In lieu of an abstract, here is a brief excerpt of the content:How I Hate You, CancerClaire YarMigraine. That’s what we thought. They run in my family, so why not? My beautiful, bright, extroverted ten–year–old daughter’s neurological exam was unremarkable, but she had a bad headache and was vomiting in the early morning hours. Migraine didn’t seem that much of a stretch. Our savvy pediatrician had a gut feeling that it was more than a migraine and sent her for an (...) MRI.We had not even left the children’s hospital before I received a voicemail to call our pediatrician. When I returned the call, on our way to pick up Ellie’s younger brother from school and already running late I heard the words that no parent wants to hear, “I have bad news. We found a brain tumor and it’s rather large”. This conversation would turn our lives into a frenzy of fear and leave unanswered (unanswerable?) questions. I was told to bring her to the ER where we would be met by a neurosurgeon and oncologist. I could not process this information. My initial fears were too scary to utter. Was she going to die? Do children survive brain surgery “intact”? Is it operable? Oncologist = scary cancer, doesn’t it? Did we do something to cause it? What if our insurance doesn’t cover the best treatment?Clinging to the life I knew before—needing to stay in the “before,” not even pulling the car over, I reached backwards, held Ellie’s leg and spoke the words out loud for the first time. That’s what a brain tumor diagnosis does to your family. It breaks up time into “before” and “after”. Her reaction was a terrified wail and then, oddly, hysterical laughter. Is that what shock looks like? My own reaction to the call was of stunned silence. The sound of my heartbeat and the blood rushing in my ears meant I could not ask the questions I had in that moment.Ellie has always been exceptional. She is a bright light in any room. At only ten–years–old, she spoke like a teenager; had the vocabulary of an adult. Never again would I be able to take this for granted. In every waking moment that our lives were unoccupied with the practicalities of a brain tumor diagnosis, the questions I couldn’t think of or say out loud during that terrible phone call continually flooded my thoughts. Your child’s brain is everything after all; it’s what makes them “them.”An avid horse rider, she had been off her favorite horse’s back for a few weeks saying that the bouncing hurt her neck. I had kept her off school for several days, but we had seen marked improvement in [End Page E12] the day or two leading up to that devastating D–Day of diagnosis, and she had been back at school doing well. Only a week before, Ellie had been dancing at a party with friends. How could she have a brain tumor?We rushed home and hurriedly packed our bags for “at least a week”—and I recall that life seemed to be both in slow motion and traveling at the speed of light. I desperately wanted to turn the clock back to the innocence we had known a few hours before. This was way too much news to hear in one day. Even when I heard the diagnosis, I was surprised that we would have to go to the hospital that day. Now! Don’t people get time to process or plan and get second opinions? We had no time to tell family and friends or ask for help. We didn’t have the luxury of time. Time is another thing I no longer take for granted.Upon arrival at the large children’s hospital we felt as if we were given so much information, but looking back, I now know that these angels are trained in giving parents only what they can handle—in tiny pieces, nibble by nibble. You don’t (can’t) hear half of it anyway. Our families live far from us, and trying to gather and figure out... (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)

Il faudrait que le dialogue se fasse, non pas entre des personnes, mais entre les lignes, entre des chapitres ou des parties de chapitre. Ce seraient les vrais personnages. Perdre la mémoire : il faudrait plutôt dresser des " blocs ", les faire flotter. Un bloc d'enfance n'est pas un souvenir d'enfant. Un bloc nous accompagne, est toujours anonyme et contemporain, et fonctionne dans le présent - Oublier l'histoire : la question des devenirs, et de leur géographie. Un devenir-révolutionnaire est (...) plus important que l'avenir ou le passé de la révolution. Un devenir-femme, un devenir-animal sont plus importants que la différence des sexes et des règnes - Ne pas " faire le point " : plutôt tracer des lignes. Les lignes n'ont pas d'origine, et poussent par le milieu. On ne fait jamais table rase, on est toujours au milieu de quelque chose, comme l'herbe. Plus on prend le monde là où il est, plus on a de chance de le changer... Se séparer de l'appareil d'Etat et de tout système qui le prend pour modèle ou veut le conquérir : la présence diffuse de machines de guerre irréductibles au modèle d'Etat, toute une histoire populaire qui n'a pas été recueillie, un nomadisme même immobile. Devenir ou re-devenir marxiste : aucune analyse n'est possible si elle ne porte aussi sur les mécanismes industriels et surtout financiers dans un champ social. Non pas suprême instance, mais lignes, et régimes de signes, qui s'enchaînent avec les autres, et dont les flottaisons s'agencent avec d'autres flux. (shrink)

Introduction: The problem of vitalism : active/passive -- Brain, system, model : the affective turn -- Vitalism and theoria -- Inorganic art -- Inorganic vitalism -- The vital order after theory -- On becoming -- Living systems, extended minds, gaia -- Conclusion.

Cinema, thought and time -- Deleuze's cinema books -- Technology -- Essences -- Space and time -- Bergson, time, and life -- The movement-image -- The history of time and space and the history of cinema -- The movement-image and semiotics -- Styles of sign -- The whole of movement -- Image and life -- Becoming-inhuman, becoming imperceptible -- The deduction of the movement-image -- Art and time -- Destruction of the sensory motor apparatus and the spiritual automaton -- Time (...) and money -- Art and history -- Monument -- Framing, territorialization, and the plane of composition -- Politics and the origin of meaning -- Transcending life and the genesis of sense -- Beyond symbolic and imaginary -- Shit and money -- Exchange, gift, and theft -- The fiction of mind -- Collective investment and group fantasy -- The time of man -- The intense germinal influx. (shrink)

BackgroundImplementation science research, especially when using participatory and co-design approaches, raises unique challenges for research ethics committees. Such challenges may be poorly addressed by approval and governance mechanisms that were developed for more traditional research approaches such as randomised controlled trials.DiscussionImplementation science commonly involves the partnership of researchers and stakeholders, attempting to understand and encourage uptake of completed or piloted research. A co-creation approach involves collaboration between researchers and end users from the onset, in question framing, research design and delivery, (...) and influencing strategy, with implementation and broader dissemination strategies part of its design from gestation. A defining feature of co-creation is its emergent and adaptive nature, making detailed pre-specification of interventions and outcome measures impossible. This methodology sits oddly with ethics committee protocols that require precise pre-definition of interventions, mode of delivery, outcome measurements, and the role of study participants. But the strict requirements of ethics committees were developed for a purpose – to protect participants from harm and help ensure the rigour and transparency of studies. We propose some guiding principles to help square this circle. First, ethics committees should acknowledge and celebrate the diversity of research approaches, both formally and informally ; without active support, their members may not understand or value participatory designs. Second, ground rules should be established for co-design applications and communicated to committee members and stakeholders. Third, the benefits of power-sharing should be recognised and credit given to measures likely to support this important goal, especially in research with vulnerable communities. Co-design is considered best practice, for example, in research involving indigenous peoples in New Zealand, Australia and Canada. (shrink)

Recent theorizing about the nature of the cognitive impairment in autism suggests that autistic individuals display abnormally weak central coherence, the capacity to integrate information in order to make sense of one’s environment. Our article shows the relevance of computational models of coherence to the understanding of weak central coherence. Using a theory of coherence as constraint satisfaction, we show how weak coherence can be simulated ina a connectionist network that has unusually high inhibition compared to excitation. This connectionist model (...) simulates autistic behaviour on both the false belief task and the homograph task. (shrink)

A distorted representation of one's own body is a diagnostic criterion and core psychopathology of both anorexia nervosa (AN) and bulimia nervosa (BN). Despite recent technical advances in research, it is still unknown whether this body image disturbance is characterized by body dissatisfaction and a low ideal weight and/or includes a distorted perception or processing of body size. In this article, we provide an update and meta-analysis of 42 articles summarizing measures and results for body size estimation (BSE) from 926 (...) individuals with AN, 536 individuals with BN and 1920 controls. We replicate findings that individuals with AN and BN overestimate their body size as compared to controls (ES= 0.63). Our meta-regression shows that metric methods (BSE by direct or indirect spatial measures) yield larger effect sizes than depictive methods (BSE by evaluating distorted pictures), and that effect sizes are larger for patients with BN than for patients with AN. To interpret these results, we suggest a revised theoretical framework for BSE that accounts for differences between depictive and metric BSE methods regarding the underlying body representations (conceptual vs. perceptual, implicit vs. explicit). We also discuss clinical implications and argue for the importance of multimethod approaches to investigate body image disturbance. (shrink)

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)

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)

Interpersonal coordination is a key factor in team performance. In interactive team sports, the limited predictability of a constantly changing context makes coordination challenging. Approaches that highlight the support provided by environmental information and theories of shared mental models provide potential explanations of how interpersonal coordination can nonetheless be established. In this article, we first outline the main assumptions of these approaches and consider criticisms that have been raised with regard to each. The aim of this article is to define (...) a theoretical perspective that integrates the coordination mechanisms of the two approaches. In doing so, we borrow from a theoretical outline of group action. According to this outline, group action based on a priori shared mental models is an example of how interpersonal coordination is established from the top down. Interpersonal coordination in reaction to the perception of affordances represents the bottom-up component of group action. Both components are inextricably involved in the coordination of interactive sports teams. We further elaborate on the theoretical outline to integrate a third, constructivist approach. Integrating this third approach helps to explain interpersonal coordination in game situations for which no shared mental models are established and game situations that remain ambiguous in terms of perceived affordances. The article describes how hierarchical, sequential and complex dimensions of action organization are important aspects of this constructivist perspective and how mental models may be involved. A basketball example is used to illustrate how top-down, bottom-up and constructivist processes may be simultaneously involved in enabling interpersonal coordination. Finally, we present the implications for research and practice. (shrink)

Nonetheless, psychoanalytic feminist theory can offer a new interpretive strategy for deconstructing her equally famous opposition between the social and the ...

In this paper, we reflect on our experience as science and technology studies researchers who were members of the working group that produced A Synthetic Biology Roadmap for the UK in 2012. We explore how this initiative sought to govern an uncertain future and describe how it was successfully used to mobilize public funds for synthetic biology from the UK government. We discuss our attempts to incorporate the insights and sensibilities of STS into the policy process and why we chose (...) to use the concept of responsible research and innovation to do so. We analyze how the roadmapping process, and the final report, narrowed and transformed our contributions to the roadmap. We show how difficult it is for STS researchers to influence policy when our ideas challenge deeply entrenched pervasive assumptions, framings, and narratives about how technological innovation necessarily leads to economic progress, about public reticence as a roadblock to that progress, and about the supposed separation between science and society. We end by reflecting on the constraints under which we were operating from the outset and on the challenges for STS in policy. (shrink)

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 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)

The proposed national PrEP program would serve people who are uninsured as well as those enrolled in Medicaid. In this article, the authors propose a set of recommendations for the proposed program’s implementers as well as state Medicaid agencies and Medicaid managed care organizations to ensure PrEP access for people enrolled in Medicaid, addressing gaps without undermining the important role of the Medicaid program in covering and promoting PrEP.

In June 2016, Texas A&M University hosted its inaugural philosophy camp for teens. In this article, we address how running a philosophy camp for pre-college students can have a positive impact on both the campers and the staff, which included philosophy faculty, graduate students (Philosophy and English), and undergraduates. We designed the week-long (Monday through Friday, 9 a.m.–4 p.m.) philosophy camp with three aims: to introduce pre-college students to philosophical thinking and dialogue; to develop an intellectual community among the campers; (...) and to provide a space in which young people could engage as equal partners in a series of spirited philosophical discussions. Drawing chiefly from our local community, we enrolled a diverse group of campers. We organized the week around themes that we thought would be of particular interest to pre-college students while also providing a broad view of the discipline. What we did not anticipate was the intense friendships that were formed, based on a shared love of philosophical ideas. (shrink)

ObjectiveTo examine how physical and psychological childbirth experiences affect maternal perceptions and experiences of early infant behavioural style.BackgroundUnnecessary interventions may disturb the normal progression of physiological childbirth and instinctive neonatal behaviours that facilitate mother–infant bonding and breastfeeding. While little is known about how a medicalised birth may influence developing infant temperament, high impact interventions which affect neonatal crying and cortisol levels could have longer term consequences for infant behaviour and functioning.MethodsA retrospective Internet survey was designed to fully explore maternal experiences (...) of childbirth and her postnatal perceptions of infant behaviour. Data collected from 999 mother–infant dyads were analysed using Pearson’s correlations and multiple analyses of covariance, employing the Bonferroni method of correction to establish initially significant variables. Multiple linear regressions were conducted to determine major perinatal contributors to perceived early infant temperament.ResultsMultiple regression analyses on each of the eight Mother and Baby Scales outcome variables indicated that early infant behavioural style was largely predicted by subjective maternal states during and post-childbirth, postnatal depression scores, maternal personality traits and infant age. For example, infant age was the most significant predictor of Alert-Responsive infant behaviour, followed by maternal Postnatal Positive experience. In contrast, depression scores were the most significant predictor of Unsettled-Irregular infant behaviour, followed by Anxious-Afraid Birth Emotions and infant age. Mothers also perceived their infants as more Alert-Responsive and Easier overall after a Supported birth experience.ConclusionMaternal and infant outcomes were influenced by multiple physical and psychological perinatal variables. The mother’s subjective experience appeared to be of equal significance to more objective factors. Social support enhanced the mother’s childbirth experience, benefitting her perceptions of her baby’s early temperament. These findings provide further support for current World Health Organisation intrapartum guidelines on the importance of making childbirth a ‘positive experience’ for women. (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)

This paper investigates the ethical implications of research at the interface between biodiversity and both human and animal health. Health and sanitary crises often lead to ethical debates, especially when it comes to disruptive interventions such as forced vaccinations, quarantine, or mass culling of domestic or wild animals. In such debates, the emergence of a “Planetary health ethics” can be highlighted. Ethics and accountability principles apply to all aspects of scientific research including its technological and engineering applications, regardless of whether (...) they are considered “hard sciences”, such as state-of-the-art technology in the fields of medicine, veterinary medicine, agronomy, or environment, or “soft”, such as local or global governance, health, socio-ecosystems, and the environment. Ethical reflection in the interdisciplinary field of biodiversity and health requires the examination of relevant scientific domains, such as biology, ecology, evolution, human medicine, animal medicine, anthropology, and law, and their epistemology and representation as well as scientific pluralism, which is crucial to establish genuine interdisciplinarity. Navigating the ethics-scape necessitates going beyond the hierarchy of science by recognising that scientific knowledge has implications for both scientific and non-scientific perspectives on the study of nature. The example of a Nipah virus outbreak is used to illustrate how the so-called “modern epidemiological” approach often focuses on risk factors associated with individual behavioural characteristics or collective practices, whereas the so-called “eco-social” approach focuses on global, socio-economic, and environmental factors that are the contextual causes of the health problem affecting the community. “Modern epidemiologists” aim to “correct” individual or practice factors using a “minimal set” of ethics, whereas “eco-social” scientists have to act systemically, which requires integrated research that acknowledges scientific pluralism, avoids the hierarchy of sciences, but accepts the pluralism of ethics and values. (shrink)

Dans la première ethnographie sur les Juifs de Russie (1861), Moïseï Berlin décrit les rituels du mariage et les rôles respectifs des hommes et des femmes. En gommant les aspects les plus folkloriques et en insistant sur la virginité de la femme et l’observance stricte des codes moraux et rituels religieux, il s’efforce de donner du judaïsme et de la population juive une image respectable, pour favoriser leur acceptation au sein de la société et l’Empire russe.

_How constructions of time shape political beliefs about what is possible—and what is inevitable_ To secure power in a crisis, leaders must sell deep change as a means to future good. But how could we know the future? Nomi Claire Lazar draws on stories across a range of cultures and contexts, ancient and modern, to show how leaders use constructions of time to frame events. These frames carry an implicit promise to secure or subvert an expected future, shaping belief (...) in what is possible—and what is inevitable. “Ranging imaginatively across history and geography, this elegant book probes temporal sources of order and transformation. Its analytical wisdom discloses how calendars and representations of time shape political legitimacy, dispositions, and action.”—Ira I. Katznelson, author of _Fear Itself: The New Deal and the Origins of Our Time_ “Great political leaders, for good or ill, seek to shape our daily lives by playing with time itself. That is the central insight of this elegant, erudite volume, one that means I will henceforth listen to speeches and manifestos with new ears and new tools to rebut them.”—Anne-Marie Slaughter, President and CEO, New America “Nomi Lazar gives us a fascinating exploration of the political construction of time itself, as structured by calendars, dating systems, and other mechanisms used for legitimation, revolution, and a myriad of other political purposes. A memorable and endlessly interesting book.”—Adrian Vermeule, Harvard Law School. (shrink)

The relationship between friendship and theory is neither accidental nor essential. In many ways we might define theory as an attempt to break with the seduction of friendship and, in so doing, est...

This paper argues that Darwin's theory of evolution offers two modes of understanding the relation between life and human knowledge. On the one hand, Darwin can be included within a general turn to “life,” in which human self-knowledge is part of a general unfolding of increasing awareness and anthropological reflexivity; life creates an organism, man, capable of discerning the logic of organic existence. On the other hand, Darwin offers the possibility of understanding life beyond the self-maintenance of organism and, therefore, (...) beyond the rational of life's putative striving. (shrink)

In communities of inquiry, dialogue is central as both the means and the outcome of collective inquiry. Indeed, features of dialogue—including formulating and asking questions, developing hypotheses and explanations, and offering and requesting reasons—are often highlighted as playing a significant role in the quality of the dialogue that unfolds. We inquire further into the quality of dialogue by arguing that dialogue should enable the expansion of epistemic openness, rather than its contraction, and that this is especially important in multicultural communities (...) of inquiry to acknowledge the cultural, perspectival, and experiential differences that exist alongside of similarities as resources for dialogue. The purpose of this article is to highlight two discourse practices that exemplify the nature of discourse as social practice and can be used in communities of inquiry. Attending to these discourse practices may enable teachers and students to reflect upon dialogue as it unfolds. First, we situate ourselves in multicultural classrooms in British Columbia, Canada. Then we articulate three principles of communities of inquiry. Next we describe and exemplify two discourse practices: heteroglossic attunement and lexical awareness. When attended to by teachers and students, 1) heteroglossic attunement enables teachers and students to begin to identify, reflect upon, and discuss the voices and perspectives that are drawn upon as participants inquire together and 2) lexical awareness enables teachers and students to begin to identify their attributions of thinking and feeling to social actors and to recognize how naming social actors positions them in an evolving set of social relations. Rather than a neutral medium of communication, social speech and dialogue is inherently value laden. Attending closely to the discourse that constitutes dialogue in a community of inquiry is a significant pedagogical tool for both teachers and students to expand epistemic openness and make visible learning as it unfolds. (shrink)

Much of our knowledge about the nineteenth-century natural history boom resides with the collectors themselves and their collections. We know much less about the conduct of the global trade that made collecting possible. That such a trade occurred in the face of significant obstacles of distance, variable prices, inadequate information, and diverse agents makes our knowledge deficit the more significant. William John Macleay, based in Sydney, built his significant natural history collection by trading locally as well as across the globe. (...) Our study of Macleay measures his complete set of trading transactions at a time of rapid expansion of his collection. It analyses how he chose between different forms of exchange and agreed fair value in order to complete long-distance specimen trading. (shrink)

Discussions of the problem of emergency powers often assume that norms and exceptions constitute its conceptual structure. This perspective is both self-undermining and dangerous. Because even the critics of emergency powers often rely on this dichotomy, clarifying the conceptual terrain might contribute to the development of a safer approach to emergencies. Hence, this article explores the origins and logic of modern exceptionalism by examining instances of its careful articulation in the history of political thought: in the “republican” exceptionalism of Machiavelli (...) and Rousseau and the “decisionist” exceptionalism of Schmitt and Hobbes. (shrink)

This book is the product of a major British Academy Symposium held in 2007 to mark the centenary of the birth of H.L.A. Hart, the most important legal philosopher and one of the most important political philosophers of the twentieth century. -/- The book brings together contributions from seventeen of the world's foremost legal and political philosophers who explore the many subjects in which Hart produced influential work. Each essay engages in an original analysis of philosophical problems that were tackled (...) by Hart, some essays including extended critical discussions of his major works: The Concept of Law, Punishment and Responsibility, Causation in the Law and Law, Liberty and Morality. All the main topics of Hart's philosophical writings are featured: general jurisprudence and legal positivism; criminal responsibility and punishment; theories of rights; toleration and liberty; theories of justice; and causation in the law. (shrink)

What is initially striking about Alfred Schutz’s phenomenological account of the musical experience, which encompasses both the performance and reception of music, is his apparent dismissal of the corporeal and spatial aspects of that experience. The paper argues that this is largely a product of his wider understanding of temporality wherein the mind and time are privileged over the body and space, respectively. While acknowledging that Schutz’s explicit or stated view is that the body and space are relatively insignificant to (...) his account, the paper reveals how they actually feature significantly in the latter, but in ways that remain largely implicit. First, the analysis demonstrates that the mental and temporal aspects of Schutz’s phenomenology of the musical experience cannot be considered independently of their interrelations with the equally important, albeit under-examined, corporeal, and spatial aspects. Concepts from Nietzsche’s early aesthetics are recruited to fulfil this task. Second, the analysis challenges Schutz’s dismissal of space in his theory of music perception. Lastly, it reveals the crucial, yet implicit, role of the body and space in his key examination of the intersubjective phenomenon he terms “making music together”. By presenting the above arguments, the paper aims to draw out the implicit dimensions of Schutz’s phenomenology of music and thereby enrich his influential account. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

This thesis explores attempts to characterise the structure of reality. Three notions stand out: Lewisian naturalness, Sider’s ‘structure’, and grounding, where the latter has become the most popular way to characterise the structure of reality in the contemporary literature. I argue that none of these notions, as they are currently understood, are suited for limning the metaphysical structure of reality. In the first part of the thesis I argue that, by the lights of the relevant theories, both naturalness and structure (...) fall short of the theoretical role carved out for those posits. In the second part of the thesis I present two challenges to the ‘orthodox’ conception of grounding. The first contests the standard assumption that grounding is asymmetric, both by citing what I take to be best described as symmetric instances of grounding, and by developing and arguing for a new theory of metaphysical structure – ‘metaphysical interdependence’ – which takes grounding to be nonsymmetric. The second challenge concerns the relationship between grounding and explanation, and leads to a dilemma for the grounding theorist. My proposed resolution to the dilemma is to adopt an antirealist approach to grounding, which I further motivate and develop in the final chapter. (shrink)

Qu'est-ce qu'un enseignement? Une pensée? Qu'autorisent-ils? À la suite de Claire Brunet, Sandra Laugier et Frédérique Ildefonse qui dirigent ce volume, d'anciens étudiants, aujourd'hui chercheurs renommés ou plus discrets, creusent à travers le sillon de leur discipline ce que leur a permis l'enseignement de leur maître commune à l'École normale supérieure. Les amitiés intellectuelles s'y joignent. Ce que l'on appelle communément communication dans le monde académique devient texte. Tous, en creux, décrivent l'influence d'un enseignement, la liberté qu'il permet à (...) des esprits pour s'épanouir et nous laissent découvrir un portrait intellectuel d'une grande originalité. La pensée de Claude Imbert, philosophe, logicienne, longtemps directrice du département de philosophie de la rue d'Ulm, n'a pas les honneurs médiatiques français en sus des "académiques" d'usage. S'y prêterait-elle? Pourtant, la philosophe française est depuis plus de vingt ans lue, reçue et écoutée dans les universités du monde entier, des Etats-Unis à la Chine en passant par l'Amérique du Sud. Tous les textes rassemblés ici, comme autant de variations, sans jamais le dire, souhaitent contribuer à la reconnaissance de l'oeuvre. Un inédit "Ne rien oublier et tout apprendre" de la philosophe et un texte de Pascalle Monnier, écrivain, accompagnent le volume."--Page 4 of cover. (shrink)

Critiques of the dehumanising aspects of contemporary medical practice have generated increasing interest in the ways in which health care can foster a holistic sense of wellbeing. We examine the relationship between two areas of this humanistic endeavour: narrative and dignity. This paper makes two simple arguments that are intuitive but have not yet been explored in detail: that narrative competence of carers is required for maintaining or recreating dignity, and that dignity promotion in health care practice is primarily narrative (...) in form. The multiple meanings that dignity has in a person’s life are what give the concept power and can only be captured by narrative. This has implications for health care practice where narrative work will be increasingly required to support patient dignity in under-resourced and over-subscribed health care systems. (shrink)

System-level change is crucial for solving society's most pressing problems. However, individual-level interventions may be useful for creating behavioral change before system-level change is in place and for increasing necessary public support for system-level solutions. Participating in individual-level solutions may increase support for system-level solutions – especially if the individual-level solutions are internalized as part of one's social identity.

The development of a `theory of mind' may not only be important for understanding the minds of others but also for using one's own mind. To investigate this supposition, forty children between the ages of three and four were given false-belief and creativity tasks. The numbers of appropriate and of original responses in the creativity test were found to correlate positively with performance on false-belief tasks. This association was robust, as it continued to be strong and significant even when age (...) and verbal intelligence were partialled out. The results support the hypothesis that the metarepresentational skills involved in theory of mind also affect the way children can access and scan their own mental repertoire beyond the areas of currently activated content (i.e. divergent thinking). With the advent of theory of mind a basic cognitive shift takes place in human development, and possibly took place in cognitive evolution. (shrink)

Nous nous proposons d’effectuer une lecture psychanalytique des transformations sociales et familiales contemporaines et de leurs effets sur la manière dont est pensée l’enfance aujourd’hui. Nous avons choisi de présenter deux figures de l’enfance, sous-tendues par différents discours organisateurs du lien social et familial contemporain. Il s’agira de la figure de l’enfant raisonnable, figure notamment portée par la Convention internationale des droits de l’enfant ( CIDE ) et de celle de l’enfant déchaîné, que l’on retrouve dans le modèle de l’enfant (...) hyperactif des neurosciences comportementales développé dans les classifications internationales (comme le DSM IV). (shrink)

Les huit contributions rassemblées dans cet ouvrage par l’historienne espagnole Cristina Borderías, professeure au département d’histoire contemporaine de l’université de Barcelone, sont le fruit d’un travail collectif mené par le groupe de recherche « Travail, Institutions et Genre » (TIG). À première vue, la thématique traitée ici n’est pas très novatrice tant il existe déjà, en Espagne et ailleurs, de publications portant sur la division sexuelle du travail au cours de l’histoire ; cependa...

Subversive Pedagogies draws attention to creative and critical pedagogies as a resource for engaging pressing problems in global politics. The collection explores the radical potential of pedagogy to transform students, scholars, citizens and institutions. It brings together scholars and students from a range of disciplinary backgrounds, including international relations, political science, indigenous studies, feminist theory and theatre studies, as well as practitioners in theatre and the arts. These diverse voices explore innovative pedagogical practices that extend our understanding of where pedagogy (...) happens, invite critical assessment of the ways the neoliberal university shapes and restricts pedagogical engagement, and offer both theoretical and practical tools to explore more creative and broader understandings of what pedagogy can and should do. (shrink)