En utilisant de première main les sources juives et les textes de la tradition hébraïque, ce livre affirme la différence fondamentale entre le messianisme et ce qui y est souvent assimilé, le millénarisme, la fin du monde, la téléologie, la théodicée et l’eschatologie. Cette distinction préliminaire, philosophiquement articulée, permet de mieux penser le lien entre le temps et la loi, c’est-à-dire finalement entre le politique et le religieux, et d’en dégager quelques significations majeures. En particulier, la sécularisation est ici envisagée (...) sous deux rapports opposés et complémentaires, l’advenir du nouveau et le retour du même, la réparation et la répétition. Le livre éclaire par ailleurs la notion de loi du talion au regard de la rédemption messianique et propose une réflexion sur la relation qu’entretiennent la temporalité et la loi. Il se conclut sur une affirmation : la réalisation messianique ne peut finalement s’inscrire que dans l’éphémère et le messianisme ne peut s’entendre que dans l’instant et non dans la durée, dans l’imprévisibilité et non dans la linéarité. (shrink)

The belief in immanent justice is the expectation that the universe is designed to ensure that evil is punished and virtue rewarded. What makes this belief so ‘natural’? Here, we suggest that this intuition of immanent justice derives from our evolved sense of fairness. In cases where a misdeed is followed by a misfortune, our sense of fairness construes the misfortune as a way to compensate for the misdeed. To test this hypothesis, we designed a set of studies in which (...) we show that people who do not believe in immanent justice are nonetheless implicitly influenced by intuitions of immanent justice. Strikingly, this effect disappears when the misfortune is disproportionate compared to the misdeed: In this case, justice is not restored and participants lose the intuition of immanent justice. Following recent theories of religion, we suggest that this intuition contributes to the cultural success of beliefs in immanent justice. (shrink)

Investigating the bases of inter-individual differences in risk-taking is necessary to refine our cognitive and neural models of decision-making and to ultimately counter risky behaviours in real-life policy settings. However, recent evidence suggests that behavioural tasks fare poorly compared to standard questionnaires to measure individual differences in risk-taking. Crucially, using model-based measures of risk taking does not seem to improve reliability. Here we put forward two possible - not mutually exclusive - explanations for these results and suggest future avenues of (...) research to improve the assessment of inter-individual differences in risk-taking by combining repeated online testing and mechanistic computational models. (shrink)

Comment expliquer, dans une perspective psychologique, pourquoi certaines personnes se tournent vers le religieux aujourd’hui? Quels sont les motifs d’attraction pour le religieux? Cette question est particulièrement importante dans le contexte actuel de la sécularisation et du marché du religieux. Des résultats solides soutiennent la présence de vulnérabilités psychologiques préalables à l’attraction pour le religieux. Outre ces besoins compensatoires, nous émettons l’hypothèse que la religiosité moderne est caractérisée par des motivations qui reflètent la réalisation de soi et le développement optimal (...) de la personne . Dans le présent article, sept études sont rapportées. Parmi des populations spécifiques , plusieurs mesures ont été examinées dans le cadre de ces deux paradigmes . Les comparaisons aux scores obtenus par la population tout-venant sur les mêmes mesures suggèrent la coexistence de ces deux types de motifs. En outre, les différences quantitatives observées entre les populations étudiées semblent pouvoir être interprétées en termes de correspondance entre la demande et l’offre. (shrink)

— Quand le messie viendra t-il?… — Va lui demander. Traité talmudique Sanhédrin, 98a. Pourquoi parler du messianisme aujourd’hui? Cette notion de messianisme, souvent incomprise et dont la signification est surdéterminée ou connotée, semble de prime abord se référer à l’antique tradition juive, avant d’être reprise par les monothéismes. Mais on la retrouve finalement dans de nombreux discours politiques, journalistiques, sociologiques, ou encore dans les théories millénari...

Le Procès de Kafka est généralement interprété comme une œuvre mettant en scène une victime du système bureaucratique autoritaire : Joseph K., innocent, est condamné à tort par un jugement hâtif, par un semblant de justice, par la faute d’avocats incompétents ou d’une calomnie injustifiée. Personne ne semble remettre en question l’innocence de Joseph K. Et si le procès de Joseph K. n’était pas une procédure infligée à un innocent, mais une occasion pour un coupable se racheter? C’est ce que (...) K. ne verra pas. Si l’innocence n’est qu’une fausse question durant le déroulement du Procès, nous sommes alors contraints d’interroger le rapport entre le coupable et sa faute, entre la peine et son châtiment, pour le dire encore autrement : entre l’individu et la loi. Au regard du droit hébraïque, nous verrons que la question que soulève le Procès n’est pas celle de l’injustice, mais celle de la culpabilité. (shrink)

Le caractère institutionnel du messie et sa capacité à instaurer une suspension de la Loi en font une figure étonnamment proche du souverain. Cette possibilité de changer l’état de la Loi que détient le souverain est également celle du messie : comme le souverain, il possède la capacité d’instituer un nouveau rapport à la Loi au sein de la temporalité messianique, en rétablissant ou suspendant les lois alors en vigueur. La Loi, religieuse dans le cas du messianisme juif, juridique dans (...) le cas de l’état d’exception, serait donc susceptible d’un changement significatif d’état. L’examen de cette proximité entre les deux figures nous oblige alors à renouer avec le caractère éminemment politique que possède le messianisme originaire, capable d’accorder une véritable structure conceptuelle à la question de la souveraineté. La politique révolutionnaire et prolétarienne dont parle Benjamin pourrait alors apparaître comme étant l’équivalent profane de la rédemption messianique. (shrink)

When designing public policies, decision makers often rely on their own behavioral preferences. Pepper & Nettle's theory suggests that these preferences are unlikely to be appropriate when applied to a different environment. This theory has profound implications for the design and ethics of public policies.

This paper investigates the relationship that people with high functioning autism have with organizational temporality by considering this operationalization within the framework of humanistic management. To do so, it proposes an analysis based on seven propositions. Autism is a disorder that is still poorly understood and often linked to social depictions that are as unfounded as they are repulsive. It remains an unexplored area of study in the field of management sciences. Existing scholarship has established that people with autism have (...) great difficulty finding and retaining employment. While it is well known that they have weak social skills, their difficulties in relation to time have only been studied in medical research, even though organizational temporality substantially shapes the functioning of teams. The operationalization of autistic temporality as a particular temporality within humanistic management allows for the development of a new conceptual framework based on a consideration of neuro-atypia. This paper begins with a presentation of the theoretical background. It then develops the theoretical model. Implications, limitations and directions for further studies are discussed before concluding. (shrink)

A long tradition of research in WEIRD (Western, Educated, Industrialized, Rich, Democratic) countries has investigated how people weigh individual welfare versus group welfare in their moral judgments. Relatively less research has investigated the generalizability of results across non-WEIRD populations. In the current study, we ask participants across nine diverse cultures (Bali, Costa Rica, France, Guatemala, Japan, Madagascar, Mongolia, Serbia, and the USA) to make a series of moral judgments regarding both third-party sacrifice for group welfare and first-person sacrifice for group (...) welfare. In addition to finding some amount of cross-cultural variation on most of our questions, we also find two cross-culturally consistent judgments: (1) when indi- viduals are in equivalent situations, overall welfare should be maximized, and (2) harm to individuals should be taken into account, and some types of individual harm can trump overall group welfare. We end by discussing the specific pattern of variable and consistent features in the context of evolutionary theories of the evolution of morality. (shrink)

Sand drawings are introduced in relation to the fieldwork of British anthropologists John Layard and Bernard Deacon early in the twentieth century, and the status of sand drawings as mathematics is discussed in the light of Wittgenstein’s idea that “in mathematics process and result are equivalent”. Included are photographs of the illustrations in Layard’s own copy of Deacon’s “Geometrical Drawings from Malekula and other Islands of the New Hebrides” (1934). This is a brief companion to my article “Wittgenstein on string (...) figures as mathematics” (2022), published in the journal Philosophical Investigations. (shrink)

Neonatal behavioral data support the argument that multiple relations exist between vision and touch. Looking at an object triggers the motion of a neonate's arm and hand towards it. A textured surface that is seen can be recognized tactilely, but not a volumetric shaped object in cross-modal transfer tasks. These data are supported by adult neuroimaging data.

Wittgenstein's farcical clash with literary critic F. R. Leavis over the analysis of Empson's poem "Legal Fiction" is well known to devotees of Wittgenstein's life (Ludwig Wittgenstein: Personal Recollections (1981), edited by Rush Rhees, Oxford: Basil Blackwell, 80). Less well known is the value of studying Empson's artistic and intellectual achievement as part of the wider cultural background for the appreciation of Wittgenstein's views and influence, early and late. This talk sketches some diverting byways awaiting further exploration. A recurrent theme (...) is contradiction. (shrink)

Microfilament interactions with the plasma membranes of animal cells appear to vary with cell type and localization. In the erythrocyte, actin oligomers are associated with the membrane via spectrin and ankyrin. The ends of stress fibers in cultured cells, such as fibroblasts, are attached to the plasma membrane at focal adhesion sites and may involve the protein vinculin as a linking protein. In intestinal brush border microvilli a 110,000 dalton protein links the microfilament bundles to sites on the microvillus. A (...) transmembrane complex containing actin stably associated with a cell surface glycoprotein can be isolated from ascites tumor cell microvilli and can be obtained still associated with microfilaments by gentle extraction and gradient centrifugation of the microvilli. These varied interaction mechanisms are believed to be needed to satisfy the different structural and dynamic requirements of the particular systems. (shrink)

Stimulation of mitogenesis by the epidermal growth factor (EGF) operates through a pathway involving the receptor, the small G‐protein Ras and protein kinases of the MAP kinase cascade. It is proposed that two of the critical steps of that pathway utilize localization of components to the plasma membrane where Ras is located: recruitment of the nucleotide exchange protein Sos to the phosphorylated EGF receptor via a complex with the SH2/SH3‐containing protein Grb2 and recruitment of the protein kinase Raf to activated (...) Ras. Moreover, it is then proposed that Raf associates with the cytoskeleton at the membrane as it is being activated. Other signaling elements, including class I receptor kinases, nonreceptor tyrosine kinases and tyrosine phosphatases, are known to function at specific cellular sites. These observations have led us to propose that localization of signaling components, and particularly sites at membrane‐microfilament interfaces, play critical roles in cellular regulation. (shrink)

We estimate that 208,000 deep brain stimulation (DBS) devices have been implanted to address neurological and neuropsychiatric disorders worldwide. DBS Think Tank presenters pooled data and determined that DBS expanded in its scope and has been applied to multiple brain disorders in an effort to modulate neural circuitry. The DBS Think Tank was founded in 2012 providing a space where clinicians, engineers, researchers from industry and academia discuss current and emerging DBS technologies and logistical and ethical issues facing the field. (...) The emphasis is on cutting edge research and collaboration aimed to advance the DBS field. The Eighth Annual DBS Think Tank was held virtually on September 1 and 2, 2020 (Zoom Video Communications) due to restrictions related to the COVID-19 pandemic. The meeting focused on advances in: (1) optogenetics as a tool for comprehending neurobiology of diseases and on optogenetically-inspired DBS, (2) cutting edge of emerging DBS technologies, (3) ethical issues affecting DBS research and access to care, (4) neuromodulatory approaches for depression, (5) advancing novel hardware, software and imaging methodologies, (6) use of neurophysiological signals in adaptive neurostimulation, and (7) use of more advanced technologies to improve DBS clinical outcomes. There were 178 attendees who participated in a DBS Think Tank survey, which revealed the expansion of DBS into several indications such as obesity, post-traumatic stress disorder, addiction and Alzheimer’s disease. This proceedings summarizes the advances discussed at the Eighth Annual DBS Think Tank. (shrink)

In this groundbreaking book, Andrea R. English challenges common assumptions by arguing that discontinuous experiences, such as uncertainty and struggle, are essential to the learning process. To make this argument, Dr. English draws from the works of two seminal thinkers in philosophy of education - nineteenth-century German philosopher J. F. Herbart and American Pragmatist John Dewey. English's analysis considers Herbart's influence on Dewey, inverting the accepted interpretation of Dewey's thought as a dramatic break from modern European understandings of education.

The doctor-patient relationship -- Consent, choice, and refusal : adults with capacity -- Treating adults who lack capacity -- Children and young people -- Confidentiality -- Health records -- Contraception, abortion, and birth -- Assisted reproduction -- Genetics -- Caring for patients at the end of life -- Euthanasia and physician assisted suicide -- Responsibilities after a patient's death -- Prescribing and administering medication -- Research and innovative treatment -- Emergency situations -- Doctors with dual obligations -- Providing treatment and (...) care in detention settings -- Education and training -- Teamwork, referral, delegation, and shared care -- Public health dimensions of medical practice -- Reducing risk, clinical error, and poor performance. (shrink)

Hegemonic masculinity, a framework where stereotypically masculine traits are over-emphasized, plays a central role in sport, partly due to an excessive focus on winning. This type of masculinity marginalizes those that do not possess specific traits, including many women and men. I argue sport reform focused on mitigating hypercompetitive attitudes can reduce this harmful and marginalizing hegemonic masculinity in sport. I make this argument first by challenging the dichotomous nature of sport, especially in recognizing that all outcomes are a blend (...) of winning and losing, that ties are relevant and informative outcomes to contests, and that winning and losing do not always tell accurate stories of the outcome. Secondly, I contend that expanding the potential outcomes in sport can help broaden the emphasis of competitive sport to take into account playing well and improving, in terms of both the test and the contest. I conclude that these reforms decrease hegemonic masculinity, making sport better for all. (shrink)

Wittgenstein said in the Investigations, ‘A philosophical problem has the form: “I don’t know my way about”’ (§ 123). The problem of mirror reversal – specifically the twentieth-century transatlantic controversy between the psychologist Richard Gregory, the mathematical columnist Martin Gardner, the physicist Richard Feynman and various analytic philosophers, including David Pears, Ned Block and Don Locke – is presented here as an instructive case of our not knowing our way about. ‘Why do mirrors reverse left and right but not up (...) and down?’ We discover that our perplexity disappears as we get clearer about the employment of the familiar oppositions left and right, up and down, back and front, and others. Finding our way about in these logico-grammatical fells, we see connections with our troubles in more vertiginous landscapes. Our disquietude may not be deep (§ 111) but the ‘battle against the bewitchment of our intelligence’ (§ 109) is surprisingly severe. (shrink)

The abortion debate rages on. Yet the two most popular positions seem to be clearly mistaken. Conservatives maintain that a human life begins at conception and that therefore abortion must be wrong because it is murder. But not all killings of humans are murders. Most notably, self defense may justify even the killing of an innocent person.Liberals, on the other hand, are just as mistaken in their argument that since a fetus does not become a person until birth, a woman (...) may do whatever she pleases in and to her own body. First, you cannot do as you please with your own body if it affects other people adversely. Second, if a fetus is not a person, that does not imply that you can do to it anything you wish. Animals, for example, are not persons, yet to kill or torture them for no reason at all is wrong. (shrink)

Wittgenstein’s ‘ethnological approach’ to the philosophy of mathematics, in particular his discussion of calculation as an experiment and the limits of empiricism in mathematics, is presented against three interrelated backdrops: (1) James’ critique of Spencer’s evolutionary empiricism, specifically regarding necessary truths; (2) the Cambridge Anthropological Expedition to Torres Straits, led by Haddon and Rivers, whose Reports implicitly confuted Spencer; and (3) the subsequent work of Malinowski, especially his supplement to Ogden and Richards’ The Meaning of Meaning, a book sent to (...) Wittgenstein upon its publication in 1923. String figures as mathematics is a main illustrative example. (shrink)

We designed a new protocol requiring French adult participants to group a large number of Munsell colour chips into three or four groups. On one, relativist, view, participants would be expected to rely on their colour lexicon in such a task. In this [ramework, the resulting groups should be more similar to French colour categories than to other languages categories. On another, universalist, view, participants would be expected to rely on universal features of perception. In this second framework, the resulting (...) groups should match colour categories of three and four basic terms languages. In this work, we first collected data to build an accurate map of French colour terms categories (Experiment 1). We went on testing how native French speakers spontaneously sorted a set of randomly presented coloured chips and, in line with the relativist prediction, we found that the resulting colour groups were more similar to French colour categories than to three and four basic terms languages (Experiment 2). However, the same results were obtained in a verbal interference condition (Experiment 3), suggesting that participants rely on language specific and nevertheless perceptual, colour categories. Collectively, these results suggest that the universalist/relativist dichotomy is a too narrow one. (shrink)

Andrea R English, Ruth Heilbronn; Decolonizing the Curriculum: Philosophical Perspectives – An Introduction, Journal of Philosophy of Education,, qhae043.

On several occasions in his work, R. S. Peters identifies a difficulty inherent in teaching that underscores the complexity of this relationship: the teacher has the task of passing on knowledge while at the same time allowing knowledge that is passed on to be criticised and revised by the learner. This inquiry asks: first, how does Peters envisage these two tasks coming together in teaching, and, second, does he go far enough in developing what it means for the teacher to (...) recognise the difference and otherness of the learner? At the heart of the matter in answering these questions is how to conceive of the connection between learning and the transformation of the individual. Before turning to Peters, this inquiry begins by discussing connections between transformation and learning in classical and contemporary philosophical discourse. In this context, notions of discontinuity and interruption are shown to be central to understanding transformational learning processes. Peters' thought is then located within this discourse and taken up in three central ways: (1) by analysing his notion of teaching (2) by examining the ideas of learning and transformation embedded in his concept of teaching, and (3) by inquiring into how these issues relate to his idea of philosophy of education as a central part of teacher education. (shrink)

In the current climate of high-stakes testing and performance-based accountability measures, there is a pressing need to reconsider the nature of teaching and what capacities one must develop to be a good teacher. Educational policy experts around the world have pointed out that policies focused disproportionately on student test outcomes can promote teaching practices that are reified and mechanical, and which lead to students developing mere memorisation skills, rather than critical thinking and conceptual understanding. Philosophers of dialogue and dialogic teaching (...) offer a different view of teaching, one that counters mechanical, transmissive or ‘monologic’ teaching. In this paper, I seek to extend the notion of dialogic teaching as a method of supporting social and moral learning processes. Specifically, my focus is on answering the question: What capacities must a teacher have to engage students dialogically? Drawing on Paulo Freire and other contemporary philosophers, I examine dialogic interaction as involving a way of ‘being with learners’ and put forth three teacher capacities necessary for dialogic teaching: self-critique, narrativity and building community. I then examine further what is concretely entailed in the practice of dialogic teaching using research in educational psychology. I aim to highlight how dialogic teaching, unlike monologic teaching, involves the teacher's active ability to support learners’ identification and exploration of their own blind spots—that is, the limits of knowledge and ability—and those of others. Following this, I consider implications of my discussion for international policy on teacher assessment. I close the paper with considerations for future research on teacher capacity and teacher evaluation. This paper contributes to our understanding of teacher capacity and the nature and aims of good teaching. (shrink)

In the wake of scandals about the unauthorised retention of organs following postmortem examination, the issue of valid consent has returned to the forefront. Emphasis is put on obtaining explicit authorisation from the patient or family prior to any medical intervention, including those involving the dead. Although the controversies in the UK arose from the retention of human material for education or research rather than therapy, concern has been expressed that public mistrust could also adversely affect organ donation for transplantation. (...) At the same time, however, the British Medical Association continues to call for a shift to a system of presumed consent for organ transplantation. This apparent inconsistency can be justified because valid distinctions exist between the reasons requiring explicit consent for retention and the acceptability of presumed consent for transplantation. This paper argues for introducing a system of presumed consent for organ donation, given the overwhelming expressions of public support for transplantation. Ongoing legislative review in the UK provides an ideal chance to alter the default position to one where potential donors can simply acquiesce or opt out of donation. Combined with consultation with their relatives, this could be a much better method of realising individuals’ wishes. It would also achieve a better balance between the duties owed to the deceased and those owed to people awaiting a transplant. (shrink)

Maurice Blondel, best known for his 1893 work on Action, offers a window on the world of philosophers who negotiated the scientific disciplines at the turn of the twentieth century. During this amazing era of discoveries, Blondel encouraged the bold, encyclopedic spirit of science as well as the new standards coming into use for accumulating and judging observational evidence. However, he warned of reductionism, determinism, and phenomenism, trends which could be avoided or corrected if the nature and scope of science (...) were broadened. Such a broadening would introduce a more integrated and holistic understanding of the scientific quest. (shrink)

Presents the latest research on how reasoning with analogies, metaphors, metonymies, and images can facilitate mathematical understanding. For math education, educational psychology, and cognitive science scholars.

An emerging view of science rejects an infallible observational given and takes consensus as the starting point for confirmation. Theory and Observation are seen as mutually correcting. I argue that the same is true of ethics, such as Rawls' "reflective equilibrium." Though epistemologically similar, their truth conditions may differ. Ethics may be reducible to physics; but even if it is not, that does not imply that it has no truth conditions. The options for truth in ethics are the same as (...) those of other abstract fields such as mathematics. (shrink)

We designed a new protocol requiring French adult participants to group a large number of Munsell colour chips into three or four groups. On one, relativist, view, participants would be expected to rely on their colour lexicon in such a task. In this framework, the resulting groups should be more similar to French colour categories than to other languages categories. On another, universalist, view, participants would be expected to rely on universal features of perception. In this second framework, the resulting (...) groups should match colour categories of three and four basic terms languages. In this work, we first collected data to build an accurate map of French colour terms categories. We went on testing how native French speakers spontaneously sorted a set of randomly presented coloured chips and, in line with the relativist prediction, we found that the resulting colour groups were more similar to French colour categories than to three and four basic terms languages. However, the same results were obtained in a verbal interference condition, suggesting that participants rely on language specific and nevertheless perceptual, colour categories. Collectively, these results suggest that the universalist/relativist dichotomy is a too narrow one. (shrink)

My argument in this paper is that humility is implied in the concept of teaching, if teaching is construed in a strong sense. Teaching in a strong sense is a view of teaching as linked to students’ embodied experiences (including cognitive and moral-social dimensions), in particular students’ experiences of limitation, whereas a weak sense of teaching refers to teaching as narrowly focused on student cognitive development. In addition to detailing the relation between humility and strong sense teaching, I will also (...) argue that humility is acquired through the practice of teaching. My discussion connects to the growing interest, especially in virtue epistemology discourse, in the idea that teachers should educate for virtues. Drawing upon John Dewey and contemporary virtue epistemology discourse, I discuss humility, paying particular attention to an overlooked aspect of humility that I refer to as the educative dimension of humility. I then connect this concept of humility to the notion of teaching in a strong sense. In the final section, I discuss how humility in teaching is learned in the practice of teaching by listening to students in particular ways. In addition, I make connections between my concept of teaching and the practice of cultivating students’ virtues. I conclude with a critique of common practices of evaluating good teaching, which I situate within the context of international educational policy on teacher evaluation. (shrink)