Microscopy has revealed tremendous diversity of bacterial and eukaryotic forms. Recent molecular analyses show discordance in estimates of biodiversity between morphological and molecular analyses. Moreover, phylogenetic analyses of the diversity of microbial forms reveal evidence of convergence at scales as deep as interdomain: morphologies shared between bacteria and eukaryotes. Here, we highlight examples of such discordance, focusing on exemplary lineages such as testate amoebae, ciliates, and cyanobacteria. These have long histories of morphological study, enabling deeper analyses on both the molecular (...) and morphological sides. We discuss examples in two main categories: (i) morphologically identical (or highly similar) individuals that are genetically distinct and (ii) morphologically distinct individuals that are genetically the same. We argue that hypotheses about discordance can be tested using the concept of neutral morphologies, or more broadly neutral phenotypes, as a null hypothesis. -/- . (shrink)

Musical improvisation is a sophisticated activity in which a performer realizes, real-time, melodic, and rhythmic sequences in harmony with those from other musicians. The study of musical improvisation helps one to understand not only the cognition of creativity, but also the complex neuronal basis of executive functions, the relation between conscious and unconscious action, and even more. So far, the prevailing models, founded on the brain imaging method, have focused on the connection between the cortical areas and their cognitive processes. (...) Little attention, on the other hand, has been given to the huge variety of subcortical activities, especially in the basal ganglia. This fundamental subcortical component, through its implicit procedures and the role it plays in memory, is responsible to produce new information all the time, allowing the prefrontal cortex to transform a huge and disordered amount of data in explicit creative acts. The basal ganglia are strongly related to the activation of chemical signals generated by dissonance or lack of symmetry between perception and expectation, participating even in the responses to environmental demands according to the circumstances. Thus, they interact with the frontal cortex and with the limbic system, playing a key role in planning and selecting appropriate actions and in decision making. In this text, we try to explain in which sense improvisation is connected to the processes of executive functions, to creativity and to the integrated activity of cortical–subcortical areas controlling the free flow of ideas and to expressive spontaneity. Eventually, we purpose a model according to which structure and process take part at the centrencephalic space of functional integration, which, through both competing and cooperating dynamics, gives way to spontaneous composition. (shrink)

ABSTRACTIn this paper, I will establish a conversation between Rorty and the recent proposal of post-critical pedagogy. The assumption is that through this dialogue some tenets of the latter could find a Rortyan redescription that avoids the risk of ‘metaphysical’ formulations, whereas Rorty’s ideas can increase in their relevance with respect to education thanks to the post-critical perspective. In particular, the conversation will develop by focusing on the shared attitude towards the critical-negative attitude of poststructuralist thought, the significance of the (...) subject-matter in education and an interpretation of pedagogical hermeneutics through the lens of the Rortyan idea of edification. In the conclusion, by distinguishing two views of hope – an eventist and a transitionalist – it is argued that it is precisely in this theme, which seems to be a privileged meeting ground for Rorty and post-critical pedagogy, that there may lie a major fault line. (shrink)

Within a general approach that implies the closely related survey of neurosciences and philosophical thought, the essays collected in the volume develop two main lines of research. The first one, thanks to the contributions of scientists and psychologists , psychoanalysists and bioengineers , allows to fix the attention on the neurobiological, psychological, psychoanalytical and physical remembering. The second one, more specifically philosophical, is declined in three different approaches. the first - with essays by Stefania Achella, Giuseppe D'Anna and Rosario Diana (...) - points to the anlysis of the role played by the rememberance and the prefiguration in the processes of identity construction. The second - with contributions from Fiorella Battaglia, Anna Donise, Sabine Marienberg and Sara Fortuna - focuses on the role of remembering in anthropology and linguistics, as well as the identification of certain diseases of memory. The third, finally - with contributions from Gabriella Baptist, Chiara de Luzenberger and Marco Boninu - tends to define the regulatory function of memory. (shrink)

In this paper, the endeavour to understand how to think of education ‘after progress’, viz. in an age in which progress has become problematic, is undertaken by focusing on the theme of time. Dovetailing Klaus Mollenhauer’s reflections on the rise of the Bildungszeit at the dawn of modernity with Thomas Popkewitz’s analyses of ‘cosmopolitan time’ presiding over pedagogical reform from the 19th century to the present, I shall, first, explore this temporal configuration of modern schooling (which goes hand in hand (...) with a specific understanding of the child). Against this backdrop, I shall, second, advance an interpretive hypothesis, that of substituting what will be called the ‘child-as-migrant’ for the ‘cosmopolitan child’, by appropriating, in an educational key, some insights of Thomas Nail’s ‘migrant cosmopolitanism’. I shall thereby suggest an alternative view of ‘progressivity’, construed not along modern-developmentalist lines but as a form of non-conservativeness, linked with a recognition of the ekstatikon (that is, destabilizing) character of time. This will require a revisiting of some Aristotelian intuitions about time as the rhythm of movement, reinterpreted as the affective experience of that ek-statikon without which there is no potential for the new. Accordingly, ‘progressive’ education (in the different interpretation investigated here) is the concern to allow all of us as ‘migrants’ to live actively in the abode of our ek-static and unpredictable condition and, therefore, to be vulnerable to the new, without merely remaining in a taken-for-granted ethos, cosmopolitan, inclusive, and progress-oriented though it may be. (Editor's note: This paper forms part of the suite entitled ‘Education After Progress’.). (shrink)

After outlining the renascent interest in teaching within contemporary educational theory, the present paper engages with a reflection on teaching beyond the predominant learnification and the related emphasis on efficacy as a primary value. In this endeavour, the theme of teachers’ demoralization is introduced in a philosophical-educational key, by deploying an existential perspective. Within this horizon, a special focus is on failure construed as intimately linked with the ‘essence’ of education qua an encounter of free beings and as a possibility (...) inherent to the dignity of teaching. In conclusion, some implications of this recognition of the ‘significance’ of failure are indicated in regard to teacher education. (shrink)

In this paper, I will explore Rorty’s recommendation to shift from a philosophical to a literary culture by addressing this theme through a philosophical-educational lens and in reference to the question of what kind of education we need in order to foster democratic ethos. In this perspective, I will establish a comparison/contrast between Rorty’s idea of sentimental education and Matthew Lipman’s Philosophy for Children understood as two (alternative?) ways of recontextualizing Dewey’s heritage. After discussing Rorty’s understanding of a need for (...) an end (instead of a “Deweyan” recovery) of philosophy starting from his dialogue with Castoriadis and by reconstructing his appeal to a poeticized culture, I will present Lipman’s case for education for philosophical inquiry in order to cultivate a democratic ethos in primary and secondary schools. I will contrast it with Rorty’s education as socialization and, contextually, I will illustrate their different stances towards Hirsch’s cultural literacy and his core curriculum approach to civic education. Finally, after problematizing Rorty’s views on the use of literature for a democratic culture, I will indicate the need to combine the Rortyan and Lipmanian thrusts and will claim that an aspect of the novel-driven education advocated by Rorty maintains a constitutive Socratic-inquiring dimension. (shrink)

In this paper I take my cue from what I suggest calling “the Adamitic modernity.” By this phrase I endeavor to capture a specific ‘removal’ of childhood that occurs in the Cartesian gesture of the enthroning of Reason. By drawing upon a reading of the major philosophical works of Descartes, I will argue that one of the main thrusts of his conceptual device is a deep-seated, and even anguished, mistrust of childhood and its errors. To put it in a nutshell: (...) in the Cartesian modernity philosophy/science and childhood are at odds with each other. In the second step of my argumentation, I will show in what sense Dewey rehabilitates childhood and its form of experience by, thus, healing the rift between childhood and science. This notwithstanding, Dewey was not ready to take the decisive step of thinking of a philosophy for children. Precisely by activating and developing the significance of qualitative thought, Matthew Lipman was able, instead, to progress beyond Dewey. In this perspective, I will show how Lipman and Ann Sharp, while walking in Dewey’s footsteps as far as their non-Cartesian interpretation of childhood is concerned, part company with him in their educational take on philosophy and on how this results in a revamping of the way of construing the Deweyan relationship between the child and the curriculum. (shrink)

In her recent much-debated manifesto for Socratic education, Martha Nussbaum (2010) makes two statements seemingly dissonant with each other: on the one hand, she recognizes in Dewey "a thinker who brought Socrates into virtually every American classroom" (p. 64); on the other hand, she points out that "Dewey, however, never addressed systematically the question of how Socratic critical reasoning might be taught to children of various ages" (p. 73). The latter remark works as a sort of springboard to the introduction (...) of Matthew Lipman's curriculum as a "source of practical guidance" for teachers "who want to teach Socratically" (p. 73).We could rephrase such a double position in the evaluation of Dewey's .. (shrink)

ABSTRACTThis introduction outlines the rationale of the symposium 'Vocabularies of Hope in Place of Vocabularies of Critique: Can Rorty Help Us to Redescribe Education?'. In particular, it argues that, despite some early statements of Richard Rorty, he may turn out to be a particularly timely thinker in reference to debates occurring in the field of educational theory and philosophy, especially by suggesting an engagement with the latter through vocabularies of hope. Moreover, after highlighting that a valuable dialogue may be established (...) between Rorty's stance and post-critical pedagogy, the introduction describes in broad strokes along which lines this conversation will unfold in the three papers and one response composing the symposium. (shrink)

In this paper, I use Jonathan Haidt’s theory to explore an affective disposition that I call “indolent sympathy”. I argue that this disposition prevents a considerable group of human beings from showing solidarity with the millions of people who find themselves in conditions of poverty or extreme poverty. To demonstrate this, I will first present two dissimilar cases that show the type of affective disposition that I wish to submit to the reader’s consideration. Secondly, I will discuss the main characteristics (...) of this affective disposition. Thirdly, I will discuss the social intuitionist model, highlighting the aspects that will help me to account for indolent sympathy. Finally, I will read indolent sympathy in the light of Haidt’s theory and explain one of its most important features: brutality. (shrink)

In this paper, I use Jonathan Haidt’s theory to explore an affective disposition that I call “indolent sympathy”. I argue that this disposition prevents a considerable group of human beings from showing solidarity with the millions of people who find themselves in conditions of poverty or extreme poverty. To demonstrate this, I will first present two dissimilar cases that show the type of affective disposition that I wish to submit to the reader’s consideration. Secondly, I will discuss the main characteristics (...) of this affective disposition. Thirdly, I will discuss the social intuitionist model, highlighting the aspects that will help me to account for indolent sympathy. Finally, I will read indolent sympathy in the light of Haidt’s theory and explain one of its most important features: brutality. (shrink)

In this paper, I will endeavour to revisit a central theme of Dewey’s Experience and Education and show its continuing relevance by contextualizing it within a momentous issue in education today. More specifically, I will attempt to proceed along the path of Dewey’s engagement with progressive education by marshalling some of his arguments in discussing what I will call—with a touch of irony—a techno-revolutionary tone recently adopted in education. It is appropriate to specify in advance what I mean by this (...) expression. Nobody can gainsay that we are facing major developments in technology and in the human ways of producing, organizing, and disseminating knowledge, and that we must draw important.. (shrink)

In the light of some tenets of philosophy of childhood, this paper proposes an ‘updating’ interpretation of the educational notion of repuerescentia , offered by the Renaissance humanist Desiderius Erasmus. In particular, Erasmus’ argumentation about the need for an early liberal education is reconstellated into the domain of a reading of culture as a form of play, that is, as a transitional space and his concept of repuerescentia is read in reference to Deleuzian ‘becoming child.’ It is shown, on the (...) one hand, that there is no complete overlapping between the Deleuzian construct and the notion here investigated; on the other, that a dialogue between these two ideas could result in a more articulated way of looking at the position of the teacher within the educational relationship. It is argued, moreover, that a re-appropriation of the notion of repuerescentia could allow us to reconstruct school as a site in which the classical heritage is made alive and not simply passed on. If the idea of repuerescentia implies that the classical heritage is structured as a pedagogy, thanks to philosophy of childhood we could broaden and elaborate on this view and recognize that the classical heritage is not something closed but always in the making. Indeed, it is due to children’s voices that it revives and can continue to speak to us. In this sense, a repuerescentia-oriented teaching could also act as a strategy to resolve some of the deadlocks associated with the Deweyan controversy between the child and the curriculum. A different inflection of the latter relationship and a fresher way of experiencing ‘tradition’ seem more urgent than ever in contemporary educational scenarios, which are marked by what has been defined the “endgame of the loss of historical continuity.” In addition to that, the idea of the teacher’s re-turn to childhood allows us to overcome some of the setbacks of the constructivist approaches in education, as they have been denounced in more recent literature in educational theory. (shrink)

1. A Travelling Classic On the centennial anniversary of the publication of Dewey’s Democracy and Education (New York, Macmillan, 1916) this symposium (including contributions from European and non European scholars) explores both the epoch-making significance and the topicality of the ideas in Dewey’s masterpiece for the development of European educational reflection. Democracy and Education has frequently been represented as a turning point in educational discourse, inaugurating a radically...

This paper engages with Italo Calvino’s lecture on Visibility, included in his last—and testamentary—volume Six Memos, by understanding it in an educational and pedagogical key. While the question of pedagogy is expressly addressed by Calvino himself in his lecture, the interpretation here provided is not merely an application of his tenets but an elaboration on and an autonomous development of them. In particular, in the spotlight there is the intimate bond image-cum-writing which seems to preside over Calvino’s insights and is (...) here suggested as key to tackling the challenges of the contemporary mediascape and the “tautological vision” dominating therein. While a part of the educational discourse invokes “homeostatic” pedagogical solutions, namely the (ultimately confrontational) deployment of writing to compensate for the iconic ruling regime, this paper explores the possibility of a specific kind of visual education (instantiated by comics and Otto Neurath’s Isotype), which combines the role of the image with some features traditionally attributed to the pedagogy of writing (e.g. the cultivation of abilities of abstraction, of reflection etc.). A pedagogy of figuration is, accordingly, proposed as an interruption of the tautological vision of the new media and as conducive to educating readers of the unwritten world and of the world of digital images, Mr. Palomar—the hero of Calvino’s last novel—possibly being the archetype of this kind of (new?) readership. By referring to two influential notions in the contemporary debate in educational philosophy and theory, this pedagogy is finally interpreted in term of (visual) thing-centredness rather than (visual) subjectification. (shrink)

In this paper we want to rethink the educational significance of the novel – and particularly of novel-reading – from the perspective of a ‘meta-novelistic’ reading of Don Quixote, often acclaimed as the “first modern novel”. Our point of departure is double: on the one hand, there is the controversial contemporary phenomenon of “de-reading”, and all the educational discussions which it entails; on the other hand, there is the existing tradition of literary education, which, from different angles, has already extensively (...) reflected upon the (moral, epistemological, ontological) relation between novel-reading, education and subjectification, but which also sometimes seems to have exhausted its means for doing so. To problematize this double starting point in a new way, we propose to revisit the ‘origins’ of the novel and novel-reading, at the dawn of modernity. By exploring the differences between the narratives of subjectification represented by the Cartesian cogito and Cervantes’ Don Quixote, which were near-contemporaries, we try to argue for an educational-philosophical rehabilitation of the latter, if not against then at least beyond the former. In a first movement, and in dialogue with novelists Milan Kundera and Carlos Fuentes, we do so by focusing on the novel as a particular form, or ‘configuration’, of knowledge – one that is by nature experimental and pluralist. In a second movement, we link this to Jean Baudrillard’s famous distinction between “simulation” and “illusion”, claiming that novel-reading qua subjectification always involves a Quixotic practice of adventurous, ‘playful’ and public negotiation between reality and its more or less ‘illusory’ alternatives. (shrink)

Starting from two passages of the autobiography of Lipman, which represent the description of a sort of ‘primary scene’ of P4C, the presented paper shows how the Deweyan notion of qualitative thought is pivotal for the entire Lipmanian undertaking. Dewey’s distinction between ‘situation’ and ‘object’ in thinking is read into the Lipman differentiation of schemata and concepts and used to analyze the reasons for which narrative comes to play a crucial role in the project of education for thinking. The mobilization (...) of narrative entails a movement of turning the history of philosophy inside out, which may be considered the major achievement of Lipman. This movement is opposite to that of mere historicization and can also be construed in terms of ‘dramatization,’ culminating in the Bildung. (shrink)

In this essay, Stefano Oliverio engages with the question of how to think about education in times of climate change and the “intrusion of Gaia” by establishing a dialogue between Bruno Latour's political ecology and John Dewey's appeal to the need to bring a genuine Copernican revolution to fruition. Oliverio argues that the panoply of conceptual tools Dewey fashioned by recognizing the influence of Darwin on philosophy not only maintains its topicality but can be fruitfully deployed to make (...) sense of our contemporary condition and to frame an earthbound education. On the other hand, the encounter with the views of contemporary thinkers reflecting on the New Climate Regime and the endeavors it invokes may help us to recontextualize the Deweyan heritage in order to “face Gaia.” In this horizon, the idea of the school as a site of collective inquiry is acclimatized to the new existential situation, and its significance in promoting an art of the learning of attention to contrast the contemporary negligence and risk of barbarism is vindicated. (shrink)

A decade ago the German sociologist Ulrich Beck seemed to consign democracy to the past and, significantly, drew upon an ironically religion-inspired vocabulary:Democracy becomes the religion of the past epoch. One still practises it—on Sunday or on Christmas under the ‘Christmas tree’ of polls. But no one really still believes in it. It is the dead God of the first modernity.1When Ulrich Beck dismisses democracy as “the dead god” of a past era or as a liturgy drained of any substantial (...) meaning, he misses the target principally in reference to modernity: indeed, from a Deweyan perspective, if democracy is really going to expire it may be not because of the end of modernity but precisely because modernity is “as .. (shrink)

Starting from a suggestion of Stephen Toulmin and through an interpretation of the criticism to which Neurath, one of the founders of the Vienna Circle, submits Descartes’ views on science, the paper attempts to outline a pattern of modernity opposed to the Cartesian one, that has been obtaining over the last four centuries. In particular, it is argued that a new alliance has to be established between science and education, overcoming Descartes’ banishment against education. In a Neurathian perspective education is (...) a key-moment of the scientific enterprise without which science itself is in danger of going astray and no scientific outlook is promoted in the society at large. Such an anti-Cartesian attitude is a leitmotiv of the whole Neurath’s production and characterizes his fundamental approach to the sense of modernity. For this reasons, despite all its shortcomings, Neurath’s proposal represents a very promising option for a new agenda of the modernity away from Descartes’ spell. By elaborating on Neurath’s (and Dewey’s) insights, the paper puts forward the idea that philosophy of science (such as it was originated by neopositivism in its Reichenbachian version) should give way to an educational philosophy of science which could allow us “to bring the genuine modern into existence”. (shrink)

The paper discusses the characteristics of Biological Intelligence (BI) and its differences with artificial intelligence. In particular the plasticity of the nervous system is considered in the different forms with special attention to deterministic and localizationist views of the brain vs holistic approaches. When memory and learning are considered the localizationist views do not offer a possible solution to a number of problems while memory may be better conceptualized in terms of categorization procedures and generalizing strategies. Finally, the problem of (...) individual variability, an important feature in terms of BI, is considered. The legitimacy of analogies between BI and AI is discussed and the necessity for an innovative approach to the field of AI is stressed. (shrink)

The proposed paper situates the question about the ‘success’ of the P4C program within the ‘what works’ debate which has taken place in the Anglo-American educational community over the last 15 years. Against this backdrop, the cultural significance of P4C is highlighted and a special focus is devoted to how P4C has changed (or should have changed) the practice of teaching. Finally, the P4C-oriented teaching of disciplines is indicated as a possible promising way out of the current educational predicament marked (...) by the detraditionalization and individualization of knowledge. (shrink)

The paper takes its cue from the emergence in our society of a new view of the adolescent, which a branch of the psychological literature has spelled out in terms of a passage from Oedipus to Narcissus. It is argued that pre-college ethics education should engage with this passage by deploying educational strategies modelled according to the Care of the Self paradigm but revisiting it through Kierkegaard’s idea of repetition. The latter prevents that paradigm from fostering a sort of aestheticization (...) of ethical life and allows us to mobilize it in ethics education. Against this backdrop two pedagogical methods—autobiographical writing and essay writing—are discussed as possible tools for a Care-of-the-Self-oriented education. (shrink)

In this paper the question of note-taking is addressed in reference to a specific educational approach, that of the community of philosophical inquiry (CPI) in the tradition of Matthew Lipman and Ann Sharp’s Philosophy for Children (P4C). After emphasizing the pivotal role that this activity plays within a typical session of P4C, its specific status (in comparison with what happens in a classic lecture) is explored, insofar as it could be interpreted as a gesture distributed among and between the teacher (...) and the students. The argumentation is animated and sustained by three intimately interwoven questions: first, how can we construe note-taking in reference to the two philosophical-educational matrices (the Socratic-Platonic and the pragmatist) presiding over CPI? Secondly, who actually takes notes in a P4C session? Could we venture to say that it is CPI as an “intersubject”? And, thirdly, what is the status of the notes taken and written on the flip-chart as a text? Through the analyses developed, note-taking is interpreted as the ‘inscription’ of the co-philosophizing and a kind of self-writing and its significance for the emergence of CPI as such is shown. (shrink)

In this paper the question of note-taking is addressed in reference to a specific educational approach, that of the community of philosophical inquiry (CPI) in the tradition of Matthew Lipman and Ann Sharp’s Philosophy for Children (P4C). After emphasizing the pivotal role that this activity plays within a typical session of P4C, its specific status (in comparison with what happens in a classic lecture) is explored, insofar as it could be interpreted as a gesture distributed among and between the teacher (...) and the students. The argumentation is animated and sustained by three intimately interwoven questions: first, how can we construe note-taking in reference to the two philosophical-educational matrices (the Socratic-Platonic and the pragmatist) presiding over CPI? Secondly, who actually takes notes in a P4C session? Could we venture to say that it is CPI as an “intersubject”? And, thirdly, what is the status of the notes taken and written on the flip-chart as a text? Through the analyses developed, note-taking is interpreted as the ‘inscription’ of the co-philosophizing and a kind of self-writing and its significance for the emergence of CPI as such is shown. (shrink)

Attention is being focused on the tone at the top in businesses in the United States with the publication of the Report of the Commission on Fraudulent Financial Reporting. There has been growing discontent with the quality of ethcial behavior in the business society and at the present moment many American companies are developing — or revising — codes of ethics and establishing procedures for their implementation. Yet, there is some question about the success of such efforts.This article describes the (...) efforts of an early American entrepreneur to develop a code of ethics and to implement it throughout his organization during the early years of relatively rapid growth. The code was introduced in 1913 and was supported through a variety of means in which the leader himself participated. That early code continues to be reissued as the company updates its overall code of ethics. The persistent and seemingly genuinc commitment to ethical behavior throughout the company was evident in all aspects of the leader's behavior. (shrink)

This article deals with Montessori’s scientific pedagogy and how his researches and the creation of houses for children become official, as well as how discourses and medical, biological, anthropological and psychological practices are installed in the pedagogy field in modern schools. Influenced by the theories of Lombroso and Darwin, he considered that human beings were no more than a cell composed by a protoplasm and nucleus the size of a tenth of a millimeter, from where individuals who are very different (...) from each other come from. This is why, in order to understand and carry out the practical researches of anthropology with pedagogical purposes, enough notions of biology are required, as well as the collaboration of other disciplines that work side by side with pedagogy. Thus the importance to show and question the effects of these discourses and practices regarding the conception of an active pedagogy, far from the concern for the child’s education in terms of his relationship with himself, knowledge and the world, pedagogical statements that lose validity in the operation of the school proposed by Montessori. For such purpose, some concepts from Foucault are taken as reference (population, policies, normalization, knowledge practices) in the perspective of the notion of bio-politics. (shrink)

This comprehensive review explores the evolving epistemological foundations of Human Reliability Analysis (HRA), tracing its transition from a practical, applied field to a scientific discipline. The paper critically examines the philosophical assumptions that underlie prominent HRA models, emphasizing their impact on both scientific validity and practical application. Organized into five sections, the paper begins by articulating its primary aim in Section 1: to uncover and scrutinize the philosophical assumptions within HRA models. Sections 2.2 and 2.3 delve into reductionist and holistic (...) paradigms. Section 2.4 focuses on the shift toward holistic theories, emphasizing the integration of human, technical, and organizational elements in modern socio-technical systems. Section 3 concludes by examining systemic approaches, capturing the paradigm shift from reductionism to a broader, interdependent view of accidents and reliability. Section 4 sheds light on the contemporary HRA models, emphasizing the prevalence of systemism in recent research. Notable models, such as SoTeRiA and FRAM, undergo scrutiny for their systemic approach, revealing interrelationships crucial for understanding accidents in complex operations. In Section 5, the paper explores the practical implications of the epistemological insights gained, emphasizing their potential impact on the development and enhancement of HRA models. The conclusion advocates for a paradigm shift in HRA that involves rethinking the epistemological bases of models. It underscores the need for ongoing philosophical scrutiny to drive the discipline's progress, ultimately enhancing our understanding, prediction, and improvement of human performance and system safety. (shrink)

El propósito del presente ensayo es presentar una lectura crítica del modelo de constitución concebido por Jesse Prinz. De acuerdo con los modelos más significativos que se han producido hasta el momento, el juicio moral es el resultado de procesos cognitivos específicos, ya sean estos de tipo intuitivo, emocional o racional. Según afirma Prinz, la perspectiva sentimentalista sostiene que tales juicios son causados por emociones. En contraste, él defiende una tesis según la cual el juicio moral está constituido, no es (...) causado, por aquéllas. En este artículo se presentará el argumento con el que Prinz sustenta su propuesta y se expondrán algunas inconsistencias. (shrink)