. The reasoning behind the reforms to education that began in 2000-2001 in Québec stemmed in part from a need to put the focus on the student’s intellectual development, rather than on overall personal development, as was the case in the 1970s. At this point, has intellectual development truly become a priority in teaching? Without providing a definitive or categorical answer, the author argues that, in some settings, socialization is more important than instruction and, in some subjects, knowledge as a (...) subjective justification takes precedence over strictly epistemological grounds. La réforme de l’éducation entamée en 2000-2001 au Québec a été justifiée en partie par la nécessité de mettre l’accent sur le développement intellectuel de l’élève et non plus, comme ça aurait été le cas dans les années 1970, sur le développement intégral de la personne. Or, aujourd’hui, le développement intellectuel est-il réellement devenu une priorité dans l’enseignement? Sans répondre de manière définitive ou catégorique, l’auteur soutient que dans certains milieux, la socialisation a plus d’importance que l’instruction et que dans certaines matières, la justification subjective de la connaissance prend le dessus sur une justification strictement épistémologique. (shrink)

Résumé : Cet article s’inscrit dans le cadre d’un programme de recherche portant sur les liens entre les missions d’instruction et de socialisation de l’école québécoise à travers l’enseignement de diverses matières scolaires. Les premiers résultats de la recherche ont montré que pour les enseignants, la construction de l’identité de l’élève a beaucoup plus d’importance que la construction de l’identité collective. Cependant, le processus de subjectivation identifié ne signifie pas pour autant qu’il n’y ait plus aucune transmission ou production de (...) « valeurs » ou de « références » communes dans l’enseignement des différentes matières. Par exemple, dans l’enseignement de l’histoire et éducation à la citoyenneté, la construction de l’identité individuelle et celle de l’identité collective sont en continuelle tension. Cependant, l’identité collective ne passe plus tant par le canal d’une mémoire identitaire ou d’un récit national que par la promotion d’une modernité articulée au pluralisme, à la critique, à la rationalité intersubjective et, paradoxalement, à la subjectivation précédemment évoquée. L’article portera donc particulièrement sur cette tendance observée au sein de l’enseignement du cours d’histoire et éducation à la citoyenneté. Abstract : This paper is part of a research program about the links between the missions of instruction and socialization of the Quebec school by the teaching of different school subjects. The first results of this research showed that for teachers, the construction of the identity of the student is much more important than the construction of collective identity. However, the process of subjectivation identified not mean that there is no more transmission or production of «values» or «references» common in teaching different school subjects. For example, in the teaching of history and citizenship education, construction of individual identity and the collective identity are in constant tension. However, the collective identity does not pass anymore by the way of a memory or a national story, but by the promotion of modernity articulated with pluralism, criticism, intersubjective rationality and, paradoxically, the subjectivation previously mentioned. This paper will therefore especially on this trend in the teaching of the course of history and citizenship education. (shrink)

Résumé : L’actuel programme d’« Histoire et éducation à la citoyenneté » pour le 2e cycle du secondaire, portant sur l’histoire du Québec, a suscité depuis 2006 de nombreux commentaires dans les milieux intellectuels en raison de son contenu. Certains affirment que la transmission des grands événements historiques qui structurent la mémoire collective ou nationale y est inexistante, d’autres soutiennent qu’il doit favoriser le développement des compétences critiques et citoyennes, donc, l’autonomie de l’élève face à la mémoire collective ou nationale. (...) Quelle position les enseignants du secondaire occupent-ils dans ce débat ? Il est possible de le découvrir par l’entremise de la perception qu’ils se font du programme et de ses trois compétences. Abstract: The current program «History and Citizenship Education» for the second cycle of secondary education, on the Quebec history, raised many comments in intellectual circles because of its content since 2006. Some argue that the transmission of major historical events that shape the collective or national memory is non-existent, others argue that it should promote the development of critical thinking and citizenship skills, thus the autonomy of the student facing the memory collective or national. What position secondary teachers do they have in this debate? It’s findable out through the teachers perceptions about program and its three skills. (shrink)

In many Western jurisdictions, the law presumes that adult persons, and sometimes children that meet certain criteria, are capable of making their own health care decisions; for example, consenting to a particular medical treatment, or consenting to participate in a research trial. But what exactly does it mean to say that a subject has or lacks the requisite capacity to decide? This last question has to do with what is commonly called “decisional capacity,” a central concept in health care law (...) and ethics, and increasingly an independent topic of philosophical inquiry. (shrink)

ABSTRACT:Programs aimed at increasing women’s entrepreneurship are a rapidly proliferating class of CSR initiatives across the globe with participation by many of the world’s largest corporations. The gendered nature of this phenomenon suggests that feminist approaches to CSR may offer a particularly salient mode of their analysis. In this article, I argue that insights from feminist economics regarding the historically prevalent—but narrow and gendered—definition of work, which artificially separates production from reproduction, provide fruitful tools for theory building when conceptualizing gender (...) through the lens of CSR. I demonstrate that the gendered separation of production and reproduction is typicallytaken as givenin entrepreneurship, and that mainstream CSR research has not sufficiently challenged this perspective. I present a conceptual framework of what is to be gained by examining the CSR, entrepreneurship, and feminist economics literatures in combination, and demonstrate how researchers might use this framework for future research. (shrink)

When emotions are mentioned in the literature on mental competence, it is generally because they are thought to influence competence negatively; that is, they are thought to impede or compromise the cognitive capacities that are taken to underlie competence. The purpose of the present discussion is to explore the possibility that emotions might play a more positive role in the determination of competence. Using the MacArthur Treatment Competence Study as an example, it is argued that appreciation, a central theoretical concept (...) in many contemporary approaches to competence, has important emotive components that are seldom sufficiently recognized or acknowledged. If true, this means that some leading contemporary accounts of competence need to be revised in order to make more adequate provision for the positive contribution of emotion. (shrink)

Journal Name: Philologus Issue: Ahead of print.

In lieu of an abstract, here is a brief excerpt of the content:Causation, Extrinsic Relations, and Hume's Second Thoughts about Personal Identity Louis E. Loeb According to the account offered in Treatise 1.4.6, "Of personal identity," the identity of a mind over time consists in a sequence of perceptions related by causation. In both ofHume's two definitions of cause, causation is an external or extrinsic relation. Hume is explicit that this result is tolerable. If causation is an extrinsic relation, (...) and personal identity is analysed in terms of causation, then personal identity is an extrinsic relation. I suggest that Hume finds this consequence intolerable, and that his finding it so is the source ofhis famous misgivings in the appendix in regard to his section on personal identity.1 In the appendix, Humeindicates that "there wou'dbe no difficulty" in regard to his section concerning personal identity, if the mind perceived some "real connexion" among perceptions.2 In book 1, however, Hume maintains that causation does not involve a real connection, and that personal identity depends on causation; and he seems content with the result that personal identity does not involve a real connection. At 1.3.14, "Ofthe idea ofnecessary connexion," Hume insists that there is no "real connexion" between causes and effects and, more generally, that there is no "real intelligible connexion" between external objects (T 168; cf. T 103). At T 169-70, he offers two ("exact") definitions of the relation of cause and effect. Hume thinks there are causes and effects, even though there are no real connections. At 1.4.6, Hume writes that whether or not the relation ofpersonal identity is a "real bond" or "real connection" among perceptions is a "question we might easily decide, ifwe wou'd recollect whathas been already pro^d at large, that the understanding never observes any real connexion among objects, and that even the union of cause and effect, when strictly examin'd, resolves itselfinto a customary association ofideas" (T 259-60). A mere three paragraphs later, Hume writes that "the true idea of the human mind, is to consider it as a system of different perceptions or different existences, which are link'd together by the relation ofcause and effect, and mutually produce, destroy, influence, and modify each other" (T 261). So Hume's view, at 1.4.6, is that personal identity requires causation, but does not require a real connection. It is curious that in the appendix Hume takes the claim Volume XVIII Number 2 219 LOUIS E. LOEB thatthereis noreal connectionbetween perceptions toruinhis account of personal identity, whereas in book 1 he treats this result with equanimity. Thispuzzlecan begeneralized somewhat. Hume observesin 1.3.14 that "the terms of efficacy, agency, power, force, energy, necessity, connexion, andproductive quality, are all nearly synonimous" (T 157). His principal negative claim in that sectionis that(takingefficacy, and the other nearly synonymous concepts, to require something in objects over and above constant conjunction) there is no efficacy, necessity, or connection in causation. Hume targets a number of the nearly synonymous notions not only in 1.3.14, but also at T 246-51 of 1.4.5, and T 632-33 ofthe appendix. In the discussion ofpersonal identity in the appendix, Hume seems to be in search of the sort of bond or connection that he has forcefully rejected, as if he has a lingering commitment to real connections, or to necessity, despite himself. From this perspective, his misgivings easily appear to constitute a retrogression, orlapse, into amode ofthought, or metaphysical picture, that he has taken pains to reject. This is not an attractive explanation ofHume's misgivings. It has the consequence that Hume simply changes his mind, or is of two minds, inregard to therole ofreal connections in an account ofpersonal identity. Although I do not think these possibilities are to be dismissed outofhand, much oftheir support would have to derive from the failure of alternative accounts of what is bothering Hume. At the same time, a solution ought in some way to relate to Hume's thinking about real connections. Hume does write in the appendix, In short there are two principles, which I cannot render consistent; nor is it in my power to... (shrink)

This paper offers a comparative study of abnormalities in the experience of space, time, and general atmosphere in three psychiatric conditions: schizophrenia, melancholia, and mania. It is a companion piece to our previous article entitled 'Varieties of Self- Experience'; here we focus on experiences of the world rather than of the self. As before, we are especially interested in similarities but also in some subtle distinctions in the forms of subjectivity associated with these three conditions. As before, we survey phenomenologicallyoriented (...) clinical and theoretical accounts as well as patient reports. Experiences involving forms of alienation from the practical and social world and a sense of uncanniness seem to be common in both schizophrenia and affective disorders. But despite some significant similarities, changes in schizophrenic subjectivity appear to be more pervasive and profound, involving experiences of fragmentation, meaninglessess, and ineffable strangeness that are rare or absent in the affective disorders. (shrink)

The current revival of communitarian thinking, alongside public journalism as its journalistic counterpart, is one response to thefractures that characterize modern society. I identifyfive symptoms/causes ofthefractured world. I then show, briefly, some contrasts between the communitarian ideal and that of liberal democracy. The conclusion calls for journalists to undertake the task of reworking our basic conceptual framework in ways that avoid the twin extreme, and naive anthropologies of individualism and collectivism in favor o f a communitarian view based upon acknowledgment (...) of human interdependence. (shrink)

The target of Hanna Pickard's very erudite and thought-provoking article is compulsion. She argues that “addiction is not a form of compulsion” and that “addictive desires are not irresistible” (Pickard 2012, 40). However, I fear that compulsion as she presents it is ultimately a metaphysical straw figure, trapped in a false metaphysical dichotomy. What is lacking is a proper attention to specific individual clinical cases, examined over time. At the same time, Pickard's discussion is extremely important because of the manner (...) in which it highlights both the merits and the perils of philosophical inquiry into the nature of addiction... (shrink)

Mental competence, or decision‐making capacity, is an important concept in law, psychiatry, and bioethics. A major problem faced in the development and implementation of standards for assessing mental competence is the issue of objectivity. The problem is that objective standards are hard to formulate and apply. The aim here is to review the limited philosophical literature on the place of value in competence in an attempt to introduce the issues to a wider audience. The thesis that the assessment of competence (...) must incorporate elements of value and rationality is defended, and some tentative suggestions offered about how this might be achieved in a clinical setting. (shrink)

This paper provides a critical survey of some subtle and often overlooked disturbances of self-experience that can occur in schizophrenia, melancholia, and mania. The goal is to better understand both similarities and differences between these conditions. We present classical and contemporary studies, mostly from the phenomenological tradition, and illustrate these with patient reports. Experiential changes in five domains of selfhood are considered: Cognition, Self-Awareness, Bodily Experiences, Demarcation/Transitivism, and Existential Reorientation. We discuss: I. major differences involving self-experience between schizophrenia and affective (...) disorders; II. experiences in which these conditions nevertheless resemble each other; III. suggestions on how these experiences may still differ on a more subtle, phenomenological plane. While affective patients may undergo significant changes in self-experience, their underlying sense of basic or minimal selfhood remains intact. In schizophrenia, basic self is disturbed, and this may help to account for many characteristic disturbances of this disorder. (shrink)

Addiction of the variety discussed in this chapter, is a condition that by its very nature compromises decision-making capacity across the decisional spectrum. The impairment is present not only at moments of withdrawal and intoxication, but at all stages of the active addictive cycle, as long as the pathological dispositions to overvalue addictive drugs remain entrenched and operative. In light of this entrenched and pervasive reorientation in pathological values, it seems reasonable to question the unilateral presumption of capacity for cases (...) of this sort. The reason is that there is an important, but restricted, sense in which the addicted individuals in question are not ‘responsible’ for their decisions regarding drug use. The high likelihood of relapse means that, as a clinical matter of fact, they are usually not accountable. At the same time, clinical experience also suggests that we should treat addicted individuals as if they are responsible because that empowerment is crucial to their recovery. In the end, there is probably only one safe course of action to take when faced with such a difficult situation. This is to suspend the unilateral global presumption of capacity and instead assess decision-making capacity on a case-by-case basis, with careful monitoring and encouragement. (shrink)

Name der Zeitschrift: Kierkegaard Studies Yearbook Jahrgang: 2017 Heft: 1 Seiten: 59-78.

How does one scientifically verify a psychometric instrument designed to assess the mental competence of medical patients who are asked to consent to medical treatment? Aside from satisfying technical requirements like statistical reliability, results yielded by such a test must conform to at least some accepted pretheoretical desiderata; for example, determinations of competence, as measured by the test, must capture a minimal core of accepted basic intuitions about what competence means and what a theory of competence is supposed to do. (...) The concepts of “face validity” and “content validity” are both important here. Face validity “indicates that an instrument appears to test what it is supposed to and that it is a plausible method for doing so” (Portney and Watkins 2000, 82). Content validity “means that the test contains all the elements that reflect the variable being studied” (Portney and.. (shrink)

The history and philosophy of affective terms and concepts contains important challenges for contemporary scientific accounts of emotion regulation. First, there is the problem of moral undertow. This arises because stipulating the ends of emotion regulation requires normative assumptions that ultimately derive from values and morals. Some historical precedents are considered to help explain and address this problem. Second, there is the problem of organization. This arises because multiple emotions are often organized and oriented in very particular ways over the (...) life of the individual in a manner that cannot be adequately explained using the concept of “emotion.” A modern variant of the traditional concept of passion is invoked to help address this problem. (shrink)

Phenomenological psychiatry has suffered from a failure to translate its insights into terms specific enough to be applied to psychiatric diagnosis or to be used in contemporary research programs. This difficulty can be understood in light of the well-known tradeoff between reliability and validity. We argue, however, that with sufficient ingenuity, phenomenological concepts can be adapted and applied in a research context. Elsewhere, we have described a phenomenologically oriented conception of schizophrenia as a self- or ipseity-disorder with two main facets: (...) decline in the sense of existing as a subject of awareness (diminished self-affection) and heightened awareness of aspects of experience that would normally remain tacit or presupposed (hyperreflexivity). This approach is consistent with Minkowski, Blankenburg, and Kimura and offers one possible synthesis of their views. Here we describe two areas of empirical research that are congruent with, or actually inspired by, a phenomenological approach emphasizing such disorders of consciousness and self-experience: (1) Phenomenologically oriented, interview studies show that, whereas negative-symptom patients generally deny any diminishment of affect and thinking, they do describe qualitative alterations of experience suggestive of hyperreflexivity and diminished self-affection. (2) Another line of research suggests that the early detection of schizophrenic symptoms may be enhanced by adopting a phenomenological approach. (shrink)

This paper offers a phenomenological or hermeneutic reading—employing Heidegger's notion of the 'ontological difference'—of certain central aspects of schizophrenic experience. The main focus is on signs and symptoms that have traditionally been taken to indicate either 'poor reality-testing' or else 'poverty of content of speech' (defined in the Diagnostic and Statistical Manual of Mental Disorders III-R as: “speech that is adequate in amount but conveys little information because of vagueness, empty repetitions, or use of stereotyped or obscure phrases"). I argue (...) that, at least in some cases, the tendency to attribute these signs of illness to the schizophrenic patient results from a failure to recognize that such patients—as part of a quasi-solipsistic orientation and alienation from more normal, pragmatic concerns—may be grappling with issues of what Heidegger would call an ontological rather than an ontic type, issues concerned not with entities but with Being (i.e. not with objects in the world but with the overall status of the world itself). An application of the Heideggerian concept of the ontological difference has the potential to alter one's sense of the lived-worlds of such patients, of what they may be attempting to communicate, and of why communication with them so often breaks down. (shrink)

Schizophrenia involves profound but enigmatic disturbances of affective or emotional life. The affective responses as well as expression of many patients in the schizophrenia spectrum can seem odd, incongruent, inadequate, or otherwise off-the-mark. Such patients are, in fact, often described in rather contradictory terms: as being prone both to exaggerated and to diminished levels of emotional or affective response. According to Ernst Kretschmer, they actually tend to have both kinds of experience at the same time. This paper attempts to explain (...) what might be termed this 'Kretschmerian paradox'. Some relevant concepts and vocabulary for affect and emotion are discussed . The need for a phenomenological approach focusing on subjective experience is suggested. Three modes of abnormal experience in schizophrenia are investigated in light of their implications for affect or emotion: alienation of the lived body ; fragmented perception and loss of affordances ; and preoccupation with a quasi-delusional world created by the self. (shrink)

Name der Zeitschrift: Semiotica Jahrgang: 2017 Heft: 214 Seiten: 331-350.

Here we consider interpersonal experience in schizophrenia, melancholia, and mania. Our goal is to improve understanding of similarities and differences in how other people can be experienced in these disorders, through a review of first-person accounts and case examples and of contemporary and classic literature on the phenomenology of these disorders. We adopt a tripartite/dialectical structure: first we explore main differences as traditionally described; next we consider how the disorders may resemble each other; finally we discuss more subtle but perhaps (...) foundational ways in which the phenomenology of these disorders may nonetheless be differentiated. These involve disruptions of common sense and conventionality, abnormalities of empathy, distinct forms of paranoia and the sense of personal centrality, and altered perceptions of intentionality, deadness, and artificiality. We end by considering some neurocognitive research relevant to these abnormal forms of subjectivity, including work on theory of mind, experience of human movement, and perception of faces. (shrink)

Chow (1996) offers a reconceptualization of statistical significance that is reasoned and comprehensive. Despite a somewhat rough presentation, his arguments are compelling and deserve to be taken seriously by the scientific community. It is argued that his characterization of literal replication, types of research, effect size, and experimental control are in need of revision.

Schopenhauer peut apparaître comme un précurseur de l’esthétique contemporaine. C’est par un détour par Wölfflin que le lien se fait, et donc à partir d’une conception de l’architecture. Celle-ci définie par Schopenhauer autour des notions de force et d’équilibre devient un axe de référence pour toute philosophie de l’art. Ce socle peut être intégré à la lecture philosophique de l’art de notre époque en quête de références.

La position de Schopenhauer vis-à-vis de Spinoza relève à la fois de l’attirance pour celui qui a « intuitionné » la force de la volonté, et du rejet pour celui qui inspire la philosophie de son époque. Sa lecture de Spinoza consistera à le reléguer dans son époque et à ôter tout fondement aux tentatives néo-spinozistes.