O presente artigo discute a inclusão do imigrante em contextos políticos democráticos. Pretende demonstrar que o paradigma procedimental de direito proposto por Jürgen Habermas oferece as condições formais requeridas para a solução da tensão entre cidadania e identidade, produzida pelo fenômeno das migrações. O modelo habermasiano visa a assegurar, mediante a estrutura reflexiva do direito, a inviolabilidade da pessoa e a neutralidade ética do Estado democrático de direito. Todavia, embora tenha fundado o Princípio da Democracia na ideia de reconhecimento intersubjetivo, (...) Habermas não se deteve em explicitar o teor normativo de tal noção. Dado que a noção de reconhecimento possa ser interpretada em sentido meramente descritivo, buscamos sustentar, com base no modelo teórico-crítico de Honneth, que a plausibilidade do procedimentalismo habermasiano depende de uma concepção reconhecimento enquanto postura moral de afirmação fática do valor intrínseco de uma pessoa ou grupo de pessoas. (shrink)

Demonstrating a relational, dialogic way of thinking and writing, this book offers an innovative perspective on the human potential for intersubjective engagement and on the nature of true encounter. The authors engage in creative, associative dialogues and trialogues inspired by psychoanalysis and Buddhism, poetry and religion, theory and case studies, academic and free styles of writing - each enriching the other. Reflecting on the essence of relating, they convey a flow between inner, private reveries and shared ones, and between individual (...) expressions of thought and evolvements of newly born thirds. Through this interdisciplinary, experimental setting, the authors explore the possibility to reach truths and meanings that each individual would not have achieved on their own. Offering new concepts and formulations that may nourish psychotherapists' thought and be usefully implemented in their practice, this book presents a pressingly unique and essential viewpoint for psychoanalysts and psychoanalytic psychotherapists in training and in practice. (shrink)

Evolutionary theory makes further predictions about conflict. It predicts sex differences in the proclivity to attack and defend. It further suggests complementary biases in what we expect of the sexes. Finally, it suggests that the forms of human facial expressions of anger and happiness may have coevolved with the regularity of conflict as a means of signaling, bluffing, and defusing attack.

The development of Vertigo’s main characters provides a detailed illustration of the dialectics of despair as analysed in Kierkegaard’s The Sickness unto Death, in particular of the so-called ‘masculine’ and ‘feminine’ types of failed selfhood. This article shows the relation of selfhood and despair to dizziness both in Kierkegaard’s work and in Hitchcock’s film, and it examines the religious subtext of Vertigo. The dramatis personae of Judy and Scottie are analysed by applying Kierkegaard’s phenomenology of despair. They display a variety (...) of failures to relate to their selves, like unconscious and conscious despair, possibility’s despair, despair over the earthly and despair of the eternal. Moreover, they epitomize the gendered types of despair as depicted in The Sickness unto Death: losing one’s self in relation to someone and obsessively striving for self-assertion at the cost of others. (shrink)

This book adds impetus to the nexus between human rights, human rights education and material reality. The dissonance between these aspects is of growing concern for most human rights educators in various social contexts. The first part of the book opens up new discourses and presents new ontologies and epistemologies from scholars in human rights, human rights education and human rights literacies to critique and/or justify the understandings of human rights' complex applications. Today's rapidly changing social contexts and new languages (...) attempting to understand ongoing dehumanization and violations, put enormous pressure on higher education, educators, individuals working in social sciences, policy makers and scholars engaged in curricula making. The second part demonstrates how global interactions between citizens from different countries with diverse understandings of human rights (from developed and developing democracies) question the link between human rights and it's in(ex)clusive Western philosophies. Continuing inhumane actions around the globe reflect the failure of human rights law and human rights education in schools, higher education and society at large. The book shows that human rights education is no longer a blueprint for understanding human rights and its universal or contextual values presented for multicomplexial societies. The final chapters argue for new ontologies and epistemologies of human rights, human rights education and human rights literacies to open-up difficult conversations and to give space to dissonant and disruptive discourses. The many opportunities for human rights education and literacies lies in these conversations. (shrink)