We present a set-theoretic model of the mental representation of classically quantified sentences (All P are Q, Some P are Q, Some P are not Q, and No P are Q). We take inclusion, exclusion, and their negations to be primitive concepts. We show that although these sentences are known to have a diagrammatic expres- sion (in the form of the Gergonne circles) that constitutes a semantic representation, these concepts can also be expressed syntactically in the form of algebraic formulas. (...) We hypothesized that the quantified sen- tences have an abstract underlying representation common to the formulas and their associated sets of dia- grams (models). We derived 9 predictions (3 semantic, 2 pragmatic, and 4 mixed) regarding people’s as- sessment of how well each of the 5 diagrams expresses the meaning of each of the quantified sentences. We report the results from 3 experiments using Gergonne’s (1817) circles or an adaptation of Leibniz (1903/ 1988) lines as external representations and show them to support the predictions. (shrink)

We present a set-theoretic model of the mental representation of classically quantified sentences (All P are Q, Some P are Q, Some P are not Q, and No P are Q). We take inclusion, exclusion, and their negations to be primitive concepts. It is shown that, although these sentences are known to have a diagrammatic expression (in the form of the Gergonne circles) which constitute a semantic representation, these concepts can also be expressed syntactically in the form of algebraic formulas. (...) It is hypothesized that the quantified sentences have an abstract underlying representation common to the formulas and their associated sets of diagrams (models). Nine predictions are derived (three semantic, two pragmatic, and four mixed) regarding people's assessment of how well each of the five diagrams expresses the meaning of each of the quantified sentences. The results from three experiments, using Gergonne's circles or an adaptation of Leibniz lines as external representations, are reported and shown to support the predictions. (shrink)

How many words is a bilingual 2-year-old supposed to know or say in each of her languages? Speech and language therapists or researchers lack the tools to answer this question, because several factors have an impact on bilingual language skills: gender, amount of exposure, mode of acquisition, socio-economic status and the distance between L1 and L2. Unfortunately, these factors are usually studied separately, making it difficult to evaluate their weight on a unique measure of vocabulary. The present study measures the (...) contribution of the following factors to the vocabulary scores of bilingual toddlers: i) gender; ii) sibling ranking; iii) relative amount of exposure to each language; iv) mode of exposure; v) SES; vi) linguistic distance; vii) language spoken between parents. Close to the child’s second birthday, parents of 278 UK-based bilinguals completed successively: a 100-word version of the Oxford-CDI, the CDI in the child’s Additional Language, a family questionnaire, and the Language Exposure Questionnaire. Thirty-six British-English-AL pairs were considered, with languages contrasted on a second-language-learning scale : for example, Dutch and French are close to British-English, while Polish or Cantonese are more distant. Data from the corpus were included in two mixed-effect models, one with the English scores in comprehension as the dependent variable, and the other with production scores. The seven factors listed above were included as predictors. The amount of English exposure was the strongest predictor of comprehension scores = 9.35, p <.005, β = 0.02, t = 3.08, p <.005), followed by the language that parents speak between themselves = 14.94, p <.001, β = 1.37, t = 3.76, p <.0005), linguistic distance = 6.92, p <.01, β = -0.74, t = -2.66, p <.01) and age = 4.86, p <.05, β = 0.55, t = 2.17, p <.05). In production, gender = 13.57, p <.0005, β = -0.91, t = -03.72, p <.0005), amount of exposure to English = 13.57, p <.0005, β = -0.91, t = -03.72, p <.0005), the language that parents speak between themselves = 11.85, p <.005, β = 1.09, t = 3.41, p <.001), and the mother’s occupation = 4.51, p <.05, β = 0.63, t = 2.13, p <.05) were the significant predictors. The more English parents use to address one another, the more English words the child says and understands. This surprising result could be simply explained by the fact that parents who speak English together are also more likely to speak English to their child. The main results of this study is that linguistic distance is a powerful predictor of toddlers’ vocabulary in English, with children learning two close languages growing their vocabulary faster than those learning distant languages. (shrink)

Rare copy number variants have a prominent role in the aetiology of schizophrenia and other neuropsychiatric disorders. Substantial risk for schizophrenia is conferred by large CNVs at several loci, including microdeletions at 1q21.1, 3q29, 15q13.3 and 22q11.2 and microduplication at 16p11.2. However, these CNVs collectively account for a small fraction of cases, and the relevant genes and neurobiological mechanisms are not well understood. Here we performed a large two-stage genome-wide scan of rare CNVs and report the significant association of copy (...) number gains at chromosome 7q36.3 with schizophrenia. Microduplications with variable breakpoints occurred within a 362-kilobase region and were detected in 29 of 8,290 patients versus 2 of 7,431 controls in the combined sample. All duplications overlapped or were located within 89 kilobases upstream of the vasoactive intestinal peptide receptor gene VIPR2. VIPR2 transcription and cyclic-AMP signalling were significantly increased in cultured lymphocytes from patients with microduplications of 7q36.3. These findings implicate altered vasoactive intestinal peptide signalling in the pathogenesis of schizophrenia and indicate the VPAC2 receptor as a potential target for the development of new antipsychotic drugs. © 2011 Macmillan Publishers Limited. All rights reserved. (shrink)

Au sortir de la guerre, Merleau-Ponty considérait que tout ce qu’on croyait pensé et bien pensé – la liberté et les pouvoirs, la citoyenneté – est en ruine. En 1960, la Préface de Signes semble reconduire le constat, attestant cette fois de l’échec des philosophies de l’histoire dont les Aventures de la dialectique dessinaient le premier volet. Si la critique marxienne apparaissait contribuer à la clarté politique et constituer la réponse adéquate à une période de crise, quelle opportunité reste-t-il au (...) philosophe une fois la rupture avec le marxisme consommée? A l’abandon pur et simple de la philosophie politique suggéré par les interprètes et par le texte de Merleau-Ponty lui-même en certains endroits – « n’est-ce pas un incroyable malentendu si tous les philosophes ou presque se sont crus obligés d’avoir une politique? » (S, 13) – il faut préférer l’alternative de la philosophie militante, mentionnée à partir de 1956 en deux lieux textuels, seule issue possible d’une philosophie ayant abandonné ses droits au système sans se résoudre au mutisme – soit, dans une perspective encore marxiste, l’après devenir-monde de la philosophie. Comment dès lors conjuguer l’apparition du syntagme en 1946, où il semble réservé à la pensée de Marx par contraste avec la philosophie triomphante hégélienne, et son maintien hors du cadre de référence marxien, lorsque ce dernier est devenu, selon les dires de Merleau-Ponty lui-même, un auteur qu’il convient de méditer à la manière d’un classique? L’insuccès des pensées systématiques de l’histoire et des figures classiques de l’engagement (Sartre, Boukharine) dévoile la nécessité pour Merleau-Ponty d’interroger continument son expérience politique et la raison d’être de son militantisme, inscrit dans la chair de l’histoire.As the war ended, Merleau-Ponty considered that everything thought to be good and well thought – freedom, powers, citizenship – was in ruin. In 1960, the Preface to Signs seems to replicate this realization, attesting this time to the failure of philosophies of history of which Adventures of the Dialectic sketched the first phase. If the Marxist critique appeared to contribute to political clarity and to consist in an adequate response to a period of crisis, what opportunities remain for philosophy once the rupture with Marxism is finalized? To the pure and simple abandonment of political philosophy suggested by interpreters and by Merleau-Ponty’s text itself in certain instances – “Is it not an incredible misunderstanding that all, or almost all, philosophers have felt obliged to have a politics?” (S, 5) – one must favor the alternative of militant philosophy, first mentioned in 1956 in two textual locations. This alternative is the only outcome possible for a philosophy that has abandoned its rights to the system without resolving itself to silence. It is, from a still-Marxist perspective, the post becoming-world of philosophy. How, then, can we reconcile the appearance of the phrase in 1946 – where it seems reserved to Marxist thought in contrast with the triumphant Hegelian philosophy – with its retention outside of Marxist references, even as Marx has become, according to Merleau-Ponty himself, a writer who should be reflected upon as a classic? For Merleau-Ponty, the failure of systematic theories of history and of traditional figures of engagement (Sartre, Bukharin) reveals the necessity to continuously interrogate his own political experience and the ground of his militancy, inscribed in the flesh of history.Alla fine della guerra, Merleau-Ponty considerava che tutto ciò che credevamo ben fatto e ben pensato – la libertà e i poteri, la cittadinanza – fosse in rovina. Nel 1960, la Prefazione a Segni sembra ribadire questa constatazione, attestando questa volta il fallimento delle filosofie della storia di cui le Avventure della dialettica disegnavano la prima componente. Se la critica marxiana sembrava contribuire alla chiarezza politica e costituire la risposta adeguata a un periodo di crisi, quale opportunità resta al filosofo una volta consumata la rottura con il marxismo? All’abbandono puro e semplice della filosofia politica suggerito dagli interpreti, nonché in certi passaggi dei testi dello stesso Merleau-Ponty, bisognerebbe preferire l’alternativa della filosofia militante, menzionata a partire dal 1956 in due passaggi, sola via d’uscita possibile da una filosofia che ha ceduto i propri diritti al sistema e che però non vuole ridursi al mutismo. O invece, in una prospettiva ancora marxista, l’epoca successiva al divenire-mondo della filosofia. Come coniugare allora l’apparizione del sintagma nel 1946, apparentemente riservato al pensiero di Marx in contrasto con la filosofia hegeliana trionfante, con la sua salvaguardia fuori dal quadro di riferimento marxiano, dal momento in cui quest’ultimo è diventato, secondo lo stesso Merleau-Ponty, un autore sui cui è necessario riflettere alla maniera di un classico? L’insuccesso delle filosofie sistematiche della storia e delle figure classiche dell’impegno (Sartre, Bucharin) rivela la necessità per Merleau-Ponty d’interrogare continuamente la sua esperienza politica e la ragion d’essere della sua militanza, iscritta nella carne della storia. (shrink)

L’admiration de Paul Ricoeur pour Merleau-Ponty est connue, lui qui entendait donner à la Phénoménologie de la perception sa « contrepartie pratique » avec le premier tome de la Philosophie de la volonté, Le Volontaire et l’involontaire. Il faut d’emblée s’étonner que celui-ci n’ait pas reconnu la teneur pratique de la philosophie de son aîné, dont les diverses analyses au Collège de France, et en particulier l’intérêt marqué de Merleau-Ponty pour la pensée marxiste comme philosophie de l’homme charnel, et le (...) motif naturaliste de l’être agissant et souffrant à partir de 1956, font état. Car c’est bien depuis ce motif que Ricoeur, en 2004, expose le parcours de la reconnaissance : de l’homme agissant et souffrant, à l’homme capable. L’enjeu, nous semble-t-il alors, de ces deux philosophies en leur dimension pratique se résume aisément par les exigences formulées par Paul Ricoeur dans l’ouvrage Soi-même comme un autre, en particulier lorsque celui-ci se donne pour but de « déterminer les traits nouveaux de l’ipséité correspondant à la pratique politique » – détermination du Soi agent qui se dessine, au dire même de l’auteur, à la croisée d’une phénoménologie de l’agir et d’une ontologie du Soi. En effet, comme le souligne Ricoeur, l’effacement paradoxal de la question de l’ipséité dans la philosophie morale kantienne, entre autres, s’explique par l’absence d’une telle théorie de l’action. En bref, le « Je veux » analysé en 1950 par Ricoeur s’ancre dans un « Je peux », qui ne se limite jamais au seul plan spatial chez Merleau-Ponty. Ainsi, à la figure phénoménologique de nos expériences de la passivité correspond la catégorie ontologique de l’altérité, mentionnée par l’expression du Visible et de l’invisible reprise en titre de cet article et dont l’attribution à Ricoeur ne choquerait pas.Paul Ricoeur’s admiration for Merleau-Ponty is well-known given that he presented his “practical counterpart” to the Phenomenology of Perception in the form of his Freedom and Nature: The Voluntary and the Involuntary. One is immediately surprised that this is not recognized as the practical content of his predecessor’s philosophy given the diverse analyses at the Collège de France of which, in particular, the marked interest Merleau-Ponty had in Marxist thought as the philosophy of the fleshly human being, as well as the naturalist motif of the active and suffering being beginning in 1956, are part. For, it is due to this motif that Ricoeur, in 2004, presents the trajectory of recognition: from the active and suffering human being to the capable human being. As we see them, the stakes in these two philosophies, as far as their practical dimensions are concerned, are easily summarized by the requirements Paul Ricoeur formulated in his work, Oneself as Another. This is particularly the case given that this text has for its aim, “determining the new traits of individual identity which correspond to practical politics” – the determination of Self as a self-designing agent, which, according to the author, lies at the intersection of a phenomenology of action and an ontology of the Self. In fact, as Ricoeur himself underlines, the paradoxical effacement of the question of ipseity in Kantian moral philosophy, among others, is explained by the absence of just such a theory of action. Briefly, the “I want” analysis by Ricoeur in 1950 is anchored in the “I can,” which is never limited to the single spatial outline we find in Merleau-Ponty. Thus, to the phenomenological figure of our experiences of passivity correspond the ontological category of alterity, as mentioned in the phrase from The Visible and the Invisible taken up in the title of this article and which it would not be shocking to attribute to Ricoeur.È ben nota l’ammirazione di Paul Ricoeur per Merleau-Ponty: col primo tomo della Philosophie de la volonté, intitolato Le Volontaire et l’involontaire, Paul Ricoeur intendeva offrire alla Fenomenologia della percezione una vera e propria “contropartita pratica”. Ma è singolare il fatto che Ricoeur non abbia riconosciuto il risvolto pratico presente nella filosofia del suo predecessore, risvolto ampiamente attestato nei corsi merleau-pontyani al Collège de France e in particolare nelle lezioni che pongono al centro delle loro analisi il pensiero marxista come filosofia dell’uomo carnale e il motivo naturalistico dell’uomo agente e dell’uomo sofferente almeno a partire dal 1956. È proprio prendendo le mosse da questo motivo che Ricoeur nel 2004 espone quanto definisce come il percorso del riconoscimento: dall’uomo agente e dall’uomo sofferente all’uomo “capace”. La posta in gioco, ci sembra, di queste due filosofie, considerate nella loro dimensione pratica, si riassume facilmente nelle esigenze che Ricoeur formula nel suo libro Sé come un altro, in particolare quando si assegna il compito di “determinare i tratti peculiari dell’ipseità corrispondente alla pratica politica” – cioè di determinare i tratti di quel Sé agente che si delinea, a dire dell’autore stesso, al crocevia tra una fenomenologia dell’agire e un’ontologia del Sé. In effetti, come sottolinea Ricoeur, la paradossale cancellazione dell’ipseità operata dalla filosofia morale kantiana si spiega tra l’altro con l’assenza di una adeguata teoria dell’azione. In breve, l’“Io voglio” analizzato da Ricoeur nel 1950 si àncora in un “Io posso” che non si limita mai, in Merleau-Ponty, al solo piano spaziale. Così, alla figura fenomenologica delle nostre esperienze di passività, corrisponde la categoria ontologica dell’alterità, che proprio Il visibile e l’invisibile menziona con l’espressione che noi riprendiamo nel titolo di questo articolo e che ci si aspetterebbe essere anzitutto ricoeuriana. (shrink)

The paper investigates how field experimentation of genetically modified crops became central to the French controversy on genetically modified organisms in recent years. Initially constructed in the 1980s as a cognitive endeavor to be preserved from lay interference, field trials of genetically modified crops were reconceived as “an intrusion in the social space,” which had to be negotiated with actors from that space. In order to analyze this transformation, the authors suggest that it is necessary to develop an interpretive framework (...) that combines theoretical perspectives from science and technology studies and the sociology of social problems, and emphasizes the importance of the way in which actors compete in a heterogeneous public space, to put forward alternative framings of problems. The authors present a detailed analysis of the interactions and conflicts between actors in diverse social arenas in order to better understand the dynamics of this sociotechnical controversy. (shrink)

In this new and original book, Claire Armon-Jones examines the concept of affect and various philosophical positions which attempt to define and characterize it: the standard view, the neo-cognitivist view, and the objectual thesis. She contends that these views radically distort our understanding of affect by disregarding modes of affect which fail to conform to the accounts they each employ. Against the standard and neo-cognitivist views she argues that the notions they use to characterize affect are neither necessary nor (...) sufficient; and against the objectual thesis she further argues that affective states exhibit degrees of independence from the concept of an object. She develops a new theory of the varieties of affect that explains their cognitive nature, their felt aspect, their special logic and the relationship between their objectless and object-directed forms. Armon-Jones concludes by suggesting that her arguments call into question certain assumptions about the rationality and moral status of affect and require a revision of the conception of the good in affect. (shrink)

Both in his earliest debates with thinkers such as Foucault and Levinas, and in later critiques of political immediacy, Derrida invoked the inescapable burden of a necessary but impossible universalism. By raising the stakes so high it would seem that deconstruction generates hyperbolic conceptions of ethics and justice, but also precludes any form of day to day political positivity. In this essay I pursue the seemingly less ‘ethical’ conception of play in Derrida's work to argue for a multiple universalism.

Prompted by the development of the Theory of Challenge and Threat States in Athletes (Jones et al, 2009), recent years has witnessed a considerable increase in research examining challenge and threat in sport. This manuscript provides a critical review of the literature examining challenge and threat in sport, tracing its historical development and some of the current empirical ambiguities. In an attempt to reconcile some of these ambiguities, and utilising neurobiological evidence associated with approach- and avoidance-motivation (cf. Elliot & Covington, (...) 2001), this paper draws upon the Evaluative Space Model (ESM: Cacioppo et al., 1997) and considers the implications for understanding challenge and threat in sport. For example, rather than see challenge and threat as opposite ends of a single bipolar continuum, the ESM implies that individuals could be (1) challenged, (2) threatened, (3) challenged and threatened, or (4) neither challenged or threatened by a particular stimulus. From this perspective it could be argued that the appraisal of some sport situations as both challenging and threatening could be advantageous, whereas the current literature seems to imply that the appraisal of stress as a threat is maladaptive for performance. In drawing upon the ESM, we outline the Evaluative Space Approach to Challenge and Threat and provide several testable hypotheses for advancing understanding of challenge and threat (in sport). We also outline a number of cardiovascular and experiential measures that can be used to examine these hypotheses. In sum, this paper provides a significant theoretical, empirical and practical contribution to our understanding of challenge and threat (in sport). (shrink)

In this essay I explore three concepts: sex, the city, and the Anthropocene. I argue that the condition for the possibility of the city is the assemblage of sexual drives for the sake of relative stability, but that those same drives also exceed the city's self-preservative function. Further, I argue that the very conditions that further the city and that enable philosophical and scientific concepts to be formed rely upon a geological politics that enables new ways of thinking about what (...) counts as the political as such. (shrink)

Measuring responsiveness to gain accurate diagnosis in populations with disorders of consciousness (DOC) is of central concern because these patients have such complex clinical presentations. Due to the uncertainty of accuracy for both behavioral and neurophysiological measures in DOC, combined assessment approaches are recommended. A number of standardized behavioral measures can be used with adults with DOC with minor to moderate reservations relating to the measures’ psychometric properties and clinical applicability. However, no measures have been standardized for use with pediatric (...) DOC populations. When adapting adult measures for children, confounding factors include developmental considerations for language-based items included in all DOC measures. Given the lack of pediatric DOC measures, there is a pressing need for measures that are sensitive to the complex clinical presentations typical of DOC and that can accommodate the developmental levels of pediatric populations. The music therapy assessment tool for awareness in disorders of consciousness (MATADOC) is a music-based measure that has been standardized for adults with DOC. Given its emphasis on non-language based sensory stimuli, it is well-suited to pediatric populations spanning developmental stages. In a pre-pilot exploratory study, we examined the clinical utility of this measure and explored trends for test-retest and inter-rater agreement as well as its performance against external reference standards. In several cases, MATADOC items in the visual and auditory domains produced outcomes suggestive of higher level functioning when compared to outcomes provided by other DOC measures. Preliminary findings suggest that the MATADOC provides a useful protocol and measure for behavioral assessment and clinical treatment planning with pediatric DOC. Further research with a larger sample is warranted to test a version of the MATADOC that is refined to meet developmental needs of pediatric DOC populations. (shrink)

This note addresses the issue as to which ceers can be realized by word problems of computably enumerable (or, simply, c.e.) structures (such as c.e. semigroups, groups, and rings), where being realized means to fall in the same reducibility degree (under the notion of reducibility for equivalence relations usually called “computable reducibility”), or in the same isomorphism type (with the isomorphism induced by a computable function), or in the same strong isomorphism type (with the isomorphism induced by a computable permutation (...) of the natural numbers). We observe, e.g., that every ceer is isomorphic to the word problem of some c.e. semigroup, but (answering a question of Gao and Gerdes) not every ceer is in the same reducibility degree of the word problem of some finitely presented semigroup, nor is it in the same reducibility degree of some non‐periodic semigroup. We also show that the ceer provided by provable equivalence of Peano Arithmetic is in the same strong isomorphism type as the word problem of some non‐commutative and non‐Boolean c.e. ring. (shrink)

In this study is edited and examined a letter , in which magister Crissius de Fulgineo announces the death of the astronomer Guillelmus de Luna. In the first part are studied the typology and the rhetorical tradition of the letter, then is discussed the question of translations attributed to Guillelmus de Luna or de Lunis or Lunense, and are advanced hypotheses on the translations that Manfredi of Swabia sent at the University of Paris, probably in 1263.In questo saggio viene edita (...) e studiata una lettera con cui il maestro Crissius de Fulgineo annuncia la morte dell’astronomo Guillelmus de Luna. La lettera – di cui vengono studiate innanzitutto la tipologia e la tradizione retorica – offre l’occasione di affrontare la questione delle traduzioni attribuite a Guillelmus de Luna o de Lunis o Lunense, e di avanzare ipotesi su quali furono le traduzioni che furono inviate, probabilmente nel 1263, all’Università di Parigi da Manfredi di Svevia. (shrink)

In french and english speaking countries, the articulation between epistemological beliefs, conceptions of teaching and learning and pedagogical practices of secondary school teachers in the natural sciences and humanities has been little studied (Araújo-Oliveira, 2012 ; Bartos et Lederman, 2014 ; Wanlin et al., 2019). Yet, while teachers display predominantly constructivist beliefs about teaching and learning, their teaching practices remain rather passive (OECD, 2019). Like in Therriault et al. (2018-2023), this article explores the characteristics of epistemological beliefs, conceptions of teaching (...) and learning, and teaching practices among a population of 112 secondary school teachers (beginners, intermediate and experienced) in the humanities and natural sciences in French-speaking Belgium. In a second step, we explore the articulations between these three theoretical constructs either from statistical analyses or from a more interpretative perspective. Quantitative analysis of the data (PCA, factorial ANOVA, correlations and Chi-square) show that teachers’ epistemological beliefs are rather refined, that there is an effect of professional seniority on these beliefs and that there is a link between refined epistemological beliefs and traditional conceptions of teaching and learning. Finally, teachers’ self-reported practices appear to be insensitive to the discipline being taught. (shrink)

A playful, personal, and profound interview with Gilles Deleuze, covering topics from “Animal” to “Zigzag.” Although Gilles Deleuze never wanted a film to be made about him, he agreed to Claire Parnet's proposal to film a series of conversations in which each letter of the alphabet would evoke a word: From A to Z. These DVDs, elegantly transtlated and subtitled in English, make these conversations available for English-speaking audiences? for the first time. In dialogue with Parnet, the philosopher exhibited (...) the modest and thrilling transparency that his seminal works reveal. The sessions were taped when Deleuze was already terminally ill; he and Parnet agreed that the film would not be shown publicly until after his death. The awareness of mortality floats through the dialogues, making them not just intellectually stimulating but also emotionally engaging. Because Parnet knew Deleuze so well, she was able to draw him out—as no one else had—to what might be the 1001st plateau: a place of brilliance, rigor, and charm. In “A as in Animal,” for example, Deleuze vents his hatred of pets: “A bark,” he declares, “really seems to me the stupidest cry.” Instead, he praises the tick: “... in a nature teeming with life, [the tick] extracts three things”: light, smell, and touch. This, he claims, in a sense is philosophy. “And that is your life's dream?” Parnet wryly asks. “That's what constitutes a world,” he replies. For Deleuze, doing philosophy meant not just creating concepts but living a life in philosophy. Gilles Deleuze from A to Z presents the mind of a great philosopher at work. (shrink)

This article aims to characterise the visions of ecologisation found within scientific approaches embraced by different epistemic communities, and which have inspired empirical work and public action on agrifood system transitions. Based on comparative readings of works anchored in our two disciplinary fields (ecology and sociology), we identified six large ensembles of epistemic communities as well as their points of convergence and divergence. We identify six ideotypical visions of ecologisation based on the types of 'relationships to nature' embedded in these (...) large sets of epistemic communities: protectionism, functionalism, structuralism, post-structuralism, relational and pragmatist-experience-based. We suggest that pragmatist-experience-based approaches allow us to transcend two classical oppositions: between realism and constructivism, and between a conception of nature as passive and external as opposed to active and relational. Without claiming to offer a detailed analysis of these approaches, we hope that our work can be used as a tool to support reflection among scientists and other actors involved in agrifood system transitions. (shrink)

Introduction to genericity in the nominal, verbal and sentential domain.

Vulnerable student voices are a matter for concern in contemporary higher education, but that concern is directed more towards identifying vulnerable groups, and seeking to widen their participation in higher education. It is less to do with the vulnerability of certain modes of voice when students are there. The concept of student voice may be anatomised into three constituent elements: an epistemological voice, or a voice for knowing, a practical voice, or a voice for doing, and an ontological voice, or (...) a voice for being and becoming. A voice for being and becoming is less valued and validated in contemporary higher education, and more vulnerable, than voices for knowing and doing. Developing an ontological voice is deemed less important than developing epistemological or practical voices, yet an ontological voice is fundamental to those two other voices. The concept of vulnerability needs to be extended from referring to certain under‐represented groups in the student body to indicating the strength or weakness of certain modes of the student voice. Vulnerability is not only about the vulnerability of the presenting student, but also about his voice yet to be uncovered. Reinterpreting vulnerability fosters modes of recovering ontological voices at risk of being lost. (shrink)

Il contributo discute la lezione προμηθέως del v. 86 del Prometeo Incatenato. Se ne discute la genuinità in rapporto alla fortunata congettura προμηθίας proposta da Peter Elmsley.

Vulnerable student voices are a matter for concern in contemporary higher education, but that concern is directed more towards identifying vulnerable groups, and seeking to widen their participation in higher education. It is less to do with the vulnerability of certain modes of voice when students are there. The concept of student voice may be anatomised into three constituent elements: an epistemological voice, or a voice for knowing, a practical voice, or a voice for doing, and an ontological voice, or (...) a voice for being and becoming. A voice for being and becoming is less valued and validated in contemporary higher education, and more vulnerable, than voices for knowing and doing. Developing an ontological voice is deemed less important than developing epistemological or practical voices, yet an ontological voice is fundamental to those two other voices. The concept of vulnerability needs to be extended from referring to certain under‐represented groups in the student body to indicating the strength or weakness of certain modes of the student voice. Vulnerability is not only about the vulnerability of the presenting student, but also about his voice yet to be uncovered. Reinterpreting vulnerability fosters modes of recovering ontological voices at risk of being lost. (shrink)

In this essay I explore competing senses and tensions of the relation between the etymology of ta pragmata and praxis, with specific attention paid to Heidegger’s theorization of modernity. In so doing I question the relation between rights and persons, and whether there might not be a new way of thinking about rights that does not presuppose or privilege the agency of personhood. Pragmatic rights would not assume the liberal values of self-determination that underpin personhood, and would enable a notion (...) of rights beyond liberal humanism more appropriate for twenty-first century political concerns and problems. (shrink)

There is something more catastrophic than the end of the world, especially when ‘world’ is understood as the horizon of meaning and expectation that has composed the West. If the Anthropocene is th...

(2004). The Real and the Phantom of Happiness. Journal of the British Society for Phenomenology: Vol. 35, Phenomenology and French Thought, pp. 246-260.

This article focuses on the concept of the secret in Deleuze and Guattari's philosophy, with specific attention to the related concepts of becoming-woman and literature. It contrasts Deleuze and Guattari's immanent mode of reading with oedipal theories of the text and hermeneutics. Whereas Deleuze and Guattari argue for the positivity of the secret, where there is content that is not disclosed and that therefore creates lines of perception and interpretation, the oedipal mode of reading regards the secret as a (negative) (...) effect of reading. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Ethics & the Environment 8.2 (2003) 71-79 [Access article in PDF] "Explosion" Greta Gaard I. In the beginning there was only water, and you were a part of it. Never mind what else you have heard. This was your first relationship, your connection to water. And the quality of this relationship, the character of your beliefs about water, shapes all relationships in your life. The way you do one (...) thing is the way you do everything. You cannot separate one relationship from another, treat this water with reverence, this water with waste. Because water returns. Water knows there are no separations. You too should know this, for water has been teaching you, from the beginning.Imagine a creek flowing through the length of your life, from your birth to your death. Yes, your death. Water precedes you, water survives you. Consider the silence of blue-ice glaciers, ancient in their solitude, melting. Each winter the snowfall thick and wet, fluffy, or crisp and dry. Each spring the snows melting, glaciers growing and melting. Water flows down pine needles and cedar bark, flows down rocks and fallen logs, flows through moss and soil and sand.The lake gathers rainfall, gathers snowmelt and the plenitude of creeks. The lake overflows, spills, falls, exuberance of fullness, joy in motion, streaming downhill now, swelling the creek bed where it has made this journey so many times before.You have never seen this creek, the hidden water that flows through your days and nights, from one season to the next. Without it you would not live. You rely on this unseen water to flow forever. It has flowed here [End Page 71] before you were born, before you stepped into its flow, and you imagine it will outlast you, outlast whatever you might do to this water. You believe it is limitless, unending. You know its persistent force has carved rocks because you can see them, see the way water flows through stone, leaving its imprint in kettles, in the basins of water where rocks circulate, in the interlaced fingers of water and stone embracing at the falls.Water becomes you. But Narcissus-like, you look at water and see only your self. You believe you are alone. You are afraid. You need to con-trol this fear, this aloneness, this terrifying separation. You see the power of water and you want power. Power will give you control. You build dams and concrete channels and ditches, believing that by doing this you will control the power of water, the fertility of water, the fear of your separation. But water is patient. There are laws that govern the way of water, the ways of energy and power, the ways of land. There are consequences. Water bears no grudge, extracts no retribution. Your own actions, skillful or unskillful, determine the outcome. Your own relationship to water will poison you or save you. You decide.You believe blocking the flow of water gives you power.You believe blocking the flow of feeling gives you power.You believe harnessing the animals, fencing off the land gives you power. And for awhile, these strategies work.But there are consequences. That which is diverted, divided, suppressed, always returns with greater force, and when it returns, no one can control it. No one. II. Imagine a family. Picture the elders first. How many do you see? Where are the children? The sisters and brothers, aunts and uncles, cousins and nephews and grandchildren? How many people are needed to form a family? Can you be a family of one?Look at it another way: is there a limit to the relations of family? Is there a certain number of people allowed in a family until a limit is reached? Do you say, "Families may only have ten people"? "The eleventh person will not be included." Or do you point to the basis of inclusion, the things that bind you, one to another, and say, "Yes, this person too"?How do you recognize a family?Do family members have to pulse with the same blood, or will love create a family where the blood... (shrink)

This paper is an exploration of a current environmental issue dividing two industries in the UK. The issue is offshore wind farms, and the industries are commercial fishing and wind energy. The controversy over offshore wind farms highlights three core issues of conflict: the adequacy of stakeholder consultation processes; the right to compensation for loss of livelihood; and the lack of adequate data. We find that the characterisations that developers, regulators, and fishers hold of each other critically inform their positions (...) on these issues. We examine the weak bargaining position of fishers, and the 'power game' that is played out between them and developers. We conclude that offshore wind farm development would be better managed if stakeholder consultation was more extensive, compensation claims were standardised, and scientific data were more readily available, but that in the meantime, fishers could improve their bargaining power by mobilising potential allies. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Ethics & the Environment 8.2 (2003) 71-79 [Access article in PDF] "Explosion" Greta Gaard I. In the beginning there was only water, and you were a part of it. Never mind what else you have heard. This was your first relationship, your connection to water. And the quality of this relationship, the character of your beliefs about water, shapes all relationships in your life. The way you do one (...) thing is the way you do everything. You cannot separate one relationship from another, treat this water with reverence, this water with waste. Because water returns. Water knows there are no separations. You too should know this, for water has been teaching you, from the beginning.Imagine a creek flowing through the length of your life, from your birth to your death. Yes, your death. Water precedes you, water survives you. Consider the silence of blue-ice glaciers, ancient in their solitude, melting. Each winter the snowfall thick and wet, fluffy, or crisp and dry. Each spring the snows melting, glaciers growing and melting. Water flows down pine needles and cedar bark, flows down rocks and fallen logs, flows through moss and soil and sand.The lake gathers rainfall, gathers snowmelt and the plenitude of creeks. The lake overflows, spills, falls, exuberance of fullness, joy in motion, streaming downhill now, swelling the creek bed where it has made this journey so many times before.You have never seen this creek, the hidden water that flows through your days and nights, from one season to the next. Without it you would not live. You rely on this unseen water to flow forever. It has flowed here [End Page 71] before you were born, before you stepped into its flow, and you imagine it will outlast you, outlast whatever you might do to this water. You believe it is limitless, unending. You know its persistent force has carved rocks because you can see them, see the way water flows through stone, leaving its imprint in kettles, in the basins of water where rocks circulate, in the interlaced fingers of water and stone embracing at the falls.Water becomes you. But Narcissus-like, you look at water and see only your self. You believe you are alone. You are afraid. You need to con-trol this fear, this aloneness, this terrifying separation. You see the power of water and you want power. Power will give you control. You build dams and concrete channels and ditches, believing that by doing this you will control the power of water, the fertility of water, the fear of your separation. But water is patient. There are laws that govern the way of water, the ways of energy and power, the ways of land. There are consequences. Water bears no grudge, extracts no retribution. Your own actions, skillful or unskillful, determine the outcome. Your own relationship to water will poison you or save you. You decide.You believe blocking the flow of water gives you power.You believe blocking the flow of feeling gives you power.You believe harnessing the animals, fencing off the land gives you power. And for awhile, these strategies work.But there are consequences. That which is diverted, divided, suppressed, always returns with greater force, and when it returns, no one can control it. No one. II. Imagine a family. Picture the elders first. How many do you see? Where are the children? The sisters and brothers, aunts and uncles, cousins and nephews and grandchildren? How many people are needed to form a family? Can you be a family of one?Look at it another way: is there a limit to the relations of family? Is there a certain number of people allowed in a family until a limit is reached? Do you say, "Families may only have ten people"? "The eleventh person will not be included." Or do you point to the basis of inclusion, the things that bind you, one to another, and say, "Yes, this person too"?How do you recognize a family?Do family members have to pulse with the same blood, or will love create a family where the blood... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Ethics & the Environment 8.2 (2003) 71-79 [Access article in PDF] "Explosion" Greta Gaard I. In the beginning there was only water, and you were a part of it. Never mind what else you have heard. This was your first relationship, your connection to water. And the quality of this relationship, the character of your beliefs about water, shapes all relationships in your life. The way you do one (...) thing is the way you do everything. You cannot separate one relationship from another, treat this water with reverence, this water with waste. Because water returns. Water knows there are no separations. You too should know this, for water has been teaching you, from the beginning.Imagine a creek flowing through the length of your life, from your birth to your death. Yes, your death. Water precedes you, water survives you. Consider the silence of blue-ice glaciers, ancient in their solitude, melting. Each winter the snowfall thick and wet, fluffy, or crisp and dry. Each spring the snows melting, glaciers growing and melting. Water flows down pine needles and cedar bark, flows down rocks and fallen logs, flows through moss and soil and sand.The lake gathers rainfall, gathers snowmelt and the plenitude of creeks. The lake overflows, spills, falls, exuberance of fullness, joy in motion, streaming downhill now, swelling the creek bed where it has made this journey so many times before.You have never seen this creek, the hidden water that flows through your days and nights, from one season to the next. Without it you would not live. You rely on this unseen water to flow forever. It has flowed here [End Page 71] before you were born, before you stepped into its flow, and you imagine it will outlast you, outlast whatever you might do to this water. You believe it is limitless, unending. You know its persistent force has carved rocks because you can see them, see the way water flows through stone, leaving its imprint in kettles, in the basins of water where rocks circulate, in the interlaced fingers of water and stone embracing at the falls.Water becomes you. But Narcissus-like, you look at water and see only your self. You believe you are alone. You are afraid. You need to con-trol this fear, this aloneness, this terrifying separation. You see the power of water and you want power. Power will give you control. You build dams and concrete channels and ditches, believing that by doing this you will control the power of water, the fertility of water, the fear of your separation. But water is patient. There are laws that govern the way of water, the ways of energy and power, the ways of land. There are consequences. Water bears no grudge, extracts no retribution. Your own actions, skillful or unskillful, determine the outcome. Your own relationship to water will poison you or save you. You decide.You believe blocking the flow of water gives you power.You believe blocking the flow of feeling gives you power.You believe harnessing the animals, fencing off the land gives you power. And for awhile, these strategies work.But there are consequences. That which is diverted, divided, suppressed, always returns with greater force, and when it returns, no one can control it. No one. II. Imagine a family. Picture the elders first. How many do you see? Where are the children? The sisters and brothers, aunts and uncles, cousins and nephews and grandchildren? How many people are needed to form a family? Can you be a family of one?Look at it another way: is there a limit to the relations of family? Is there a certain number of people allowed in a family until a limit is reached? Do you say, "Families may only have ten people"? "The eleventh person will not be included." Or do you point to the basis of inclusion, the things that bind you, one to another, and say, "Yes, this person too"?How do you recognize a family?Do family members have to pulse with the same blood, or will love create a family where the blood... (shrink)