A variety of evidence demonstrates that memory is a reconstructive process prone to errors and distortions. However, the complex relationship between memory encoding, strength of memory reactivation, and the likelihood of reporting true or false memories has yet to be ascertained. We address this issue in a setting that mimics a real-life experience: We asked participants to take a virtual museum tour in which they freely explored artworks included in the exhibit, while we measured the participants’ spontaneous viewing time of (...) each explored artwork. In a following memory reactivation phase, participants were presented again with explored artworks, followed by novel artworks not belonging to the same exhibit. For each of these objects, participants provided a reliving rating that indexed the strength of memory reactivation. In the final memory recognition phase, participants underwent an old/new memory task, involving reactivated vs. baseline targets, and activated and baseline lures. The results showed that those targets that were spontaneously viewed for a longer amount of time were more frequently correctly recognized. This pattern was particularly true for reactivated targets associated with greater memory strength. Paradoxically, however, lures that were presented after targets associated with higher reliving ratings in the reactivation phase were more often erroneously recognized as artworks encountered during the tour. This latter finding indicates that memory intrusions, irrespective of the viewing time, are more likely to take place and be incorporated into true memories when the strength of target memory is higher. (shrink)

Visual perspective during autobiographical memory (AM) retrieval influences how people remember the emotional aspects of memories. Prior research in emotion regulation has also shown that shifting from an own eyes to an observer-like perspective is an efficient way of regulating the affect elicited by emotional AMs. However, the impact of shifting visual perspective is also dependent on the nature of the emotion associated with the event. The current review synthesizes behavioral and functional neuroimaging findings from the event memory and emotion (...) regulation literature that examine how adopting particular visual perspectives and actively shifting across them during retrieval alters emotional experience, by primarily focusing on emotional intensity. We review current theories explaining why shifts in perspectives may or may not change the emotional characteristics of memories, then propose a new theory, suggesting that the own eyes and observer-like perspectives are two different retrieval orientations supported by differential neural activations that lead episodic details to be reconstructed in specific ways. (shrink)

ABSTRACTEpisodic counterfactual thoughts and autobiographical memories involve the reactivation and recombination of episodic memory components into mental simulations. Upon reactivation, memories become labile and prone to modification. Thus, reactivating AM in the context of mentally generating CFT may provide an opportunity for editing processes to modify the content of the original memory. To examine this idea, this paper reports the results of two studies that investigated the effect of reactivating negative and positive AM in the context of either imagining a (...) better or a worse alternative to an experienced event, as opposed to attentively retrieving the memory without mental modification or no reactivation. Our results suggest that attentive remembering was the best strategy to both reduce the negative affect associated with negative AM, and to prevent the decay of positive affect associated with positive AM. In addition, reactivati... (shrink)

One could accuse me here of making a big deal and a whole history out of words and gestures that remain very clear. When Madame de Mainternon says that the King takes her time, it is because she is glad to give it to him and takes pleasure from it: the King takes nothing from her and gives her as much as he takes. And when she says, “I give the rest to Saint-Cyr, to whom I would like to give (...) all,” she is confiding in her correspondent about a daily economy concerning the leisures and charities, the works and days of a “grande dame” somewhat overwhelmed by her obligations. None of the words she writes has the sense of the unthinkable and the impossible toward which my reading would have pulled them, in the direction of giving-taking, of time and the rest. She did not mean to say that, you will say.What if … yes she did [Et si].And if what she wrote meant to say that, then what would that suppose? How, where, on the basis of what and when can we read this letter fragment as I have done? How could we even hijack it as I have done, while still respecting its literality and its language? End of the epigraph. Jacques Derrida is Directeur d’Études at the École des Hautes Études en Sciences Sociales in Paris, and professor of French, University of California, Irvine. In the past year, he has published Le Problème de la genèse chez Husserl , Mémoires d’aveugle, l’autoportrait et autres ruines , L’Autre Cap , and Circonfession in Jacques Derrida, with Geoffrey Bennington . Peggy Kamuf is professor of French at the University of Southern California and Directeur de Programme, Collège International de Philosophie in Paris. She is the author of Signature Pieces: On the Institution of Authorship and most recently has edited A Derrida Reader: Between the Blinds. (shrink)

Development of the knowledge base for a profession depends on research and scholarship that builds on the insights and work of scholars within the discipline and is disseminated through the literature. The purpose of this study was to examine a unique collection of 79 articles selected by editors as representative of their nursing journals. Articles were assessed for congruence with long‐standing values and conceptual definitions of nursing, and the extent to which they built on prior literature published in nursing. Articles (...) were scored based on whether they reflected four characteristics of nursing as a discipline (holism, social context, goal of health, and consistency with common definitions of nursing); an abstract score on the extent to which the title, abstract, or keywords indicated a general focus on nursing; and a distinction score based on whether the article distinguished nurses or nursing from other providers. Fifty of the articles received an article score of 4, indicating all four disciplinary characteristics were present in the article's content. While the majority of the articles were congruent with fundamental nursing values and perspectives, only 28% of the sources cited were from nursing sources. The lack of citations to nursing literature, coupled with an assessment that reveals gaps in substantive content that builds on nursing knowledge, raises questions about the future of nursing perspectives in the literature. (shrink)

This dialogue introduces the concepts of colonization and decolonization of nursing knowledge, the harms that have come from colonization, and the importance of engaging in the processes of decolonization as a means of achieving social justice and humanization for all. Specific options to decolonize nursing knowledge are discussed.

"The essays present an overview of the theoretical and philosophical dimensions of ethics in nursing, with particular emphasis on the ethical issues in nursing practice and education."--Preface page v.

The fact that racism and other forms of discrimination and injustice have persisted in our own nursing communities despite our rhetoric of caring and compassion can no longer be denied. This fact gave rise to a webinar in which the scholars represented in this issue of Nursing Philosophy appear. The webinar centered on the philosophy, phenomenology and scholarship of Indigenous nurses and nurses of color. The authors of the articles in this issue are giving us the precious gift of their (...) ideas. All of us, white scholars and scholars of color, must come together to receive this gift, learn from their words and their insight, debate the ideas, honor the perspectives, and consider ways that we can move this discourse forward to create new possibilities for nursing, new possibilities to shape the future development of our discipline. (shrink)

Four classes of naturally rare vascular plant species are described and classified, based on parameters of spatial distribution and longevity. Properties intrinsic to these time/space parameters are explored and an importance hierarchy of causes of rarity is proposed for each class. These hierarchies serve as the basis for a predictive classification. Human causes of rarity such as habitat destruction and taxonomic difficulties are not considered in detail here but are discussed as confounding factors in the elucidation of rarity in vascular (...) plants. Several examples are provided to illustrate this classification and provide testable hypotheses concerning the origins of natural rarity in plant species. (shrink)

Despite revisions to curriculum in ethics education in business schools, there continues to be high profile examples of unethical decision making regularly spotlighted in the media. Rather than simply teaching about behaviors and how they might impact decision makers and stakeholders, we describe a suite of activities used to highlight various behaviors and biases that impact the decisions individuals might make. These activities are intertwined with course materials regarding ethics and corporate governance to remind and help students better understand how (...) decision making can be influenced and challenged by personal ethics. We provide lesson planning suggestions including adapting to remote delivery, and student handouts. This suite of activities can be incorporated into any undergraduate or graduate level course that has content dealing with ethical decision making. (shrink)

Published in 1913 as _La Philosophie Bergsonienne_, this incisive critique of the thought of Henri Bergson was Jacques Maritain's first book. In it he shows himself already to have an authoritative grasp of the thought of St. Thomas Aquinas and an uncanny ability to demonstrate its relevance to alternative philosophical systems such as that of Henri Bergson. Volume 1 in the series _The Collected Works of Jacques Maritain_, this edition faithfully reproduces the 1955 translation published by the Philosophical (...) Library. It would be difficult to overestimate Bergson’s role in extricating French philosophy from the deadening materialism that dominated the Sorbonne. It was that cultural milieu that brought Maritain and his wife Raïssa to the brink of suicide. They drew back for two major reasons. First were the lectures of Henri Bergson at the Collège de France, in which the Maritains found a defense of metaphysics, of the transcendent beyond the material, within which they could find meaning in life. The second reason was their conversion to Catholicism, a move they and many of their contemporaries made after being introduced to Bergson’s work. Soon after his conversion, Jacques Maritain immersed himself in the thought of Thomas Aquinas and was struck by the comparative weaknesses of Bergson. This book is Maritain’s relentless criticism of the philosophy of the man whose lectures had meant so much to him. Its ferocity marks it as a young man’s book, written in part to exorcize the defects of Bergson’s philosophy as they were understood by one now schooled in Thomism. Twenty-five years later, Maritain, while not retracting his criticisms, regretted their intemperance and, as a result, moderated his assessment of Bergson in a long preface to the second edition. In it, we find a philosopher who mastered his craft and a critic of rare perception and refinement. (shrink)

The purpose of this paper is to present the theoretical and philosophical assumptions of the Nursing Manifesto , written by three activist scholars whose objective was to promote emancipatory nursing research, practice, and education within the dialogue and praxis of social justice. Inspired by discussions with a number of nurse philosophers at the 2008 Knowledge Conference in Boston, two of the original Manifesto authors and two colleagues discussed the need to explicate emancipatory knowing as it emerged from the Manifesto . (...) Our analysis yielded an epistemological framework based on liberation principles to advance praxis in the discipline of nursing. This paper adds to what is already known on this topic, as there is not an explicit contribution to the literature of this specific Manifesto , its significance, and utility for the discipline. While each of us have written on emancipatory knowing and social justice in a variety of works, it is in this article that we identify, as a unit of knowledge production and as a direction towards praxis, a set of critical values that arose from the emancipatory conscience-ness and intention seen in the framework of the Nursing Manifesto. (shrink)

The purpose of this paper is to present the theoretical and philosophical assumptions of the Nursing Manifesto, written by three activist scholars whose objective was to promote emancipatory nursing research, practice, and education within the dialogue and praxis of social justice. Inspired by discussions with a number of nurse philosophers at the 2008 Knowledge Conference in Boston, two of the original Manifesto authors and two colleagues discussed the need to explicate emancipatory knowing as it emerged from the Manifesto. Our analysis (...) yielded an epistemological framework based on liberation principles to advance praxis in the discipline of nursing. This paper adds to what is already known on this topic, as there is not an explicit contribution to the literature of this specific Manifesto, its significance, and utility for the discipline. While each of us have written on emancipatory knowing and social justice in a variety of works, it is in this article that we identify, as a unit of knowledge production and as a direction towards praxis, a set of critical values that arose from the emancipatory conscience-ness and intention seen in the framework of the Nursing Manifesto. (shrink)

Unable to respond to the questions, to all the questions, I will ask myself instead whether responding is possible and what that would mean in such a situation. And I will risk in turn several questions prior to the definition of a responsibility. But is it not an act to assume in theory the concept of a responsibility? Is that not already to take a responsibility? One’s own as well as the responsibility to which one believes one ought to summon (...) others?The title names a war. Which war?Do not think only of the war that broke out several months ago around some articles signed by a certain Paul de Man, in Belgium between 1940 and 1942. Later you will understand why it is important to situate the beginning of things public, that is the publications, early in 1940 at the latest, during the war but before the occupation of Belgium by the Nazis, and not in December 1940, the date of the first article that appeared in Le Soir, the major Brussels newspaper that was then controlled, more or less strictly, by the occupiers. For several months, in the United States, the phenomena of this war “around” Pula de Man have been limited to newspaper articles. War, a public act, is by rights something declared. So we will not count in the category of war the private phenomena—meetings, discussions, correspondences, or telephonic conclaves—however intense they may have been in recent days, and already well beyond the American academic milieu. Jacques Derrida is Directeur d’Études at the École des Hautes Études en Sciences Sociales and also teaches at the University of California, Irvine. A teacher at Yale for ten years, he is the author of Mémoires: for Paul de Man .Peggy Kamuf is associate professor of French at Miami University. She is the author of Fictions of Feminism Desire: Disclosures of Heloise and Signature Pieces: On the Institution of Authorship . Her article “Pieces of Resistance” is forthcoming in Reading de Man Reading. (shrink)

Those who have read me, in particular those who have read “Paul de Man’s War,” know very well that I would have quite easily accepted a genuine critique, the expression of an argued disagreement with my reading of de Man, with my evaluation of these articles from 1940-42, and so on. After all, what I wrote on this subject was complicated enough, divided, tormented, most often hazarded as hypothesis, open enough to discussion, itself discussing itself enough in advance for me (...) to be able to welcome questions, suggestions, and objections. Provided this was done so as to demonstrate and not to intimidate or inflict wounds, to help the analysis progress and not to score points, to read and to reason and not to pronounce massive, magical, and immediately executor verdicts. Five of the six “responses” that I reread last night are written, as one used to say, with a pen dipped in venom. Less against the de Man of 1940-42, perhaps, then against me . Less against me, in truth, than against “Deconstruction” . How can the reader tell that these five “critical responses” are not “responses,” critical texts or discussions, but rather the documents of a blinded compulsion? First of all, the fact that they are all monolithic. They take into account none of the complications of which my text, this is the very least one can say, is not at all sparing. They never seek to measure the possibility, the degree, or the form, as always happens in an honest discussion, of a partial agreement on this or that point. No, everything is rejected as a block; everything is a block and a block of hatred. Even when, here or there, someone makes a show of being moved by my sadness or my friendship for de Man, it is in order to get the better of me and suggest that I am inspired only by friendship, which will appear ridiculous to all those who have read me. Inspired by friendship means for those people misled by friendship. How foreign this experience must be to them! Jacques Derrida is Directeur d’Études at the École des Hautes Études en Sciences Sociales as well as professor at the University of California, Irvine, and visiting professor at the Graduate School of the City University of New York. His most recent publication in English is the collection Limited Inc , which includes a new afterword, “Toward an Ethic of Discussion.” Peggy Kamuf is professor of French at the University of Southern California. Her most recent book is Signature Pieces: On the Institution of Authorship . She has also contributed essays to Reading de Man Reading and Responses: On Paul de Man’s Wartime Journalism , and is currently editing A Derrida Reader. (shrink)

Reading you, I very quickly realized that you had no serious objections to make to me, as I will try to demonstrate in a moment. So I began to have the following suspicion: what if you had only pretended to find something to reproach me with in order to prolong the experience over several issues of this distinguished journal? That way, the three of us could fill the space of another twenty or so pages. My suspicion arose since you obviously (...) agree with me on this one point, at least: apartheid, the more it’s talked about, the better.But who will do the talking? And how? These are the questions.Because talking about it is not enough. On such a grave subject, one must be serious and not say just anything. Well, you, alas, are not always as serious as the tone of your paper might lead one to think. In your impatient desire to dispense a history lesson, you sometimes say just anything. The effect you produce is quite determined, but in order to arrive at it, you are willing to put forward any kind of countertruth, especially when, in your haste to object, you project into my text whatever will make your job easier. This is a very familiar scenario, as I will try to demonstrate as briefly as possible. Jacques Derrida, Directeur d’Etudes at the Ecole des Hautes Etudes en Sciences Sociales in Paris, is the author of, among other works, Of Grammatology, Writing and Difference, Margins of Philosophy, and Dissemination. His most recent contribution to Critical Inquiry, “Racism’s Last Word,” appeared in the Autumn 1985 issue. Peggy Kamuf teaches French at Miami University, Ohio. She is the author o Fictions of Feminine Desire. (shrink)

Before I even begin, before even a preface or an epigraph, allow me to make two confessions or concessions. Both of them have to do with the fable and the phantasm, that is to say, with the spectral. The fabulous and the phantasmatic have a feature in common: stricto sensu and in the classical sense of these terms, they do not pertain to either the true or the false, the veracious or the mendacious. They are related, rather, to an irreducible (...) species of the simulacrum or of virtuality. To be sure, they are not truths or true statements as such, but neither are they errors or deceptions, false witnesses or perjuries. (shrink)

Glassary is a companion volume to Glas. It offers English readers fuller access to the masterwork of Jacques Derrida, the leading philosopher in France. Derrida is important for his investigations of language, philosophy, and writing. He has perforated the boundaries between academic disciplines, has demonstrated the theological underpinnings of apparently atheological philosophies, and has thrown into question traditional notions about the "ownership" of ideas. Glas exemplifies Derrida's methodology of reading and his central philosophical and literary concerns. The reader fascinated (...) by its complexities will appreciate the assistance of Glassary. Written by the chief translator of Glas, John P. Leavey, Jr., it includes an essay by Gregory Ulmer and a foreword by Jacques Derrida. The book provides all of the apparatus a reader of Glas might immediately desire, including notes on difficult or ambiguous passages, identifications of allusions and puns, locations of citations, and translations of passages in languages other than French. But Leavey does not stop there. He includes a glossary of use to readers of Glas in any language and essays that relate it to Derrida's texts and to the modern French critical enterprise as a whole. Leavey's essay focuses on Glas and literature and philosophy; Ulmer's on Glas and psychoanalysis. (shrink)

This volume is fourth in the series of annuals created under the auspices of The Association for Feminist Ethics and Social Theory (FEAST). The topics covered herein-from peacekeeping and terrorism, to sex trafficking and women's paid labor, to poverty and religious fundamentalism-are vital to women and to feminist movements throughout the world.

Jacques Derrida is one of the most prolific and influential contemporary French intellectuals. Twenty-two essays and excerpts from Derrida's writings over the last twenty-five years are gathered in this accessible introduction, _A Derrida Reader_. The book's five sections are carefully introduced by the editor, and each selection of Derrida's work is presented succinctly in context. A general introduction to the volume by Peggy Kamuf provides an original interpretation and overview of Derrida's work and philosophy.

This article extends Lemieux’s concern for the interdisciplinary tension between philosophy and sociology to the intradisciplinary tension within psychology between approaches to the study of children focusing on universal principles and approaches adopting a contextual lens. This tension arises both in how development is defined and in the methods chosen for its study. This tension is exemplified in terms of the recent American preoccupation with the Word Gap (WG), a supposed difference of 30 million words heard by socioeconomically diverse children (...) by the age of 4 that is blamed for educational disparities throughout the school years. The article discusses the political implications of WG discourse as it gives rise to the erasure of language practices of diverse Americans and obscures the role that the educational system plays in fostering a ‘one-size-fits-all’ instructional model. The article concludes with a discussion of attempts to combat the deficit model that the WG discourse reproduces. (shrink)

This article addresses the issue of the interface between public health and clinical health within the context of the search for networking approaches geared to a more integrated delivery of health services. The articulation of an operative interface is complicated by the fact that the definition of networking modalities involves complex intra- and interdisciplinary and intra- and interorganizational systems across which a new transversal dynamics of intervention practices and exchanges between service structures must be established. A better understanding of the (...) situation is reached by shedding light on the rationale underlying the organizational methods that form the bases of the interface between these two sectors of activity. The Quebec experience demonstrates that neither the structural-functionalist approach, which emphasizes remodelling establishment structures and functions as determinants of integration, nor the structural-constructivist approach, which prioritizes distinct fields of practice in public health and clinical health, adequately serves the purpose of networking and integration. Consequently, a theoretical reframing is imperative. In this regard, structuration theory, which fosters the simultaneous study of methods of inter-structure coordination and inter-actor cooperation, paves the way for a better understanding of the situation and, in turn, to the emergence of new integration possibilities. (shrink)