Cet article cherche à mettre en avant certains parcours s’ouvrant après Hegel à travers trois figures hégéliennes. L’essai se concentre sur un point de la Phénoménologie jugé équivoque par Kojève, ambigu par Hyppolite et porteur d’interrogations par Bourgeois, en voulant d’abord répondre à la question suivante : peut‑on parler d’un seul héritage de la pensée hégélienne ou faut‑il plutôt reconnaître qu’il y en a plusieurs? Les différentes lectures proposées par chaque interprète ouvrent à trois conceptions différentes du rapport entre le (...) concept et l’acte philosophique. Kojève, Hyppolite et Bourgeois indiqueront par là trois voies différentes du destin de l’histoire philosophique au-delà d’elle-même, en nous montrant trois possibles directions pour penser avec Hegel. (shrink)

This article explores the pedagogical implications of John Dewey’s claim that his definition of experience is shared by Daoists. It compares characteristics of experience with those in Daoism, and then considers the similarities and differences between key cultivation practices each proposes, focusing on the roles of the teacher and sage. My main reference to Daoism is the translation of the Daodejing by Roger Ames and David Hall, who use Dewey’s conception of experience to explain the character of Daoism. There are (...) two facts that Dewey chooses to define experience and link with Daoism—what it is not, and what it is. Comparisons of these facts with Daoism support Dewey’s claim: both define the ‘what is’ as the principle of unity of opposites. While sharing this view, their proposals for its cultivation reveal similarities, but also some significant differences. The Daodejing gives the Daoist sage a major role to play in the cultivation process of other persons, as does Dewey for the teacher. However, unlike Dewey’s teacher who guides the process, the sage is to create a cultivating environment, thus allowing the sage to ‘let go.’ The Daoist practices offer new ideas to consider in the quest for experience in lessons. (shrink)

This analysis of enslavement in an American South subregion provides an historical microcosm for understanding the complexities of provincial culture formation in the modern world-system. Simultaneously rooted in multiple points of local and world-systemic origin, peoplehood is an historical product of the capitalist world-system. Despite widespread notions to the contrary, low black population density and geographical isolation did not forestall slave community building on small plantations. Despite extreme repression, slaves dialectically preserved and altered hidden transcripts in order to recapture pasts (...) that had been silenced by the capitalist system. Embracing the collective diasporic memory of many disparate communities, small slave populations shared the collective grievance and the counter-hegemonic culture of all who had been forced to participate in international and domestic labor migrations. (shrink)

AbstractWhen considering the manner of death, two categories can be distinguished, namely natural death and unnatural death. Though most physicians think that the distinction between the two is evident, this is not the case.When comparing the Netherlands, Belgium, England and Germany it is noticed that the terms natural and unnatural might be used in law but are not defined by law. In practice, the term unnatural death is used when there is an external cause of death, but even that turns (...) out to not be sufficient in making an obvious difference between the two terms. Different countries may even label the same death differently. A, at times philosophical and semantic, discussion shows that when it comes to causes of death a very large grey area exists between natural and unnatural causes of death. The Netherlands, Belgium and Germany even have the possibility to label a death as natural without actually knowing the cause of death.In conclusion, we recommend a new system in which the circumstances surrounding a death are properly investigated. This should lead to a report to an independent legal expert, who is able to decide if and what conclusion can be drawn, from a judicial and a public point of view, thereby, making the distinction and the use of the terms natural and unnatural/nonnatural obsolete. (shrink)

Ethicists differ considerably in their reasons for using empirical data. This paper presents a brief overview of four traditional approaches to the use of empirical data: “the prescriptive applied ethicists,” “the theorists,” “the critical applied ethicists,” and “the particularists.” The main aim of this paper is to introduce a fifth approach of more recent date (i.e. “integrated empirical ethics”) and to offer some methodological directives for research in integrated empirical ethics. All five approaches are presented in a table for heuristic (...) purposes. The table consists of eight columns: “view on distinction descriptive-prescriptive sciences,” “location of moral authority,” “central goal(s),” “types of normativity,” “use of empirical data,” “method,” “interaction empirical data and moral theory,” and “cooperation with descriptive sciences.” Ethicists can use the table in order to identify their own approach. Reflection on these issues prior to starting research in empirical ethics should lead to harmonization of the different scientific disciplines and effective planning of the final research design. Integrated empirical ethics (IEE) refers to studies in which ethicists and descriptive scientists cooperate together continuously and intensively. Both disciplines try to integrate moral theory and empirical data in order to reach a normative conclusion with respect to a specific social practice. IEE is not wholly prescriptive or wholly descriptive since IEE assumes an interdepence between facts and values and between the empirical and the normative. The paper ends with three suggestions for consideration on some of the future challenges of integrated empirical ethics. (shrink)

Curiosity motivates the search for missing information, driving learning, scientific discovery, and innovation. Yet, identifying that there is a gap in one's knowledge is itself a critical step, and may demand that one formulate a question to precisely express what is missing. Our work captures the integral role of self‐generated questions during the acquisition of new information, which we refer to as active‐curiosity‐driven learning. We tested active‐curiosity‐driven learning using our “Curiosity Question & Answer Task” paradigm, where participants (N=135) were asked (...) to generate questions in response to novel, incomplete factual statements and provided the opportunity to forage for answers. We also introduce new measures of question quality that express how well questions capture stimulus and foraging information. We hypothesized that active question asking should influence behavior across the stages of our task by increasing the probability that participants express curiosity, forage for answers, and remember what they had thereby discovered. We found that individuals who asked a high number of quality questions experienced elevated curiosity, were more likely to pursue missing information that was semantically related to their questions, and more likely to retain the information on a later cued recall test. Additional analyses revealed that curiosity played a predominant role in motivating participants to forage for missing information, and that both curiosity and satisfaction with the acquired information boosted memory recall. Overall, our results suggest that asking questions enhances the value of missing information, with important implications for learning and discovery of all forms. (shrink)

Objectives To understand the ethical principles guiding college students’ abstention from pharmacological cognitive enhancement, and to determine the correlates associated with endorsing different principles. Design One-stage cluster sampling was used to implement a paper-based survey among undergraduate students attending one university in the U.S. Thematic analysis was used to explore the ethical principles guiding PCE abstention. Multivariate logistic regression analyses were used to examine sociodemographic correlates associated with endorsed ethical principles. Participants Of the 499 eligible students who completed the survey, (...) 259 students had a negative attitude towards PCE, did not engage in PCE, and provided reasons for abstention. Results The thematic analysis resulted in the identification of eight themes, with respondents often endorsing more than one theme per response. The three themes most endorsed were non-malfeasance, disapproval of drugs and dosage beneficence. The sociodemographic correlates associated with endorsing each theme varied across themes. Conclusions Students abstain from PCE for a multitude of reasons, many of which are guided by ethical principles. These findings may be incorporated into future prevention programming messages. (shrink)

ObjectivesTo understand the ethical principles guiding college students’ abstention from pharmacological cognitive enhancement, and to determine the correlates associated with endorsing different principles.DesignOne-stage cluster sampling was used to implement a paper-based survey among undergraduate students attending one university in the U.S. Thematic analysis was used to explore the ethical principles guiding PCE abstention. Multivariate logistic regression analyses were used to examine sociodemographic correlates associated with endorsed ethical principles.ParticipantsOf the 499 eligible students who completed the survey, 259 students had a negative (...) attitude towards PCE, did not engage in PCE, and provided reasons for abstention.ResultsThe thematic analysis resulted in the identification of eight themes, with respondents often endorsing more than one theme per response. The three themes most endorsed were non-malfeasance, disapproval of drugs and dosage beneficence. The sociodemographic correlates associated with endorsing each theme varied across themes.ConclusionsStudents abstain from PCE for a multitude of reasons, many of which are guided by ethical principles. These findings may be incorporated into future prevention programming messages. (shrink)

Micheal Snow's talking picture »Rameau's Nephew […]« develops an ever unstable taxonomy of audio-visual relations in the talking movie. The contribution investigates this experimental film by following three motives – translation, surface, water – with which the talking movie reflects itself. Thus, moments of transition between mere technical lip-sync and »synchresis« – prove to be a critical point of the talking movie. In this perspective, synchronization is to be understood as a process which distributes and correlates potentials of homogenization and (...) heterogenization German Michael Snows » talking picture « »Rameau's Nephew […]« entwickelt eine – laufend aus den Fugen geratende – Taxonomie audiovisueller Verhältnisse des Tonfilms. Der Beitrag durchstreift diesen Experimentalfilm, indem er drei Motive – Übersetzung, Fläche, Wasser – nachverfolgt, an denen Tonfilm erprobt, reflektiert und erfahrbar wird. Dabei kristallisiert sich in Umschlagsmomenten zwischen technischer Bild-Ton-Synchronisation und »Synchresis« – irreduzibel audiovisuelle Synthese der Wahrnehmung – ein kritischer Punkt des Mediums Tonfilm heraus. Synchronisation ist von solchen Momenten aus als Prozess zu verstehen, in dem Potenziale von Homogenisierung und Heterogenisierung verteilt und aufeinander bezogen werden. (shrink)

Michael Snows »talking picture« »Rameau’s Nephew […]« (1974) entwickelt eine – laufend aus den Fugen geratende – Taxonomie audiovisueller Verhältnisse des Tonfilms. Der Beitrag durchstreift diesen Experimentalfilm, indem er drei Motive – Übersetzung, Fläche, Wasser – nachverfolgt, an denen Tonfilm erprobt, reflektiert und erfahrbar wird. Dabei kristallisiert sich in Umschlagsmomenten zwischen technischer Bild-Ton-Synchronisation und »Synchresis« (Michel Chion) – irreduzibel audiovisuelle Synthese der Wahrnehmung – ein kritischer Punkt des Mediums Tonfilm heraus. Synchronisation ist von solchen Momenten aus als Prozess zu verstehen, (...) in dem Potenziale von Homogenisierung und Heterogenisierung verteilt und aufeinander bezogen werden. (shrink)

Since children are considered incapable ofgiving informed consent to participate inresearch, regulations require that bothparental permission and the assent of thepotential child subject be obtained. Assent andpermission are uniquely bound together, eachserving a different purpose. Parentalpermission protects the child from assumingunreasonable risks. Assent demonstrates respectfor the child and his developing autonomy. Inorder to give meaningful assent, the child mustunderstand that procedures will be performed,voluntarily choose to undergo the procedures,and communicate this choice. Understanding theelements of informed consent has been theparadigm for (...) assessing capacity to give assent.This method leaves the youngest, leastcognitively mature children vulnerable towaiver of assent and forced researchparticipation. Voluntariness can also becompromised by the influence of authorityfigures who can exert undue influence andcoerce children to participate in research. This paper discusses factors that may influencethe decision to give assent/permission,potential parent-child conflict in theassent/permission process and how it isresolved, and potential parental undueinfluence on research participation. Theseissues are illustrated with quotations drawnfrom a larger qualitative study of parentalpermission and child assent (data notpresented). We suggest a developmentalapproach, viewing assent as a continuum rangingfrom mere affirmation in the youngest childrento the equivalent of the informed consentprocess in the mature adolescent. (shrink)

Este artigo pretende refletir sobre a condição feminina em tempos da pandemia provocada pela Covid-19. A historiografia evidencia o papel das mulheres como sujeitos da história, o qual durante muito tempo foi relevado ao esquecimento por concepções que as condicionavam à reclusão e às tarefas do lar. No entanto, nas entrelinhas dos discursos masculinos, os historiadores têm encontrado indícios de que, no lar ou no espaço público, elas buscaram sua realização pessoal e profissional. Em tempos de pandemia, o cotidiano revela (...) histórias e depoimentos colocando novos desafios à mulher trabalhadora, na emergência de atender aos compromissos profissionais e ao desempenho da maternidade. (shrink)

This paper outlines the process of verbal communication of emotion as this occurs through the phases of the referential process, including arousal of an emotion schema; detailed and specific descriptions of images and episodes that are exemplars of emotion schemas; and reflection and reorganization, which may include emotion labels and other types of categorical terms. The concepts of emotion schemas and the referential process are defined in the theoretical framework of multiple code theory which includes subsymbolic sensory, visceral and motoric (...) processes, symbolic images and words. Emotion schemas are defined as clusters of representations of events incorporating similar bodily, sensory and motoric processes activated in relation to different people in different contexts. Through the referential process subsymbolic components of a schema that have been activated in a speaker or writer and that may be connected only partially to words may be evoked in a listener or reader. The concept of the emotion schemas is examined in relation to current work in emotion theory and neuroscience. The unique effects of detailed descriptions of episodes in conveying complex aspects of emotional experience are discussed, as recognized by writers, and as demonstrated in empirical research. Computerized measures of the phases of the referential process are presented, focusing particularly on the central measure, the Weighted Referential Activity Dictionary which identifies points of narrative and imagery. The operation of the function words that dominate the WRAD are examined in relation to the structure of narrative expression underlying the verbal representation of emotion schemas. (shrink)

This article compares the two worldviews of Daoism and selected lost gospels, and considers the pedagogical implications. It explores their core concepts and how each applies these concepts...