako skloni smo da zaboravimo znacaj sopstva u hinduizmu, pa cak i u budizmu. Autor pokazuje kako je indijska filozofija pristupala pitanju licnog identiteta i koje je konkretno resenje izlozeno u delima koja se obicno pripisuju Gotami Budi. (shrink)
This essay aims to analyze the conception of a work of art in the thought of Susanne K. Langer. The author offers us a definition of art, grounded on the idea that art is the “creation of symbolic forms of human feeling”. This thesis is, in turn, constructed from a robust theory of the symbolic function of the human mind.
In this paper, I intend to dispute Marc Hauser’s thesis, sustained in Wild Minds. What animals Really Think, that we must abandon the question of whether animals have a feeling of themselves, replacing it for an objective and scientific analysis capable of disclosing the extraordinary similitude between different mental procedures animals undergo when they face common challenges.
This work intends to present the scope and limits of the human intellectual knowledge according to Saint Thomas Aquinas, mainly on the ground of questions 84 and 85 of the first part of his Theological Summa.O presente trabalho tem a intenção de apresentar o alcance e os limites do conhecimento intelectual humano de acordo com Tomás de Aquino, tendo como base sobretudo as questões 84 e 85 da primeira parte de sua Suma de Teologia.
We propose a notion of -minimality for partially ordered structures. Then we study -minimal partially ordered structures such that is a Boolean algebra. We prove that they admit prime models over arbitrary subsets and we characterize -categoricity in their setting. Finally, we classify -minimal Boolean algebras as well as -minimal measure spaces.
The central problem of the book of Job is represented in the question on how to combine the evils of an innocent with the righteousness of God. For the current doctrine of earthly rewards, such a case would be paradoxical. If each one must be treated according to his works, as a righteous man can suffer? There is a link between suffering and personal sin. Against this strict correlation, Job stands up with all the strength of his innocence. He fights (...) desperately to rediscover God that evades and whose kindness he continues to believe in. God intercedes only to reveal the transcendence of his being and his designs and reduce Job to the silence. This is the religious message of the book of Job: man should persist in faith even when his soul isn’t quiet. The book of Job asks us: is there free religion or it is always a self seeking trade? Rich and prosperous, Job becomes poor and with no future at all. Nevertheless, Job remains faithful and recognizes that God has the absolute right of disposing of all that had given him. Job says: “If we accept God’s riches, shouldn’t we also accept evil?”. Job demonstrated that he is able to profess and live a free religion, without any reward shadow. (shrink)
Counselling y cuidados paliativos es el título del libro que conjuntamente decidieron escribir la doctora Esperanza Santos y el profesor José Carlos Bermejo. En esta obra de fácil lectura y con consejos muy prácticos y útiles, se presentan elementos fundamentales para brindar un acompañamiento de óptima calidad en el cuidado paliativo, así como la posibilidad de hacer un autoexamen de cómo los cuidadores de los pacientes vienen prestando sus servicios e incluso para no caer en burnout. Este libro es (...) de gran utilidad, tanto para los profesionales de la salud que trabajan en las unidades de cuidados paliativos, como para personas que dedican gran parte de su tiempo al cuidado de familiares con enfermedades terminales o que pasan por procesos prolongados de enfermedad. Con ejemplos de conversaciones de la vida real entre cuidadores y pacientes, la lectura del libro se hace, a la vez, agradable, divertida y profundamente reflexiva. Para citar esta reseña / To cite this review / Para citar esta resenha Rosas-Jiménez CA. Esperanza Santos y José Carlos Bermejo. Counselling y cuidados paliativos. Bilbao: Desclée de Brouwer-Centro de Humanización de la Salud, 2015, 164 pp. ISBN: 978-84-330-2786-3. Pers Bioet. 2019; 23: 137-139. DOI: https://doi.org/10.5294/pebi.2019.23.1.9. (shrink)
The cry of the poor, the theme of this work, challenges the humanitarian consciousness of the people and is a strong questioning of the religious conscience and the Christian faith. Nevertheless, the preferential option for the poor, consecrated in the Final Document of the Episcopal Conference held in Puebla of Los Angeles, is still the cause of much controversy inside and outside the Church. Bearing in mind this context, this article aims to present the resonance of the cry of the (...) poor in the context of the Puebla Conference; demonstrate that this cry is not recent: it has been present since antiquity, and was contemplated in the earliest sacred texts, including the religious culture of Israel and the Christian religion; to reflect on this cry of impoverished crowds in contemporary times. The research is bibliographic, based on the Official Document of the conclusions of the Puebla Conference; from critical analysis by Latin American theologians, as well as from articles and books by authors from the epistemological field of the Sciences of Religion. The results achieved point to the timeliness of the issue, as there is a growing wave of impoverishment everywhere and, at the same time, a growing lack of commitment and intolerance towards the outcry of the great excluded masses. (shrink)
This document presents the Bonn PRINTEGER Consensus Statement: Working with Research Integrity—Guidance for research performing organisations. The aim of the statement is to complement existing instruments by focusing specifically on institutional responsibilities for strengthening integrity. It takes into account the daily challenges and organisational contexts of most researchers. The statement intends to make research integrity challenges recognisable from the work-floor perspective, providing concrete advice on organisational measures to strengthen integrity. The statement, which was concluded February 7th 2018, provides guidance on (...) the following key issues: § 1.Providing information about research integrity § 2.Providing education, training and mentoring § 3.Strengthening a research integrity culture § 4.Facilitating open dialogue § 5.Wise incentive management § 6.Implementing quality assurance procedures § 7.Improving the work environment and work satisfaction § 8.Increasing transparency of misconduct cases § 9.Opening up research § 10.Implementing safe and effective whistle-blowing channels § 11.Protecting the alleged perpetrators § 12.Establishing a research integrity committee and appointing an ombudsperson § 13.Making explicit the applicable standards for research integrity. (shrink)
The concept of authenticity as a predicate of performances of musical works is discussed in the context of the Western classical tradition.I claim that the concept of a performance of a musical work raises issues of relativity and indeterminacy, since its application is not completely free from music-historical contextuality and from considerations of aesthetic value.I challenge the argument for the necessity of authenticity in performance that eschews the problem of determining the extension of the concept authentic performance of a work' (...) by reducing the concept to that of the correct instantiation of that work.I suggest that the way the present socio-musical context defines the boundaries of correction and authenticity in performance derives from a balance, and a tension, between two types of interest in performance as an artistic practice: an interest in the performed work as the artistic product of its composer, which favours fidelity to the work; and an interest in the performance as the artistic product of the performer, which favours the latter's creative freedom.I argue for the relevance of certain moral obligations to composers on the part of performers, but also for the defeasible character of these obligations, thus blocking the view according to which historical authenticity is an absolute moral imperative.I distinguish personal authenticity, as creativity and sincerity on the part the performer, from historical authenticity, as the performance's faithfulness to the work performed, to its composer, or to the sound, performance practice or musical experience that were typical of the work's original context. I argue against the view that the historically authentic performance has an advantage over other kinds of performance in terms of propensity to generate more aesthetically successful results.The promotion of historical authenticity by the historically informed performance movement is analyzed as artistic ideology and practice. I conclude that the priority of historical authenticity is not a defensible artistic ideal, since it is ultimately incompatible with aesthetic priorities. (shrink)
O objetivo deste texto é analisar o argumento da economia que justificaria a tolerância como um dos maiores fatores para o desenvolvimento dos povos, no século XVII, segundo a interpretação de Locke. Expressando de outro modo, este texto pretende responder a seguinte questão: qual o lugar da dimensão econômica na teoria lockiana sobre a tolerância?
O tema deste trabalho é a "ignorância" na relação pedagógica. Tem por objetivo participar do debate relativo às relações vividas em sala de aula por professor e aluno. Emprega as técnicas da pesquisa filosófica, conceitual e bibliográfica. É desenvolvido mediante a exposição de material compreensivo extraído, principalmente de Sócrates, Platão e Nietzsche. Testa os modos de do ensinante pelo discente em situações reais em que o patrimônio epistêmico ignorado ou conhecido torna-se o elo entre mestre e discípulo. Defende que o (...) lugar da ignorância na relação pedagógica é aquele em que a ausência de conhecimento é o estado que legitima o ato educativo, passível de ser qualificado pela igualdade das inteligências. (shrink)
We propose a definition of weak o-minimality for structures expanding a Boolean algebra. We study this notion, in particular we show that there exist weakly o-minimal non o-minimal examples in this setting.
A noção de mal radical aparece em Kant no contexto da discussão da religião nos limites da simples razão e busca dar conta da complexa relação entre o respeito pela lei moral e o amor-próprio na definição do móbil para a ação. Na busca por identificar o fundamento da propensão para o mal no homem, Kant se vê diante da dificuldade de ter de articular natureza e liberdade, e ainda que a noção de mal radical possa conservar algumas ambigüidades, permite (...) conceber uma noção de responsabilidade compatível com uma inata propensão para o mal. Neste texto busco explicitar alguns passos fundamentais na construção do conceito por Kant. (shrink)
Cruzando uma mensagem singular com uma outra massiva e reprodutível, o postal é ele próprio metáfora da problemática que suscita, a saber, a passagem dos objectos culturais do regime da “ocorrência única” ao regime da “ocorrência em massa” (Walter Benjamin). Objecto de consumo ao serviço das indústrias culturais (das artes plásticas ao turismo) e deflagrando ‘belas imagens’ desde o seu aparecimento, o postal é um instrumento exemplar da “estereotipia da sedução” (Pierre Klossowski).
Normal 0 21 false false false MicrosoftInternetExplorer4 Resumo O tema deste trabalho é "conservadorismo em educação". Problematiza indagando: como o pensamento conservador, sobretudo que expressa a visão política durante os anos 1990, manifestou-se no campo educacional? O objetivo deste artigo é o de evidenciar que o pensamento conservador interferiu no campo educacional durante as reformas educacionais realizadas nos anos 1990, mediante rearranjos curriculares, face às necessidades do sistema capitalista, então globalizado ou mundializado. A metodologia utilizada neste trabalho segue as diretrizes (...) da pesquisa conceitual, implicando o tratamento bibliográfico-documental da literatura especializada em Filosofia da Educação. A título de resultados, o trabalho mostra que, hoje, vivemos na vigência de marcos legais e diretrizes filosófico-pedagógicas lastreadas nos imperativos que orientaram as reformas político-econômicas, ideológico-culturais e epistêmico-educativas afeitas às necessidades do sistema capitalista, então hegemônico no período pós-Guerra-Fria. WHAT IS CONSERVATISM IN EDUCATION ?The theme of this work is " conservatism in education” . It presents a research p roblem by asking : how conservative thought , particularly the one expressing the political point of view during the 1990s , manifested itself in the educational field ? This to e vidence that conservative thought has manifested itself in the educational field for the educational reforms during the 1990s through curriculum rearrangements , for the needs of the capitalist system , then globalized or in world wide range. The methodology used in this work follows the guidelines of conceptual research , involving the treatment of bibliographic and documentary specialized literature in P hilosophy of E ducation. As a result , the study demonstrates that today we live in the presence of legal and philosophical - pedagogical guidelines based on the imperatives that have guided the political and economic , ideological , cultural and epistemic -educational reforms related to the needs of the capitalist system , hegemonic during the post - Cold War period. Keywords : Education , Conservatism , Capitalism, Educational Reform. (shrink)
O Comentário ao Liber De Causis pertence à última fase das obras de Santo Tomás. Foi escrito, com toda segurança, no primeiro semestre de 1272, em Paris, como testemunha uma cópia parisiense da obra. O De Causis trata das primeiras causas das coisas, que estão constituídas em três ordens, e da distinção e dependência das causas entre si. O texto de Santo Tomás segue passo a passo as proposições em que a obra se divide, que são trinta e duas. Estas (...) trinta de duas proposições são verdadeiros capítulos desenvolvidos a partir de uma tese central. Santo Tomás expõem-nas a modo de lições. (shrink)
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