Logical works of this period, beginning with Generales Inquisitiones and ending wi th the two dated pieces of 1 Aug. 1690 and 2 Aug. 1690 , are read as a sustained effort, finally successful, to develop a set of axioms and an appropriate schema for the expression of categorical propositions faithful to traditional syllogistic. This same set of axioms is shown to be comprehensive of the propositional calculus of Principia Mathematica, providing that ‘Some A is A’ is not a thesis (...) in an unrestricted sense. There is no indication in the works of this period that Leibniz understood just how significant is this logicalsystem he developed. But it is undeniable that he held tenaciously to this particular set of axioms throughout the period, a set of axioms of great power. (shrink)

BackgroundAccurate reporting on sex and gender in health research is integral to ensuring that health interventions are safe and effective. In Canada and internationally, governments, research organizations, journal editors, and health agencies have called for more inclusive research, provision of sex-disaggregated data, and the integration of sex and gender analysis throughout the research process. Sex and gender analysis is generally defined as an approach for considering how and why different subpopulations (e.g., of diverse genders, ages, and social locations) may experience (...) health conditions and interventions in different or similar ways.The objective of this study was to assess the extent and nature of reporting about sex and/or gender, including whether sex and gender analysis (SGA) was carried out in a sample of Canadian randomized controlled trials (RCTs) with human participants.MethodsWe searched MEDLINE from 01 January 2013 to 23 July 2014 using a validated filter for identification of RCTs, combined with terms related to Canada. Two reviewers screened the search results to identify the first 100 RCTs that were either identified in the trial publication as funded by a Canadian organization or which had a first or last author based in Canada. Data were independently extracted by two people from 10% of the RCTs during an initial training period; once agreement was reached on this sample, the remainder of the data extraction was completed by one person and verified by a second.ResultsThe search yielded 1433 records. We screened 256 records to identify 100 RCTs which met our eligibility criteria. The median sample size of the RCTs was 107 participants (range 12–6085). While 98% of studies described the demographic composition of their participants by sex, only 6% conducted a subgroup analysis across sex and 4% reported sex-disaggregated data. No article defined “sex” and/or “gender.” No publication carried out a comprehensive sex and gender analysis.ConclusionsFindings highlight poor uptake of sex and gender considerations in the Canadian RCT context and underscore the need for better articulated guidance on sex and gender analysis to improve reporting of evidence, inform policy development, and guide future research. (shrink)

Schelling's 1806 polemic against Fichte, and his last major work on the philosophy of nature. The heat of anger can concentrate the mind. Convinced that he had been betrayed by his former collaborator and colleague, Schelling attempts in this polemic to reach a final reckoning with Fichte. Employing the format of a book review, Schelling directs withering scorn at three of Fichte’s recent publications, at one point likening them to the hell, purgatory, and would-be paradise of Fichtean philosophy. The central (...) bone of contention is the understanding of nature: Fichte sees it as lifeless matter in motion, sheer opposition to be overcome, while Schelling waxes poetic in his defense of a living, organic nature of which humanity is a vital part. Indeed, we do not know ourselves without understanding our connection to nature, argues Schelling, anticipating many thinkers in contemporary environmental ethics. Dale E. Snow’s introduction sets the stage and explains the larger context of the conflict, which was already visible in the correspondence of the two philosophers, which broke off by 1802. Notes are included throughout the text, providing background information and identifying the many references to Fichte. Dale E. Snow is Associate Professor of Philosophy at Loyola University of Maryland and the author of Schelling and the End of Idealism, also published by SUNY Press. (shrink)

The creative process has the potential to increase wellbeing and foster human flourishing (Dolan and Metcalfe, 2012 ; Forgeard and Eichner, 2014 ; O’Brien and Murray, 2015 ; Conner et al., 2018 ; Kaufman, 2018 ), yet has received little attention in the humanistic management literature. In this paper, we present three experiments showing that idea originators experience greater relationship conflict with counterparts who have committed perceived “idea theft”, i.e., proposed identical or related ideas. We test a model that identifies (...) a mechanism—self-threat—that mediates the relationship between idea theft and relationship conflict and identifies an intervention to ameliorate that self-threat via self-affirmation. Study 1 demonstrates the idea originator’s attribution of malign attributions to, and negative moral emotions toward, the counterpart. Study 2 demonstrates that idea originators ostracize both those who propose identical ideas and those who propose merely related ideas. In Study 3, evidence for self-threat as the mechanism underlying the negative relational consequences is provided via both a direct test of mediation as well as via moderation by self-affirmation. Our research contributes to the nascent idea theft literature and suggests a way to reduce its negative consequences. (shrink)

In this case report, we describe a woman with advancing dementia who still retained decisional capacity and was able to clearly articulate her request for deactivation of her implanted cardiac pacemaker—a scenario that would result in her death. In this case, the patient had the autonomy to make her decision, but clinicians at an outside hospital refused to deactivate her pacemaker even though they were in unanimous agreement that the patient had capacity to make this decision, citing personal discomfort and (...) a belief that her decision seemed out of proportion to her suffering. We evaluated her at our hospital, found her to have decision-making capacity, and deactivated her pacer resulting in her death about 9 days later. While some clinicians may be comfortable discussing patient preferences for device deactivation in patients who are imminently dying, we can find no reports in the literature of requests for device deactivation from patients with terminal diagnoses who are not imminently dying. (shrink)

This research explores the contextual approach within Christian-Jewish religious education, addressing a notable gap in existing literature and offering fresh insights into the application of the Contextual Teaching and Learning (CTL) model within Christian contexts. Through a qualitative literature study employing a three-step methodology, including an in-depth analysis of Deuteronomy 11:19–20, this study reveals that this biblical text provides both educational guidance and theological significance, serving as a foundational support for the CTL model in Christian-Jewish religious education. The integration of (...) digital media into biblical sources holds promise for future research, while the central challenge lies in harmonising life experiences and empirical phenomena with biblical reflections to seamlessly integrate inquiry processes and pedagogical phases, with potential avenues for further exploration in scripture models endorsing CTL. This research provides valuable insights for educators, parents and policymakers in Indonesia and beyond, advancing educational research in contextualised teaching models within religious education.Contribution: This article demonstrates that the CTL model in the digital era has the potential to revolutionise religious education and profoundly impact learners, making it a significant scientific contribution in the context of Christian-Jewish religious education. (shrink)

Aristotle and the sea battle, by G. E. M. Anscombe.--Aristotle's different possibilities, by K. J. J. Hintikka.--On Aristotle's square of opposition, by M. Thompson.--Categories in Aristotle and in Kant, by J. C. Wilson.--Aristotle's Categories, chapters I-V: translation and notes, by J. L. Ackrill.--Aristotle's theory of categories, by J. M. E. Moravcsik.--Essence and accident, by I. M. Copi.--Tithenai ta phainomena, by G. E. L. Owen.--Matter and predication in Aristotle, by J. Owens.--Problems in Metaphysics Z, chapter 13, by M. J. Woods.--The meaning (...) of agathon in the Ethics of Aristotle, by H. A. Prichard.--Agathon and eudaimonia in the Ethics of Aristotle, by J. L. Austin.--The final good in Aristotle's Ethics, by W. F. R. Hardie.--Aristotle on pleasure, by J. O. Urmson.--Bibliography (p. 335-341). (shrink)

In Alabaster v. Barclays Bank plc and Secretary of State for Social Security (No. 2: [2005] E.W.C.A Civ. 508, [2005] I.R.L.R. 576.) Michelle Alabaster won a grand total of £204.53 (plus £65.86 interest) after eight years of litigation, which included two visits to the Court of Appeal and one to the European Court of Justice. This marathon resulted from the sex discrimination which Alabaster had alleged in relation to the calculation of her Statutory Maternity Pay (S.M.P.) whilst she was pregnant (...) 10 years earlier. The technicalities of the statutory schemes involved should not be allowed to disguise the important principle which finally emerges in the Court of Appeal and which underlines one of the longstanding criticisms of the equality legislation, namely the requirement that a woman must compare herself with a man in order to establish unlawful sex discrimination. (shrink)

The place occupied by Kant’s philosophical ideas in the reflections of the Russian philosopher, Nikolay Strakhov, needs further study. The material for a historical-philosophical reconstruction of Strakhov’s reception of Kant’s philosophy is the Russian thinker’s home library catalogue, his correspondence and his own philosophical works. Among Strakhov’s interlocutors were not only philosophers and natural scientists, but also writers, including Fyodor Dostoevsky, Leo Tolstoy and Afanasy Fet, who in many ways determined the cultural and intellectual horizon of the epoch. The many (...) years of correspondence with the last two writers went a long way to shape and develop Strakhov’s perception of Kant as a thinker. Indeed, without a virtual dialogue with Kant no modern philosophical system can be built. Strakhov’s reflections on the Kantian style of thinking, adoption of Kantian criticism as the model of epistemic analysis in many ways determined the features of his own philosophical work and became a catalyst of renewed interest in Russia in the Kantian philosophy in the last third of the nineteenth century. (shrink)

With disparate rates of morbidity and mortality among minoritized communities, COVID-19 illuminated the need for equity-informed practices in public health. Pacia et al posit FQHCs as entities that addressed inequity when others failed. This commentary further situates how FQHCs address the public health crisis of institutional racism and related health inequities every day and presents a FQHC-led Ethics and Equity Framework and Workflow Checklist to guide ethical and equitable engagement with FQHCs.

Self-criticism is a trait associated with increased psychopathology, but self-criticism is also a personality state reflecting an action that people do in moments of time. In the current study, we explored factors associated with heightened self-criticism in daily life. Participants (N = 197) received five random prompts per day for one week on their mobile phones, where they reported their current affect (negative and positive affect), willpower self-efficacy, distress intolerance, degree of support and criticism from others, current context (location, activity, (...) hunger, tiredness) and momentary self-criticism. We first demonstrated that self-criticism varies over time and across contexts, and is associated with heightened trait self-criticism. Then, using multilevel modelling, we explored the contextual factors associated with greater self-criticism. We found that self-criticism was higher when people were at home, and more tired. We also found higher self-criticism to be associated with greater negative and lower positive affect, greater distress intolerance, lower willpower and greater perceived criticism from others. In addition, self-criticism predicted subsequent distress intolerance, willpower and positive affect in lagged analyses. This study provides evidence that both environmental and psychological factors are associated with the dynamics of self-critical thoughts. (shrink)

O objetivo deste texto é explorar aproximações e divergências no pensamento de Paulo Freire e Ivan Illich na forma como eles vêem a relação entre educação e transformação social. Acredita-se que a retomada da polêmica Freire e Illich sobre o problema educação e transformação social pode contribuir para melhor compreender e esclarecer a verdadeira natureza desse problema, já clássico na história da educação moderna.

El propósito de este texto es ofrecer una visión general de la relación entre nación e historia en los debates que se generaron por parte de los historiadores y otros intelectuales de las ciencias sociales a finales del siglo XIX y durante gran parte del siglo XX. La reflexión central que se plantea consiste entonces en estudiar y mostrar cómo al mismo tiempo que las naciones modernas eran objeto de un proceso de redefinición política, en el escenario intelectual de las (...) ciencias sociales, y en particular de los historiadores, fueron apareciendo también un conjunto de debates y obras que intentaban problematizar y someter a consideración las relaciones que pretendían establecerse entre la nación y la historia como un elemento que las justificaba. (shrink)

REVISTA EDUCAÇÃO E FILOSOFIA é uma publicação semestral do Departamento de Pedagogia da Universidade Federal de Uberlândia. Este número é o primeiro fruto de um sonho antigo e de um inconformismo com a falta de um veículo como este, entre nós. Pretendemos incentivar e divulgar trabalhos de natureza interdisciplinar nas áreas de Educação e Filosofia. Mas, se a Revista vier a ter uma linha preferencial — e isto depende muito mais dos nossos colaboradores, que da direção — essa linha não (...) será exclusiva nem excludente, pois a Revista estará aberta às mais diversas correntes de pensamento, não se fechando, pois, com quaisquer grupos. Isto é consequência de nossa visão de Universidade como lugar onde se deve estimular a heterogeneidade de tendências e o debate. Entendemos que uma filosofia que propugne posições dogmáticas inviabiliza o debate sobre seus próprios pressupostos, deixando de ser filosofia para tornar-se mera ideologia. Ademais, a discussão de questões de princípio tem razão de ser e há momentos em que apenas ela pode contribuir para a superação de impasses de ordem teórica ou prática, sobretudo nas ciências sociais; somente uma abordagem crítica — o que equivale a dizer: sem preconceitos — pode contribuir para os debates de questões fundamentais tanto para a filosofia, quanto para a educação, ou ainda quanto para uma filosofia de educação. A REVISTA EDUCAÇÃO E FILOSOFIA deve representar um fórum de permanentes debates aberto a todo educador, todo pensador e, sobretudo, a todo pensador-educador. Propomo-nos a acolher e divulgar contribuições que sintetizem os resultados de investigações empíricas e teóricas e de projetos práticos, preferencialmente, mas não exclusivamente, desenvolvidos na região do Triângulo Mineiro. Dentro do princípio de que o caráter objetivo e preciso do conhecimento científico não é incompatível com os conformismos diante das injustiças de toda ordem, pretendemos, ainda, ser um estímulo aos balanços críticos. A REVISTA EDUCAÇÃO E FILOSOFIA é a soma do que temos e somos, mas será um veículo para atingirmos aquilo que queremos ser e ter. Deverá abrir caminho para a reflexão filosófica, a reflexão sobre educação, a reflexão sobre o ensino da filosofia e possibilitará o diálogo com os pensadores e educadores presentes e pretéritos visando à construção do futuro. Nós não teríamos sido justos se olvidássemos o empenho da professora Carmelita Vieira dos Santos, chefe do Departamento de Pedagogia para que, diante de tantos cortes de recursos, fossem mantidos aqueles destinados à revista. Nossos agradecimentos também à professora Marly Bernardes de Araújo, diretora do Centro de Ciências Humanas e Artes. Ao Conselho do Departamento de Pedagogia, nossa gratidão por ter acolhido a Revista. (shrink)

Monograph in six chapters, plus introductory essay, conclusions, two appendixes, notes, and bibliography.