En el presente artículo analizaremos el rol de la autobiografía en Tiempo y narración, intentando comprender los motivos por los que este género literario no tiene tanta relevancia en la obra de Ricoeur. En lo referente a su relación con la identidad narrativa,sostendremos que, a pesar de lo que se podría suponer, la identidad narrativa es una derivación del análisis de la autobiografía y no a la inversa. Invertido este vínculo, nuestro segundo paso consistirá en deslindar el tipo de relación (...) que tienen las ficciones literarias y los relatos de vida en la identidad narrativa. (shrink)

En el presente artículo abordaremos el desarrollo de la cuestión pedagógica entre en la obra de Heidegger entre 1928 y 1930. Al comparar las consideraciones pedagógicas de este período con sus textos previos, especialmente Ser y tiempo, observamos un profundo cambio en su tratamiento. Consideramos que éste se debe a la reconsideración de la relación entre la visión de mundo y la filosofía, basada en el giro metontológico que se propone al final del curso sobre lógica de 1928. Asimismo, rechazaremos (...) la existencia de un programa pedagógico platónico en este período, y que, durante estos años, la defensa de la tradicional Bildung universitaria se apoyará en los planteos kantianos de la “arquitectónica de la razón pura.”. (shrink)

En el presente artículo analizaremos la propuesta neokantiana dePaul Ricoeur de articular la memoria y la historia. El primer paso consiste entomar el concepto de representación como modo de volver comparables ambosmodos de referirse al pasado. En el siguiente, se articulan estos dos tipos derepresentaciones retrotrayéndose a la ontología temporal de Heidegger. Entre lasconsecuencias de esta fundamentación se desprende que las posibilidades delos actores pasados pueden ser reinterpretadas en el presente. Esta situaciónlegitima la imposibilidad de establecer reglas fijas para articular (...) la relación entrememoria e historia. Se concluirá discutiendo si el filósofo no cae en una suertede falacia de la parte por el todo, en el sentido en que su descripción se basaen un tipo específico de hacer historia y sus prescripciones parecieran tener unalcance general. (shrink)

The analysis of Dasein’s modes of being (authentic, inauthentic and original) shows us that originality has a close relation with authenticity. Originality is not an ontological dimension in opposition to authenticity and inauthenticity which are ontical dimensions, but the ontological beingtowards- death and the authentic and ontic resoluteness composes it. If that is the fact, then temporality cannot be conceived as an original and indifferent phenomenon that explains the movement from inathenticity to authenticity and the other way round. Our hypothesis (...) is that this movement can only be explained by speech, i.e. vocation and ‘temptation’, but that Heidegger despised this fact, due to his methodological goal of having only one phenomenon, time, as sense of being. (shrink)

RESUMEN El objetivo del presente artículo será sostener que la memoria impedida, carente de una dimensión simbólica y ‘sustraída del tiempo', tratada en "La memoria, la historia, el olvido" plantea un límite originalmente no contemplado a la solución narrativa de la aporía del tiempo presentada en "Tiempo y narración". Sin embargo, observamos varios elementos que llevan a desdibujar la diferencia entre la memoria impedida y la manipulada. Nuestra hipótesis es que el recurso a la metapsicología freudiana, y específicamente, su concepto (...) de trabajo, le impiden a Ricoeur desarrollar cabalmente este límite. Recurriremos a las tesis de Certeau acerca de la escritura histórica como gesto sepultural, para ahondar en este límite y determinar las vías para superarlo. ABSTRACT The objective of this paper is to argue that an impeded memory, devoid of a symbolic dimension and "subtracted from time", treated in "Memory, History, Forgetting" poses a limit not originally contemplated in the narrative solution of the aporia of time, as presented in "Time and Narrative". However, we find several elements that lead to blur the difference between impeded and manipulated memory. Our hypothesis is that by resourcing to Freudian metapsychology, and specifically its concept of work, prevents Ricoeur from fully developing this limit. We turn to Certeau's theses about historical writing as a sepulture gesture, to develop this limit and determine the ways to overcome it. (shrink)

In this paper we intend to show that in Memory, History, Forgetting, Paul Ricœur articulates memory and history through imagination. This philosopher distinguishes two main functions of imagination: a poetical one, associated with interpretation and discourse, and a practical and projective one that clarifies and guides our actions. In Memory, History, Forgetting, both functions of imagination are present, but are associated with different aspects of memory. The first one is present especially in the phenomenology of the cognitive dimension of memory; (...) the second one is developed in the analysis of the abuses of artificial memory, while their convergence is described in the section on the abuses of natural memory. Besides the similarities in the way these functions of imagination operate in Oneself as Another and in Memory, History, Forgetting, we will show some important differences between these two works and we will propose reasons for these differences. Keywords: Poetical Imagination, Practical Imagination, Abused Memory, Ideology, Utopy. Résumé Dans cet article nous souhaiterions montrer que, dans La mémoire, l’histoire, l’oubli, l’imagination productrice est ce qui permet d’articuler la mémoire et l´histoire. Ricœur distingue deux principales fonctions de l’imagination: l’une, poétique, associée à l’interprétation et au discours ; l’autre pratique et projective, qui éclaire et oriente nos actions. Dans La mémoire, l’histoire, l’oubli, ces deux fonctions de l’imagination sont présentes mais elles sont associées à des aspects différents de la mémoire. La première est surtout présente dans la phénoménologie de la dimension cognitive de la mémoire, la seconde apparaît dans l’analyse des abus de la mémoire artificielle, et l’articulation entre ces deux fonctions se trouve enfin décrite dans la section concernant l’abus de la mémoire naturelle. Outre les similitudes dans la façon dont ces fonctions de l’imagination opèrent dans Soi-même comme un autre et dans La mémoire, l’histoire, l’oubli, nous essaierons de montrer qu’il existe cependant certaines différences importantes entre ces deux œuvres en tentant d’en expliciter les raisons. Mots-clés: Imagination poétique, imagination pratique, mémoire abusée, idéologie, utopie. (shrink)

The concept of “abused collective memory” gathers two of Ricœur’s main lines of concern: history and psychoanalysis. The article aims to explain how this convergence was possible, especially, when the transposition of the Freudian metapsychology from the individual to the collective level was hindered by the Ricœurian emphasis on the Freudian libidinal economy. Our hypothesis is that this convergence required two intermediate steps. The first one gathered psychoanalysis and history within the larger framework of otherness as flesh. The second step (...) was a transcendental turn, which would lead Ricœur to inquire about the structures of collective existence that make it possible to apply psychoanalytic categories at that level, rather than considering how this transposition can be done. By taking this turn Ricœur found that a phenomenology of the capable human being was the condition of possibility of a temporal ontology, and then, could describe this ontology as the condition of possibility of his phenomenology. (shrink)

Varios intérpretes han reconocido la importancia de la imaginación productiva en la obra de Ricœur, aunque la mayoría de ellos ha dedicado sus investigaciones a las obras del filósofo francés de las décadas de los setenta y ochenta. En lo que sigue quisiera sostener que la imaginación también tiene un papel central en La memoria, la historia, el olvido. Mi hipótesis es que esta facultad articula los distintos momentos de esta obra, fundamentalmente los relacionados con la fenomenología de la memoria (...) y la epistemología de la historia. Asimismo quisiera relativizar parcialmente la tesis de que a partir de Tiempo y narración Ricœur enfatiza el carácter sintético de la imaginación, y así mostraré que en la obra que abordo hay una fuerte presencia de la función libre. Several interpreters have recognized the importance of productive imagination in Ricœur's work, but most of them have focused their research on his works of the 1970s and 1980s. I want to argue that imagination has also a central role in Memory, History, Forgetting. My hypothesis is that this notion articulates the different moments of the work, mainly those related to phenomenology of memory and epistemology of history. I also wish to relativize the argument that after Time and Narrative Ricœur emphasized synthetic imagination, by showing the presence of free imagination in Memory, History, Forgetting. (shrink)

El presente artículo correlaciona el temple de ánimo utilizado por Heidegger en su análisis ontológico en Ser y tiempo y en el curso sobre Los conceptos fundamentales de la metafísica y la caracterización de la temporariedad que surge de él. Nuestra hipótesis es que la diferencia de su caracterización se debe fundamentalmente a la desaparición en el curso de 1929-30 del comprender y del aislamiento al que conducía la angustia. Aunque el planteo temporal de este curso quede trunco, el contraste (...) con Ser y tiempo aporta elementos de valor para desentrañar la lógica interna de esta obra, así como también para poner de manifiesto de qué modo la caracterización que la analítica existencial hace del Dasein, incide en la caracterización del tiempo. (shrink)

Pese al rol clave que cumple la imaginación en Kant y el problema de la metafísica, este concepto dejó de ser objeto de análisis. El objetivo del presente artículo es explicar los motivos de su auge y desaparición. Consideramos que su auge se debió a que, con este concepto, Heidegger logró llevar a cabo una ontología positiva de la personalitas trascendentalis kantiana y articularla con la personalitas moralis. Su desaparición, en cambio, se dio porque esta imaginación es ontológicamente espontánea, y (...) por lo tanto, inconsistente con el concepto de finitud receptiva que se irá afianzando en esta obra. En otras palabras, esta desaparición se encuentra asociada con el replanteamiento de la finitud del Dasein. (shrink)

En el presente artículo presentaremos algunos de los aspectos centrales del concepto ricoeuriano de hermenéutica crítica a partir de lo que se desprende de su análisis y discusión con las obras de Althusser y Habermas. En términos generales, mientras que las investigaciones históricas del primero apuntan a poner de manifiesto las estrategias de la reproducción de los sistemas de poder, el segundo propone un proyecto liberador basado en una construcción utópica independiente de la historia. El uso que hacen Althusser y (...) Habermas del psicoanálisis nos acercará tangencialmente al vínculo de Ricoeur con esta disciplina. Concluiremos señalando al concepto de “memoria feliz”, desarrollado en La memoria, la historia, el olvido, como un ejemplo de utopía y muestra de que Ricoeur mantendrá algunos aspectos centrales de esta propuesta hasta el final de su vida. (shrink)

En los últimos años, la relación entre la filosofía de la Ilustración y el cinismo ha logrado atraer la atención de los especialistas. En ese marco, los críticos suelen identificar las filosofías de Diógenes y Diderot. El objetivo del presente trabajo es revisar el vínculo que existe entre ambos con el fin de demostrar que el mismo es problemático y que, por esa razón, desborda las interpretaciones que se han presentado hasta el momento. Esto, por otra parte, arrojará luces sobre (...) la relación entre el materialismo de Diderot y su teoría ético-política. In recent years the relationship between the philosophy of the Enlightenment and cynicism has managed to attract the attention of scholars. In this framework, critics often identify Diogenes and Diderot's philosophy. The aim of this paper is to examine the relationship between Diderot and Diogenes in order to demonstrate that it is a problematic relationship that goes beyond the interpretations that have been presented so far. This, on the other hand, will shed light on the relationship between Diderot's materialism and his ethical and political theory. (shrink)

Este artículo propone una lectura ética de La memoria, la historia, el olvido . Se recurre al testimonio del Holocausto, en tanto acontecimiento injustificable, como instancia de reflexión ética originada en la historia. En estos términos, la respuesta de Ricoeur al Debate de los Historiadores adquiere una importancia capital. Nuestra hipótesis es que esta respuesta es el producto de una larga reflexión sobre las consideraciones de Jean Nabert con respecto a la relación entre la dimensión fáctica y la ética.

This paper studies the way in which Ricoeur and de Certeau conceives the relationship between historical narration and past. Its hypothesis is that there has been a change in Ricoeur's position between Time and Narrative and Memory, History and Oblivion. In the first book the articulation between historical narration and past is articulated by the plot. In the second one, the concept of event makes his analysis more similar to de Certeau's. We discuss Ricoeur's critic to de Certeau in Time (...) and Narrative and sustain that Memory, History and Oblivion. is not affected by this critic thanks to the concept of representation.El presente artículo compara el modo en que Ricoeur y de Certeau conciben la relación entre el escrito histórico y el pasado. Se sostiene que existe una importante modificación en el pensamiento de Ricoeur sobre esta cuestión en el período comprendido entre Tiempo y narración y La memoria, la historia, el olvido. En el primero, la articulación entre narración histórica y pasado se produce en la puesta en intriga mientras que la segunda vuelve a una concepción de la historia basada en el acontecimiento, cambio que acerca al filósofo al pensamiento de Certeau. Seguidamente, matizamos la crítica que el filósofo le realizara a de Certeau en Tiempo y narración acerca de su tesis acerca de que la narración histórica es distinta del pasado. Por último, concluimos justificando nuestra tesis de que el desarrollo de La memoria, la historia, el olvido logra salvarse de esta crítica gracias al uso que Ricoeur hace del concepto de representación. (shrink)

In this paper, I attempt to show the evolution of the concept of testimony in PaulRicoeur’s writing. In the paper “Herméneutique du témoignage” given at theConference of Castelli in 1972 Ricoeur defined “testimony” in legal terms, as atestimony given in the frame of a dispute. In contrast, in “La Mémoire, l’Histoire,l’Oublie”1Ricoeur split testimony from the legal frame and characterized it as adialogical “natural institution.” My first hypothesis is that, even though in the1972 conference he recognized the legal origin of testimony, (...) his definition is notquite the standard one. In order to establish this hypothesis, I will compareRicoeur’s definition with C.A.J. Coady’s understanding of the term to showwhere the differences are and explore the implications of each. Next, I willdiscuss the limitations of the legal definition, and how the concept of testimonywas changed in order to overcome them. I will then show how Ricoeur’s conceptof testimony works in MHO so as to associate memory with history. Finally, Iwill focus on Ricoeur’s revised notion of testimony in his last book Parcours dela reconnaissance, and argue that some of the changes in the definition had anargumentative and not a phenomenological reason. (shrink)

En el siguiente articulo tomaremos los lineamientos expositivos de La memoria, la historia, el olvido, para reconstruir el dialogo que Ricoeur establece entre Heidegger y Husserl. En estas paginas descubriremos que, pese a que esta obra se publico casi veinticinco anos mas tarde que “Fenomenologia y hermeneutica”, en ella se concretizan las premisas acerca del tipo de vinculo que debe haber entre la hermeneutica y la fenomenologia, en el sentido en que, por una parte, la fenomenologia es el presupuesto de (...) la hermeneutica y, por la otra, la fenomenología no puede constituirse a si misma sin un presupuesto hermeneutico. Quisieramos tambien sostener que, pese a que, en La memoria, la historia, el olvido la fenomenologia se identifica con el plano ontico y la hermeneutica con el ontologico, las objeciones a la fenomenologia husserliana de la memoria estan basados en los planteos de Heidegger, y que la categoria con la que se pretende superar a la ontologia heideggeriana, la carne, fue originalmente elaborado por Husserl. (shrink)

Normal 0 21 false false false ES-CO X-NONE X-NONE El objetivo del presente artículo consiste en sostener que ha habido una evolución en el concepto de testimonio de Paul Ricoeur y que incluso su primera definición jurídica se diferencia de otras de la misma raíz. Para establecer este último punto se compara su definición con de C.A.J. Coady. Se intentará dar cuenta de los motivos, implicaciones y limitaciones de sus diferencias. Seguidamente, se afirma que en La memoria, la historia, el (...) olvido el filósofo abandona el concepto jurídico de testimonio, caracterizado como una declaración enmarcada en un debate, para inclinarse por otro que lo define como una institución natural dialógica. Nuestra hipótesis es que dicho cambio fue debido no a causas fenoménicas sino contextuales. (shrink)

Standard models of adolescent risk taking posit that the cognitive abilities of adolescents and adults are equivalent, and that increases in risk taking that occur during adolescence are the result of socio emotional differences in impulsivity, sensation seeking, and lack of self-control. Fuzzy-trace theory incorporates these socio emotional differences. However, it predicts that there are also cognitive differences between adolescents and adults, specifically that there are developmental increases in gist-based intuition that reflects understanding. Gist understanding, as opposed to verbatim-based analysis, (...) generally has been hypothesized to have a protective effect on risk taking in adolescence. Gist understanding is also an essential element of informed consent regarding risks in medical decision- making. Evidence thus supports the argument that adolescents’ status as mature minors should be treated as an exception rather than a presumption, because accuracy in verbatim analysis is not mature gist understanding. Use of the exception should be accompanied by medical experts’ input on the bottom-line gist of risks involved in treatment. (shrink)

_Seeing the World through Children’s Eyes_ brings an overarching emphasis on ‘seeing’ to early years research and provides an opportunity to see and hear from leading researchers in the field concerning how they work with visual methodologies in their early years research.

Truth depends in some sense on reality. But it is a rather delicate matter to spell this intuition out in a plausible and precise way. According to the theory of truth-making this intuition implies that either every truth or at least every truth of a certain class of truths has a so-called truth-maker, an entity whose existence accounts for truth. This book aims to provide several ways of assessing the correctness of this controversial claim. This book presents a detailed introduction (...) to the theory of truth-making, which outlines truth-maker relations, the ontological category of truth-making entities, and the scope of a truth-maker theory. The essays brought together here represent the most important articles on truth-making in the last three decades as well as new essays by leading researchers in the field of the theory of truth and of truth-making. (shrink)

Introducing Dialogic Pedagogy presents some of the ideas of Russian philosopher Mikhail Bakhtin concerning dialogism in a way that will engage and inspire those studying early childhood education. By translating the growing body of dialogic scholarship into a practical application of teaching and learning with very young children, this book provides readers with alternative ways of examining, engaging and reflecting on practice in the early years to provoke new ways of understanding and enacting pedagogy. This text combines important theoretical ideas (...) with a practical application to support practitioners who are keen to promote creativity and agency through ethical self-other relations. It provides unique insights into the amazing world of the youngest child, and offers enriched understandings of the profound impact of adults in their journey of becoming (or bildung). Key points covered include: Investigating dialogic philosophy and its application to early childhood education, with an emphasis on notions of justice, democracy, ethics and answerability Considering the relationship between dialogism and pedagogical approaches Theorising a range of approaches to relevant early childhood practice, as pedagogy This accessible and readable guide offers sound theoretical principles with practical suggestions for early years' settings. The book is supplemented by an extensive online video resource website that will bring these revolutionary ideas to life.. (shrink)

The foundation of the Christian counselling movement -- Christian counselling in the UK -- The aims of Christian counselling -- Integrating psychological and biblical truth -- Sigmund Freud--the founding father of psychotherapy -- The individual psychology of Alfred Adler -- Abraham Maslow--the man with new age tendencies -- Carl Rogers--a man who believed in himself -- Albert Ellis--the aggressive atheist -- The Bible's verdict on psychological 'truth' -- The case against Larry Crabb -- Self-esteem: the secular foundation -- Self-esteem and (...) the Christian counselling movement -- Self-esteem dogma in the light of scripture. (shrink)

The second edition of The Great Psychotherapy Debate has been updated and revised to include a history of healing practices, medicine, and psychotherapy, an expanded theoretical presentation of the contextual model, an examination of therapist effects, and a thorough review of the research on common factors such as the alliance, expectations, and empathy.

The Great Psychotherapy Debate: Models, Methods, and Findings comprehensively reviews the research on psychotherapy to dispute the commonly held view that the benefits of psychotherapy are derived from the specific ingredients contained in a given treatment (medical model). The author reviews the literature related to the absolute efficacy of psychotherapy, the relative efficacy of various treatments, the specificity of ingredients contained in established therapies, effects due to common factors, such as the working alliance, adherence and allegiance to the therapeutic protocol, (...) and effects that are produced by different therapists. In each case, the evidence convincingly corroborates the contextual model and disconfirms the prevailing medical model. (shrink)

'The problem of the twentieth-century is the problem of the color-line.' Originally published in 1903, The Souls of Black Folk is a classic study of race, culture, and education at the turn of the twentieth century. With its singular combination of essays, memoir, and fiction, this book vaulted W. E. B. Du Bois to the forefront of American political commentary and civil rights activism. The Souls of Black Folk is an impassioned, at times searing account of the situation of African (...) Americans in the United States. Du Bois makes a forceful case for the access of African Americans to higher education, memorably extols the achievements of black culture (above all the spirituals or 'sorrow songs'), and advances the provocative and influential argument that due to the inequalities and pressures of the 'race problem', African American identity is characterized by 'double consciousness'. This edition includes a valuable appendix of other writing by Du Bois, which sheds light on his attitudes and intentions. ABOUT THE SERIES: For over 100 years Oxford World's Classics has made available the widest range of literature from around the globe. Each affordable volume reflects Oxford's commitment to scholarship, providing the most accurate text plus a wealth of other valuable features, including expert introductions by leading authorities, helpful notes to clarify the text, up-to-date bibliographies for further study, and much more. (shrink)

Ethical youth work is ‘good' youth work but how do youth work practitioners collectively determine what is ‘good'? This article presents findings from four-country surveys of youth workers' attitudes and understandings of what constitutes ‘good', that is to say ‘ethical’ practice. The article presents the principles that youth workers say underpin ethical practice in Australia, Estonia, Iceland, and Ireland. The first three countries have well established Codes of Ethics and/or Practice and Professional Associations, while Ireland does not. A survey of (...) youth work practitioners funded by Erasmus Plus, was conducted across the four countries (n = 405). A comparative analysis of data across countries revealed consensus around key characteristics of youth work practice such as the participation, empowerment, and safety of young people. These core principles form the basis of good and ethical action by practitioners. In countries which have codified these principles, these Codes were reported to be useful tools to support practitioners in their work. The survey further suggests that reflective practice is important in the application of ethical codes to concrete practice situations acting as a form of collective accountability and praxis. To conclude, we consider the implications of these findings for professionalism, and professionalisation in youth work nationally and internationally. (shrink)

When Jesus meets the Samaritan Woman at Jacob’s well in John 4, it is a meeting between two colonial subjects in the Roman Empire. In this encounter we find the Samaritan Woman as a triply marginalised body, a woman subject to multiple, intersecting forms of oppression within her patriarchal context. Identified as a Samaritan Woman, Jewish rabbis regarded her as unclean, impure, and being menstruous from birth. It can also be deduced that she is an outcast in her own society (...) because she comes to draw from the well at noon, the hottest part of the day when people did not usually fetch water. This Samaritan Woman is nameless, landless and powerless in an imperial, colonial and patriarchal context. The poem of Diana Ferrus, I’ve come to take you home, in memory of Sarah Baartman, highlights how Baartman was dehumanised and treated as a sexual object by European colonisers. Through a postcolonial reading of John 4, I consider the intersections between the Samaritan Woman and the early life of Sara Baartman in their respective colonial contexts and invite the reader, as the poem invites Baartman, to come home to Africa and resist Western European imperial and colonial patterns and tendencies.Contribution: This article has interdisciplinary implications. This is an interdisciplinary study in the sense that it offers a biblical interpretation of John 4 that is informed by the life of Sara Baartman that has been uncovered through anthropology, history and sociology. It is also integrating the field of postcolonial biblical hermeneutics with the theory of intersectionality. (shrink)

This paper extends the discourse on the importance of the relationship between practitioner and young person as a defining tenet of effective youth work practice, recognising the privileged position occupied by Youth Workers in the social ecology of the young people with whom they work. Reflecting the ethical obligations inherent in this relationship, particularly its focus on enhancing young people’s agency and developmental outcomes, the paper outlines how youth work practice infused with professional love aligns with conceptualizations of an ethic (...) of care. Reporting on interviews conducted with Youth Workers practicing in different settings across one local authority area in the UK, the paper articulates how practitioners’ ethic of care shapes their work with young people, and the extent to which love features as an element of their professional practice. Practitioners describe their motivation to express care that extends beyond legalistic interpretations of their ‘duty of care’ towards young people, using the language of care, love and nurture almost interchangeably. The paper demonstrates the importance of inclusion and reciprocity as fundamental elements of ethical practice, as well as the need to infuse practice with hope, suggesting the value of an affirmative ethic to complement a focus on love and care. (shrink)

With increased visibility of trans people comes increased philosophical interest in gendered language. This chapter aims to look at the research on gendered language in analytic philosophy of language so far, which has focused on two concerns: (1) determining how to define gender terms like ‘man’ and ‘woman’ such that they are trans inclusive and (2) if, or to what extent, we should use gendered language at all. We argue that the literature has focused too heavily on how gendered language (...) can harm trans people, and has not considered how trans people use gendered language to create meaning and joy for ourselves. Pulling from the literature in sociolinguistics, we look at examples of how trans people use language to make their lives better by gaining recognition, playing with gendered language, finding joy in gendered language, and taking control of definitional power, concluding that debates about gendered language need to consider not only how such language harms trans people but also how trans people use it for our own liberation. (shrink)

Big Ideas for Little Kids includes everything a teacher, a parent, or a college student needs to teach philosophy to elementary school children from picture books. Written in a clear and accessible style, the book explains why it is important to allow young children access to philosophy during primary-school education. Wartenberg also gives advice on how to construct a "learner-centered" classroom, in which children discuss philosophical issues with one another as they respond to open-ended questions by saying whether they agree (...) or disagree with what others have said. (shrink)