Cet ouvrage est dans la continuite de la reflexion de Santiago Espinosa, qui etend ses vues sur la musique a l'art en general, et qui aborde des sujets plus vastes comme la science physique (l'auteur fait observer que les scientifiques contemporains adoptent la perspective critiquee des lors qu'ils cherchent a faire une image de l'univers). A cette perspective, Espinosa oppose la perception auditive, plus prompte a saisir le mouvement et le changement, non susceptible par surcroit d'en faire (...) une image ou meme une chose. Il fait remarquer l'interet de certains philosophes pour l'intuition du silence de l'interpretation, aucune chose ne pouvant etre le signe (ou l'image) d'une autre, n'etant que ce qu'elle est, ou plutot devient. Il revient enfin a la mise en rapport de la perspective imaginative et les affections de l'angoisse, la melancolie et la nausee afin de montrer que ces dernieres relevent parfois de l'illusion que les choses semblent, dans la mesure ou elles sont prises pour des images, se repeter sans cesse. Pour l'ouie, sensible a la singularite de ce qui passe, tout ce qui arrive est en revanche d'une surprenante nouveaute, ce qui, pour l'affirmateur de la realite, peut se reveler etre aussi une source de joie. (shrink)

De ce qui existe -- De ce qui n'existe pas -- De l'interprétation.

L'œuvre de Clément Rosset cherche à établir une 'théorie du réel', comprenant par là avant tout une critique de l'illusion. Trois figures principales n'ont de cesse de revenir du premier au dernier de ses livres : le réel, le double, la joie. Ces trois concepts ont cependant prêté aux malentendus les plus farfelus, en dépit de l'écriture claire et lumineuse de Rosset : les commentaires que son œuvre suscite çà et là donnent souvent l'impression de passer à côté de l'essentiel, (...) de ne retenir de ces trois figures que le son creux de leur nom. Cet essai tente de montrer au contraire la spécificité de la 'philosophie tragique' de Rosset, en la prenant pour une tentative cohérente et rigoureuse d'aborder l'expérience humaine du désir qui rende compte de la paradoxale et énigmatique joie de vivre"--Page 4 of cover. (shrink)

La musique, disait Strawinsky, est inexpressive par essence. Elle n'exprime ni les idees ni les emotions humaines; elle n'exprime qu'elle-meme. Le sens et la beaute de la musique sont essentiellement musicaux: ils se trouvent dans les arrangements des sons dans le temps; toute autre "signification" de la musique est extra-musicale, et par la non-musicale. Aussi ce sens et cette beaute sont-ils inherents a l'objet musical, c'est-a-dire a un objet qui n'existe qu'au present, dans la mobilite, l'instantane, l'ephemere. En cela la (...) musique se rapproche de la vie et constitue ainsi un objet merveilleux permettant a l'homme de se reconcilier avec le temps, d'ou ce pouvoir infaillible qu'elle a, lorsqu'on lui prete l'oreille, de susciter la joie. De l'inexpressivite de la musique a l'inexpressivite du reel, et vice versa; de la joie musicale a la joie de vivre, et inversement. (shrink)

Le grand maitre des apparences, Baltasar Gracián, dit que ce qui ne se voit pas est comme s'il n'était pas. Il n'a sans doute pas livré là, peut-être par prudence, le fond de sa pensée : ce qui ne se perçoit pas n'existe pas. Telle est la thèse en tout cas du présent traité.

Dans cet article il s’agit de jeter quelque lumière sur les concepts de réel et de double dans l’œuvre de Clément Rosset. Il y est montré que ces deux concepts, fondamentaux pour sa pensée, ont toujours été clairement définis et déterminés, qu’ils n’ont pas prêté à confusion dans son œuvre, qu’ils ont toujours désigné chacun le même objet philosophique : ce qui existe et ce qui n’existe pas, respectivement. Le réel est l’ensemble de ce qui existe, qui peut être perçu (...) ; le double est ce qui n’existe pas, qui ne peut donc être perçu ni pensé, mais qui n’en produit pas moins l’illusion d’une perception ou d’une pensée. À ce titre, l’article signale quelques malentendus ou contresens auxquels ces concepts ont pu prêter, non pas, encore une fois, en raison d’une définition faible ou vague, mais plutôt en raison d’une lecture orientée ou partielle de l’œuvre de Rosset. (shrink)

Gilles Deleuze, les vampires, Emil Cioran, Samuel Beckett, le dandysme, Friedrich Nietzsche, Raymond Roussel, Casanova, Arthur Schopenhauer, Jean-Luc Godard, Goscinny & Uderzo, Jean-Paul Sartre, Hugo von Hofmannsthal. Le réel, le double, l’illusion, le tragique, la joie, la musique, la philosophie, la politique, le péché, l’enseignement. Faits divers sont les miscellanées de Clément Rosset : le répertoire désordonné et jubilatoire de ses passions et de ses dégoûts, de ses intérêts et de ses bâillements, de ses tocades et de ses coups de (...) sang – ainsi que de la prodigieuse liberté de ton et de pensée avec laquelle il les exprime et les pense. Un des philosophes, un des écrivains les plus singuliers de notre temps revisite les coulisses de son œuvre. Et vous êtes invités. (shrink)

Despite abundant evidence associating CD38 overexpression and CD4 T cell depletion in HIV infection, no causal relation has been investigated. To address this issue, a series of mechanisms are proposed, supported by evidence from different fields, by which CD38 overexpression can facilitate CD4 T cell depletion in HIV infection. According to this model, increased catalytic activity of CD38 may reduce CD4 T cells’ cytoplasmic nicotin‐amide adenine dinucleotide (NAD), leading to a chronic Warburg effect. This will reduce mitochondrial function. Simultaneously, CD38's (...) catalytic products ADPR and cADPR may be transported to the cytoplasm, where they can activate calcium channels and increase cytoplasmic Ca2+ concentrations, further altering mitochondrial integrity. These mechanisms will decrease the viability and regenerative capacity of CD4 T cells. These hypotheses can be tested experimentally, and might reveal novel therapeutic targets. (shrink)

Nos textos aqui reunidos, o professor de filosofia da USP Homero Santiago explora um campo situado entre servidão e liberdade. A partir da pergunta de Espinosa retomada por Deleuze e Guattari - por que lutamos por nossa servidão como se lutássemos por nossa liberdade? -, o livro compreende servidão e liberdade como essencialmente correlativos e avessos a qualquer sentido absoluto: servidão remete a impotência, liberdade remete a potência; ora uma predomina, ora outra. Aqui aparece o problema ético fundamental: (...) como passar de uma situação de predomínio da primeira para o predomínio da segunda? Um cartão-postal de Nietzsche é mote para ressaltar e analisar alguns aspectos do espinosismo que, embora longe de serem inéditos, servem para desacreditar a compreensão e, sobretudo, a louca pretensão de um enfrentamento intelectualista da servidão. Esta não se combate só pelo saber, está enraizada em nosso próprio ser: aquilo mesmo que pode nos tornar livres é capaz de nos fazer servos e vice-versa. Em meio a Espinosa, Nietzsche e Antonio Negri, o livro trata do problema do possível, delimitando seu lugar no interior de um determinismo radical (o espinosano) e tateando suas implicações. O possível, como uma espécie de perspectiva que torna factível o trânsito entre servidão e liberdade, descortinando, assim, o campo próprio da ação humana, especialmente a política. A partir de temas recorrentes em nossa realidade social e na situação brasileira recente - a polícia e seu pendor à violenta obediência abstrata, o papel do Estado, o dinheiro e a liberdade - o apelo às experiências tem a função de alargar as possibilidades de se pensar e aplicar os conceitos de servidão e liberdade."--Publisher's website. (shrink)

A partir das reflexões do último Merleau-Ponty sobre a ontologia clássica e sua compreensão do ser, particularmente n? O visível e o invisível , podemos descobrir certas questões que aproximam sua filosofia da de Espinosa. Ao repassar algumas delas, esperamos mostrar ao menos a pertinência de uma investigação acerca das relações entre espinosismo e merleau-pontysmo.

Ao longo de décadas, a filósofa brasileira Marilena Chaui produziu uma das mais vigorosas e importantes interpretações da filosofia espinosana. Nossa intenção é propor uma introdução a essa leitura. Queremos mostrar como, ao mesmo tempo em que seus passos iniciais vinham na esteira da redescoberta francesa de Espinosa nos anos 60, essa interpretação, segundo relato da própria autora, foi elaborada nos anos 70 “sob o signo da crítica da ditadura”, de tal forma que, ali, a história da filosofia fosse (...) praticada como “crítica do instituído”, ou ainda mais precisamente, como esforço compreensivo e crítico do autoritarismo brasileiro. Quais as circunstâncias dessa operação? É o que pretendemos investigar. (shrink)

No prefácio das Obras póstumas de Espinosa, o inacabado Compêndio de gramática da língua hebraica é apresentado como um trabalho que, segundo a intenção do autor, quando concluída, assumiria a forma de uma exposição more geometrico da gramática hebraica. Nos estudos espinosanos, muitas vezes se buscou determinar o aspecto geométrico do trabalho, sobretudo em comparação com a Ética , ou então renegá-lo, afirmando a incongruência de aplicar-se tal método a um objeto, um idioma, inapreensível à geometria. A partir da (...) reconsideração desses argumentos e do estudo de algumas passagens do Compêndio , acreditamos ser possível concluir que a obra era realmente redigida como uma exposição geométrica da gramática hebraica, o que se revela especialmente pela presença de um movimento ordenado e dedutivo a comandar sua composição. (shrink)

Apresentamos uma bibliografia dos trabalhos da filósofa brasileira Marilena Chaui dedicados ao espinosismo e publicados entre 1970 e 2021.

O objetivo do texto é apresentar o interesse e algumas possibilidades do diálogo entre a ética espinosana e a filosofia da educação. Para tanto, propõe-se uma apresentação da filosofia espinosana com ênfase em certos aspectos que possam ser úteis ao estabelecimento desse diálogo, por exemplo o lugar privilegiado da figura da criança em algumas passagens da Ética. Por fim, trata-se de sugerir uma articulação entre o conceito espinosano de alegria e a prática pedagógica, discutindo o problema central do devir ativo.

Tanto Espinosa quanto Nietzsche promoveram uma análise crítica da moral vigente; ambos terminam por descobrir a falsidade da concepção de valores transcendentes. No caso específico de Nietzsche, tal operação o conduz a determinar a criação de valores como uma tarefa imperativa aos novos filósofos. O mesmo poderia ser dito de Espinosa? Não encontraríamos no espinosismo algo que se aproximasse de uma necessidade de criar valores? Buscamos responder a tais questões mediante uma análise do início do Tratado da emenda (...) do intelecto. (shrink)

Tomando por mote o exemplo das viradas supersticiosas de Alexandre o Grande que Espinosa dá no prefácio do Tratado teológico-político, tentaremos mostrar que o percurso entre a propensão à superstição que acomete todos os seres humanos e o estabelecimento de um regime autoritário, entendido o autoritarismo como exacerbação da autoridade e da violência política, pode ser inteiramente compreendido no interior de uma “lógica das paixões”. O principal pressuposto para isso é a tese, tomada a Marilena Chaui em sua tese (...) de doutorado Introdução à leitura de Espinosa, de que uma forma política é uma individualidade e, portanto, tudo o que respeita a um indivíduo, especialmente a teoria do conatus, é aplicável a um Estado. (shrink)

This article starts from two books by Santiago Alba Rico and Peter Sloterdijk to address the problem of nihilism, leading to Nietzsche and Heidegger to theoretically center the discussion and to conclude that the very idea of Salvation is nihilistic and belongs to its own logic. The fundamental problem can be approached as the conflict between the escape to some metaphysical or transcendent instance — the State or the Revolution, material forms of the Kingdom —or the immersion— which implies (...) the whole assumption of suffering and enjoyment —in immanence. (shrink)

Reseña: Díaz Tejo, Javier. Espiritualidad ¡Ahora! Para un desarrollo humano integral y sostenido. Santiago de Chile: Universidad Finis Terrae, 2017.

In Merleau-Ponty’s reflections on classical ontology and his understanding of being one can discern some issues which approximate his philosophy to that of Spinoza’s. By showing that, I hope to establish at least the convenience of an investigation about the relationship between the ideas of the two philosophers.A partir das reflexões do último Merleau-Ponty sobre a ontologia clássica e sua compreensão do ser, particularmente n’O visível e o invisível, podemos descobrir certas questões que aproximam sua filosofia da de Espinosa. (...) Ao repassar algumas delas, esperamos mostrar ao menos a pertinência de uma investigação acerca das relações entre espinosismo e merleau-pontysmo. (shrink)

The current times call for reforms in educational processes. The Covid-19 pandemic had an unforeseen impact on the educational system in all countries. This need for change requires new pedagogies and new methods for teaching and learning. Understanding the need for change is essential for the formulation of adaptive proposals, as well as for the generation of training activities to complement the teaching curriculum. New educational practices lead to a vision of educational quality, with new approaches that allow the continuous (...) integration of knowledge and permanent interaction with the student. This paper presents an analysis of the new teaching methodologies in times of confinement due to the pandemic caused by Covid-19. Keywords: Teaching methodologies, educational system, learning process. References [1]É. Tremblay-Wragg, C. Raby, L. Ménard y I. Plante, «El uso de estrategias didácticas diversificadas por cuatro profesores universitarios: ¿qué contribución a la motivación de aprendizaje de sus alumnos?,» Docencia en educación superior, vol. 26, nº 21, 2021. [2]L. Czerniewicz, R. Mogliacci, S. Walji, A. Cliff, B. Swinnerton y N. Morris, «Enseñanza y aprendizaje académico en el nexo: desagregación, mercantilización y digitalización en la educación superior,» Teaching in Higher Education, vol. 26, nº 2021, p. 16, 2021. [3]S. Dogan y A. Adam, «Aumentar el efecto del desarrollo profesional en la instrucción efectiva a través de comunidades profesionales,» Docentes y docencia: teoría y práctica, vol. 26, nº 3-4, pp. 326-349, 2020. [4]I. M. Torres Salas, «La enseñanza tradicional de las ciencias versus las nuevas tendencias educativas,» Educare, vol. 14, nº 1, pp. 131-142, 2010. [5]B. Fabio, J. Antonio Palomino y J. González Henríquez, «Evaluación y contraste de los métodos de enseñanza tradicional y lúdico,» Revista de Educación física y deportes, vol. 13, nº 94, pp. 29-36, 2008. [6]Y. Benítez y C. Mora, «Enseñanza tradicional vs aprendizaje activo,» Revista Cubana de Física, vol. 27, nº 2A, pp. 175-179, 2010. [7]P. Morales Bueno y V. Landa Fitzgerald, «Aprendizaje basado en problemas,» Theoria, vol. 13, nº 1, pp. 145-157, 2004. [8]R. Gil-Galván, I. Martín-Espinosa y F. Gil-Galván, «University student perceptions of competences acquired through problem-based learning,» Educación XXI, vol. 24, nº 1, pp. 271-295, 2020. [9]E. Ortiz Cermeño, «El aprendizaje basado en problemas,» Perfiles Educativos, vol. 41, nº 164, pp. 208-213, 2019. [10]E. Araos-Baeriswyl, C. Moll-Manzur, Á. Paredes y J. Landeros, «Aprendizaje invertido: un enfoque pedagógico en tiempos de pandemia,» Rev. Atención Primaria, vol. 53, nº 1, p. 117, 2021. [11]V. León-Carrascosa, M. Belando-Montoro y S. Sánchez-Serrano, «Design and validation of a questionnaire to evaluate the service-learning methodology,» Rev.Estudios sobre educación, vol. 39, nº 1, pp. 247-266, 2020. [12]J. Collado-Ruano, M. Ojeda, M. Malo y D. Amino, «Educación, arte e interculturalidad: El cine documental como lenguaje comunicativo y tecnología innovadora para el aprendizaje de la metodología I + D + I,» Rev. Texto livre, vol. 13, nº 3, pp. 376-393, 2020. [13]P. M. Bueno y V. Landa Fitzgerald, «Aprendizaje basado en problemas,» Theoria, vol. 13, nº 1, pp. 145-157, 2004. [14]J. A. Martí, M. Heydrich, M. Rojas y A. Hernández, «Aprendizaje basado en proyectos: Una experiencia de innovación docente,» Universidad EAFIT, vol. 46, nº 158, pp. 11-21, 2010. [15]L. Rojas y N. M. Jaimes, «Canvas LMS y el trabajo colaborativo como metodología de aprendizaje en entornos virtuales,» de Congreso Ibérico de Sistemas y Tecnologías de la Información, CISTI, Bogotá, Colombia, 2020. [16]B. Bordel y P. Mareca, «Results and Trends in educational MOOCs in the engineering area with MIRIADAX platform. A case study,» de 15th Iberian Conference on Information Systems and Technologies, CISTI 2020; Seville; Sevilla, España, 2020. [17]K. Vermeir y G. Kelchtermans, «Innovative practice as interpretative negotiation.A case-study on the kamishibai in Kindergarten.,» Teachers and Teaching: Theory and Practice, vol. 26, nº 3-4, pp. 248-263, 2020. [18]B. Tucker, «The Flipped Classroom: Online instruction at home frees class time for learning,» Education Next, vol. 1, nº 1, pp. 82-84, 2012. [19]M. V. Ledo, N. R. Michelena, N. N. Cao, I. d. R. M. Suárez y M. N. Vialart Vidal, « Aula invertida, nueva estrategia didáctica,» Educación Médica Superior, vol. 30, nº 3, pp. 678-688, 2016. [20]Metodologías activas por medio de las TIC, [Online]. Available: https://www.campuseducacion.com/blog/recursos/articulos-campuseducacion metodologias-activas-por-medio-de-las-tic/?cn-reloaded=1. [Last access: February 14, 2021]. (shrink)

Entrevista concedida por Antonio Negri a Homero Santiago e Mario Marino por ocasião do lançamento da segunda edição da tradução brasileira de A anomalia selvagem: poder e potência em Espinosa.

: In this paper, I consider some issues concerning Hume’s epistemology of testimony. I’ll particularly focus on the accusation of reductivism and individualism brought by scholars against Hume’s view on testimonial evidence, based on the tenth section of his An enquiry concerning human understanding. I first explain the arguments against Hume’s position, and address some replies in the literature in order to offer an alternative interpretation concerning the way such a defense should go. My strategy is closely connected with Hume’s (...) notion of virtue and the role it plays in his epistemology, mainly as presented in his A treatise of human nature. I address the problem of how the section “Of miracles” in the Enquiry must be properly understood, as several misunderstandings of Hume’s epistemology of testimony emerge partially from the particular character and aim of that section. Resumen: En este artículo, considero algunas cuestiones relacionadas con la epistemología del testimonio de David Hume. El eje central será la acusación de reductivismo e individualismo de los estudiosos en contra de la opinión de Hume sobre la evidencia testimonial. Dicha acusación se basa en su tratamiento de los reportes sobre hechos milagrosos, presente en la sección X de su Investigación sobre el entendimiento humano. En primer lugar, se abordan los argumentos en contra de la posición de Hume y algunas respuestas en la literatura reciente, para luego ofrecer una interpretación alternativa con respecto a la forma en que debería articularse esa defensa. Mi estrategia está estrechamente relacionada con la noción de virtud de Hume y el papel que desempeña en su epistemología, principalmente como se presenta en su Tratado de la naturaleza humana. Finalmente, abordaré el problema relacionado con la forma en que debe entenderse correctamente la sección “Of miracles” de la Investigación, ya que varios malentendidos sobre la epistemología del testimonio de Hume emergen parcialmente del carácter particular y el objetivo de dicho ensayo. (shrink)

A reflection on how to teach philosophy with the help of theatrical techniques and scenic interpretation tools, building an allegorical environment for the presentation of philosophical content. Considering Plato's explanation of the allegory of the cave, where he starts from 'appears' or 'imagines' and describes his narrative, in a complete way, in a theatrical approach to use the imagination of his listeners. And thus building a scene, a representation of what he wanted to teach his interlocutors. In addition to reflecting (...) on contemporary caves, built in the rooms of young people, who are isolated, attentive only to the images produced on cell phone and computer screens, without being sure about the veracity of the information received in these 'walls' of modern caves. Also following the approaches and paths of Deleuze and Foucault in their considerations on the constructions relevant to the study of philosophy and its learning, this article aims at this reflection as a contribution to the art of theatre, the 'teatron', the place for to see. And to see how this seeing is a metaphorical perspective, something that is also a philosophical question, both in the direct and in the metaphysical sense. In addition to being a matter of experience made possible by immersion in the world of ideas and imagination, in a reflective, pragmatic way and with a view to learning and teaching philosophy. (shrink)

First, we define the concepts of well-being and happiness at school. Then, we explore well-being at school from the perspective of the teacher-student relationship, both from the point of view of the students and of the teachers. To do this, the main results of two studies carried out in 2019 and 2020, mainly in Quebec, are presented. Finally, the two perspectives, that of the pupils and that of the teachers, are confronted. The results of our analysis highlight the importance of (...) the teacher-student relationship both in the student's school experience and in the teacher's professional practice. The affective nature of the relationship seems to occupy a major place. Suggestions and recommendations for optimizing the quality of the teacher-student relationship, for the happiness of learning or teaching, are proposed. (shrink)

This paper introduces a body of research on Organizational Behavior and Industrial/organizational Psychology that expands the range of empirical evidence relevant to the ongoing character-situation debate. This body of research, mostly neglected by moral philosophers, provides important insights to move the debate forward. First, the OB/io scholarship provides empirical evidence to show that social environments like organizations have significant power to shape the character traits of their members. This scholarship also describes some of the mechanisms through which this process of (...) reshaping character takes place. Second, the character-situation debate has narrowly focused on situational influences that affect behavior episodically and haphazardly. The OB/io research, however, highlights the importance of distinguishing such situational influences from influences that, like organizational influences, shape our character traits because they are continuous and coordinated. Third, the OB/io literature suggests that most individuals display character traits that, while local to the organization, can be consistent across situations. This puts pressure on the accounts of character proposed by traditional virtue ethics and situationism and provides empirical support to interactionist models based on cognitive-affective processing system theories of personality. Finally, the OB/io literature raises important challenges to the possibility of achieving virtue, provides valuable and untapped resources to cultivate character, and suggests new avenues of normative and empirical research. (shrink)

Scholars who favor shareholder primacy usually claim either that managers should not fulfill corporate duties of beneficence or that, if they are required to fulfill them, they do so by going against their obligations to shareholders. Distinguishing between structurally different types of duties of beneficence and recognizing the full force of the normative demands imposed on managers reveal that this view needs to be qualified. Although it is correct to think that managers, when acting on behalf of shareholders, are not (...) required to fulfill wide duties of charity, they are nevertheless required to fulfill a variety of narrow duties of beneficence. What is more, the obligation to fulfill these duties arises precisely because they are acting on behalf of shareholders. As such, this article 1) refines our understanding of the duties of corporate beneficence and 2) helps to identify which duties of beneficence are imposed on managers when they are acting on behalf of shareholders. (shrink)

Xenophon’s conception of the dialectical method shares many similarities with Antisthenes’ point of view regarding the relation between language and reality. The key element supporting this reading is the parallel between Xenophon’s method of dialegein kata genē and Antisthenes’ method of episkepsis tōn onomatōn. In this paper, I claim that a correct understanding of both methods yields a clear structural proximity between the two Socratics on the issue of dialectics. Although they present some significant differences, which I will also explore, (...) I will argue that both variants express a single Socratic motive with regard to dialectics. That is that dialectics, in its basic structure, consists of organizing reality through discourse in order to make it comprehensible. In particular, this is done through establishing unified instances capable of comprehending a multiplicity. This nuclear position could also be extended to include middle Plato’s concept of dialectics. This concurrence takes up different forms in Plato, Xenophon and Antisthenes. Nevertheless, they share the same structure, which indicates quite plausibly a major characteristic of Socratic philosophies, as opposed to previous attempts by the Presocratics and the Sophists. (shrink)

In this paper, I argue that Aristotle was already aware in his earlier texts of the fundamental distinction between motion and activity and of the criterion which structures this contrast. Moreover, I will present textual evidence which suggests that Aristotle’s original concept of ἐνέργεια applies primarily to activities which contain their ends in themselves, and not to motions, which are different from their ends.

'Computationalism' is a relatively vague term used to describe attempts to apply Turing's model of computation to phenomena outside its original purview: in modelling the human mind, in physics, mathematics, etc. Early versions of computationalism faced strong objections from many (and varied) quarters, from philosophers to practitioners of the aforementioned disciplines. Here we will not address the fundamental question of whether computational models are appropriate for describing some or all of the wide range of processes that they have been applied (...) to, but will focus instead on whether `renovated' versions of the \textit{new computationalism} shed any new light on or resolve previous tensions between proponents and skeptics. We find this, however, not to be the case, because the 'new computationalism' falls short by using limited versions of "traditional computation", or proposing computational models that easily fall within the scope of Turing's original model, or else proffering versions of hypercomputation with its many pitfalls. (shrink)