The programme PIBID-EA intends to closer licensees of undergraduate teaching courses with the reality of public schools. By promoting the teacher-researcher training on the basis of implementing collaborative actions between universities and partner schools it aims at encouraging critical questioning of environmental issues, providing appropriate conditions for PIBID-EA-grant fellows initiate school teaching. University lecturers, elementary school supervisors and the school community collaborate in partnership to improve knowledge and develop values and skills for students acting in favour of sustainable society, where (...) Environmental Education is one of the main issues. The partnership acts collectively in the school field, establishing interfaces with social and environmental issues as follows: didactic monitoring, study of the environment and action research. From the interfaces of these actions, three priority axes were elected for the development of socio-environmental activities. Firstly, the “Consolidation of the Committee on Environment and Quality of Life in School”; The second priority axis is the“Construction of Agenda 21 at School”inally, the third axis is the “Youth in Action Project.”. (shrink)

Teachers’ conceptions about the origin of life in three Latin American countries with contrasting levels of secularism were analyzed: Argentina, Brazil, and Uruguay. A European survey questionnaire was used and the interpretation of the results drew on Barbour's four categories concerning the relationships of science and religion. A large majority of Argentinian and Uruguayan teachers were clearly evolutionist, even when believing in God, with no difference between Argentina and Uruguay. The majority of Brazilian teachers assumed a religious position about the (...) origin of life, being creationist or evolutionary creationist. Differences of Brazilian teachers’ conceptions may result from the higher percentage of evangelicals and lower proportion of agnostics/atheists. Brazilian Catholic teachers were more creationist than their Catholic colleagues in Argentina and Uruguay. Distinct patterns were found, but further research is needed to understand possible classroom impacts. (shrink)

Harmful but culturally cherished practices often endure in spite of the damages they cause. Meat consumption is increasingly becoming one of such cases and may provide an opportunity from which to observe these phenomena. Growing evidence indicates that current and projected production and consumption patterns are important contributors to significant environmental problems, public health degradation, and animal suffering. Our aim is to contribute to a further understanding of the psychological factors that may hinder or promote personal disposition to change food (...) habits to benefit each of these domains. Drawing from previous evidence, this study explores the proposition that some consumers are motivated to resort to moral disengagement strategies when called upon to consider the impacts of their food habits. Data were collected from six semi-structured focus groups with a sample of 40 participants. Although affirming personal duties towards preserving the environment, promoting public health, and safeguarding animal welfare, participants did not show personal disposition to change their meat consumption habits. Several patterns of response that resonate with the principles of moral disengagement theory were observed while discussing impacts and the possibility of change. Results seem to support the proposition that the process of moral disengagement may play a role in hindering openness to change food habits for the benefit of the environment, public health, and animals, and point towards the relevance of further exploring this approach. (shrink)

The paper studies the contribution of Joaquim de Carvalho, a teacher at the University of Coimbra in the first half of last century, to the phenomenological movement in Portugal. Its importance is not restricted to the introduction he had prepared for the Portuguese translation of The Philosophy of rigor as science. He used the lessons of Edmund Husserl to build a critique of Hegelian and positivist conceptions in his work History of Philosophy. It also draws on phenomenology to treat (...) problems such as homesickness. All these aspects of the project as publisher of phenomenology in Portugal, especially in education. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Rethinking Music Education and Social Change by Alexandra Kertz-WelzelGraça MotaAlexandra Kertz-Welzel, Rethinking Music Education and Social Change (Oxford: Oxford University Press, 2022)I began to read this book shortly after the invasion of Ukraine by the Russian troops. Amidst this most terrible and brutal context, reading and re-reading the book that Alexandra Kertz-Welzel offers was both a blessing and an intense exercise of food for thought. A blessing as (...) it drives our minds through a complex but nonetheless rewarding journey into the meanders of critical and ideal visions. An exercise of food for thought as she turns to the arts, philosophy, sociology, and political theory to construct an interdisciplinary, sustained story. While rethinking “the goals of music education in view of social change,”1 the introduction describes the purpose of the study and presents the author’s chosen theoretical pillars: Levitas’s concept of utopia, Georgina Born’s four planes of music’s sociality, David Hesmondalgh’s defense of aesthetic experience, and Martha Nussbaum’s concept of human flourishing. Furthermore, Kertz-Welzel aims to answer the question of what social change is in general but also, concerning music education, to critically consider the contribution that music education can make to social change. She proposes to redefine “the general goals of music education regarding its social and musical intentions, reuniting two dimensions which have been defined as opposite, but are in fact complementary regarding [End Page 99] politically and socially responsive music education and esthetic music education.”2 I will get back later to this last intention in the context of the author’s approach to the redefinition of music education. For now, I will begin with her proposed definition of music education as utopian theory and practice, in the context of the chosen title for this book.Rethinking Music Education and Social Change is a very appealing title not only because rethinking music education is a most pressing issue within the community of music educators but also because social change, in relationship with music, has been the object of research in numerous projects, claiming the transformative power of music. This is a theme I have been very much involved with, being the co-founder of the research platform, Social Impact of Making Music (SIMM),3 that aims to systematically investigate the possible social impacts of learning and playing music. Having said that, I found myself confronted with a book that sets in the middle of its focus to thoroughly investigate the concept of utopia in its multiple facets based on a complete discussion of its theoretical basis. In that context, the fact that the title of the book does not include utopia seemed to me rather puzzling, and I intend to come back to this at the end of this review.The author presents a comprehensive and updated review of the literature, its complexities and ambivalences in the relationship between the arts and social change as it appears and has evolved across time. This approach connects social change with activism, not forgetting the issue of dramatic social change that she exemplifies with the COVID-19 pandemic, and to which we can now sadly add the present state of war. Quoting Roxane de la Sablonniére (2017) and her four typologies of social change, Kertz-Welzel highlights the fact that in the last hundred years the pace of change has increased enormously, and “dramatic social change is a threat to cultural identity.”4The notion of the arts as a political instrument is thoroughly developed, and it should be acknowledged that the author takes here, as well as in other parts of the book, a courageous standpoint. She does not avoid critical or uncomfortable issues, one of them being the ambiguity of the arts. In her discussion on social distinction and identity construction, she cites Max Weber, Georg Simmel, and Pierre Bourdieu and argues that culture has indeed been used as a way of discrimination among people. She also points out the supposedly refined taste of higher social classes cultivated through access to various arts experiences, while others would be denied these experiences and therefore unable to develop their full artistic potential... (shrink)

The aim of this article is to discuss the relations between psychology and politics that guide the action of the different political positions. The starting point will be an analysis of the proposal of the political scientist Mark Lilla to consider the "reactionary spirit" as a position structurally linked to an anti-progressivism, which allows also, by contrast, to discuss the progressive positions. This analysis is anchored in the articulation between politics and temporality, understood here as one of the elements that (...) outline a psychology of conservatism. It helps to redescribe significant features of contemporary political dilemmas, offering, for example, a distinction between the reactionary and the conservative position, as well as defining features of the worldview of the reactionary and, consequently, clues to understanding the rise of the extreme right. (shrink)

The aim of this paper is to discuss the presence of psychoanalysis in Adorno’s ’Philosophy of the new music’. He draws on the Benjaminian scheme of understanding Baudelaire’s poetry (understood as an elaboration of the shock experiences in life in post-industrial Revolution capitalism), but uses it in music criticism. The works of Schönberg and Stravinsky, the mostimportant composers of two schools of the so-called “new or modern music”, deals with different compositional subjects and their ways of dealing with the shocks (...) of modern life. Both Benjamin and Adorno draw on Freudian theory for the understanding of this notion of shock, in particular his theory of anxiety and trauma. The works of these composers, understood as models of trauma elaboration, offer different ways of reacting to trauma: the identification with the aggressor and resistance. Therein lie elements that help to defend the hypothesis of the centrality of the notion of suffering in Adorno’swork. (shrink)

The initial problem which motivated the writing of this thesis arose from reading of Emile by Rousseau. In this work, it was possible to detect the influence of different theoretical approaches, such as rationalism and empiricism, inspiring the development of the educational plan designed by Rousseau for his imaginary student (Emile). The very core question of the present thesis regards to whether there was a theory of knowledge pertaining to Rousseau’s philosophical thinking and, if so, how it was related to (...) his theories of education. In the set of his oeuvre, Rousseau’s affiliation to authors like Descartes, Leibniz, Locke and Malebranche, as well as Condillac, Diderot, D’Holbach and Helvétius was discovered. As the reading of the great philosophical work of Rousseau progressed, an original knowledge theory was discovered, of the kind which accepts the coexistence of opposite thoughts. Pedagogy, in the context of (the work) Emile, arose out of the miscellany of such theories and also for the intense philosophical maturing process on the core of Rousseau’s thinking. This study intended, therefore, to understand the origin and development of Rousseau’s theory of knowledge, and also to figure out how the philosopher formulated his theories on Education, especially in Emile. The object of this research, materialized through the extensive bibliography of the Swiss philosopher, was intensively read and analyzed. The methodology used was that of comparative, descriptive and critical documentary research of the mentioned authors. This research is divided into three sections: the first one intends to investigate the philosophical influence from different authors on the foundations of Rousseau’s epistemology; the second section addresses Rousseau’s theories of Education; the third and final part investigates the link between theory of knowledge and Education within Rousseau’s philosophical thought. -/- . (shrink)

Abstract.In recent issues of Zygon, numerous reflections have been published commenting on where the field of science‐and‐religion has been, where it presently stands, and where it should move in the future. These reflections touch on the importance of the dialogue and raise questions as to what audience the dialogue addresses and whom it should address. Some scholars see the dialogue as prospering, while others point out that much work needs to be done to make the dialogue more accessible to a (...) larger audience and more successful at tackling the provocative questions before us. Other academics view the questions themselves as needing further consideration and focus before answers to them can even be explored. In this article I provide a general overview of these essays by outlining some general categories of thought that seem to emerge from the contributors. I then present some of my own opinions concerning the future of the science‐religion field and emphasize that the dialogue, in addition to its traditional roles, must further the philosophical framework that can aid humanity in resolving the most pressing global concerns of our time. (shrink)

In this paper, I defend an account of how perceptual experience can bear rational relation to our empirical thought. In the first part, I elaborate two claims that are central for the justificational role of perceptual experience, namely, the claim that perception and belief share the same kind of content, and the claim that perception is independent from belief. At first sight, these claims seem not to be compatible, since the first one seems to require the truth of content conceptualism, (...) while the second one seems to require its falsity. In the second part, based on Alva Noë's actionist theory of perception, I argue in favor of a less intellectualist interpretation of the first claim, uncommitted to content conceptualism, and then I show how it can be reconciled with the second claim. Finally, I explain how perception holds rational relationships with our empirical thought through the exercise of observational concepts. These concepts link what I propose to call 'space of actions' to the logical space of reasons. (shrink)

A Estratégia Saúde da Família (ESF) busca se confirmar como intervenção emancipadora e transformadora dos sujeitos, consideradas a preocupação com o acolhimento e a especificidade da atenção, como no caso mães adolescentes. O objetivo deste trabalho foi estudar as condições para a implantação de um ..

This paper revisits one of the first models of analog computation, the General Purpose Analog Computer . In particular, we restrict our attention to the improved model presented in [11] and we show that it can be further refined. With this we prove the following: the previous model can be simplified; it admits extensions having close connections with the class of smooth continuous time dynamical systems. As a consequence, we conclude that some of these extensions achieve Turing universality. Finally, it (...) is shown that if we introduce a new notion of computability for the GPAC, based on ideas from computable analysis, then one can compute transcendentally transcendental functions such as the Gamma function or Riemann's Zeta function. (shrink)

In this paper it will be shown that a substantial conception of semantics, one that does not regard semantic phenomena as subsumed under pragmatic ones, is necessary to account for what cries out for an explanation regarding the old problem of the semantic relevance of the referential/attributive distinction, as applied to singular definite descriptions. I consider some alternative proposals to deal with the data, showing why they are wrong, and I finish by establishing that some arguments that allegedly derive the (...) conclusion that some substantial conception of semantics is basically wrong, simply beg the question against their opponents, assuming a form of the very conclusion they want to vindicate. (shrink)

Platelets have important hemostatic functions in repairing blood vessels upon tissue injury. Cytokines, growth factors, and metabolites stored in platelet α‐granules and dense granules are released upon platelet activation and clotting. Emerging evidence indicates that such platelet‐derived signaling factors are instrumental in guiding tissue regeneration. Here, we discuss the important roles of platelet‐secreted signaling factors in skeletal muscle regeneration. Chemokines secreted by platelets in the early phase after injury are needed to recruit neutrophils to injured muscles, and impeding this early (...) step of muscle regeneration exacerbates inflammation at later stages, compromises neo‐angiogenesis and the growth of newly formed myofibers, and reduces post‐injury muscle force production. Platelets also contribute to the recruitment of pro‐regenerative stromal cells from the adipose tissue, and the platelet releasate may also regulate the metabolism and proliferation of muscle satellite cells, which sustain myogenesis. Therefore, harnessing the signaling functions of platelets and the platelet secretome may provide new avenues for promoting skeletal muscle regeneration in health and disease. (shrink)

The American Journal of Bioethics, Volume 11, Issue 6, Page 60-62, June 2011.

Background: Ethical frameworks for organ donation following circulatory death (DCD) were established >20 years ago. However, considerable variation exists among these, indicating consensus has not been reached on all issues. Additionally, advances such as cardiac DCD transplants and normothermic regional perfusion (NRP) may have reignited old debates.Methods: We reviewed the English-language literature addressing ethical issues in DCD from 1993 to 2022, examining changes in frequency with which ethical principles and their sub-themes identified within each, were addressed.Results: Non-maleficence was the most (...) frequently addressed principle (192 of 199 articles), as well as the most varied, with 9 subthemes (versus 2-4 within each of the other bioethical principles).Conclusions: There were several changes in the terminology used to refer to DCD over time, and substantial interest in cardiac DCD and NRP in recent publications, arising in 11 and 19 of the 30 publications from 2018 to 2022. (shrink)

This chapter contains sections titled: Ahoy! The Sublime Poetry of Sail and Wind Poseidon's Wrath She Moves One is Free … on a Boat?

The concept of corporal image includes how own body, taking into account their constituent parts, as well as the feelings related the those characteristics. The entrance in academica life provokes alterations in the feeding behavior, and the exposition to the new social environment they can bring as consequence an increase in dissatisfaction. Objective: To investigate the satisfaction with the body image and eating behavior of academics at a university center. Methods: For data collection, the following instruments were used. The evaluation (...) was performed with anthropometric measurements, as size and weight measurements. In order to diagnose the nutritional status, the body mass index was used. In order to evaluate the study variables; we used the Body Checking questionnaires Questionnaire. Male Body Checking Questionnaire, Body Shape Questionnaire and EAT-26. Results: According to the Body Mass Index, the female gender had a higher rate of adequacy (70.4%), in relation to the masculine (58,9%). The EAT-26 questionnaire showed that 85% of male engineering students presented risk for Feeding Disorders, in relation to the female psychology (89.8%). Conclusion: In terms of feeding behavior, the women scored higher than men, which suggests a higher susceptibility to Feeding Disorders development in men. (shrink)

O presente trabalho busca responder à indagação constante no seu título, visto que pouco se sabe sobre a adaptação literária no tocante aos gêneros textuais literários que são objetos desse processo. Em vista disso, desenvolveu-se uma pesquisa bibliográfica que possibilitou a configuração da adaptação literária como um fenômeno editorial da literatura infantil brasileira. A partir dos dados coletados, foi possível identificar os gêneros textuais inseridos no universo da narrativa literária, mais adaptados a crianças e jovens no Brasil: lenda, mito, epopeia, (...) apólogo, tragédia, comédia, drama romântico, conto, novela e romance. Essa tipologia indicia uma diversidade de narrativas, o que propicia ao leitor em formação, via adaptação, a exposição a um leque variado de gêneros textuais, possibilitando compor um horizonte de expectativas, na acepção de Jauss, bastante heterogêneo. Contudo, a ocorrência de tal variedade depende do processo de adaptação, uma vez que o adaptador pode interferir na estrutura da narrativa, alterando, por conseguinte, o gênero. (shrink)

Através deste artigo científico pretende-se expor as contribuições de Linda Zagzebski para a teoria da epistemologia das virtudes contemporânea, evidenciando sua inspiração na teoria das virtudes de Aristóteles. A inovação trazida por Zagzebski é a proposta de indistinção entre virtudes morais e virtudes intelectuais. Para a autora, as virtudes intelectuais são um subconjunto das virtudes morais, e assim merecem avaliação conjunta com estas. Por fim, argumenta-se que essa interpretação não implica em um reducionismo das virtudes intelectuais e que pode servir (...) para inspirar uma renovação nas discussões filosóficas contemporâneas. (shrink)

ECONOMIA CRIATIVA: CONCEITO E RELAÇÃO COM O DIREITO.

Inicialmente restrita aos muros escolares, a violência entre alunos passou a se manifestar também de forma online, por meio de redes sociais, estabelecendo a expressão cyberbullying. Sob esta perspectiva, há um consenso na literatura da área, de que cabe à escola se posicionar e assumir o compromisso de inibir estas práticas e estimular o convívio pacífico entre os alunos, dentro e fora da escola. Apesar da relevância da questão, a temática do cyberbullying ainda é pouco estudada de forma empírica. Observa-se (...) uma lacuna de informações no que se refere aos atores que podem atuar como agentes de prevenção e controle a este tipo de violência, os professores. Este estudo tem como objetivo analisar a influência da preocupação dos professores no envolvimento da escola frente às práticas de cyberbullying. Para isso, foi realizada uma pesquisa junto a 112 professores de ensino fundamental e médio de escolas públicas e privadas do município de Blumenau/SC. Os dados foram analisados por meio de análise fatorial exploratória e equações estruturais. Os resultados indicaram que os professores demonstram maior preocupação quando percebem que o problema do cyberbullying é real e afeta os alunos. Quanto ao envolvimento da escola, verificou-se a necessidade de se estabelecer parcerias entre as instituições de ensino e a comunidade, promover assembleias alusivas ao tema nas escolas e fornecer aconselhamento aos jovens no próprio ambiente escolar. Por fim, observou-se que a preocupação dos professores com as práticas de cyberbullying influencia a sua crença de que o envolvimento da escola é importante, despertando a necessidade de posturas mais proativas para o combate a este malefício. Palavras-chave: Cyberbullying. Escola. Professores. (shrink)

Reasonableness is a core normative concept in Philosophy for Children (P4C), an inquiry model of education that bridges reasoning, feeling and acting within a community. The concept of reasonableness dates back to Aristotle’s ethical notion of phronesis (1141b), and extends to logical (Gewirth 1983), social and political concerns of major contemporary thinkers (Rawls 2001; Rorty 2001). The development of the concept of reasonableness in P4C was part of the reconceptualization of rationality toward the end of the twentieth century, since Lipman (...) and Sharp were among those thinkers who elucidated and advocated the social conception of rationality offered by the pragmatists. Accordingly, in P4C the conception of reasonableness was highlighted as a cornerstone for the understanding of the notion of a community of inquiry (Splitter & Sharp 1995:6; Lipman 2003:22). (shrink)

We administered suggestions to see a gray-scale pattern as colored and a colored pattern in shades of gray to 30 high suggestible and eight low suggestible students. The suggestions were administered twice, once following the induction of hypnosis and once without an induction. Besides rating the degree of color they saw in the stimuli differently, participants also rated their states of consciousness as normal, relaxed, hypnotized, or deeply hypnotized. Reports of being hypnotized were limited to highly suggestible participants and only (...) after the hypnotic induction had been administered. Reports of altered color perception were also limited to high suggestibles, but were roughly comparable regardless of whether hypnosis had been induced. These data indicate that suggestible individuals do not slip into a hypnotic state when given imaginative suggestions without the induction of hypnosis, but nevertheless report experiencing difficult suggestions for profound perceptual alterations that are pheonomenologically similar to what they report in hypnosis. (shrink)

Niche construction theory highlights the active role of organisms in modifying their environment. A subset of these modifications is the developmental niche, which concerns ecological, epistemic, social and symbolic legacies inherited by organisms as resources that scaffold their developmental processes. Since in this theory development is a situated process that takes place in a culturally structured environment, we may reasonably ask if implicit cultural biases may, in some cases, be responsible for maladaptive developmental niches. In this paper we wish to (...) argue for an affirmative answer. In order to do so, we first propose to conceptualize implicit bias as embodied perceptual habits, and then proceed to show that these habits are at least partially responsible for maladaptive developmental niches of children with Down syndrome and autism. With this framework we thus hope to bring together two fields of research that haven’t been explicitly connected: implicit bias and niche construction theory. Linking these two theories may bring benefits both to implicit bias researchers, who can extend this concept to characterize other sets of processes as biased, as well as to niche construction theorists, who will have a useful theoretical tool to diagnose maladaptive features of niches brought about by sociocultural biases. (shrink)

In the world of Philosophy for Children (P4C), the word “method” is found frequently in its literature and in its practitioner’s handbooks. This paper focuses on the idea of community of philosophical inquiry (CPI) as P4C’s methodological framework for educational purposes, and evaluates that framework and those purposes in light of the question, what does it mean to bring children and philosophy together, and what methodological framework, if any, is appropriate to that project? Our broader aim is to highlight a (...) problem with regards to the concept of method in P4C, and to question the consequences of that concept in the practice of philosophical dialogue with children. To better situate the concept of method within P4C (which, we think, will help to clarify some of the dialogues and debates within P4C as a philosophical field), we will identify two different historical understandings—represented by Rene Descartes and Hans Georg Gadamer—of the concept, and suggest new possibilities for understanding philosophical practice with children in light of their difference. (shrink)

This interdisciplinary volume brings together specialists from different backgrounds to deliver expert views on the relationship between morality and emotion, putting a special emphasis on issues related to emotional shocks. One of the distinctive aspects of social existence today is our subjection to traumatic events on a global scale, and our subsequent embodiment of the emotional responses these events provoke. Covering various methodological angles, the contributors ensure careful and heterogeneous reflection on this delicate topic. With eleven original essays, the collection (...) spans a wide variety of fields from philosophy and literary theory, to the visual arts, history, and psychology. The authors cover diverse themes, including philosophical approaches to political polarization; the impact of negative emotions such as anger on inter-relational balance; humour and politics; media and the idea of progress; photography and trauma discourse; democratic morality in modern Indian society; emotional olfactory experiences; phenomenological readings of spatial disorientation, and the significance of moral shocks. This timely volume offers crucial perspectives on contemporary questions relating to ethical behaviours, and the challenges of a globalized society on the verge of political, financial and emotional collapse. (shrink)

Experiencing a stimulus in one sensory modality is often associated with an experience in another sensory modality. For instance, seeing a lemon might produce a sensation of sourness. This might indicate some kind of cross-modal correspondence between vision and gustation. The aim of the current study was to provide explore whether such cross-modal correspondences influence cross-modal integration during perceptual learning. To that end, we conducted 2 experiments. Using a speeded classification task, Experiment 1 established a cross-modal correspondence between visual lightness (...) and the frequency of an auditory tone. Using a short-term priming procedure, Experiment 2 showed that manipulation of such cross-modal correspondences led to the creation of a crossmodal unit regardless of the nature of the correspondence (i.e., congruent, Experiment 2a or incongruent, Experiment 2b). However, a comparison of priming-effects sizes suggested that cross-modal correspondences modulate cross-modal integration during learning and thus leading to new learned units that have different stability over time. We discuss the implications of our results for the relation between cross-modal correspondence and perceptual learning in the context of a Bayesian explanation of cross-modal correspondences. (shrink)