Pourquoi les lecteurs du Contrat social devraient-ils s’intéresser au chapitre consacré aux comices romains? Dans ce texte encore souvent négligé, à tort, Rousseau s’appuie sur les sources historiques les plus fiables de son temps, notamment Carlo Sigonio, pour se confronter à un problème central de sa philosophie politique : la mise en pratique durable et effective de l’intérêt commun. En termes moins théoriques, il pose une question toujours d’actualité : comment le peuple peut-il participer à la vie publique? Et comment (...) cette intervention populaire dans la politique peut-elle s’effectuer de manière à garantir le maintien d’un gouvernement républicain, c’est-à-dire non assujetti à des intérêts particuliers? Lire ce chapitre à la lumière du récent ouvrage Res publica permet d’en voir encore plus nettement les enjeux théoriques, du fait des convergences saisissantes que l’on peut remarquer entre l’analyse de Rousseau et celle de Claudia Moatti. L’article étudie notamment les occurrences de l’expression « chose publique » dans le Contrat social afin d’éclairer la coexistence de deux conceptions distinctes de la « république » chez Rousseau, l’une définie principalement par le droit de vote des citoyens, l’autre par l’impératif de défendre l’État. Or, ces deux visions correspondent à l’antagonisme que Claudia Moatti observe dans l’histoire romaine. Étudier aujourd’hui l’usage de l’histoire ancienne dans la pensée politique de Rousseau, c’est poser la question toujours actuelle de la compatibilité possible entre ces deux idées de la République. (shrink)

« Je me croyais grec ou romain » écrit Rousseau de son enfance genevoise, durant laquelle le patriotisme de son père, son statut privilégié de citoyen et ses lectures de Plutarque se confondent en une même exaltation pour la vertu antique. La pensée politique de Rousseau semble ainsi pétrie de références à une Antiquité exemplaire et fantasmée – à Sparte, tout particulièrement. Elle s’est à ce titre régulièrement vu reprocher son anachronisme. Benjamin Constant, de façon célèbre, accuse Rouss...

Flora Champy shows how Rousseau developed his political philosophy by reference to ancient examples, intertexts, and interlocutors. Her literary methodology involves close readings of published tex...

Flora Levin explores how and why music was so important to the ancient Greeks. She examines the distinctions that they drew between the theory of music as an art ruled by number and the theory wherein number is held to be ruled by the art of music. These perspectives generated more expansive theories, particularly the idea that the cosmos is a mirror-image of music's structural elements and, conversely, that music by virtue of its cosmic elements - time, motion, and (...) the continuum - is itself a mirror-image of the cosmos. These opposing perspectives gave rise to two opposing schools of thought, the Pythagorean and the Aristoxenian. Levin argues that the clash between these two schools could never be reconciled. Her book shows how the Greeks' appreciation of the profundity of music's interconnections with philosophy, mathematics, and logic led to groundbreaking intellectual achievements that no civilisation has ever matched. (shrink)

This article considers what the implications of decertification would be for single-sex services such as domestic and sexual violence support. Some reform options attached to decertification could (re)allocate authority away from the state to organisations or individuals to determine gender criteria. What would the consequences of such re-allocation be in determining eligibility to receive or access services or excluding people on the basis of a characteristic protected under equality law? Engaging with this in the context of domestic and sexual violence (...) support service provision raises a number of questions. Firstly, does the existence of gender-based violence and/or of the effects it produces require a stable category in order to address them? What benefits may emerge from providing single-sex spaces that could not be replicated in other settings? And finally, what criteria of exclusion and inclusion are currently used to determine access to spaces beyond legal gender status? (shrink)

British equality law protections for sex and gender reassignment have grown fraught as activists tussle over legal and social categories of gender, gender transitioning, and sex. This article considers the future of gender-related equality protections in relation to ‘decertification’—an imagined reform that would detach sex and gender from legal personhood. One criticism of decertification is that de-formalising gender membership would undermine equality law protections. This article explores how gender-based equality law could operate in conditions of decertification, drawing on legal thoughtways (...) developed for two other protected characteristics in equality law—religion and belief, and disability—to explore the legal responses and imaginaries that these two grounds make available. Religious equality law focuses on beliefs, communities, and practices, deemed to be stable, multivarious, and subject to deep personal commitment. Disability equality law focuses on embodied disadvantage, approached as social, relational, and fluctuating. While these two equality frameworks have considerable limitations, they offer legal thoughtways for gender oriented to both its hierarchies and its expression, including as disavowal. (shrink)

Traditionally, research on affordances and emotions follows two separate routes. For the first time, this article explicitly links the two phenomena by investigating whether, in a discrimination task, the motivational states induced by emotional images can modulate affordances-related motor response elicited by dangerous and neutral graspable objects. The results show faster RTs: for both neutral and dangerous objects with neutral images; for dangerous objects with pleasant images; for neutral objects with unpleasant images. Overall, these data support a significant effect of (...) emotions on affordances. The article also proposes a brain neural network underlying emotions and affordance interplay. (shrink)

Aristotle argues for and relies on the view that a constitutive norm prescribing true belief binds all rational subjects. This normativity is peculiar to belief, and derives but is distinct from the epistemic value of true belief, which is grounded in a teleological function that governs even non-rational cognition. Only rational creatures can have beliefs, and Aristotle uses the normative constraint on belief to distinguish it from imagining, its closest non-rational counterpart. This subjection to norms is therefore part of what (...) separates rational from non-rational cognition. (shrink)

We have far less evidence for Aristotle’s reception of Protagoras than we like to think, and the evidence we do have is somewhere we hardly ever look. With one exception, every reference Aristotle makes to the Measure Doctrine—Protagoras’ claim that humans are the ‘measure of all things —concerns the Doctrine as amplified in Plato’s Theaetetus, and the ‘Protagoras’ in question is Plato’s fictional character as fictional. Metaph. I 1, 1053a35–b3 provides the only exception, where Aristotle offers an anomalous reading of (...) the Doctrine incompatible with the others. The chapter interprets I 1, 1053a35–b3 and concludes that Aristotle attributes the anomalous reading to Protagoras himself. The chapter argues further that every other reference to the Doctrine derives from the Theaetetus. Aristotle formulates ‘the theory of Protagoras’ according to Plato’s self-refutation argument, and his argument that it denies the Principle of Non-contradiction includes premisses from Plato’s argument that are out of place in Aristotle’s own. He moreover attributes to ‘Protagoras’ arguments and dialectical demands that the fictional Protagoras makes in his so-called ‘apology’, so his target is specifically a Platonic invention and not the historical person. This leaves only Metaph. I 1 1053a35–b3 to join his six other references to the historical Protagoras, which makes it Aristotle’s only engagement with the Measure Doctrine as the actual view of his predecessor. (shrink)

The ability to exchange samples and data is crucial for the rapidly growth of biobanking. However, sharing is based on the assumption that the donor has given consent to a given use of her or his sample. Biobanking stakeholders, therefore, must choose 1 of 3 options: obtain general consent enabling multiple future uses before taking a sample from the donor, try to obtain consent again before sharing a previously obtained sample, or look for a legally endorsed way to share a (...) sample without the donor's consent. In this study, we present the results of 36 semistructured qualitative interviews with Swiss biobanking stakeholders regarding these options and the role of ethics committees in the process of authorizing sharing. Our results show that despite a lack of legal or guideline-based barriers to general consent, some stakeholders and ethics committees have reservations about this method of consent. In most cases, however, a general consent form is already in use. Many interviewees describe processes involving the ethics committees as time-consuming and cumbersome and their requirements as too demanding for donors/patients. Greater awareness of donors' opinions and preferences and the content of guidelines and recommendations could therefore be helpful for a better justified perspective of biobanking stakeholders and ethical committee members, equally. Finally, it may be necessary to differentiate between procedures governing future samples, where general consent is clearly desirable, and the use of old yet still relevant samples, where the option of using them without consent can be highly beneficial for research. (shrink)

In Switzerland, research with identifiable human tissue samples, and/or its accompanying data, must be approved by a research ethics committee before it can be allowed to take place. However, as the demand for such tissue has rapidly increased in recent years, and biobanks have been created to meet these needs, committees have had to deal with a growing number of such demands. Detailed instructions for evaluating every kind of tissue request are scarce. Committees charged with evaluating research protocols therefore sometimes (...) face uncertainty in their decision-making. We examine how a pool of Swiss REC members deal with a number of cases involving human tissue, in order to determine the standards they adhere to, and their understanding and implementation of existing laws and guidelines. There is considerable divergence in the approaches and decisions of Swiss REC members regarding human tissue sample requests, particularly concerning the issue of informed consent. Despite recent trends towards less strict consent requirements for biosample research, many of our respondents continue to employ demanding standards for researchers. The question of informed consent, and the circumstances in which it is required, continues to result in differences of opinion. While room for local and cultural interpretation is essential to the workings of an REC, misunderstanding of existing guidelines, or an absence of regulation in sensitive areas, will only lead to suboptimal functioning of the REC itself. Our data suggests that there is uncertainty and disagreement on the question of consent for human tissue sample, which existing laws and guidelines may not fully clarify. Methods to address these uncertainties should be implemented in order to ensure efficient and harmonious review of research protocols. (shrink)

It has come to our attention that in the original article [1] information regarding dates was omitted. The data in this study were obtained in Switzerland four years before the entering into force of the new Swiss Human Research Act in 2014, when the guidelines of the Swiss Academy of Medical Sciences ceased to apply. It is important for readers to know that at the time of the study there was no binding law in Switzerland, only the more open SAMS (...) guidelines that have a different legal status. We would expect to find less variation of opinions among research ethics committee members if the study were repeated after the federal law came into force. (shrink)

Two critical theories—both contemporaneous and complementary—in Western philosophy of education spanning the 1960s to the 1980s will first be explicated, and then their significant intellectual values will be discussed on the basis of such a comparative account. These two critical models are the practical theory of education in the Anglophone world and the critical theory of education in the Continental Germany. I will introduce them—namely, analytic practical educational theory and German critical pädagogik—one after another, by focusing on their complementary differences, (...) involving characteristic rationalities, typical forms of criticism, corresponding ways of exercising criticalities, and frames of reference regarding the sources of their criticalities. Based on such distinctions and contrasts, I will in the final section argue for their inherent value of coexistence, their practical value in illustrating the unique construction of academic educational studies which has respectively developed in the Anglo-American world and in the Continental world. As an additional point about their epistemic value to understand educational knowledge and scholarship accumulated in the West, I will further argue that these two philosophical–critical theories of education in parallel constitute peak academic experiences. This is mainly because they are compelling evidence, demonstrating how differently yet legitimately the two camps of Western educational scholarships deal with the same issue of criticality in contrasting yet complementary ways. (shrink)

Biobanks are essential tools for furthering a broad range of medical research areas. However, despite the plethora of national and international laws and guidelines which apply to them, the access and sharing policies of biobanks are only sparsely addressed by regulatory bodies. The ‘give and take’ process of biosample sharing is largely left up to biobank stakeholders themselves to oversee; it is therefore both in stakeholders' power, and in their interest, to ensure that sample accessibility is fair. This is an (...) important step in motivating researchers to collaborate and pool samples, and is crucial to fostering trust in the absence of universally accepted standard practices. To date, little attention has been paid to how fairness considerations affect scientific material sharing, and no empirical research has been carried out to determine the role that fairness plays in collaborative studies. In order to begin to gain understanding in this area, we interviewed 36 biobank stakeholders currently working in Switzerland, focusing on their perceptions of current and optimal fair sharing practices. Our findings reveal that fairness is an important feature of exchange situations for these stakeholders, and that they have well-formed notions about the practical elements of fair sample access, although ideas about the concept of fairness itself are vague. In order to support efforts to network biobanks, attention should be paid to this issue to reassure all involved that they are getting a fair share in their cooperative efforts. (shrink)

This article considers a postcolonial approach to comparative philosophy of education as comprising four key features: ethnography, translation, hybridity, and critique. This conception of comparative philosophy of education is first located in the postcolonial context that demands sensitivity to the ongoing dangers of orientalism. Each of these four identified aspects of comparative philosophy of education is illustrated with reference to the comparative work of a prominent contemporary Chinese philosopher, Zehou Li (李泽厚). It concludes with some observations about the challenges that (...) face a postcolonial comparative philosophy of education. (shrink)

Background: Multi-collaborator research is increasingly becoming the norm in the field of biomedicine. With this trend comes the imperative to award recognition to all those who contribute to a study; however, there is a gap in the current “gold standard” in authorship guidelines with regards to the efforts of those who provide high quality biosamples and data, yet do not play a role in the intellectual development of the final publication. -/- Methods and findings: We carried out interviews with 36 (...) individuals working in, or with links to, biobanks in Switzerland, in order to understand how they interpret, apply and value authorship criteria in studies involving biosamples. The majority of respondents feel that authorship is an important motivating factor in working and publishing collaboratively. However, our findings suggest that in some cases, authorship guidelines are being ignored in favor of departmental standards which recognize “scientific work” as meriting authorship. -/- Conclusions: Our results support the current calls in the literature for an alternative method of crediting biomaterial contributions, in order to ensure appropriate authorship inclusion and promote collaborative research involving biobanks. (shrink)

O artigo tenta compreender como o software livre tornou-se vetor de um movimento social militante para criação e difusão de bens comuns. Como, para além de suas características de “meio” esses softwares foram transformados em questões de política, economia, sociedade, cultura e ética? São emergência, os modos de organização e as ideologias desse movimento que o artigo se propõe a analisar.

This study aims to describe social network and social participation and to assess associations with depressive symptoms in older persons with increased risk for dementia in Germany. We conducted a cross-sectional observational study in primary care patients (aged 60-77) as part of a multicenter cluster-randomized controlled trial (AgeWell.de). We present descriptive and multivariate analyses for social networks (Lubben Social Network Scale and subscales) and social participation (item list of social activities) and analyze associations of these variables with depressive symptoms (Geriatric (...) Depression Scale). Of 1030 included patients, 17.2% were at risk for social isolation (Lubben Social Network Scale < 12). Looking at the subscales, a reduced non-family network was found almost twice as often as a reduced family network. Patients with depressive symptoms had significantly smaller social networks than patients without depression (p < 0.001). They rather engaged in social activities of low involvement level or no weekly social activity at all (p < 0.001). The study shows associations of depressive symptoms with a decreased social network and less social participation in elderly participants. Sufficient non-family contacts and weekly social activities seem to play an important role in mental health and should be encouraged in elderly primary care patients. (shrink)

Intersubjectivity refers to the variety of possible relations between perspectives. It is indispensable for understanding human social behaviour. While theoretical work on intersubjectivity is relatively sophisticated, methodological approaches to studying intersubjectivity lag behind. Most methodologies assume that individuals are the unit of analysis. In order to research intersubjectivity, however, methodologies are needed that take relationships as the unit of analysis. The first aim of this article is to review existing methodologies for studying intersubjectivity. Four methodological approaches are reviewed: comparative self-report, (...) observing behaviour, analysing talk and ethnographic engagement. The second aim of the article is to introduce and contribute to the development of a dialogical method of analysis. The dialogical approach enables the study of intersubjectivity at different levels, as both implicit and explicit, and both within and between individuals and groups. The article concludes with suggestions for using the proposed method for researching intersubjectivity both within individuals and between individuals and groups. (shrink)

On the philosophical dimensions of researches by Benoy Kumar Sarkar, 1887-1949, former professor of economics, University of Calcutta.

L’objectif de cet article est d’analyser les relations entre les mères ayant des enfants en situation de handicap ou présentant des difficultés développementales et les professionnelles au sein de crèches collectives dites inclusives. Dans le cadre d’une étude plus vaste, réalisée en France, portant sur le soutien des familles de jeunes enfants porteurs de handicap ou présentant des difficultés développementales, un entretien semi-directif a été réalisé auprès de neuf mères et de dix professionnelles pour analyser leurs relations. L’analyse qualitative de (...) données est réalisée selon l’approche de Braun et Clarke (2006). Les principaux résultats mettent en évidence, pour les mères, l’importance du partage d’informations, le soutien apporté par les professionnelles ainsi que leurs compétences. Les professionnelles, quant à elles, soulignent l’échange d’informations et leur rôle d’accompagnement dans l’acceptation du handicap de l’enfant ou dans le processus de parentalité. Les résultats sont discutés et des pistes d’intervention sont proposées. (shrink)

L’ouvrage propose une nouvelle traduction italienne du traité 31 (V, 8) de Plotin « Sur la beauté intelligible », assortie de nombreux éléments de commentaire. Le tout est précédé d’une longue introduction issue d’un cours donné par l’auteur, dont les quatre parties offrent une perspective historico-philosophique sur le texte, par là resitué dans le cadre du développement de la pensée antique en général et de l’œuvre plotinienne en particulier. Réalisée à partir de l’editio maior de Henry et...

Two critical theories—both contemporaneous and complementary—in Western philosophy of education spanning the 1960s to the 1980s will first be explicated, and then their significant intellectual values will be discussed on the basis of such a comparative account. These two critical models are the practical theory of education in the Anglophone world and the critical theory of education in the Continental Germany. I will introduce them—namely, analytic practical educational theory and German critical pädagogik—one after another, by focusing on their complementary differences, (...) involving characteristic rationalities, typical forms of criticism, corresponding ways of exercising criticalities, and frames of reference regarding the sources of their criticalities. Based on such distinctions and contrasts, I will in the final section argue for their inherent value of coexistence, their practical value in illustrating the unique construction of academic educational studies which has respectively developed in the Anglo-American world and in the Continental world. As an additional point about their epistemic value to understand educational knowledge and scholarship accumulated in the West, I will further argue that these two philosophical–critical theories of education in parallel constitute peak academic experiences. This is mainly because they are compelling evidence, demonstrating how differently yet legitimately the two camps of Western educational scholarships deal with the same issue of criticality in contrasting yet complementary ways. (shrink)

Two critical theories—both contemporaneous and complementary—in Western philosophy of education spanning the 1960s to the 1980s will first be explicated, and then their significant intellectual values will be discussed on the basis of such a comparative account. These two critical models are the practical theory of education in the Anglophone world and the critical theory of education in the Continental Germany. I will introduce them—namely, analytic practical educational theory and German critical pädagogik—one after another, by focusing on their complementary differences, (...) involving characteristic rationalities, typical forms of criticism, corresponding ways of exercising criticalities, and frames of reference regarding the sources of their criticalities. Based on such distinctions and contrasts, I will in the final section argue for their inherent value of coexistence, their practical value in illustrating the unique construction of academic educational studies which has respectively developed in the Anglo-American world and in the Continental world. As an additional point about their epistemic value to understand educational knowledge and scholarship accumulated in the West, I will further argue that these two philosophical–critical theories of education in parallel constitute peak academic experiences. This is mainly because they are compelling evidence, demonstrating how differently yet legitimately the two camps of Western educational scholarships deal with the same issue of criticality in contrasting yet complementary ways. (shrink)

I offer a novel interpretation of Aristotle's psychology and notion of rationality, which draws the line between animal and specifically human cognition. Aristotle distinguishes belief (doxa), a form of rational cognition, from imagining (phantasia), which is shared with non-rational animals. We are, he says, “immediately affected” by beliefs, but respond to imagining “as if we were looking at a picture.” Aristotle's argument has been misunderstood; my interpretation explains and motivates it. Rationality includes a filter that interrupts the pathways between cognition (...) and behavior. This prevents the subject from responding to certain representations. Stress and damage compromise the filter, making the subject respond indiscriminately, as non-rational animals do. Beliefs are representations that have made it past the filter, which is why they can “affect [us] immediately.” Aristotle's claims express ceteris paribus generalizations, subject to exceptions. No list of provisos could turn them into non-vacuous universal claims, but this does not rob them of their explanatory power. Aristotle's cognitive science resolves a tension we grapple with today: it accounts for the specialness of human action and thinking within a strictly naturalistic framework. The theory is striking in its insight and explanatory power, instructive in its methodological shortcomings. (shrink)

Recent work supports the role of reasoning in third-party moral judgment of harm transgressions. The dynamics of the underlying cognitive processes supporting moral judgment is however poorly understood. In two preregistered experiments, we addressed this issue using a two-response paradigm. Participants were presented with moral scenarios twice: they had to provide their first judgment about an agent under both time pressure and interfering load, and were then asked to respond a second time at their own pace. In Experiment 1, participants (...) were harsher toward a malevolent agent at the second response, assigning more moral wrongness and punishment to an agent who either attempted to harm or harmed intentionally. Experiment 2 replicated the effect of intention on response change in a paradigm contrasting accidental to intentional harm scenarios. Participants were not only harsher toward intentional transgressors at the second response, but they were also less harsh toward accidental transgressors at the second response. We discuss the possibility that decoding overall intent and assigning moral judgment based on the presence or absence of a malevolent intent may be a relatively costly process. (shrink)

This contribution explores the role that the Sense of Responsible Togetherness (SoRT) exerts with reference to Participation and Sense of Community. The study was conducted on a university campus, as campuses represent places where academic and community lives go hand in hand and the community is heterogeneous. A questionnaire with the SoRT scale, the Participation scale and the Italian Scale of the Sense of Community (SISC) was administered to 130 university students. SoRT had a significant indirect effect on the students’ (...) Participation via their Sense of Community, suggesting that the promotion of individuals’ Sense of Responsible Togetherness within their community, along with the emotional and affective bond to it, may allow us to recover symbolic and physical spaces in which participation can be fostered. A need for and significance of interventions aimed at promoting collective actions within intermediate systems (groups, educational systems, work ones, etc.). (shrink)