A common practice in textbooks is to introduce concepts or strategies in association with specific people. This practice aligns with research suggesting that using “real-world” contexts in textbooks increases students’ motivation and engagement. However, other research suggests this practice may interfere with transfer by distracting students or leading them to tie new knowledge too closely to the original learning context. The current study investigates the effects on learning and transfer of connecting mathematics strategies to specific people. A total of 180 (...) college students were presented with an example of a problem-solving strategy that was either linked with a specific person or presented without a person. Students who saw the example without a person were more likely to correctly transfer the novel strategy to new problems than students who saw the example presented with a person. These findings are the first evidence that using people to present new strategies is harmful for learning and transfer. (shrink)

El artículo tiene entre sus propósitos valorar los modelos y teorías que han tenido una influencia determinante en el proceso de superación en liderazgo docente, y cómo ello influye en la labor que desarrollan los docentes universitarios para el logro de un rol transformador en su actividad. A través de la historia en este campo son muchos los modelos que han surgido, que han sido utilizados y puestos de moda en algunos momentos por diversas razones. Ante la variedad de los (...) mismos vienen preguntas ineludibles acerca de cuál es el modelo más adecuado o más utilizado cuando de liderazgo docente se trata. The main purpose of this article is to briefly assess the models and theories that have had a determining influence on the bettering process in teaching leadership, and the way it influences the job developed by university teaching personnel, specifically designed to achieve a transformer role of their activity. Through history, there have been many models that have come up, have been used, and have come back into fashion in different moments and for several reasons in this field. In view of their variety, unavoidable questions have come up, about the most suitable or used model when dealing with teaching leadership. (shrink)

Es característica de las instituciones de educación superior de calidad desarrollar una pedagogía del cambio. A partir de 1999 se estableció por la Oficina Regional de Educación para América Latina y el Caribe un programa de la red de liderazgo educativo para formar una masa crítica de profesionales de la educación, precursores en liderazgo transformacional. El artículo que se presenta tiene entre sus propósitos valorar las tendencias contemporáneas de la superación en liderazgo docente en Latinoamérica, así como de los principales (...) modelos y teorías donde se incluye además, una estimación de los diversos estilos de liderazgo y su importancia para el logro de un rol transformador en el docente de la educación superior. Quality higher education institutions have the characteristic to develop a pedagogy of change. Since 1999, the Education Regional Office for Latin America and the Caribbean established a program of the educative leadership net, in order to create a critical group of professionals of the educative system, pioneers in transformational leadership. One of the main purposes of the following article is to assess contemporary trends of the bettering processes in teaching leadership in Latin America, as well as, the main models and theories. The different types of leadership are estimated and also their importance for the development of a transformer role of the teaching personnel in higher education. (shrink)

Cardona-Restrepo, Porfirio y Santamaría, Freddy. Eds. _Estética_ _analítica: entre el pragmatismo y el neopragmatismo_. Medellín: Universidad Pontifica Bolivariana, 2014. 340 pp.

Vulnerability theory as developed in the Vulnerability and Human Condition Initiative is an alternative to a rights-based or social contract paradigm for thinking about foundation concepts of state responsibility. One fundamental premise of the theory is that the individuals and groups currently described as “vulnerable populations” should not be labelled vulnerable, nor should they be sequestered in discreet categories for the purposes of law and policy. This plea for their inclusion in a larger whole is not to deny that discrimination, (...) harm, and relative disadvantage arising from all sorts of circumstances and situations exist. Nor is it to suggest that particular instances of harm should not be addressed by appropriate state action. Rather, it is an argument that “vulnerability” is the wrong concept to use to define and isolate these groups, or any other specific group, from the whole of humanity. Human vulnerability is universal and constant, inherent in the human condition. Recognizing the theoretical mandates of accepting the universal, vulnerability theory presents a “vulnerable subject” as the only appropriate object of law and policy. This inclusive, universal legal subject incorporates the realities of the ontological body and its life-long dependence on social institutions and relationships, building a theory of essential social cohesion and reciprocity in which the state has the responsibility to see that these vital social institutions and relationships operate justly. (shrink)

Theories of social justice are necessarily abstract, reaching beyond the particular and the immediate to the general and the timeless. Yet such theories, addressing the world and its problems, must respond to the real and changing dilemmas of the day. A brilliant work of practical philosophy, Frontiers of Justice is dedicated to this proposition. Taking up three urgent problems of social justice neglected by current theories and thus harder to tackle in practical terms and everyday life, Martha Nussbaum seeks (...) a theory of social justice that can guide us to a richer, more responsive approach to social cooperation. The idea of the social contract--especially as developed in the work of John Rawls--is one of the most powerful approaches to social justice in the Western tradition. But as Nussbaum demonstrates, even Rawls's theory, suggesting a contract for mutual advantage among approximate equals, cannot address questions of social justice posed by unequal parties. How, for instance, can we extend the equal rights of citizenship--education, health care, political rights and liberties--to those with physical and mental disabilities? How can we extend justice and dignified life conditions to all citizens of the world? And how, finally, can we bring our treatment of nonhuman animals into our notions of social justice? Exploring the limitations of the social contract in these three areas, Nussbaum devises an alternative theory based on the idea of capabilities. She helps us to think more clearly about the purposes of political cooperation and the nature of political principles--and to look to a future of greater justice for all. (shrink)

Human beings are both needy and dignified. How should we think about the relationship between our neediness and our worth? Card argues well that our vulnerability to luck is intertwined in the very conditions of moral agency. We can see the merit of her approach even more clearly by turning to some difficulties the Stoics have in preserving dignity while removing vulnerability. Stoicism does, however, help us to sort through the difficulties involved as we try to combine love of particular (...) people with respect for all human life. Richardson is correct to suggest that love itself can animate the concern for all humanity; I also agree with him that institutions must play a major role in any solution to problems of inequality between nations. Although the “capabilities approach” offers an attractive account of one part of the goal of just political institutions, combining, as Moody‐Adams suggests, respect for difference with a commitment to universal norms, I now believe that the capabilities account should be combined with a form of Rawlsian political liberalism that protects spaces within which citizens may pursue the good as they understand it. (shrink)

This volume brings together Nussbaum's published papers on the relationship between literature and philosophy, especially moral philosophy.

Visual Agnosia is a comprehensive and up-to-date review of disorders of higher vision that relates these disorders to current conceptions of higher vision from cognitive science, illuminating both the neuropsychological disorders and the nature of normal visual object recognition.Brain damage can lead to selective problems with visual perception, including visual agnosia the inability to recognize objects even though elementary visual functions remain unimpaired. Such disorders are relatively rare, yet they provide a window onto how the normal brain might accomplish the (...) complex task of vision. Visual Agnosia reviews a century of case studies of higher-level visual deficits following brain damage, places them in the general context of current neuroscience, and draws relevant conclusions about the organization of normal visual processing. It is unique in drawing on research in cognitive psychology, computational vision, visual neurophysiology, and neuropsychology to interpret the agnosias and draw inferences from them about visual object recognition.Following a historical account of agnosia research, Visual Agnosia offers a taxonomy of a wide range of agnosia syndromes, describing and interpreting the syndromes in terms of the latest theoretical models of visual processing and ultimately bringing them to bear as evidence on a variety of questions in the study of higher vision.Martha J. Farah is Associate Professor of Psychology at Carnegie Mellon University. Visual Agnosia is included in the Issues in Biology of Language and Cognition series, edited by John Marshall. (shrink)

English summary: The account of the fate of Stephen takes up a large part in the Acts of the Apostles. Being the first martyr, Stephen became a Saint and the patron of many churches. There is, however, a modern exegetical tradition which blames Stephen himself for his violent death. Against this, Haaker emphasises the psychological and historical plausibility of Luke's account. The volume reflects the drama of the biblical narrative of Stephen and provides incisive examples of its reception history until (...) the 20th century. German description: Der Sammelband dokumentiert die Tagungen der Kulturhermeneutischen Sozietat e. V. der Jahre 2009 bis 2011, bei denen der Diskurs uber Emotionen und Verhalten im Zentrum stand. In den Zusammenhangen der philosophischen und theologischen Ethik werden Artikulationsformen der Moral, Entwicklungen der Theoriebildung und Probleme der Normativitat erortert. Mit Beitragen von Stefan Beyerle, Volker Caysa, Ferdinand Fellmann, Stephan Gratzel, Peter Fischer, Bernd Harbeck-Pingel, Susanne Klinger, Michael Roth, Friedrike Schick und Albrecht Scriba. (shrink)

Philoctetes was a good man and a good soldier. When he was on his way to Troy to fight alongside the Greeks, he had a terrible misfortune. By sheer accident he trespassed in a sacred precinct on the island of Lemnos. As punishment he was bitten on the foot by the serpent who guarded the shrine. His foot began to ooze with foul-smelling pus, and the pain made him cry out curses that spoiled the other soldiers' religious observances. They therefore (...) left him alone on the island, a lame man with no resources but his bow and arrows, no friends but the animals who were also his food. Ten years later, according to Sophocles' version of the story, they come to bring him back: for they have learned that they cannot win the war without him. The leaders of the expedition think of Philoctetes as a tool of their purposes; they plan to trick him into returning, with no empathy for his plight. The Chorus of soldiers, however, has a different response. Even before they see the man, they imagine vividly what it is like to be him– and they enter a protest against the callousness of the commanders: For my part, I pity him– thinking of how, with no living soul to care for him, seeing no friendly face, wretched, always alone, he suffers with a fierce affliction, and has no resources to meet his daily needs. How in the world does the poor man survive? (shrink)

Martha Nussbuam is one of the most prolific and original philosophers working today. Influenced by ancient philosophy, she has written on the relationship between fiction, the emotions and moral reasoning. With Amartya Sen she developed the capabilities approach to human well-being, which helped shape the UN’s Human Development Index. She is Ernst Freund Distinguished Service Professor of Law and Ethics at the University of Chicago.

Martha Nussbuam is one of the most prolific and original philosophers working today. Influenced by ancient philosophy, she has written on the relationship between fiction, the emotions and moral reasoning. With Amartya Sen she developed the capabilities approach to human well-being, which helped shape the UN’s Human Development Index. She is Ernst Freund Distinguished Service Professor of Law and Ethics at the University of Chicago.

In this critique, Martha Nussbaum argues that our dominant theories of development have given us policies that ignore our most basic human needs for dignity and self-respect.

In this major book Martha Nussbaum, one of the most innovative and influential philosophical voices of our time, proposes a kind of feminism that is genuinely international, argues for an ethical underpinning to all thought about development planning and public policy, and dramatically moves beyond the abstractions of economists and philosophers to embed thought about justice in the concrete reality of the struggles of poor women. Nussbaum argues that international political and economic thought must be sensitive to gender difference (...) as a problem of justice, and that feminist thought must begin to focus on the problems of women in the third world. Taking as her point of departure the predicament of poor women in India, she shows how philosophy should undergird basic constitutional principles that should be respected and implemented by all governments, and used as a comparative measure of quality of life across nations. (shrink)

Emotions shape the landscape of our mental and social lives. Like geological upheavals in a landscape, they mark our lives as uneven, uncertain and prone to reversal. Are they simply, as some have claimed, animal energies or impulses with no connection to our thoughts? Or are they rather suffused with intelligence and discernment, and thus a source of deep awareness and understanding? In this compelling book, Martha C. Nussbaum presents a powerful argument for treating emotions not as alien forces (...) but as highly discriminating responses to what is of value and importance. She explores and illuminates the structure of a wide range of emotions, in particular compassion and love, showing that there can be no adequate ethical theory without an adequate theory of the emotions. This involves understanding their cultural sources, their history in infancy and childhood, and their sometimes unpredictable and disorderly operations in our daily lives. (shrink)

“Philosophy is constitutive of good citizenship. It becomes part of what you are when you are a good citizen – a thoughtful person. Philosophy has manyroles. It can be just fun, a game that you play. It can be a way you try to approach your own death or illness, or that of a family member. I’m just focusing on the place where I think I can win over people, and say ‘Look here, you do care about democracy don’t you? (...) Then you’d better see that philosophy has a place.’”. (shrink)

In the explosion of recent books on Heidegger, Karl Löwith’s work, now available in an excellent English edition, distinguishes itself by careful historical scholarship and insightful immanent critique. Along with Hannah Arendt, Hans Jonas, and Herbert Marcuse, Löwith was one of Heidegger’s first students; all were later forced into exile by the National Socialist movement their teacher publicly supported for a time. Löwith’s work on the philosophy of history and the nineteenth century is already well known in English; now we (...) can appreciate his evaluation of Heidegger. Invoking Nietzsche’s dictum, “One repays a teacher poorly if one always remains only a pupil”, Löwith here achieves a balanced critique of Heidegger’s thought and its political implications. He avoids both defensive apologies and ad hominem attacks: “Between the two extremes of fascination and repulsion, we are attempting to pursue a critical middle path”. As Richard Wolin explains in the introduction, “Throughout Löwith’s narrative it is not Heidegger’s greatness as a thinker that is in dispute, but the uses to which that greatness allowed itself to be put”. (shrink)

The ethics of Aristotle , and virtue ethics in general, have enjoyed a resurgence of interest over the past few decades. Aristotelian themes, with such issues as the importance of friendship and emotions in a good life, the role of moral perception in wise choice, the nature of happiness and its constitution, moral education and habituation, are finding an important place in contemporary moral debates. Taken together, the essays in this volume provide a close analysis of central arguments in Aristotle's (...) Nicomachean Ethics and show the enduring interest of the questions Aristotle raises. (shrink)

The paper addresses severalethical issues in online communication researchin light of digital ontology as well as theepistemological questions raised by theblurring boundary between fact and theory inthis field. The concept of ontology is used ina Heideggerian sense as related to the humancapacity of world construction on the basis ofthe givenness of our being-in-the-world.Ethical dilemmas of Internet research thusarise from the tension between bodily existenceand the proper object of research, i.e., onlineexistence. The following issues are beingconsidered: online identity, online language,online consent (...) and confidentiality. We alsoargue that research ethics in the US followsthe utilitarian tradition, while Europeanresearchers are deontologically oriented. Aguideline of best practice in online researchethics is proposed. (shrink)

Tanto la filosofía como la literatura, en cuanto búsquedas de la verdad, de respuestas frente a un núcleo de preguntas vitales, recurren a una estructura formal que necesariamente es la expresión de una actitud frente a la vida. Se plantea que la forma literaria no puede separarse del contenido filosófico, pues es el resultado de una indagación que intenta dar respuestas a asuntos particulares sobre la vida humana, así como el contenido filosófico halla expresión en una estructura formal que transmite (...) un sentido de la vida. La forma y el contenido no pueden separarse sin fracturar la visión de la vida que ofrecen tanto el texto literario como el texto filosófico. Sin embargo ¿cómo escribir, qué formas, qué estructuras, qué lenguaje utilizar para hablar de asuntos tan particulares como el amor? ¿Hasta dónde es posible escribir filosóficamente sobre la vida y sus interrogantes particulares? ¿Cuáles han sido los aportes de la literatura en la búsqueda de visiones alternativas frente a la experiencia humana? Tal es el punto de partida en la elaboración de este ensayo que intenta, por lo demás, concederle a la literatura y a sus formas de expresión, un lugar más central en el campo de la reflexión sobre el sentido de la vida y otros interrogantes importantes acerca de los asuntos humanos. (shrink)

In this volume based on her 2014 Locke Lectures, Martha C. Nussbaum provides a bracing new view that strips the notion of forgiveness down to its Judeo-Christian roots, where it was structured by the moral relationship between a score-keeping God and penitent, self-abasing, and erring mortals.

This book casts new light on the classic dispute between `compatibilists' and `incompatibilists' about determinism and moral responsibility. Martha Klein argues that the traditional account of the dispute, turning as it does on the notion of the agent's `ability to have acted otherwise',misrepresents the real disagreement, which arises from the compatibilists' conviction that it is sufficient for blameworthiness that an agent's wrongdoing was the result of a morally reprehensible frame of mind, and the incompatibilists' insistence that wrongdoers cannot be (...) morally responsible fortheir actions if they are not responsible for their motivating desires and beliefs. The incompatibilist position seems compelling when, for instance, we consider wrongdoers whose desires and attitudes can be traced to early emotional deprivation. The author argues that our response to these andother `problem cases' commits us to an incompatibilist condition for blameworthiness which is actually unfulfillable. In her view, however, some reflections on emotional deprivation should also encourage acceptance of a compatibilist condition which will satisfy our desire to be just more fully thanthe usual proposals emanating from either side of the debate. (shrink)