The Halpern–Läuchli theorem, a combinatorial result about trees, admits an elegant proof due to Harrington using ideas from forcing. In an attempt to distill the combinatorial essence of this proof, we isolate various partition principles about products of perfect Polish spaces. These principles yield straightforward proofs of the Halpern–Läuchli theorem, and the same forcing from Harrington’s proof can force their consistency. We also show that these principles are not ZFC theorems by showing that they put lower bounds on the size (...) of the continuum. (shrink)

Patients with advanced dementia are less likely than those with other terminal illnesses to receive palliative care. Due to the nature and course of dementia, there may be a failure to recognize the terminal stage of the disease. A possible and under-investigated explanation for this healthcare disparity is the healthcare practitioner who plays a primary role in end-of-life decision-making. Two potential areas that might impact provider decision-making are cognitive biases and moral considerations. In this analysis, we demonstrate how the cognitive (...) biases and moral considerations of practitioners related to clinical decision-making are inherent in clinical practice and may impact on providers’ accuracy related to diagnostic and treatment related decision-making associated with patients with advanced dementia. Anchoring, default, availability, representativeness and framing biases are cognitive biases based on the "Two System Model" that relate to decision-making in end-of-life care. In patients with advanced dementia, those biases may result in a tendency to adhere to traditional mandatory care, involving an aggressive approach to care, which values saving lives at all costs, without taking into account the possible suffering and long-term consequences. Aspects such as moral sensitivity and moral courage play an important role in ethical decision-making related to advanced dementia. Investigations of clinical decision-making that include the cognitive biases and ethical considerations of practitioners might advance the comprehensive understanding of the clinical decision-making process related to care of patients with advanced dementia and promote the quality of care given to this population. (shrink)

What is addiction? Why do some people become addicted while others do not? Is the addict rational? In this book, Craig Hanson attempts to answer these questions and more. Using insights from the beginnings of philosophy to contemporary behavioral economics, Hanson attempts to assess the variety of ways in which we can and cannot, understand addiction. Special consideration is given to a challenging (and controversial) proposal dubbed “hyperbolic discounting.” Hanson proposes some modifications to the hyperbolic discounting view (...) that permit it to explain not only addiction, but also a variety of psychological maladies, such as self-deception. (shrink)

The Demands of Liberal Education analyses and applies contemporary liberal political theory to certain key problems within the field of educational theory. Levinson examines problems centred around determining appropriate educational aims, content and institutional structure and argues that liberal governments should exercise a much greater control over education than they now do. Combining theoretical with empirical research, this book will interest and provoke scholars, policy makers, educators, parents, and all citizens interested in education politics.

In the present essay I intend to approach the racial problems of today's world, or more particularly the problem of the Negro and of his integration in multiracial societies, from the point of view of the Jungian concept of Persona.I will, of necessity, limit iny study to one national case only, that of Brazil. The use of Brazil as a particular instance for study can be easily justified. Brazil is probably the most complex multiracial society in the world and one (...) that boasts the least tensions among communities of different stock, religion or cultural background. In 8.5 million sq. km., over one hundred and twenty million people are living who speak the same language, both in the literal and the figurative sense. We believe we have been somehow more successful than the Americans in emphasizing the element of fraternity that is so fundamental to the democratic way of life. My thesis is that we have achieved such a result thanks to a very peculiar working of the archetype of the Persona. This article will try to adumbrate the construction of what one may call a collective Persona, a fa¸ade, a pattern of national behaviour which tries to overcome the problem by simply overlooking the fact that genetic differences of colour, shape and mind exist. (shrink)

The 1850s through early 60s was a transformative period for nascent studies of the remote human past in Britain, across many disciplines. Naturalists and scholars with Egyptological knowledge fashioned themselves as authorities to contend with this divisive topic. In a characteristic case of long-distance fieldwork, British geologist Leonard Horner employed Turkish-born, English-educated, Cairo-based engineer Joseph Hekekyan to measure Nile silt deposits around pharaonic monuments in Egypt to address the chronological gap between the earliest historical and latest geological time. Their conclusion (...) in 1858 that humans had existed in Egypt for exactly 13,371 years was the earliest attempt to apply geological stratigraphy to absolute human dates. The geochronology was particularly threatening to biblical orthodoxy, and the work raised private and public concerns about chronological expertise and methodology, scriptural and scientific authority, and the credibility of Egyptian informants. This essay traces these geo-archaeological investigations; including the movement of paper records, Hekekyan’s role as a go-between, and the publication’s reception in Britain. The diverse reactions to the Egyptian research reveal competing ways of knowing the prehistoric past and highlights mid-Victorian attempts to reshape the porous boundaries between scholarly studies of human antiquity. (shrink)

Resenha do livro: ENKVIST, Inger. Educação: Guia para perplexos. Campinas-SP: Kirion, 2019. 142 p. Inger Enkvist é professora de literatura espanhola na Universidade de Lund, na Suécia e estudiosa das ideias pedagógicas e práticas educativas, com vasta publicação de ensaios e livros sobre o tema, analisando-o em suas aplicações em diferentes contextos. É conhecida por sua crítica às abordagens pedagógicas que se tornaram hegemônicas a partir da metade do século XX, as quais ela sintetiza sob o título de “ nova (...) pedagogia”, contrastando-as com os pressupostos teóricos e práticas da chamada “pedagogia tradicional”. Na obra em análise, a autora procura esclarecer o conceito de “pedagogia tradicional” ou “educação tradicional” que, segundo ela, normalmente é apresentado de forma superficial, pejorativa e até caricatural. Remete-se à filosofia clássica para apresentar os fundamentos dessa tradição que já vem sendo negada desde que a educação passou a ser pensada dos pontos de vistas utilitarista e igualitarista, desde o século XIX, culminando na hegemonia de tais pressupostos em meados do século XX. Aponta a crise atual como, em grande parte, consequência dessa “nova” percepção. Nessa abordagem introdutória, propõe aos educadores o aprofundar-se no conhecimento dos conceitos e princípios educação tradicional, refletindo sobre as suas implicações práticas e os resultados obtidos por países que ainda os adotam. Realiza também uma avaliação dos pressupostos da “nova pedagogia” e as suas possíveis relações não apenas com os resultados da educação escolar, mas implicações sociais mais amplas. Aborda as diversas aplicações do conceito de educação e espaços onde ela é realizada, delimitando o seu enfoque a educação escolar e as suas relações. Discute os fundamentos epistemológicos da educação, o papel do professor, sua formação e postura profissional, as disciplinas escolares, seus objetivos e métodos de ensino e aprendizagem, bem como os papéis da instituição escolar, do aluno e a imprescindível colaboração da família. Aborda ainda a educação como política de Estado, refletindo sobre avaliações dos sistemas de ensino em diferentes contextos. Enkvist (2019) discute inicialmente o conceito de educação em suas diversas aplicações e nos vários espaços de sua realização, enfatizando aquela que é produzida no âmbito da família e da escola. Nesse aspecto, apesar das diferenças de objetivos e fundamentação teórica, a abordagem lembra Brandão (2001), apontando quão amplo é este conceito e a diversidade de possibilidades de suas aplicações, sendo a educação escolar apenas uma delas. Mesmo sendo o objetivo da autora tratar especificamente da educação escolar, reconhece a necessidade de articular a sua abordagem aos outros aspectos e instituições relacionadas. Para ela, “a educação de um jovem é um projeto de colaboração entre o próprio jovem, a família, a escola e a sociedade” (p.71). Data de registro: 01/10/2020 Data de aceite: 22/09/2021. (shrink)

Apocalyptic thinking permeates Paul’s ideas about the gospel, God, the present age, and what is to come. Paul in his letters not only writes about the revelations that he himself has received, but also how the gospel reveals God’s ultimate justice. Apocalypticism as an ideology is fundamentally concerned with justice and the expectation of a future intervention that will conclusively reconcile the injustices of the world with the justice of God. Though of course Paul never sat down and wrote an (...) “Apocalypse” or even an apocalyptic letter, his letters reveal glimpses of the apocalyptic ways Paul thought about the world and humanity’s place in it. This article reviews the history and main tenets of apocalypticism and then examines three fundamental areas of apocalyptic thinking as expressed in Paul’s letters: the idea of apocalypse as full disclosure, the apocalyptic promise of full justice, and Paul’s use of apocalyptic ideas to reorient his readers to thinking about true-but-hidden identity, both of the “present evil age” and of one’s current place in it. Paul draws upon and employs apocalyptic imagery to solve practical problems in his communities, equipping them to face the world with a full cosmic perspective. (shrink)

Generic language (e.g., “tigers have stripes”) leads children to assume that the referenced category (e.g., tigers) is inductively informative and provides a causal explanation for the behavior of individual members. In two preregistered studies with 4- to 7-year-old children (N = 497), we considered the mechanisms underlying these effects by testing how correcting generics might affect the development of these beliefs about novel social and animal kinds (Study 1) and about gender (Study 2). Correcting generics by narrowing their scope to (...) a single individual limited beliefs that the referenced categories could explain what their members would be like while broadening the scope to a superordinate category (Study 2) uniquely limited endorsement of gender norms. Across both studies, correcting generics did not alter beliefs about feature heritability and had mixed effects on inductive inferences, suggesting that additional mechanisms (e.g., causal reasoning about shared features) contribute to the development of full-blown essentialist beliefs. These results help illuminate the mechanisms by which generics lead children to view categories as having rich inductive and causal potential; in particular, they suggest that children interpret generics as signals that speakers in their community view the referenced categories as meaningful kinds that support generalization. The findings also point the way to concrete suggestions for how adults can effectively correct problematic generics (e.g., gender stereotypes) that children may hear in daily life. (shrink)

We have been discussing some of the fundamental features of the classical calculus of probability. The equiprobability of rival events was seen to be a major assumption of the calculus. Moreover, it is an assumption which the pure mathematician need not bother to justify. He need only present his formal system as follows.

Educators and policy makers confront challenging questions of ethics, justice, and equity on a regular basis. Should teachers retain a struggling student if it means she will most certainly drop out? Should an assignment plan favor middle-class families if it means strengthening the school system for all? These everyday dilemmas are both utterly ordinary and immensely challenging, yet there are few opportunities and resources to help educators think through the ethical issues at stake. Drawing on research and methods developed in (...) the Justice in Schools project at the Harvard Graduate School of Education,_ Dilemmas of Educational Ethics_ introduces a new interdisciplinary approach to achieving practical wisdom in education, one that honors the complexities inherent in educational decision making and encourages open discussion of the values and principles we should collectively be trying to realize in educational policy and practice. At the heart of the book are six richly described, realistic accounts of ethical dilemmas that have arisen in education in recent years, paired with responses written by noted philosophers, empirical researchers, policy makers, and practitioners, including Pedro Noguera, Howard Gardner, Mary Pattillo, Andres A. Alonso, Jamie Ahlberg, Toby N. Romer, and Michael J. Petrilli. The editors illustrate how readers can use and adapt these cases and commentaries in schools and other settings in order to reach a difficult decision, deepen their own understanding, or to build teams around shared values. (shrink)

_Teaching in a democracy is challenging and filled with dilemmas that have no easy answers._ For example, how do educators meet their responsibilities of teaching civic norms and dispositions while remaining nonpartisan? _Democratic Discord in Schools_ features eight normative cases of complex dilemmas drawn from real events designed to help educators practice the type of collaborative problem solving and civil discourse needed to meet these challenges of democratic education. Each of the cases also features a set of six commentaries written (...) by a diverse array of scholars, educators, policy makers, students, and activists with a range of political views to spark reflection and conversation. Drawing on research and methods developed in the Justice in Schools project at the Harvard Graduate School of Education (HGSE), _Democratic Discord in Schools_ provides the tools that allow educators and others to practice the deliberative skills they need in order to find reasonable solutions to common ethical dilemmas in politically fraught times. (shrink)

The current studies (N = 255, children ages 4–5 and adults) explore patterns of age‐related continuity and change in conceptual representations of social role categories (e.g., “scientist”). In Study 1, young children's judgments of category membership were shaped by both category labels and category‐normative traits, and the two were dissociable, indicating that even young children's conceptual representations for some social categories have a “dual character.” In Study 2, when labels and traits were contrasted, adults and children based their category‐based induction (...) decisions on category‐normative traits rather than labels. Study 3 confirmed that children reason based on category‐normative traits because they view them as an obligatory part of category membership. In contrast, adults in this study viewed the category‐normative traits as informative on their own (not only as a cue to obligations). Implications for continuity and change in representations of social role categories will be discussed. (shrink)

Motivated by a characterization of weakly compact cardinals due to Todorcevic, we introduce a new cardinal characteristic, the C-sequence number, which can be seen as a measure of the compactness of a regular uncountable cardinal. We prove a number of ZFC and independence results about the C-sequence number and its relationship with large cardinals, stationary reflection, and square principles. We then introduce and study the more general C-sequence spectrum and uncover some tight connections between the C-sequence spectrum and the strong (...) coloring principle U(. . .), introduced in Part I of this series. (shrink)

We investigate questions involving Aronszajn trees, square principles, and stationary reflection. We first consider two strengthenings of introduced by Brodsky and Rinot for the purpose of constructing κ‐Souslin trees. Answering a question of Rinot, we prove that the weaker of these strengthenings is compatible with stationary reflection at κ but the stronger is not. We then prove that, if μ is a singular cardinal, implies the existence of a special ‐tree with a cf(μ)‐ascent path, thus answering a question of Lücke.

The Sickness unto Death is commonly regarded as one of Kierkegaard's most important works – but also as one of his most difficult texts to understand. It is a meditation on Christian existentialist themes including sin, despair, religious faith and its redemptive power, and the relation and difference between physical and spiritual death. This volume of new essays guides readers through the philosophical and theological significance of the work, while clarifying the complicated ideas that Kierkegaard develops. Some of the essays (...) focus closely on particular themes, others attempt to elucidate the text as a whole, and yet others examine it in relation to other philosophical views. Bringing together these diverse approaches, the volume offers a comprehensive understanding of this pivotal work. It will be of interest to those studying Kierkegaard as well as existentialism, religious philosophy, and moral psychology. (shrink)

After its establishment in 1948 many Jews emmigrated to Israel from Arab countries, Yemen included. In 1995, a governmental committee was established to investigate the alleged disappearance of about 1000 Yemenite children from hospitals within transit camps where the new immigrants were kept in the 1950s. Interviews with Yemenites present how the bodies of new immigrants were medicalized and commodified in the transit camps during the mass-immigration period of the 1950s, and how people have come to resist it. I conclude (...) with the role of the Israeli medical profession and biomedical technologies in promoting national goals and as mediators of collective, group and individual identities. (shrink)

Western representation of countries from the Global South implies a dichotomist view of business ethics: on the one hand, universal ethics largely reproduces commonsensical views of the South as ‘less ethical’, and on the other hand, voices from the South are often conditioned to present themselves as substantially indigenous and unambiguous to be accepted as legitimate ethical subjects. We join the growing interest in bridging this gap by drawing on studies from human geography, and ask to what extent the materiality (...) of moral dilemmas bespeaks the disputed underpinning ethical values of a given space. Drawing on Henri Lefebvre’s perspective of the production of social space, we outline and apply the idea of ‘spatial ethics’ to organizations, in order to approach the entanglement between center and periphery. We analyze organizations in favelas, which are, for many authors, territories where experiences are extreme, and poverty and violence mix with vibrant culture and ingenuity. We critically approach the field of business ethics and suggest that one way of moving beyond the North–South debate is to consider that ethics cannot be transmitted or represented in empty milieus. (shrink)

Viale introduced covering matrices in his proof that SCH follows from PFA. In the course of the proof and subsequent work with Sharon, he isolated two reflection principles, CP and S, which, under certain circumstances, are satisfied by all covering matrices of a certain shape. Using square sequences, we construct covering matrices for which CP and S fail. This leads naturally to an investigation of square principles intermediate between □κ and □ for a regular cardinal κ. We provide a detailed (...) picture of the implications between these square principles. (shrink)

We continue our study of strongly unbounded colorings, this time focusing on subadditive maps. In Part I of this series, we showed that, for many pairs of infinite cardinals $\theta < \kappa $, the existence of a strongly unbounded coloring $c:[\kappa ]^2 \rightarrow \theta $ is a theorem of $\textsf{ZFC}$. Adding the requirement of subadditivity to a strongly unbounded coloring is a significant strengthening, though, and here we see that in many cases the existence of a subadditive strongly unbounded coloring (...) $c:[\kappa ]^2 \rightarrow \theta $ is independent of $\textsf{ZFC}$. We connect the existence of subadditive strongly unbounded colorings with a number of other infinitary combinatorial principles, including the narrow system property, the existence of $\kappa $ -Aronszajn trees with ascent paths, and square principles. In particular, we show that the existence of a closed, subadditive, strongly unbounded coloring $c:[\kappa ]^2 \rightarrow \theta $ is equivalent to a certain weak indexed square principle $\boxminus ^{\operatorname {\mathrm {ind}}}(\kappa, \theta )$. We conclude the paper with an application to the failure of the infinite productivity of $\kappa $ -stationarily layered posets, answering a question of Cox. (shrink)

[Anne:] “I can't, I'm in the depths of despair. Can you eat when you are in the depths of despair?”“I've never been in the depths of despair, so I can't say,” said Marilla.“Weren't you? Well did you ever try to imagine you were in the depths of despair?”” No, I didn't.”“Then I don't think you can understand what it's like. It's a very uncomfortable feeling indeed. When you try to eat a lump comes right up in your throat and you (...) can't swallow anything, not even if it was a chocolate caramel.”—L.M. Montgomery, Anne of Green Gables.Emotion, as a “suprarational” property, transcends rationality in that it can be thought of as a group, contextual rather than as a solely individual trait, and thus is a higher order property, as the above quote suggests. This proposal arises from a metatheoretical analysis of models available to broach questions of emotion. I use metatheoretical in the sense of both the context of theory production and the theory of theory. From the first arose the idea that emotion, through the use of irrationality, has surfaced as a working equivalent to inexplicability or rational relativity, and can be modelled more adequately as suprarational, with a unique nature in its own right. The latter led me to propose that the concept of emotion as contextual, a higher order group level property, is possible and tentatively profitable. (shrink)

How do people gather samples of evidence to learn about the world? Adults often prefer to sample evidence from diverse sources—for example, choosing to test a robin and a turkey to find out if something is true of birds in general. Children below age 9, however, often do not consider sample diversity, instead treating non‐diverse samples (e.g., two robins) and diverse samples as equivalently informative. The current study (N = 247) found that this discontinuity stems from developmental changes in standards (...) for evaluating evidence—younger children chose to learn from samples that best approximate idealized views of what category members are supposed to be like (e.g., the fastest cheetahs), with a gradual shift across age toward samples that cover more within‐category variation (e.g., cheetahs of varying speeds). These findings have implications for the relation between conceptual structure and inductive reasoning, and for the mechanisms underlying inductive reasoning more generally. (shrink)

Parallogic models the relationship between mind and context. It, as does the excerpt above, suggests that systems of logic are context specific and therefore parallel. This model points out that perceived departures in mental process, reasoning, may be more apparent than real. It also suggests a new way to conceive of mental illness by separating breakdowns in mental process from shifts in mental process.

When attempting to answer the question, in the context of clinical healthcare, one might be tempted to leap to either of two rather obvious, but seemingly contradictory conclusions. On the one hand, we might have a general impression of religion not making much of a distinctive and clear difference, at least in the actions and outcomes of most cases of clinical interaction. Those of us in the bioethics world of discourse are likely to think only of the less common cases (...) of Christian Scientists, Jehovah's Witnesses, Orthodox Jews, or certain religious groups who seem to the majority of the population to hold especially sectarian, if not beliefs about medical matters. The so-called mainstream religious groups do not get much attention because they largely don't cause much trouble ; they have learned to bracket their religious commitments from at least any professional settings ; or they don't hold views entailing consequences any different from those of most nonbelieving, generally upright individuals. Furthermore, although religious believers may have some distinctive views, these views don't often noticeably manifest themselves in distinctive or significant ways. (shrink)

O Bem-Estar Psicológico (BEP) de estudantes universitários da gradução tem sido objeto de crescente interesse na pesquisa científica por ser reconhecido como uma dimensão multifacetada e central da saúde mental. Nesse sentido, este trabalho propôs-se a apresentar os fatores de risco e os fatores de proteção que influenciam nos índices do BEP, de modo a evidenciar as estratégias eficazes de cuidado em saúde mental para o referido segmento populacional. Metodologicamente, trata-se de uma pesquisa com abordagem qualitativa, a partir de uma (...) revisão integrativa de artigos publicados em português e inglês, disponíveis na íntegra nas bases BVS-Psi e PubMed. Foram utilizados os descritores “bem-estar psicológico”, “universidades” e “saúde mental” ou “bem-estar psicológico”, “fatores de risco” e “fatores de proteção” para BVS-Psi e para PubMed, respectivamente, sendo selecionados e analisados 19 estudos. Os resultados ressaltaram que a sobrecarga de trabalho acadêmico, as expectativas elevadas, a competição intensa e a incerteza em relação ao futuro profissional são fatores de risco. Evidencia-se, ainda, que a criação de relações sociais fortes e de estratégias de gerenciamento do tempo aliadas à orientação profissional eficaz são fatores de proteção que auxiliam na promoção da saúde mental nesta população. (shrink)

Civic education that prepares students for principled civic participation is vital to democracy. Schools face significant challenges, however, as they attempt to educate for democracy in a democracy in crisis. Parents, educators, and policy‐makers disagree about what America's civic future should look like, and hence about what schools should teach. Likewise, hyperpartisanship, mutual mistrust, and the breakdown of democratic norms are perverting the kinds of civic relationships and values that schools want to model and achieve. Nonetheless, there is strong evidence (...) that young people want to be civically engaged and are hungry for more and better civic learning opportunities. Reviving the civic mission of schools is thus a win‐win‐win. Adults want it, youth want it, and democracy needs it. We propose three means by which educators and the public can reconstruct our common purpose and achieve civic innovation to help democracy in crisis: support action civics, strengthen youth leadership outside the classroom, and engage both students and adults with “hard history” and contemporary controversies. (shrink)

"By nearly every measure, Americans are less engaged in their communities and political activity than generations past.” So write the editors of this volume, who survey the current practices and history of citizenship education in the United States. They argue that the current period of “creative destruction”—when schools are closing and opening in response to reform mandates—is an ideal time to take an in-depth look at how successful strategies and programs promote civic education and good citizenship. _Making Civics Count_ offers (...) research-based insights into what diverse students and teachers know and do as civic actors, and proposes a blueprint for civic education for a new generation that is both practical and visionary. (shrink)

This study investigated relationships between state anxiety and leisure-domain physical activity levels during Covid-19 pandemic. We used frequency, duration, and intensity as key variables of physical activity. Trait anxiety, state anxiety before pandemic, age, gender, and education level were also included in the analysis. Our general hypothesis was that participants who declared doing more physical activity levels would exhibit lower levels of anxiety during the Covid-19 pandemic. A convenient sample of 571 volunteer adults was drawn mainly from São Paulo State, (...) the epicenter of Covid-19 pandemic in Brazil. To obtain the participants’ levels of anxiety we used a validated short-version of the State and Trait Anxiety Inventory. Levels of physical activity were measured via questions from VIGITEL, a validated questionnaire about the individual’s habits on risk factors. Answers were given regarding the first week of March 2020 and at the very moment the participant was filling in the electronic form. Data analyses were conducted through descriptive and inferential techniques, with the use of non-parametric tests and linear regression models. Overall, participants’ responses indicate that anxiety levels were higher during the pandemic compared to the period that preceded the pandemic, and that frequent and long physical activity in the leisure-domain reduced anxiety, regardless its intensity. The regression models revealed an inverse relationship between physical activity and anxiety and independent of gender, age, education level, trait anxiety, and physical activity before pandemic. (shrink)

A Trindade, centro da nossa fé, manifesta o amor e a misericórdia na história do ser humano e nas suas relações. A Teologia de Hans Urs von Balthasar faz com que se possa mergulhar no amor trinitário, que é extremamente pericorético em perspectiva kenótica. Balthasar tem uma paixão pelo Crucificado, o centro polarizador da sua teologia trinitária, visível na história, através do evento do Mistério Pascal. A paixão de Cristo revela o centro da economia da salvação da Kénosis primordial do (...) Deus Uno e Trino. O relacionamento pericorético da Trindade, na economia salvífica proporciona uma mística amorosa e misericordiosa. O mistério trinitário possibilita fortalecer uma fé, que faz com que as relações humanas sejam perpassadas pelo amor e pela prática da misericórdia. Dessa forma, o relacionamento intratrinitário, compreendido por Balthasar, permite compreender que a esperança de um mundo, com relações baseadas na misericórdia, é possível. A doação pericorética do Deus Trinitário é a condição que possibilita e torna possível aos seres humanos um relacionamento misericordioso. (shrink)

Resenha da Obra Linguagens Pajubeyras: ReSistência Cultural e Subversão da Heteronormatividade de autoria de Carlos Henrique Lucas de Lima.

This article will reflect on the practice of prayer during childhood and the relationship between this practice and child development. Through bibliographic review, the concepts about child development and prayer life as an expression of infant religiosity are briefly analyzed, from a Christian perspective. This article will reveal how the act of praying can be considered a natural practice in childhood, and beneficial to the processes like language acquisition and faith development. This discussion has some intersections with "narrative theology" and (...) the "theology of the child", concepts that have attracted growing interest of theological and pedagogical researches. (shrink)