The paper investigates how field experimentation of genetically modified crops became central to the French controversy on genetically modified organisms in recent years. Initially constructed in the 1980s as a cognitive endeavor to be preserved from lay interference, field trials of genetically modified crops were reconceived as “an intrusion in the social space,” which had to be negotiated with actors from that space. In order to analyze this transformation, the authors suggest that it is necessary to develop an interpretive framework (...) that combines theoretical perspectives from science and technology studies and the sociology of social problems, and emphasizes the importance of the way in which actors compete in a heterogeneous public space, to put forward alternative framings of problems. The authors present a detailed analysis of the interactions and conflicts between actors in diverse social arenas in order to better understand the dynamics of this sociotechnical controversy. (shrink)

An English reconstruction and analysis of Benjamin's Passagen-Werk.

Geoengineering has been broadly and helpfully defined as “the intentional manipulation of the earth's climate to counteract anthropogenic climate change or its warming effects” (Corner and Pidgeon , 26). Although there exists a rapidly growing literature on the ethics of geoengineering, very little has been written about its gender dimensions. The authors consider four contexts in which geoengineering appears to have important gender dimensions: (1) the demographics of those pushing the current agenda, (2) the overall vision of control it involves, (...) (3) the design of the particular technologies, and (4) whom geoengineering will most affect and benefit. After detailing these four gender dimensions, we consider three ways in which the geoengineering discourse could be enriched if it became more sensitive to issues of gender. These include increasing the focus on the concrete other, recognizing the socially transformative potential of geoengineering technologies, and engaging in value-sensitive design. Although ultimately remaining agnostic on the desirability of geoengineering, the paper brings gender considerations into a discussion from which they have been conspicuously absent. (shrink)

Prompted by the development of the Theory of Challenge and Threat States in Athletes (Jones et al, 2009), recent years has witnessed a considerable increase in research examining challenge and threat in sport. This manuscript provides a critical review of the literature examining challenge and threat in sport, tracing its historical development and some of the current empirical ambiguities. In an attempt to reconcile some of these ambiguities, and utilising neurobiological evidence associated with approach- and avoidance-motivation (cf. Elliot & Covington, (...) 2001), this paper draws upon the Evaluative Space Model (ESM: Cacioppo et al., 1997) and considers the implications for understanding challenge and threat in sport. For example, rather than see challenge and threat as opposite ends of a single bipolar continuum, the ESM implies that individuals could be (1) challenged, (2) threatened, (3) challenged and threatened, or (4) neither challenged or threatened by a particular stimulus. From this perspective it could be argued that the appraisal of some sport situations as both challenging and threatening could be advantageous, whereas the current literature seems to imply that the appraisal of stress as a threat is maladaptive for performance. In drawing upon the ESM, we outline the Evaluative Space Approach to Challenge and Threat and provide several testable hypotheses for advancing understanding of challenge and threat (in sport). We also outline a number of cardiovascular and experiential measures that can be used to examine these hypotheses. In sum, this paper provides a significant theoretical, empirical and practical contribution to our understanding of challenge and threat (in sport). (shrink)

In “Emergent Ghosts of the Emotion Machine,” James Coan neglects emotion displays involved in social communication and activity in central neurochemical systems associated with drug-induced changes in feelings and desires. Also, he fails to recognize that emotions are not rigidly bound to action tendencies, but rather have evolved internal signals to afford flexibility of response. Emotion indices naturally lack close coordination because different aspects—physiological arousal, expressive display, subjective experience—are differentially accessible to the responder and interaction partner, and therefore undergo different (...) social learning histories. Emotions are entities both at the biological level, involving special-purpose primes, and at the ecological level, involving displays reflecting communicative demands characteristic of a species. Language, not emotion, is the ghost in the machine. (shrink)

Measuring responsiveness to gain accurate diagnosis in populations with disorders of consciousness (DOC) is of central concern because these patients have such complex clinical presentations. Due to the uncertainty of accuracy for both behavioral and neurophysiological measures in DOC, combined assessment approaches are recommended. A number of standardized behavioral measures can be used with adults with DOC with minor to moderate reservations relating to the measures’ psychometric properties and clinical applicability. However, no measures have been standardized for use with pediatric (...) DOC populations. When adapting adult measures for children, confounding factors include developmental considerations for language-based items included in all DOC measures. Given the lack of pediatric DOC measures, there is a pressing need for measures that are sensitive to the complex clinical presentations typical of DOC and that can accommodate the developmental levels of pediatric populations. The music therapy assessment tool for awareness in disorders of consciousness (MATADOC) is a music-based measure that has been standardized for adults with DOC. Given its emphasis on non-language based sensory stimuli, it is well-suited to pediatric populations spanning developmental stages. In a pre-pilot exploratory study, we examined the clinical utility of this measure and explored trends for test-retest and inter-rater agreement as well as its performance against external reference standards. In several cases, MATADOC items in the visual and auditory domains produced outcomes suggestive of higher level functioning when compared to outcomes provided by other DOC measures. Preliminary findings suggest that the MATADOC provides a useful protocol and measure for behavioral assessment and clinical treatment planning with pediatric DOC. Further research with a larger sample is warranted to test a version of the MATADOC that is refined to meet developmental needs of pediatric DOC populations. (shrink)

In french and english speaking countries, the articulation between epistemological beliefs, conceptions of teaching and learning and pedagogical practices of secondary school teachers in the natural sciences and humanities has been little studied (Araújo-Oliveira, 2012 ; Bartos et Lederman, 2014 ; Wanlin et al., 2019). Yet, while teachers display predominantly constructivist beliefs about teaching and learning, their teaching practices remain rather passive (OECD, 2019). Like in Therriault et al. (2018-2023), this article explores the characteristics of epistemological beliefs, conceptions of teaching (...) and learning, and teaching practices among a population of 112 secondary school teachers (beginners, intermediate and experienced) in the humanities and natural sciences in French-speaking Belgium. In a second step, we explore the articulations between these three theoretical constructs either from statistical analyses or from a more interpretative perspective. Quantitative analysis of the data (PCA, factorial ANOVA, correlations and Chi-square) show that teachers’ epistemological beliefs are rather refined, that there is an effect of professional seniority on these beliefs and that there is a link between refined epistemological beliefs and traditional conceptions of teaching and learning. Finally, teachers’ self-reported practices appear to be insensitive to the discipline being taught. (shrink)

In June 2016, Texas A&M University hosted its inaugural philosophy camp for teens. In this article, we address how running a philosophy camp for pre-college students can have a positive impact on both the campers and the staff, which included philosophy faculty, graduate students (Philosophy and English), and undergraduates. We designed the week-long (Monday through Friday, 9 a.m.–4 p.m.) philosophy camp with three aims: to introduce pre-college students to philosophical thinking and dialogue; to develop an intellectual community among the campers; (...) and to provide a space in which young people could engage as equal partners in a series of spirited philosophical discussions. Drawing chiefly from our local community, we enrolled a diverse group of campers. We organized the week around themes that we thought would be of particular interest to pre-college students while also providing a broad view of the discipline. What we did not anticipate was the intense friendships that were formed, based on a shared love of philosophical ideas. (shrink)

ObjectiveTo examine how physical and psychological childbirth experiences affect maternal perceptions and experiences of early infant behavioural style.BackgroundUnnecessary interventions may disturb the normal progression of physiological childbirth and instinctive neonatal behaviours that facilitate mother–infant bonding and breastfeeding. While little is known about how a medicalised birth may influence developing infant temperament, high impact interventions which affect neonatal crying and cortisol levels could have longer term consequences for infant behaviour and functioning.MethodsA retrospective Internet survey was designed to fully explore maternal experiences (...) of childbirth and her postnatal perceptions of infant behaviour. Data collected from 999 mother–infant dyads were analysed using Pearson’s correlations and multiple analyses of covariance, employing the Bonferroni method of correction to establish initially significant variables. Multiple linear regressions were conducted to determine major perinatal contributors to perceived early infant temperament.ResultsMultiple regression analyses on each of the eight Mother and Baby Scales outcome variables indicated that early infant behavioural style was largely predicted by subjective maternal states during and post-childbirth, postnatal depression scores, maternal personality traits and infant age. For example, infant age was the most significant predictor of Alert-Responsive infant behaviour, followed by maternal Postnatal Positive experience. In contrast, depression scores were the most significant predictor of Unsettled-Irregular infant behaviour, followed by Anxious-Afraid Birth Emotions and infant age. Mothers also perceived their infants as more Alert-Responsive and Easier overall after a Supported birth experience.ConclusionMaternal and infant outcomes were influenced by multiple physical and psychological perinatal variables. The mother’s subjective experience appeared to be of equal significance to more objective factors. Social support enhanced the mother’s childbirth experience, benefitting her perceptions of her baby’s early temperament. These findings provide further support for current World Health Organisation intrapartum guidelines on the importance of making childbirth a ‘positive experience’ for women. (shrink)

A filosofia com crianças, em todas as suas guisas, visa engendrar o pensamento filosófico e o raciocínio nas crianças. Muito é escrito sobre o que a participação na filosofia poderia fazer para a criança academicamente e emocionalmente. O que propomos aqui é que permitindo às crianças participar de diálogos filosóficos elas aprenderão uma abordagem que poderia dar suporte a sua participação na sociedade e que poderia envolvê-las na consideração e no arejamento de suas vistas, tomando decisões em suas interações e (...) relacionamentos com os outros. É inevitável que, vivendo com os outros, se encontrem os valores dos outros. É essencial, portanto, que as crianças aprendam como lidar com os valores dos outros mas também que elas aprendam como desenvolver os seus próprios pelo questionamento e a reflexão. Melhor que ensinar às crianças sobre os valores ou ensinar-lhes os valores que elas deveriam ter, este artigo sugere que às crianças deveriam ser proporcionadas oportunidades de explorar uma variedade de perspectivas e que elas precisam aprender a fazer isto. Além disso, no entanto, a fim de viver harmoniosamente com os outros, existem considerações sobre ética a serem encontradas. As crianças precisam aprender como lidar com política, arte, ciência, literatura e a maior variedade de problemas que a vida em sociedade inclui. De fato, as crianças precisam aprender o que é requerido para ser um cidadão. Aqui o aprendizado da criança é contextualizado no Currículo de Excelência da Escócia, no qual se espera das crianças que elas sejam capazes de “fazer escolhas e tomar decisões informadas” e de “desenvolver pontos de vista informados e éticos de problemas complexos” (Scottish Executive, 2004, p.12) como parte de sua educação para a cidadania. Se ser um cidadão envolve esses elementos, então existe um desafio para os professores no que concerne a como as crianças vão alcançar os resultados desejados. O objetivo de tal currículo é que a criança ‘aprenda para a vida’ adquirindo as competências para a vida de forma que a sociedade se beneficie. É colocado, neste artigo, que participando dos diálogos filosóficos uma pessoa é suscetível de favorecer uma apreciação dos outros e de suas perspectivas, de compreender que os valores e opiniões de alguém evoluem, que essa visão filosófica pode, de fato, funcionar para a melhora da sociedade. Contudo, o que é sugerido é que fazendo filosofia aprende-se como viver bem. (shrink)

CompUtmg Distinctions. Douglas G. Flemons. Boston and London: Shambhala, 1991. 164 p. $15 (cloth).

_How constructions of time shape political beliefs about what is possible—and what is inevitable_ To secure power in a crisis, leaders must sell deep change as a means to future good. But how could we know the future? Nomi Claire Lazar draws on stories across a range of cultures and contexts, ancient and modern, to show how leaders use constructions of time to frame events. These frames carry an implicit promise to secure or subvert an expected future, shaping belief (...) in what is possible—and what is inevitable. “Ranging imaginatively across history and geography, this elegant book probes temporal sources of order and transformation. Its analytical wisdom discloses how calendars and representations of time shape political legitimacy, dispositions, and action.”—Ira I. Katznelson, author of _Fear Itself: The New Deal and the Origins of Our Time_ “Great political leaders, for good or ill, seek to shape our daily lives by playing with time itself. That is the central insight of this elegant, erudite volume, one that means I will henceforth listen to speeches and manifestos with new ears and new tools to rebut them.”—Anne-Marie Slaughter, President and CEO, New America “Nomi Lazar gives us a fascinating exploration of the political construction of time itself, as structured by calendars, dating systems, and other mechanisms used for legitimation, revolution, and a myriad of other political purposes. A memorable and endlessly interesting book.”—Adrian Vermeule, Harvard Law School. (shrink)

L’apprentissage du métier de « maître régent » en théologie passe par le commentaire oral (lectio) des Sentences du Lombard. Cet exercice est confié aux bacheliers: les premiers statuts universitaires ne permettent pas d’en saisir les conditions concrètes et ceux du XIVe siècle laissent soupçonner de grandes contraintes. On peut supposer l’usage d’un certain nombre de « commentaires modèles». Les maîtres ont appliqué des méthodes issues de l’exégèse. Ce sont les manuscrits et leur apparat qui permettent de saisir les modalités (...) de la lectio des Sentences. (shrink)

L'actuel regain d'intérêt pour la philosophie témoigne de l'attente la plus légitime qui soit, eu égard aux prétentions traditionnelles et à l'aura de cette discipline, mais également la plus difficile à satisfaire : qu'elle mène celui qui épouse ses chemins à une véritable réappropriation de sa propre existence, à une recréation personnelle. Impossible ici de se satisfaire d'un horizon de consolations aimables et de recettes de prospérité, non plus que de vertiges théorisants ou d'érudition monomaniaque. Face à un monde qui (...) semble avoir d'avance consumé nos élans et consommé nos révoltes, les postures et commodités ne sont plus de mise. Un retour d'authenticité s'impose à l'engagement philosophique lui-même. En fait, la mise à l'épreuve de soi est passage obligé, dès lors que de mort de Dieu en chute des idoles de remplacement, nul ne peut plus prétendre faire surgir la valeur irréductible de l'humain d'ailleurs que de l'homme... D'où la pertinence et l'attrait de l'exploration, ici proposée, des voies traditionnelles et ressorts nouveaux d'une maïeutique propre à faire naître l'homme à lui-même, à travers la mise à nu et le retrait de tous les masques que nous imposent la vie en société et le respect de ses codes. Poussant au déracinement du moi comme à une étape nécessaire au dévoilement de notre vérité, les auteurs de cet essai s'inscrivent dans la lointaine filiation de ces philosophes de l'Antiquité (Stoïciens, Cyniques) qui vivaient leur philosophie comme un travail sur soi, voire une ascèse, et dans le prolongement de tout ce pan de la pensée contemporaine qui, avec Foucault notamment, s'est employé à armer la philosophie d'un pouvoir maximal de transformation croisée de celui qui s'y adonne et du social qui l'environne. (shrink)

Self-organizing dynamic systems (DS) modeling is appropriate to conceptualizing the relationship between emotion and cognition-appraisal. Indeed, DS modeling can be applied to encompass and integrate additional phenomena at levels lower than emotional interpretations (genes), at the same level (motives), and at higher levels (social, cognitive, and moral emotions). Also, communication is a phenomenon involved in dynamic system interactions at all levels.

Self-portrait -- The early Washington, D.C. Baha'i community -- Conversion -- Race amity -- Pilgrimage -- Harlem Renaissance and Baha'i service -- Estrangement and rededication -- Baha'i essays -- Alain Locke's philosophy of democracy : America, race, and world peace.

Book Information A Theory of Art. A Theory of Art Berger Karol Oxford Oxford University Press 2000 287 Hardback By Berger Karol. Oxford University Press. Oxford. Pp. 287. Hardback:.

Lesbian εἴκοιστοѕ is now supplemented by τριάκοιστοѕ and ⋯ξήκοιστοѕ, which occur in a Lesbian inscription found at Delos, just published in Bull. Corr. Hell. xxix. p. 210 ff.

The very nature of terrorism and the context in which it typically occurs make responding to it much more complicated, morally speaking, than responding to conventional military attacks. Two points are particularly important here: (1) terrorism often arises in the midst of conflicts that can only be resolved at the negotiating table; (2) responses to terrorist acts almost always present significant risks to the lives and well-being of noncombatants. The history of the Israel-Palestinian conflict suggests that its resolution will only (...) come through negotiation. However, Israel has an obligation to secure the safety of its citizens. In this context, responses to terrorism must be judged, morally speaking, by how well they balance the following competing aims: (1) protecting the lives of potential victims of terror; (2) protecting the lives of noncombatants living among the terrorists; and (3) preserving the possibility for negotiating the end of the conflict. My aim in this paper is to show that responses against terrorists need not be retributive in aim, and can therefore satisfy these competing demands. (shrink)

Rachlin uses the word “choice” 80 times, whereas “emotion” does not appear. In contrast, “Empathy: Its ultimate and proximate bases” by Preston and de Waal, uses the word “emotion” 139 times and “choice” once. This commentary compares these ways of approaching empathy and altruism, relating Rachlin's approach to Gilligan's Morality of Justice and Preston and de Waal's to the Morality of Caring.

Our purpose in this paper is to characterize the methodological role of judges in clinical psychology. What, methodologically speaking, do the judges do for the experimenter in this area? Why, and in what ways, are the experimenter's procedures more respectable, his results more valid, when he employs judges? In order to present a concrete example of the use of judges we begin by describing in some detail a procedure actually employed in the testing of an hypothesis. Next we contrast this (...) procedure with a prima facie analogous one from chemistry, noting that an appeal to judges here would be clearly superfluous. Our problem then presents itself in the form: “Why these sorts of differences between chemistry and clinical psychology?”. As the argument develops it becomes clear that the methodological significance of what is called “clinical insight” must be carefully considered in any attempt to understand the peculiar importance of the judges’ role in psychology. It is argued that the absence of precise criteria for typical concepts of clinical psychology is closely connected with the frequent appeals to clinical insight. And it is urged that the full significance of the employment of judges emerges only when seen in the light of this conceptual uncertainty, and of the clinician's attempt to operate scientifically in spite of that uncertainty. (shrink)

Motivation and emotion are not clearly defined and differentiated in Rolls's The brain and emotion, reflecting a widespread problem in conceptualizing these phenomena. An adequate theory of emotion cannot be based upon reward and punishment alone. Basic mechanisms of arousal, agonistic, and prosocial motives-emotions exist in addition to reward-punishment systems.

To highlight care in architecture, I resuscitate Epicurus’ valorization of friendship in philosophy, contending that friendly love of wisdom is a practice of well-being, ataractic know-how. I emphasize the body as the instrument of the ataractic project of living. John McDermott and architect Christopher Alexander argue that affection has a place in contemporary design: what a person feels love for in the initial situation guides design. I argue that friendship with things leads us to care for and repair them. Repair (...) familiarizes one with materials, makes one a maker, increases bodily skill. Reparative architecture revivifies natural human affections for place. (shrink)