The main purpose of this study is to understand the demographic, personal and situational determining factors leading to academic misconduct among undergraduate students by comparatively analyzing the differences among Economics and Business students and other major students. Two thousand four hundred ninety-two undergraduate students from different Portuguese Public Universities answered a questionnaire regarding their propensity to commit academic fraud, 640 of whom were Economics and Business students. Results concluded that Economics and Business students can be distinguished from others regarding the (...) likelihood of copying from the other Major students. Younger students admit more readily to the possibility of cheating than older students. Results indicate a greater probability of acceptance of dishonest practices outside the area of Economics and Management and a greater probability of condemnation of improper practices by students of Economics and Management. This indicates that students of Economics and Management are aware that their behavior is incorrect and unacceptable; peer-pressure and the learning process itself constitute the main justifications provided by Economics and Business students for their fraudulent actions. Implications for this practice are discussed. (shrink)

ABSTRACT The purpose of this research is to examine ethical climate as a mediator iin the relationship between ethical leadership and workplace bullying. An online questionnaire was answered by 223 Portuguese employees, who had worked for at least 6 consecutive months at the same organization. Results support the mediating role of ethical climate on the relationship between ethical leadership and bullying at work, suggesting that ethical leaders can contribute to the minimization of bullying through their impact on ethical climate and (...) employees’ behavior. Drawing on the social learning theory and the social information processing theory, this study clarifies the mediating role of ethical climate. (shrink)

Flow is a gratifying state of deep involvement and absorption that individuals report when facing a challenging activity and they perceive adequate abilities to cope with it. The flow concept was introduced by Csikszentmihalyi in 1975, and interest in flow research is growing. However, to our best knowledge, no scoping review exists that takes a systematic look at studies on flow which were published between the years 2000 and 2016. Overall, 252 studies have been included in this review. Our review (...) provides a framework to cluster flow research, gives a systematic overview about existing studies and their findings, and provides an overview about implications for future research. The provided framework consists of three levels of flow research. In the first “Individual” level are the categories for personality, motivation, physiology, emotion, cognition, and behavior. The second “Contextual” level contains the categories for contextual and interindividual factors and the third “Cultural” level contains cultural factors that relate to flow. Using our framework, we systematically present the findings for each category. While flow research has made progress in understanding flow, in the future, more experimental and longitudinal studies are needed to gain deeper insights into the causal structure of flow and its antecedents and consequences. (shrink)

Starting from the birthplace of childhood, this text elucidates, using Giorgio Agamben, Heraclitus, and Paulo Freire, the coexistence of childhood and time. These authors contribute to the idea that childhood, be it chronological or not, is an inspiration without which it is impossible for us to be inventive in relation to history, philosophy, and education. It thus bases itself upon the hypothesis that childhood and time are conceptually indefinable and dilutive of the idea of stability, which escapes the understanding (...) of continuity, since it is not an absolute event. Thus, this text in based on the reading of childhood as a fundamental condition of the existence of human history, which makes possible the movement from language to thought. To think about the understanding of childhood that is at issue in this text, we consider a certain experience of time different from the traditional one, the result of an understanding conceived as chronology and completion, which is present in various readings of childhood. Upon raising these considerations, several questions arise: is there something like a childhood of thought? Can childhood offer a way of not giving up to a new concept of a childlike experience of time? (shrink)

O texto possui como proposta trazer a experiência de duas professoras negras da educação básica que possuem como lócus de sua docência a Baixada Fluminense e que através de suas práticas disputam os significados hegemonicamente atribuídos as mulheres negras e brancas. Além de narrar estratégias metodológicas, queremos formar um diálogo com intelectuais que nos ajudem a repensar e refinar nossa prática docente de forma crítica, assim torna-se indispensável à leitura de feministas negras que nos ajudam a nos localizar quanto à (...) organização do mundo a partir do racismo e do machismo estrutural, além de nos fornecer a visão de que a educação, quando problematizadora, pode ser uma prática libertadora. A partir desta idéia torna-se importante o diálogo, também, com Paulo Freire e sua visão da educação enquanto uma ferramenta potente para transformar as pessoas e assim o mundo. As experiências aqui narradas aconteceram em duas escolas públicas, localizadas em São João de Meriti, no primeiro semestre de 2018; em uma turma de educação infantil e a outra de ensino médio. As experiências práticas procuram realizar um exercício crítico do espaço escolar onde seja possível a convivência com a diferença, permitindo que as alunas e alunos possam ter acesso a outras visões de mundo, oportunizando, desta forma, o acesso a outras histórias onde as mulheres negras e brancas sejam protagonistas e sejam reconhecidas, também, como construtores do país em que vivemos. Palavras-chave: Educação. Feminismo. Feminismo Negro. Práticas Pedagógicas. (shrink)

Peace is possible even though it is always interspersed with its absence. Necropolitical systems hinder peace. The dissociation of the subject, preventing the action of selective force in the face of obstruction of human potential, makes it a-critical, unable to find overcoming strategies. It is the integration of human multidimensionality providing the expression of the potential and action of selective force that can lead the subject to critical reflection and awareness that enables them to create strategies against hegemonic. Knowledge and (...) knowledge carry an axiological burden; values are learned and taught. The way out is in education. Hope and indignation for her absence is a challenge to the whole educational process. The proposals of Espinosa and Rolando Toro Araneda, in dialogue with Ferdinand Röhr and Paulo Freire, constitute philosophies that point out the conditions of possibility with which, not accepting any educational process, strategies are created whose challenge is to educate for peace. In this context, the article proposes to reflect on epistemic-ethical proposals that contribute to peace. (shrink)

According to a traditional account, moral cognition is an achievement gained over time by sharing a practice under the guidance and the example of the wise, in analogy with craft and apprenticeship. This model captures an important feature of practical reason, that is, its incompleteness, and highlights our dependence on others in obtaining moral knowledge, coherently with the socially extended mind agenda and recent findings in empirical psychology. Insofar as it accords to exemplars decisive authority to determine the standard of (...) correctness for moral cognition, however, the model does not offer protection against arbitrariness and discrimination. The article argues that to understand the socially distributed nature of practical knowledge, we have to discard the notion of exemplars and reconceive of others as peers, i.e. having equal normative standing. This claim allows us to revisit the conception of autonomy as key to distributed practical knowledge. While autonomy does not amount to self-sufficiency and self-reliance, it does demand independence of judgment and stands in contrast to servility, submission, and other sorts of defective ways of relying on others. The requirement of equal standing provides the basis or distinguishing between proper and improper reliance on others. (shrink)

In this chapter, I examine the concept of vulnerability as a complex constitutive feature of human agency and argue that it is both a constraint on and a resource for practical reasoning. When discussed as an ontological feature of human agency, vulnerability is primarily understood as an aspect of embodiment, which is problematic in different respects. First, in relation to the situatedness of human agency, vulnerability indicates that human agents are subjected to contextual contingencies. Second, in relation to temporality, vulnerability (...) indicates that agents act in time and under the pressure of time. They are finite and produce finite and perishable actions, even though the longlasting effects of an action may survive the action itself. Third, in relation to corporal feature of agency, vulnerability is associated to suffering and frailty, insofar as bodily needs and desires represent both springs of and hindrances to rational action. Finally, in relation to the social nature of human animals, vulnerability indicates the susceptibility to be harmed, obstructed, undercut or manipulated by other agents These varieties of vulnerability are constituive features of human agency, which cannot be removed without removing what is peculiar and specific to human agency. Theories of practical reason are primarily concerned with constitutive vulnerability as a defect, and presume to offer normative guidance by adopting an idealized account of rational agency, which corrects or merely cancels the defective features of human agency. By contrast, theories of bounded rationality understand practical reasoning instrumentally, and thus are concerned with cognitive limitations of practical rationality, in particular with partial and perspectival information. However, the notion of “partial information” is inadequate to capture the complexities and significance of vulnerability, even in its restricted cognitive sense, which has to do with the agent’s situatedness. On the view I propose, instead, vulnerability is declined as a constitutive constraint on practical reasoning. Susceptibility to time constraints makes sense of the agents’ engagement in action and of their distinctive deliberative perspective. Susceptibility to bodily needs and desires tracks the normative relation between motivations and reasons for action, as well as the corporal roots of the agents’ efficacy in a perceived context. Susceptibility to others makes possible to broaden the scope and the modes of individual agency, by way of inter-action and shared agency. Rather than the source of problems and issues for rational agency, I take vulnerability to name the cluster of constitutive constraints that shape practical reasoning. According to the distinctive variety of Kantian constructivism I defend, practical reason is incomplete, rather than imperfect or defective. The completion of practical reason does not aim to correct or dissolve vulnerability, but deploys vulnerability as a resource to build up autonomy. This view accounts for autonomy as a normative relation among vulnerable agents, which develops in time. (shrink)

Besonders in politisch unruhigen Zeiten stellt sich in wiederkehrenden Abständen die Frage nach der Verantwortung für unterschiedliche Geschehnisse. Der französisch-jüdische Phänomenologe Emmanuel Lévinas eröffnet einen alternativen Horizont, welcher Verantwortung von einer neuen Seite beleuchtet. Sein Ausgangspunkt ist der Andere: Ein anderer Mensch, der durch seine Ansprache die subjektive Weltordnung aus den Angeln hebt, der fordert und zur Verantwortung ruft. Ein Ruf, dem auf ethischer Grundlage entsprochen werden muss. Es bleibt ein vergeblicher, der auf dem Mittelmeer verhallt. Die Ethik von Emmanuel (...) Lévinas ist heute so aktuell wie selten zuvor. Erweitert um die Theorien Jacques Derridas und Judith Butlers stellt Carla Schrievers Studie eine spannende Suche nach Anwendungsmöglichkeiten einer Ethik dar, die nicht Subjektivität, sondern Alterität ins Zentrum der Diskussion stellt. (shrink)

According to Iris Murdoch, the chief experience in morality is the recognition of others, and this is the experience of loving attention. Love is an independent source of moral authority, distinct from the authority of reason. It is independent because it can be attained through moral experiences that are not certified by reason and cannot be achieved by rational deliberation. This view of love calls into question a cluster of concepts, such as rational agency and principled action, which figure prominently (...) in the Kantian characterization of the moral experience and resound through Kant’s account of virtue as an endured but never-ending struggle. But it would be a mistake to conclude that Murdoch’s philosophical project opposes Kant’s without further qualifications. In this chapter, I illustrate some convergence between Kant and Murdoch at the methodological level, in their polemic against reductivism. They both oppose reductivist empiricism on epistemological and moral grounds, because they define the standard of proof in relation to the experience of morality. In Murdoch’s words, the philosophical proof, if there is one, is the same as the moral proof (Murdoch 1997: 361). This is where Kant and Murdoch part ways. While Kant argues that the moral experience is the experience of the impact of reason, which provides self-discipline by constraint, Murdoch holds that the moral standard of proof is love. The transformative power of love allows us to engage with reality and recognize others for what they are, that in which consists the primal moral experience. Murdoch’s argument against Kant’s appeal to principles brings to the fore a crucial issue, which concerns the source of moral authority and the possibility of practical reason. Some of her most popular arguments against Kant are based on an oversimplified view of the impact of reason in moral life, and perhaps they owe part of their fortune to this oversimplification. I shall argue that such arguments miss their intended target, but I also hope to show that Murdoch sketches a distinctive model of the moral proof, which establishes a genuine alternative both to theories of practical reason and to reductivist accounts of the mind and its activities. (shrink)

Neoliberal ideology and exclusionary policies based on racialized identities characterize the current contexts in North America and Western Europe. Nursing knowledge cannot be abstracted from social, political and historical contexts; the task of examining the influence of race and racial ideologies on disciplinary knowledge and inquiry therefore remains an important task. Contemporary analyses of the role and responsibility of the discipline in addressing race‐based health and social inequities as a focus of nursing inquiry remain underdeveloped. In this article, we examine (...) nursing's engagement with ideas about race and racism and explore the ways in which nursing knowledge and inquiry have been influenced by race‐based ideological discourses. Drawing on Henry and Tator's framework of democratic racism, we consider how strategic discursive responses—the discourses of individualism, multiculturalism, colour‐blindness, political correctness and denial—have been deployed within nursing knowledge and inquiry to reinforce the belief in an essentially fair and just society while avoiding the need to acknowledge the persistence of racist discourses and ideologies. Greater theoretical, conceptual and methodological clarity regarding race, racialization and related concepts in nursing inquiry is needed to address health and social inequities. (shrink)

"Mentoring the Mentor" recreates a Freirian dialogue in a printed format. In this volume, sixteen distinguished scholars engage in a critical and thoughtful exchange with Paulo Freire. While some contributors voice appreciation for Freire's ideas and for what it means to -reinvent Freire- in a North American context, others offer sharp critiques of Freire's philosophy and, of equal importance, of the various interpretations of his work. A variety of chapters describe specific uses which have been made (...) of Freire's ideas in diverse educational contexts, from the New York City public schools to the revolutions in Guinea Bissau and Eritrea. Finally, Paulo Freire himself responds to the major issues which are raised in the volume and invites readers to share in a continuing lively dialogue about the meaning of democratic and revolutionary education. -The fundamental task of the mentor is a liberatory task. It is not to encourage the mentor's goals and aspirations and dreams to be reproduced in the mentees, the students, but to give rise to the possibility that the students become the owners of their own history. This is how I understand the need that teachers have to transcend their merely instructive task and to assume the ethical posture of a mentor who truly believes in the total autonomy, freedom, and development of those he or she mentors.- (from Chapter Sixteen, -A Response- by Paulo Freire)". (shrink)

On a daily basis, healthcare professionals are faced with many ethical situations along with legal implications. Applied Law and Ethics for Health Professionals, Second Edition tackles ethical situations and the potential legal impacts that many healthcare professionals may face in their careers and asks them to consider their own personal values system and use reasoning skills to come to an informed outcome. Modern cases and topics are discussed, offering real-world ethical and legal accounts that may impact professionals in the field. (...) As the text concludes, readers are again asked to gauge their growth, exploring their newly formed knowledge, values, and opinions on healthcare ethics. (shrink)

This publication features the stories and experiences of pharmacy professionals who identify as members of historically underrepresented groups. This collection of personal essays presents significant events in the lives of those in the pharmacy community whose experiences have been shaped by their race, ethnicity, gender or gender presentation, sexual orientation, ability, language, mental health, or other factors. The perspectives from the narratives highlight the importance of diversity, equity, and inclusion in the healthcare sector. The authors of the narratives also reflect (...) on their experience to consider what they wish would have happened in the experience, to offer advice for others that may be faced with similar situations. Access to these stories will deepen the collective understanding among pharmacy colleagues, patients, and society of the experiences that individuals from historically underrepresented groups within pharmacy have experienced. (shrink)

According to Iris Murdoch, the chief experience in morality is loving attention. Her view calls into question the Kantian account of the standard of moral authority, and ultimately denies that reason might provide moral discernment, validate moral experience or drive us toward moral progress. Like Kant, Murdoch defines the moral experience as the subjective experience of freedom, which resists any reductivist approach. Unlike Kant, she thinks that this free agency is unprincipled. Some of her arguments are based on an oversimplified (...) account of Kant’s theory of reflective agency and discount the discipline of reason, thereby nullifying its practical import. However, Murdoch’s work offers a distinctive view of the standard of proof as a ‘moral proof’, which rehabilitates the transformative power of love and represents a genuine alternative to theories of practical reason as well as to reductivist empiricist views of the mind. (shrink)

Feminist philosophers of biology bring the tools of feminist theory, and in particular the tools of feminist philosophy of science, to investigations of the life sciences. While the critical examination of the categories of sex and gender (which will be explained below) takes a central place, the methods, ontological assumptions, and foundational concepts of biology more generally have also enjoyed considerable feminist scrutiny. Through such investigations, feminist philosophers of biology reveal the extent to which the theory and practice of particular (...) scientific disciplines and research programs (and, indeed, their philosophical study) are intertwined with both value judgments and social hierarchies. (shrink)

This essay introduces the novel category of “disclaimers” – distinctive normative acts which challenge third-party attributions of responsibility in a community governed by norms of mutual accountability. While the debate focuses on evasive and wrongful refusals to take responsibility for one’s wrongs, this essay argues that disclaimers are fundamental modes of exercising normative powers, whose main functions are demanding recognition, responding to wrongs, voicing disagreement, exiting alienating conditions, and calling for a fair redistribution of specific responsibilities. In particular, understood as (...) disclaimers, denials of responsibility are shown to be key modes of ethical and political empowerment, which play a significant role in producing normative changes and directing societal transformations. (shrink)

This chapter argues that some paradigmatic cases of collective action, called mass-action, build upon alienation. Individual alienation qualifies as a coordinative mechanism, which explains collective actions performed by large groups. Alienation requires individuals to detach from their personal stance, and bracket their personal attachments and motivations. Differently from strategic and normative coordinative devices, alienation bypasses strategic normative regulations, such as law and enforcement. However, individuals retain moral responsibility for mass action, which are aligned to delegated actions.

On a standard interpretation, the aim of the formula of universal law is to provide a decision procedure for determining the deontic status of actions. By contrast, this chapter argues for the practical significance of the CI centering on Kant’s account of the dynamics of incentives. This approach avoids some widespread misconceptions about how the CI operates and false expectations about what it promises and delivers. In particular, it explains how it differs from deductive practical inferences. The CI is the (...) supreme form of morality, and yet not in the sense that particular categorical principles can be derived deductively from it, once the relevant details are supplied. The efficacy of practical reasoning primarily concerns agents, and consists in their reorientation toward the right end. Moral knowledge is knowledge about what we ought to do, but it is also a distinctive variety of self-knowledge, that is, knowledge of ourselves as rationally efficacious agents. (shrink)

This chapter discusses butō dance as an example of improvisation that challenges not only the extant philosophical definitions of improvisation, but also some fundamental presumptions about self-government and agency that are current in action theory. In the first part of the chapter, I identify the main features of butō improvisation, with regard to the nature of its basic movement, and the kind of subjectivity implicated in its generation. I then raise some questions regarding the philosophical characterization of this form of (...) dance, and in the second part of the paper, I argue that butō improvisation undermines the intuitive distinctions between “ordinary” and “specialized action”, thereby eluding both the philosophical rationalistic theories of action as mediated by intentions, and the theories of arational action as expressive of individual subjectivity. My claim is that butō can be better interpreted as a shared action which is neither mediated by intentions nor expressive of the individual self, meant to generate a community by sharing the experience of the living body. This characterization has the advantage that it helps to put in the right perspective the puzzle about the normative standards of improvised action, which is addressed in the third part of the chapter. According to Nelson Goodman, improvisation as such undermines the very idea of a normative paradigm against which to evaluate possible solutions. In the case of butō, the absence of normative standards of action (e.g., success, correctness, or rightness) may be also connected to the absence of a subject in charge of his action. This is because butō improvisation does not count on the dancer as a pre-defined subject existing prior to and independently of her performance. In contrast to these interpretations, I hold that there are normative criteria for butō improvisation, which govern its explorative and generative functions by a training based on unselfing. This model turns away from the rhetoric of spontaneous free movements and the search for individual authenticity. It advocates for a model of intentional agency that it is not mediated by (individual or joint) intentions, but aspires to generate a community by sharing the experience of a living emotional body. (shrink)

'Pedagogia da tolerância' é o resultado da reunião de uma coletânea de reflexões e diálogos do Professor Paulo Freire, organizados em oito conjuntos de depoimentos, testemunhos, seminários e cartas, que revelam e atualizam, com outras palavras e imagens, a discussão central presente em toda sua obra, especialmente na tríade Pedagogia do oprimido, Pedagogia da esperança e Pedagogia da autonomia - a necessária coerência entre o discurso e a prática, o diálogo como método e suas implicações na transformação social, que (...) o reconhecimento do ato pedagógico como ato político nos obriga. (shrink)

While foregrounding the historiography of HIV and AIDS in the South African context, this article analyses AIDS as simultaneously existing in three spheres: first, virtually – as the subject matter of electronically measurable research; second, academically – as a topic of research in the discipline of History; and third, actually – as a complex health concern and signifier that, via the field of Medical and Health Humanities, could allow for new collaborations between historians and others interested in understanding AIDS. Throughout, (...) the central focus is the discipline of History and the global trends that become evident when examining metrics about AIDS research, particularly those that show the hierarchies of knowledge ‘production’, the reinforcement of disciplinary boundaries, and the discrepancy between the amount of research ‘produced’ by scientific and humanities disciplines. Overall, the article suggests that ‘post-AIDS’ is not currently helpful to health historians working on South African and other majority world contexts. More specifically, the article reflects on what AIDS histories still need to be written, and I argue that Medical and Health Humanities could provide a space for historians to work within and across disciplinary boundaries given the ever evolving remit of AIDS histories, temporalities, and narratives. (shrink)

Research on children’s ability to attribute false mental states to others has focused exclusively on false beliefs. We developed a novel paradigm that focuses instead on another type of false mental state: false perceptions. From approximately 4 years of age, children begin to recognize that their perception of an illusory object can be at odds with its true properties. Our question was whether they also recognize that another individual viewing the object will similarly experience a false perception. We tested 33 (...) preschool children with a task in which distorting lenses caused a small object to appear large and a large object to appear small. To succeed, children needed to recognize that a naive agent would falsely perceive the relative size of the objects and to correctly anticipate the agent’s actions on that basis. Children performed significantly better than chance in our false perception test, and there was a developmental progression in performance from 4 to 5 years of age similar to that seen in standard false belief tests. Our findings demonstrate that preschool children are capable of understanding that other individuals will be perceptually misled by illusory objects and that these false perceptions will influence their actions in predictable ways. (shrink)

This study presents the first neuroimaging investigation of female psychopathy in an incarcerated population. Prior studies have found that male psychopathy is associated with reduced limbic and paralimbic activation when processing emotional stimuli and making moral judgments. The goal of this study was to investigate whether these findings extend to female psychopathy. During fMRI scanning, 157 incarcerated and 46 non-incarcerated female participants viewed unpleasant pictures, half which depicted moral transgressions, and neutral pictures. Participants rated each picture on moral transgression severity. (...) Psychopathy was assessed using the Psychopathy Checklist-Revised (PCL-R) in all incarcerated participants. Non-incarcerated participants were included as a control group to derive brain regions of interest associated with viewing unpleasant vs. neutral pictures (emotion contrast), and unpleasant pictures depicting moral transgressions vs. unpleasant pictures without moral transgressions (moral contrast). Regression analyses in the incarcerated group examined the association between PCL-R scores and brain activation in the emotion and moral contrasts. Results of the emotion contrast revealed a negative correlation between PCL-R scores and activation in the right amygdala and rostral anterior cingulate. Results of the moral contrast revealed a negative correlation between PCL-R scores and activation in the right temporo-parietal junction. These results indicate that female psychopathy, like male psychopathy, is characterized by reduced limbic activation during emotion processing. In contrast, reduced temporo-parietal activation to moral transgressions has been less observed in male psychopathy. These results extend prior findings in male psychopathy to female psychopathy, and reveal aberrant neural responses to morally-salient stimuli that may be unique to female psychopathy. (shrink)

Background Ethical decision making in intensive care is a demanding task. The need to proceed to ethical decision is considered to be a stress factor that may lead to burnout. The aim of this study is to explore the ethical problems that may increase burnout levels among physicians and nurses working in Portuguese intensive care units . A quantitative, multicentre, correlational study was conducted among 300 professionals.Results The most crucial ethical decisions made by professionals working in ICU were related to (...) communication, withholding or withdrawing treatments and terminal sedation. A positive relation was found between ethical decision making and burnout in nurses, namely, between burnout and the need to withdraw treatments , to withhold treatments and to proceed to terminal sedation . This did not apply to physicians. Emotional exhaustion was the burnout subdimension most affected by the ethical decision. The nurses' lack of involvement in ethical decision making was identified as a risk factor. Nevertheless, in comparison with nurses , it was the physicians who more keenly felt the need to proceed to ethical decisions in ICU.Conclusions Ethical problems were reported at different levels by physicians and nurses. The type of ethical decisions made by nurses working in Portuguese ICUs had an impact on burnout levels. This did not apply to physicians. This study highlights the need for education in the field of ethics in ICUs and the need to foster inter-disciplinary discussion so as to encourage ethical team deliberation in order to prevent burnout. (shrink)

This chapter argues that Williams’ criticisms of Kant’s account of morality should be viewed in light of their disagreement about the function of reason. This interpretation unearths a fundamental challenge, due to the tension between the temporal features of human agency and the allegedly categorical authority of some normative claims. This is a predicament central to any theory of practical reason. For Kant its root lies in human embodiment, finitude and fragility, and the remedy is the normative standard of reason, (...) which plays a constitutive role in unifying the agent across time. By contrast, for Williams, mortality is the condition of possibility for valuing life, and agential unity is both unfeasible and undesirable, in the face of multiple sources of practical necessity whose significance is assessed from the present stance. The contrastive analysis of these views aims to identify their respective merits. (shrink)

Understanding the role of emotion in moral judgment has been an active area of investigation and debate. Here we comment on this topic by examining the interaction between emotion and moral judgment in certain psychopathological groups that are characterized by abnormalities in emotion processing, such as psychopaths and sexual offenders with paraphilic disorders.

La pedagogía de Freire es un método de cultura popular cuya finalidad inmediata es la alfabetización, y su dimensión más amplia es la educación como práctica de la libertad. En esta dimensión, educadores y educandos son simultáneamente educadores y educandos los unos de los otros; juntos inician como oprimidos la tarea histórica de liberarse a sí mismos y liberar a los opresores.