This paper intends to analyze the basic assumptions that sustain John Locke’s refutation of patriarchalism. It will be shown that neither his idea of paternal power, nor his notion of family, departs from the lockean idea of human freedom. Against our expectations, these arguments go through a different path, departing from those two aspects of human life (dependency and weakness) that do not match with the image of an independent and capable man. Considering this, it will be possible to conclude (...) that some of Locke’s most important arguments are based on the presumption of the existence of childhood. It will be shown how childhood acquires a theoretical and practical status similar to that of the principles of human freedom and equality. Like these, the principle of childhood will also reveal to be capable of fulfilling the purpose that seems to go through the Two Treatises, namely to limit political authority. (shrink)

A partir de los planteamientos de Michel Foucault se abordan las maneras de gobernar del Estado neoliberal con el objetivo de identificar y comprender las diferencias que existen entre la gubernamentalidad liberal y neoliberal. También se busca determinar si los Estados neoliberales sustentan su gubernamentalidad en la producción de precariedad, planteamiento propuesto por Isabell Lorey. Se concluye, de este ejercicio, que el neoliberalismo establece unas formas de gobernar distintas a las del liberalismo clásico, formas que se encuentran en constante expansión (...) como procesos económico-jurídicos inacabados que reposan, fundamentalmente, sobre el Estado. Se logra determinar, también, que no es un objetivo del Estado neoliberal producir precariedad. Sin embargo, la precariedad es producto de una manera de gobernar que considera que tanto el Estado como los sujetos y las poblaciones se encuentran sometidos a las reglas del mercado. (shrink)

A proposta pedagógica de António Ribeiro Sanches: a educação pública da Mocidade Portuguesa Resumo: Com as Cartas à Mocidade Portuguesa António Ribeiro Sanches define o seu lugar entre os filósofos que dedicaram os seus pensamentos à educação dos mais novos. Mas ao contrário de Locke, Rousseau ou Martinho de Mendonça, Sanches reorienta a sua atenção para a educação pública abrindo um caminho diferente de reflexão no âmbito da pedagogia e tornando mais clara a ligação entre educação e a preservação da (...) sociedade enquanto fim. Este artigo pretende analisar a proposta pedagógica de Sanches tendo presente que, para o autor, ainda que todos devam ter acesso à educação pública, esta deve ser pensada de acordo com a condição social de cada um. Sanches assume, assim, a ideia de uma educação entendida como instrumento que garante eficácia na determinação, e perpetuação, do lugar que cada um ocupa na sociedade pela transmissão de conhecimentos e promoção de aptidões específicas para cada classe social. Palavras-chave: António Ribeiro Sanches. Educação pública. Aristocracia. Jean-Jacques Rousseau. John Locke. The pedagogical proposal of António Ribeiro Sanches: the public education of the Portuguese Youth: With Cartas à Mocidade Portuguesa António Ribeiro Sanches defines his place among the philosophers who have devoted their thoughts to the education of the youngest. But unlike Locke, Rousseau or Martinho de Mendonça, Sanches reorients his attention to the public education by opening a different path of reflection in the field of pedagogy and making clearer the link between education and the preservation of society. This article intends to analyze the pedagogical proposal of Sanches, bearing in mind that, for the author, although all should have access to public education, this should be considered according to the social condition of each one. Sanches assumes, thus, the idea of an education understood as an instrument that guarantees effectiveness in determining, and perpetuating, the place that each occupies in society by transmitting knowledge and promoting specific skills for each social class. Keywords: António Ribeiro Sanches. Public education. Aristocracy. Jean-Jacques Rousseau. John Locke. La propuesta pegagógica de António Ribeiro Sanches: la educación pública de la Juventud Portuguesa Resumen: Con las Cartas à Mocidade Portuguesa António Ribeiro Sanches define su lugar entre los filósofos que han dedicado sus pensamientos a la educación de los más jóvenes. A diferencia de Locke, Rousseau o Martinho de Mendoná, Sanches reorienta su atención a la educación pública abriendo un camino de reflexión diferente en el campo de la pedagogía y haciendo más claro el vínculo entre la educación y la preservación de la sociedad. Este artículo pretende analizar la propuesta pedagógica de Sanches, teniendo en cuenta que, para el autor, aunque todos deben tener acceso a la educación pública, esto debe ser considerado de acuerdo con la condición social de cada uno. Sanches asume la idea de una educación entendida como un instrumento que garantiza la eficacia en la determinación y perpetuación del lugar que cada uno ocupa en la sociedad mediante la transmisión de conocimientos específicos para cada clase social. Palabras-clave: António Ribeiro Sanches. Educación pública. Aristocracia. Jean-Jacques Rousseau. John Locke. Data de registro: 10/10/2019 Data de aceite: 20/04/2020. (shrink)

A Proposta de uma Cartografia dos Descostumes envolve o mapear de deslocamentos de pensamento atinentes ao itinerário ético da educação em processo de violência e conflito direto com o cis-tema, uma vez que aborda as potências _queer_ atravessadas por forças e devires, processos e movimentos, encontrados nas fendas da realidade. A palavra “diálogo” importa na união do prefixo grego “dia” que significa “através”, num sentido de ponte, travessia. O sufixo grego “logos” é etimologicamente significado como palavra ou relação. O transdialogismo (...) reclama para si uma potência que fricciona o repertório de representações de verdades impostas e as experiências sensíveis que produzem efeitos em nosso corpo ultrapasassando os domínios e configurações do cis-tema e propõe uma nova geopolítica de gênero e sexualidade, sem identidades e padrões. A partir de tal pista, dois movimentos se mostram essenciais: 1) mapear as dissocializações e o controle dos corpos nas construções discursivas e normativas da maquinaria escolar; 2) Desedificar discursos educacionais que transitam no universo da representação (significado, significante e significação) na qual se baseia atualmente a pedagogia. Desdobra-se o acontecimento educação em processos, agenciamentos e dispositivos educacionais sem partirmos de objetivos pré-estabelecidos, mas considerando as pistas e movimentos das fendas sociais e encontrando potencias em realidades e cotidianos invisibilizados, mas, ainda assim, violentados e silenciados, partindo de um desejo do pesquisador de compreender esse _trans-corpus_ através de um olhar diverso, diferente, que redimensione o habitual. Por fim, o artigo cartográfico produziu um mapa cortado por linhas de intensidade que partiram do conceito de biopoder em direção ao de necropolítica como condicionantes da maquinaria escolar em seu entrelace junto ao cis-tema Capitalístico, mas que é afrontada pelo inabitual e pelo estranho que delineia as potências queer. (shrink)

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...) of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg. (shrink)

In Brazil, the CNPq provides grants, funds and fellowships to productive scientists to support their investigations. They are ranked and categorized into four hierarchical levels ranging from PQ 1A to PQ 1D. Few studies, however, report and analyse scientific productivity in different sub-fields of Biomedical Sciences, e.g., Biochemistry, Pharmacology, Biophysics and Physiology. In fact, systematic comparisons of productivity among the PQ 1 categories within the above sub-fields are lacking in the literature. Here, the scientific productivity of 323 investigators receiving PQ (...) 1 fellowships in these sub-fields of BS was investigated. The Scopus database was used to compile the total number of articles, citations, h-index values and authorship positions in the most cited papers by researchers granted CNPq fellowships. We found that researchers from Pharmacology had the best performance for all of the parameters analysed, followed by those in Biochemistry. There was great variability in scientific productivity within the PQ 1A level in all of the sub-fields of BS, but not within the other levels. Analysis of the most cited papers of PQ 1 researchers in Pharmacology revealed that the citations of researchers in the 1C and 1D levels were associated with publications with their senior supervisors, whereas those in the 1B level were less connected with their supervisors in comparison to those in 1A. Taken together, these findings suggest that the scientific performance of PQ 1A researchers in BS is not homogenous. In our opinion, parameters such as the most cited papers without the involvement of Ph.D. and/or post-doctoral supervisors should be used to make decisions regarding any given researcher’s fellowship award level. (shrink)

In Brazil, the CNPq (National Council for Scientific and Technological Development) provides grants, funds and fellowships to productive scientists to support their investigations. They are ranked and categorized into four hierarchical levels ranging from PQ 1A (the highest) to PQ 1D (the lowest). Few studies, however, report and analyse scientific productivity in different sub-fields of Biomedical Sciences (BS), e.g., Biochemistry, Pharmacology, Biophysics and Physiology. In fact, systematic comparisons of productivity among the PQ 1 categories within the above sub-fields are lacking (...) in the literature. Here, the scientific productivity of 323 investigators receiving PQ 1 fellowships (A to D levels) in these sub-fields of BS was investigated. The Scopus database was used to compile the total number of articles, citations, h-index values and authorship positions (first-, co- or last-listed author) in the most cited papers by researchers granted CNPq fellowships. We found that researchers from Pharmacology had the best performance for all of the parameters analysed, followed by those in Biochemistry. There was great variability in scientific productivity within the PQ 1A level in all of the sub-fields of BS, but not within the other levels (1B, 1C and 1D). Analysis of the most cited papers of PQ 1(A–D) researchers in Pharmacology revealed that the citations of researchers in the 1C and 1D levels were associated with publications with their senior supervisors, whereas those in the 1B level were less connected with their supervisors in comparison to those in 1A. Taken together, these findings suggest that the scientific performance of PQ 1A researchers in BS is not homogenous. In our opinion, parameters such as the most cited papers without the involvement of Ph.D. and/or post-doctoral supervisors should be used to make decisions regarding any given researcher’s fellowship award level. (shrink)

Joseph Conrad’s ‘The secret sharer’ has often been associated with what can be called initiation stories. However, in this article I argue that Conrad’s text is more than that. It can, I suggest, be read as an allegory of the inaccessibility to reveal the essence of being in command, being in education, and also the inaccessibility of the essence of the meaning of the text itself. It keeps its secret by allegorically staging alternative readings. This inaccessibility gives rise to a (...) feeling of strangeness, of the uncanny, that must be faced in order to pass through the initiation into the unknown that all the possible allegorical meanings of the text produce. In other words, ‘The secret sharer’ has an educational value that goes beyond the act of merely using it to exemplify a certain type of initiation. In this way I connect Conrad’s text to the themes of strangeness and the stranger and show how they mutually can involve a reading of education and literature as two distinct discourses of learning. (shrink)

In recent times, phenomena of conversational asymmetry have become a lively object of study for linguists, philosophers of language and moral philosophers—under various labels: illocutionary disablement and silencing, discursive injustice :440–457, 2014; Lance and Kukla in Ethics 123:456–478, 2013), illocutionary distortion. The common idea is that members of underprivileged groups sometimes have trouble performing particular speech acts that they are entitled to perform: in certain contexts, their performative potential is somehow undermined, and their capacity to do things with words is (...) distorted or even annulled. In this paper I will assess this idea, focusing on Rebecca Kukla’s and Rae Langton’s accounts; in particular, I will criticize the role the notion of uptake plays in their accounts, and claim that it may ultimately undermine the very idea of discursive injustice. While, according to Kukla and Langton, members of disadvantaged groups are victims of a kind of uptake failure, leading to illocutionary disablement and even silencing, in the account I present they are victims of a kind of communicative disablement. My overall aim is to develop a notion of discursive injustice that is more plausible and more effective for our broader purposes of criticising the structures of power and oppression. (shrink)

What is Sociology? presents in concise and provocative form the major ideas of a seminal thinker whose work--spanning more than four decades--is only now gaining the recognition here it has long had in Germany and France. Unlike other post-war sociologists, Norbert Elias has always held the concept of historical development among his central concerns; his dynamic theories of the evolution of modern man have remedied the historical and epistemological shortcomings of structualism and ethno-methodology. What is Sociology? refines the arguments (...) that were first found in Elias' massive work on the civilizing process, in which he formulated his major assertions about the interdependence of the making of modern man and modern society. It is Elias' contention that changes in personality structure--embodied in phenomena ranging from table manners and hygiene habits to rites of punishment and courtly love--inevitably reflect and mould patterns of control generated by new political and social instututions. Elias' rejection of a dichotomy between individual and society, and his use of psychoanalysis, political theory, and social history, help restore a fullness of resource to sociology. (shrink)

Practical wisdom eliminativism has recently been proposed in both philosophy and psychology, on the grounds of the alleged redundancy of practical wisdom (Miller 2021 ) and its purported developmental/psychological implausibility (Lapsley 2021 ). Here we respond to these challenges by drawing on an improved version of a view of practical wisdom, the “Aretai model”, that we have presented elsewhere (De Caro et al. 2021 ; Vaccarezza et al. 2023 ; De Caro et al. forthcoming ). According to this model, practical (...) wisdom is conceptualized: (i) as virtuousness _tout court_, i.e., as the _ratio essendi_ of the virtues, and (ii) as a form of ethical expertise. By appealing to the first thesis, we counter the charge of psychological implausibility, while we rely on the second thesis to address the accusation of redundancy. In conclusion we argue that the Aretai model implies a significant paradigm shift in virtue ethics. Practical wisdom emerges as both necessary and sufficient for virtuousness, thereby downsizing – without eliminating entirely – the role that individual virtues play in our ethical lives. (shrink)

We present a geometrical analysis of the principles that lay at the basis of Categorial Grammar and of the Lambek Calculus. In Abrusci it is shown that the basic properties known as Residuation laws can be characterized in the framework of Cyclic Multiplicative Linear Logic, a purely non-commutative fragment of Linear Logic. We present a summary of this result and, pursuing this line of investigation, we analyze a well-known set of categorial grammar laws: Monotonicity, Application, Expansion, Type-raising, Composition, Geach laws (...) and Switching laws. (shrink)

Responses to the COVID-19 pandemic globally disrupted lives and contributed to the exacerbation of pre-existing inequalities. Women in research were also affected. The prominent role that women played in professional and personal care duties had a detrimental effect on their research outputs, potentially hindering their career progression. Moreover, the challenges faced by women academics during the pandemic, including job loss, increased mental health issues, and the intersection of gender with other socio-demographic traits exacerbated existing gender disparities within academia. By systematically (...) scoping the qualitative literature on the experiences of women researchers during the pandemic, this study sought to explore how women experienced and reacted to the challenges generated by the COVID-19 pandemic. A qualitative meta synthesis of the included studies revealed three themes: gendered professional expectations, colliding identities and coping strategies. These themes show how gendered roles such as teaching and professional care work, associated with the hierarchical and gendered division of tasks both at home and in the workplace, made women feel unsupported and alienated as relevant agents in the academic context. The study reveals the importance of pastoral care, teaching and service work as the essential backbone of the academic infrastructure, especially in times of crises. It also exposes how productivity-focused researcher assessment criteria, rewarding mainly individual results and unrewarding of care and service work, can be viewed as perpetuating structural inequalities based on gender, parenting situations, contractual situations and background. In conclusion, this study exposes the need to proactively address the gendered practices and implicit biases which reproduce inequalities within academia and highlights how paying attention to the experiences and needs of women researchers is essential for improving the resilience and crises preparedness of academic the system. (shrink)

Resumen:Durante los últimos años nuestra cotidianidad ha sido afectada por una larga experiencia de encierro, producto de la pandemia de COVID-19. ¿Pero es realmente nueva la experiencia del encierro? En el siguiente texto intentaremos examinar la relación entre temporalidad y encierro, a la luz de las experiencias del sufrimiento y la depresión melancólica tematizadas por Lévinas y Maldiney. Así, mostraremos que ambas vivencias conllevan una clausura al tiempo de la trascendencia que nos mueve a preguntarnos si acaso el encierro existencial (...) agota su sentido en su dimensión puramente espacial.Palabras clave: tiempo; encierro; fenomenología; sufrimiento; depresión. (shrink)

Significant research has found that corporations have a social responsibility beyond maximizing shareholders' value. This study examines the effect of high-profile corporate bankruptcies on perception of corporate social responsibility. Undergraduate and graduate business students rated the importance of corporate social responsibility on profitability, long-term success and short-term success, before and after high-profile bankruptcies. The results indicated that students in general perceived corporate social responsibility to be more important to profitability and long-term success of the firm and less important to short-term (...) success after media publicity of corporate scandals. Several demographic factors such as gender, age and college major played a role in this perception. These findings have important implications for business education, especially as it relates to corporate social responsibility. (shrink)

El artículo problematiza el abordaje de la ética en la investigación en psicología con infancias en el siglo XX y su articulación con los códigos y principios éticos. Se elaboran tres puntos de inflexión con la literatura en la materia, a saber: (1) un cuestionamiento en la producción de universales que ponen siempre la exclusión de un singular susceptible de ser sometido a suplicio, (2) desplazamiento de la idea de que existe una buena y una mala lectura de los documentos (...) prescriptivos para instalar un énfasis en la multiplicidad de lecturas y usos que se desprenden de los marcos legales, normativos, deontológicos y heurísticos; y (3) una observación de la figura del investigador realzando su carácter marcado en una posición dentro de dinámicas socio-histórico-materiales. Son abordados dos casos de experimentación con infancias en psicología, correspondientes al caso del Pequeño Albert por John B. Watson y Raslie Rayner en 1920, y el protocolo experimental de la Situación Extraña realizado en la década de 1970 por Mary Ainsworth y que fue la base de la Teoría del Apego inventada por John Bowlby. Se concluyen una serie de desafíos para la formación en ética de la investigación en psicología que exceden los márgenes de un enfoque centrado en el conocimiento y manejo de marcos legales, normativos, deontológicos y heurísticos para la resolución de dilemas éticos. (shrink)

An applicant to our graduate program in philosophy, accepted as well by one (but only one) other graduate program, wrestles with his decision. Finally he decides to attend the other program, but he thanks me for our offer, telling me, "I'm glad that at least I had a choice." I want to focus a bit on these two stories, for while the central conclusion in each -- something turning on the importance of choice -- is initially compelling, it is also, (...) on reflection, philosophically puzzling. It is compelling, because many of us in similar positions would share this response; phenomenologically, it feels right to us. We want to believe that the central facts of our lives -- whether or not we have children, where we are educated, what career we follow, with 1 whom we join as partners -- contain in them some fundamental element of our own selection and decision. We will be exploring below exactly what will turn out to be important here, and why, but for now, in our pre-reflective grasp of this phenomenon, we can say that it seems to have something to do with the value we place on autonomy, self-governance, self-authorship. We want, metaphorically speaking, to write the story of our own lives. But let me now begin to draw out why I find this insistence on the importance of choice, which so many of us would share, to be so puzzling. Both individuals, in both stories, want to be offered a certain additional option in order to have -- or at least to feel that they have? -- a choice about what they are going to do next. But, on the one hand, we could argue that, even with this added option, they still don't have a "real" choice -- they don't have the choice of doing what they most want to do; and on the other hand, one could argue that even without the added option, they always had some choice. Let me explain. In the first story, my friend certainly doesn't have open to her the option that would have been her first choice (and, in our society, what we might call the standard choice, the most frequently chosen option): to produce a biological child with her partner in a happy marriage.. (shrink)

Originally published in 1985, this is a short meditation by a great old man on people relating to other people who are dying, and the need for all of us to open ...

In 1817, in the preface to his Rein analytischer Beweis, Bernard Bolzano revealed that he had decided to postpone the publication of any subsequent instalment of his Beyträge zu einer begründeteren Darstellung der Mathematik because of the few and ‘superficial’ reviews of its first instalment, published in 1810. Bolzano’s transcriptions of the only two known reviews of this book are conserved at the Literární archiv Památníku národního písemnictví / Muzea literatury, in Prague, together with another manuscript on his Beyträge, the (...) provenance of which was unknown to Bolzano’s scholars until recently. In this paper it is shown that this latter manuscript is a draft of an announcement that was published at the time and that was indeed written at least to some extent by Bolzano himself. This hitherto unknown announcement of Bolzano’s Beyträge not only solves the mystery surrounding that manuscript, but also helps to date the publication of this book more precisely and provides an unusual insight into what we must take Bolzano himself to have considered most noteworthy about his work, namely his study on logic. The paper includes a transcription of the manuscript and an English translation of the announcement. (shrink)

College cheating represents a major ethical problem facing students and educators, especially in colleges of business. The current study surveys 666 business students in three universities to examine potential determinants of cheating perceptions. Anti-intellectualism refers to a student’s negative view of the value and importance of intellectual pursuits and critical thinking. Academic self-efficacy refers to a student’s belief in one’s ability to accomplish an academic task. As hypothesized, students high in anti-intellectualism attitudes and those with low academic self-efficacy were least (...) likely to perceive college cheating as unethical. Considering that college cheating has been found as a predictor of workplace cheating, the results urge business instructors to reduce anti-intellectualism among students and to encourage them to put forth their best efforts. The results also serve employers by focusing attention on these two psychological variables during the hiring and promotion processes. (shrink)

"What do grown children owe their parents?" Over two decades ago philosopher Jane English asked this question and came up with the startling answer: nothing (English 1979). English joins many contemporary philosophers in rejecting the once-traditional view that grown children owe their parents some kind of fitting repayment for past services rendered. The problem with the traditional view, as argued by many, is, first, that parents have duties to provide fairly significant services to their growing children, and persons do not (...) owe repayment for others' mere performance of duty; second, even where parents go above and beyond duty in their loving and generous rearing of their children, the benefits are bestowed, at least on young children, without their voluntary acceptance and consent, and so, again, fail to generate any obligation of subsequent repayment on their part (see Blustein 1982: 182-3). Moreover, the entire idiom of obligation and repayment, in English's 1 words, "tends to obscure, or even to undermine, the love that is the correct ground of filial obligation" (352). English's alternative, however -- that children strictly "owe" their parents nothing except what flows naturally from whatever love and affection exist between them -- also strikes many as problematic. Christina Hoff Sommers offers examples of what seem to be clearly delinquent adult children, who simply don't "feel" like sharing their lives with their aging parents, or providing any emotional or financial support to them, and so don't (Sommers 1986: 440-41). Sommers points out that we need some talk of obligations in order to fill in the cracks in human relationships where love and affection fail: "The ideal relationship cannot be 'duty-free,' if only because sentimental ties may come unraveled, often leaving one of the parties at a material disadvantage'" (450-51). Sommers proposes as her alternative to English that legitimate duties arise out of special relationships defined by social roles: being a father or mother, a son or a daughter, "is socially as well as biologically prescriptive; it not only defines what one is; it also defines who one is and what one owes" (447).. (shrink)

Since René Descartes famously separated the concepts of body and mind in the seventeenth century, western philosophy and theory have struggled to conceptualize the interconnectedness of minds, bodies, environments and cultures. While environmental psychology and the cognitive sciences have shown that spatial perception is 'embodied' and depends on the aforementioned concepts' interconnectedness, architectural design practice, for example, has rarely incorporated these insights. The article presents research on the epistemological foundations that frame the communication between design theory and practice and juxtaposes (...) it with scientific research on embodied experience. It further suggests that Asian aesthetics, with its long history in conceiving relations and art as interactive, could create a bridge between recent scientific insights and design practice. The article outlines an approach to the interconnectedness of minds, bodies, environments, the sciences and cultures, in favour of a future that is governed by creative wisdom rather than 'smart' efficiency. (shrink)

With a novel approach to Aristotle's zoology, this study looks at animals as creatures of nature and reveals a scientific discourse that, in response to his predecessors, exiles logos as reason and pursues the logos intrinsic to animals' bodies empowering them to sense the world and live. The volume explores Aristotle's conception of animals through a discussion of his ad hoc methodology to study them, including the pertinence of the soul to such a study, and the rise of zoology as (...) a branch of natural philosophy. For Aristotle, animal life stems from the body in the space of existence and revolves around sensation, which is entwined with pleasure, pain, and desire. Lack of human reason is irrelevant to an understanding of the richness of animal life and cognition. In sum, the reader will acquire knowledge of the animal as such, which lay at the core of Aristotle's agenda and required a study of its own, separate from plants and the elements. This book is intended for students of history of science, ancient biology and philosophy and all those who, from different fields, are interested in animal studies and the human/animal relation. (shrink)

Presenting an analytical and critical study of the contemporary adult educator, Paulo Freire, this book deals with all aspects of his thought, placing at the centre of consideration his educational philosophy.

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Ideas 67.1 (2006) 149-179 [Access article in PDF] The Problem of "Misplaced Ideas" Revisited: Beyond the "History of Ideas" in Latin America Elías José Palti Universidad Nacional de Quilmes—CONICET The change that has come over this branch of historiography in the past two decades may be characterized as a movement away from emphasizing history of thought (and even more sharply, "of ideas") toward emphasizing (...) something rather different, for which "history of speech" or "history of discourse," if not unproblematic or irreproachable, may be the best terminology so far found J.G.A. Pocock, Virtue, Commerce, and History1In 1973, Roberto Schwarz published a paper that profoundly marked a generation of thinkers in Latin America: "As idéias fora do lugar" ("Misplaced Ideas").2 It was originally intended to provide a theoretical framework for "progressivist" authors to counter the influence of nationalistic tendencies that, in the 1960s and 1970s, were particularly noticeable among the leftist political organizations.3 Yet, the concept of "misplaced [End Page 149] ideas" soon proved especially productive for theorizing the problematic development of ideas in Latin American history. Schwarz's text thus became the fundamental point of reference for those in the field who intended to question the hitherto predominant paradigms in cultural and literary critique, which were mostly inspired by the Romantic-nationalistic tradition. Notwithstanding, a quarter of a century later, Schwarz's original contribution in this regard needs to be reassessed. In the course of the last twenty-five years, the apparent loss of the national states' centrality helped to reveal the inherent complexity of the processes of cultural exchange hidden behind a perspective that still tended to conceive of them exclusively in terms of inter-national relationships. Furthermore, a series of new developments in the disciplines specifically dedicated to analyzing those kinds of exchange processes compels us to reconsider some of the implicit assumptions in Schwarz's concept and reformulate it.The object of this paper is to explore, in the light of the new realities of the last fin-de-siècle, new perspectives regarding the dynamic of ideas and cultural exchange in peripheral areas (of which Latin American is only a particular case), utilizing the new conceptual tools provided by the recently developed disciplines and theories in the field. Ultimately, the present work intends to raise a broader, epistemological, issue, whose relevance exceeds the local context. As it shows, the shortcomings in Schwarz's theory spring from a crude linguistic view, which is inherent in the "history of ideas," that reduces language exclusively to its referential function. A more precise distinction of the different levels of language will thus help to reveal aspects and problems that Schwarz's perspective obliterates. Yet, as this paper also intends to demonstrate, Schwarz's original intellectual project may be disentangled from its linguistic premises and recovered for cultural critique. Applied in a new way, it can still provide a theoretical framework to comprehend the intricacies of the processes of cultural exchange, and, more specifically, the problematic dynamics of ideas in Latin America that Schwarz intended to analyze. On Places and Non-Places of Ideas In order to understand the sense of Schwarz's notion of "misplaced ideas" we must place it within the conceptual framework in which it emerged. With it, Schwarz aimed to translate into a cultural key the postulates of the so-called "dependency theory," the core of which took shape in the "Seminar [End Page 150] on Marx," organized in São Paulo in the early 1960s (and in which Schwarz participated). As is well known, that theory intended to refute the "dualistic" approaches that viewed the peripheral areas as vestiges of a precapitalistic world that tends historically to disappear. The nations in this area would thus replicate the same pattern of linear development of central countries. On the contrary, dependency theory postulated the existence of a complex dynamic between the center and the periphery, the two representing instances inherent in capitalist development, thus forming a single, interconnected system. According to... (shrink)

The accounting profession has emphasized the need for ethics education in the accounting curriculum. The current study examines professional commitment and anticipatory socialization, operationalized by perception of financial reporting, as possible determinants of Accounting students' ethical perceptions and intentions. Accounting students with higher levels of professional commitment and higher perception of the importance of financial reporting were more likely to perceive questionable actions as unethical and less likely to engage in such actions compared to those students with lower commitment and (...) lower perception of financial reporting. The results have implications for accounting instructors and accounting employers as they socialize students in the accounting profession at this early stage. (shrink)

Frente a la mala «Razón de Estado», del pasado y del presente, se alegan aquí algunas de las posibles y potenciales buenas razones del Estado, también como exigencias válidas para el futuro. Con ello se pretende coadyuvar a una imprescindible recuperación teórica y práctica de la política y, con ella, de la cultura y de la ética en el espacio público. Ante el actual poder omnimodo e «incontrolado» de la economía, de su versión pretendidamente única, la del «capitalismo científico» y (...) la muy desigual «globalización», se hace necesario tomar completamente en serio la perspectiva de los intereses generales : y, dentro de ellos, los legítimos intereses individuales y, en especial, los de aquellos amplios sectores sociales dotados de muchos menos poderes y posibilidades. La ética de los valores ilustrados de libertad, igualdad, fraternidad , así como la seguridad que deriva de la propia cohesión social -justicia y eficiencia unidas- constituyen la base de esas buenas razones del Estado. (shrink)

Contents: 1. Razón del presente estudio -- 2. La formación del Derecho -- 3. Ortega y el Derecho natural -- 4. Ortega y el espíritu popular o "Volksgeist" -- 5. El Derecho y la Moral -- 6. Derecho y ley positiva -- 7. Colofón.