Precarious times have material consequences. Yet, feminist new materialist approaches demonstrate that the concepts of the “ma-terial” and of “matter” are radically different than what is com-monly held in the Western tradition. This article argues that femi-nist new materialism provides practical, essential, and ethical tools for political action in dynamic and entangled worlds. In such worlds (e.g., the Anthropocene), it is critically needed to establish an ethics of responsiveness, a culture of ethical living and dying with others. Yet, this ethic (...) must respond to and acknowledge our relational, entangled, dynamic, and agentic ontology. In response to this, this article proposes the “pluri-person,” a political figure that mobilizes contributions of feminist new materialism to produce an ethical, ontology-making, everyday practice/response to “Precari-ous Times.”. (shrink)

Examining the nature of teachers’ emotions and how they are managed and regulated in the act of teaching is crucial to assess the quality of teacher’s instructions. Despite the essential role emotions play in teachers’ lives and instruction, research on teachers’ emotions has not paid much attention on teachers’ state emotions in the context of daily teaching. Significant portion of literature has described teachers’ emotions by foregrounding trait emotions through deductive methodological approaches. This paper explored elementary teachers’ state and trait (...) emotions while preparing for teaching and during teaching, reasons that underlie these emotions, and the relationship between their emotions and the quality of their mathematics instruction. Participants were seven elementary teachers working in the U.S. who participated in Holistic Individualized Coaching (HIC) professional development that consisted of 5 cycles of coaching over an year. For each coaching cycle pre-coaching conversation and post-coaching conversation data were collected regarding state emotions teachers felt in anticipation of teaching and during teaching retrospectively. Also, teachers responded adapted Teaching Emotion Scale (TES) that was aimed to measure trait emotions. In order to compare teachers’ emotions with instructional quality, coaching session were video recorded and analyzed to determine the quality of instruction. Findings of this study showed that teachers reported 6 categories of emotions (positive, negative, neutral, mixed-positive, mixed-negative, and mixed-complex), and often in non-typical ways (e.g., “not nervous”, “anxious but in a positive way”), and mixed emotions were the most dominant category. Also, teachers had more positive emotions anticipating teaching, than actually teaching the lesson, and there was no noticeable change of emotions across the 5 coaching cycles. The reason teachers felt mixed emotions reflected complex and context-specific nature of teaching, which was not articulated in the literature. There were no clear relationships between emotional experiences and instructional quality. This study allowed participants to freely describe their authentic, complex, overlapping, and ambiguous emotions in the context of active teaching, which contributes opening up the possibilities of diversifying teacher emotion research and shows the significance and usefulness of understanding teachers’ state emotions. (shrink)

"Justice, force" : c'est dans ces termes et leur dialectique (fortifier la justice, justifier la force) que Pascal pose la question du politique et qu'elle continue de se poser a nous. Aussi bien vit-il la naissance de l'Etat moderne, et le heurt de la tradition humaniste et chretienne avec l'ideologie du monstre froid qui n'aspire qu'a sa propre perpetuation et transcendance. Faut-il renoncer a incarner les valeurs? Faut-il les imposer par la violence a la violence deguisee du pouvoir? Pascal ne (...) laisse pas la verite sans force devant la force, mais il sait aussi l'injustice de la justice rebelle. Realiste sans machiavelisme, augustinien mais non augustiniste, il n'avance point tant une politique chretienne qu'un usage chretien du politique. (shrink)

Le présent ouvrage rassemble les interventions d'un colloque qui s'est tenu du 24 au 26 septembre 2015, sous l'intitulé Institutions et destitutions de la totalité. Explorations de l'oeuvre de Christian Godin. Ce colloque s'est tenu en deux endroits: une première journée le 24 septembre à la Maison des Sciences de l'Homme de Clermont-Ferrand suivie d'une journée et demi à l'Université Paris Descartes, dans les locaux de la Sorbonne les 25 et 26 septembre. Le terme "institution" laisse immédiatement penser à (...) l'établissement d'un principe à partir duquel se déploie une, économie. Ce principe, ou axiome, serait un invariant posé comme quelque chose qui inspire le respect, la crainte, la révérence d'intouchable par le fortuit. Mais "destitution" aussitôt après, semble affirmer qu'un tel principe peut apparaître transitoire. Le pluriel indique que la totalité s'institue; et se destitue selon des modalités différentes. Ceci étant, une question surgit aussitôt: comment un principe qui lègue un espace d'intelligibilité peut-il être dissous, disloqué, défait? Ce colloque tente de répondre à cette problématique."--Page 4 of cover. (shrink)

Despite its small size, profilin is an amazingly diverse and sophisticated protein whose precise role in cells continues to elude the understanding of researchers 15 years after its discovery. Its ubiquity, abundance and necessity for life in more evolved organisms certainly speaks for its exterme importance in cell function. So far, three ligands for profilin have been well‐characterized in vitro: actin monomers, membrane polyphosphoinositides and poly‐L‐proline. In the years following its discovery, profilin's role in vivo progressed from that of a (...) simple actin‐binding protein which inhibits actin polymerization, to one which, as an important regulator of the cytoskeleton, can even promote actin polymerization under the appropriate circumstances. In addition, interactions with components of the phosphatidylinositol cycle and the RAS pathway in yeast implicate profilin as an important link through which the actin cytoskeleton is able to communicate with major signaling pathways. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Declining Circumcision for My Premature NewbornDionne DeschenneIn 1993, I was pregnant with my first of three sons and was busy preparing for his arrival. Unlike most parents, who focus much of their time on decorating the nursery and buying supplies, I was researching the medical decisions that I would need to make in the moments and weeks following his birth. Having worked in a hospital while a pre-medicine student, (...) I had heard the cries of babies undergoing tests and procedures shortly after birth and knew I needed to be clear on the necessity of those tests and procedures if I was going to consent to them for my baby.My husband was in the Navy and out to sea for six months, so I took a few college courses to pass the time. One was a philosophy course on ethics, and I chose the bioethics of infant male circumcision as the focal point of my coursework that quarter. This allowed me to work through my findings in a racially, religiously, and age-diverse classroom under the guidance of a skilled professor. I was shocked to learn that even the American Academy of Pediatrics (AAP) at that time acknowledged that there were no known medical benefits that resulted from circumcision. How, I wondered, could parents allow their newborns to undergo such a harrowing experience for no reason?As the months passed and the birth of our first son grew nearer, I had everything ready—all of the decisions made, the doctors prepared, and the hospital selected. All of that preparation went out the proverbial window when I contracted pneumonia at 30 weeks. I was admitted to the Naval Hospital and treated for a week before being airlifted to a nearby Army Hospital when my condition worsened. After a few days there, the doctor came in very early one morning to wake me. Our son's heart rate was slowing, and we were at risk of losing him. They needed to immediately perform an emergency Cesarean section to preserve his life. I was terrified, knowing the potential myriad adverse effects his pre-term birth could cause.We were rushed into the OR and within seconds I had an epidural in my back. Moments later, my perfect, tiny but silent baby was whisked from the room to be attended to by a highly skilled and immensely respected NICU team. My husband followed to keep a watchful eye on our son while I was taken to Recovery. A few hours later, I was allowed to join my husband and son in the NICU.Our baby was beautiful, but so tiny that my husband could hold him in one hand. He weighed four pounds and had an enormous needle in the top of his head. The nurse explained to me that the IV needle was in the best location for administering the IV fluids and medications that our baby needed. His pre-term birth had introduced the need for several tests and treatments I had not anticipated. This was immensely distressing for me as someone who wanted to research and understand so that I could make well-informed and ethical decisions. Keep in mind that this was in the days before smartphones. In fact, we didn't even have cell phones at that time! In order to do research, I needed to find a medical text within the hospital that I could read, or get to a library. I had an abdomen full of staples, couldn't drive, and refused to be away from my baby, so going to the library was not an option.Under the conditions, I relied on the hospital staff to help me understand the risks, benefits, and necessities of each procedure or test that they recommended. We formed a relationship of mutual respect. I think this was due to the in-depth [End Page 89] conversations we had during that time. That mutual respect we developed likely led to a remarkable conversation toward the end of our son's first week in the NICU. Our doctor was making his rounds when a nurse asked if we wanted to have our son circumcised that day since the doctor... (shrink)

The untranslatable and intriguing notion of ethos (mores, goodness, character, etc.) contrasts in Ancient rhetoric with pathos and logos, the other two pisteis or means of persuasion. Rhetorical ethos is characterized by ambivalence; is it essentially extra- or intra-discursive? an effect of the soul or an effective simulacrum? stable or circumstantial? As a discursive image, an artefact of speech, ethos remains problematic in its legitimacy. As shown in this volume, Montaigne's readings of Ancient theories of ethos resonate in the Essais. (...) The rhetorical effectiveness of Plutarch and Socrates versus Brutus and Seneca, for instance, is assessed in terms of ethos and a revealing style. Montaigne weighs rhetorical and ethical theories as he judges the writings of others, stages diverse types or characters, and develops in his book his own notion of ethos, paradoxical and dynamic, changing as is our soul. A variety of ethe narrated or enacted are also examined: Stoic figures and philosophers, generals, courtiers and honnetes hommes, Indians, tragic heroes and heroines, among others. This collection of essays, beyond Montaigne studies, contributes to intellectual history, and to rhetorical, ethical, and political inquiry, for the early modern period and beyond. Montaigne's quest for more human and humane modes of expression and action can be better understood in light of the notion of ethos, which raises issues of representation, subjectivity, social interaction, moral philosophy, politics, pragmatics, anthropology and identity. The contributors to this volume offer fresh new voices in the art of conversation about the Essais as they explore the many ramifications of Montaigne's ethos and the manifold ethe he brings forth. (shrink)

This paper presents preliminary findings of the project [name omitted for anonymity]. This interdisciplinary project builds on Argumentation theory and developmental sociocultural psychology for the study of children’s argumentation. We reconstruct children’s inferences in adult-child and child-child dialogical interaction in conversation in different settings. We focus in particular on implicit premises using the Argumentum Model of Topics for the reconstruction of the inferential configuration of arguments. Our findings reveal that sources of misunderstandings are more often than not due to misalignments (...) of implicit premises between adults and children; these misalignments concern material premises rather than the inferential-procedural level. (shrink)

The present study focuses on the observation of learning processes as they emerge in the context of conversations among two students in three successive tasks designed to foster conceptual change in proportional reasoning. The three tasks were set according to a pre-test treatment post-test paradigm. In the pre-test and the post-test tasks, the two students solved individually several items in the presence of an experimenter. In the treatment task, the two students worked as a dyad to solve similar items; they (...) used a balance to check their conclusions and subsequently continued solving the items when the weighing did not match their expectations. We adopt a micro-genetic approach and develop new analytical tools to observe what happened in the conversation (both socially and cognitively). Throughout the three successive tasks, we observed the interplay between tools, peers, experimenter, and task demands and how they are managed through the rules of conversation. We identified four processes that involved the emergence of new high-order strategies from coordinated actions distributed among peers, the guidance of the experimenter in coordinating actions, and ways the participation in solving a previous task was actualized in a successive one. (shrink)

This article advances, for the first time, a framework for situating public health law interventions as occurring in a predictable four-stage process. Whether the intervention is related to mandatory seat-belt laws, HIV prevention through needle-exchanges, or distracted-driving laws, these public health law interventions have generally been characterized by the following four stages. First, a series of publicized incidents, observances, or outcomes generate significant media attention, and are framed as public health harms. Then, a few select states evaluate such harms and (...) proactively seek testimony or evidence designed to support a law-based intervention. After this initial public engagement, states enact legal frameworks designed to minimize or reduce the harm, often in the absence of full information about the scope of harm or potential effectiveness of the intervention. In contrast, scholars have proposed that at these early stages, lawmaking should be evidence-based and “developed through a continuous process that uses the best available quantitative and qualitative evidence.”5 Our experience evaluating youth sports traumatic brain injury lawmaking suggests that, like other public health issues with sudden and intense media attention, an evidence-based approach was lacking during these early stages. (shrink)

Hence, argumentation will have an increasing importance in education, both because it is a critical competence that has to be learned, and because argumentation ...

"Problem emergence and relational dynamics at the start of a philosophy workshop. This research aims to better understand how a common object is constructed (or not) during an interaction when the purpose of the interaction is to think together philosophically. After presenting what the practice of philosophy for children advocates, we analyze what happens when it is implemented by observing the unfolding of a philosophy workshop involving secondary school students and their teachers. We adopt an empirical approach and a precise (...) follow-up of the contributions of each participant. At the beginning of the workshop, we are interested in looking for those moments when a common problem emerges. Our observations suggest that the process of theoretical elaboration of a philosophical theme and that of the relational dynamics between the participants are intertwined. Keywords: interaction, philosophy for children, problem, dialogue, interpersonal relations. ". (shrink)

The aim of this study is to explore how nurses perceive patient participations of patients over 75 years old undergoing hemodialysis treatment in dialysis units, and of their next of kin. Ten nurses told stories about what happened in the dialysis units. These stories were analyzed with critical discourse analysis. Three discursive practices are found: (1) the nurses’ power and control; (2) sharing power with the patient; and (3) transferring power to the next of kin. The first and the predominant (...) discursive practice can be explained with an ideology of paternalism, in which the nurses used biomedical explanations and the ethical principle of benefice to justify their actions. The second can be explained with an ideology of participation, in which the nurses used ethical narratives as a way to let the patients participate in the treatment. The third seemed to involve autonomous decision-making and the ethical principle of autonomy for the next of kin in the difficult end-of-life decisions. (shrink)

We have identified a sample of 53 societies outside of the classical Himalayan and Marquesean area that permit polyandrous unions. Our goal is to broadly describe the demographic, social, marital, and economic characteristics of these societies and to evaluate some hypotheses of the causes of polyandry. We demonstrate that although polyandry is rare it is not as rare as commonly believed, is found worldwide, and is most common in egalitarian societies. We also argue that polyandry likely existed during early human (...) history and should be examined from an evolutionary perspective. Our analysis reveals that it may be a predictable response to a high operational sex ratio favoring males and may also be a response to high rates of male mortality and, possibly, male absenteeism. Other factors may contribute, but our within-polyandry sample limits analysis. (shrink)

Big Ideas for Little Kids includes everything a teacher, a parent, or a college student needs to teach philosophy to elementary school children from picture books. Written in a clear and accessible style, the book explains why it is important to allow young children access to philosophy during primary-school education. Wartenberg also gives advice on how to construct a "learner-centered" classroom, in which children discuss philosophical issues with one another as they respond to open-ended questions by saying whether they agree (...) or disagree with what others have said. (shrink)

In chapter 7 of her 2008 book, Lose Your Mother: A Journey Along the Atlantic Slave Route, Saidiya Hartman writes, “I too am trying to save the girl, not from death or sickness or a tyrant but from oblivion. [...] These words are the only defense of her existence, the only barrier against her disappearance”. Hartman’s project in Lose Your Mother is a search for a life beyond the archive; it is a search for a living narrative, written on, in, (...) and by the body—an act of re-membering. The same sentiment is echoed in Brittney C. Cooper’s Beyond Respectability: The Intellectual Thought of Race Women. Cooper offers a sympathetic rejoinder to Hartman’s investigation of what it means to be the contemporaries of the enslaved, and what it means to theorize: to produce a living history by a loving engagement in, with, and through the body. Cooper’s approach is to utilize the practice of listing. Listing is the “intentional calling of names [that] create[s] an intellectual genealogy for race women’s work and was a practice of resistance against intellectual erasure”. Beyond Respectability engages with some key thinkers in early Black feminist thought: Anna Julia Cooper, Fannie Barrier Williams, Mary Church Terrell, and Pauli Murray. In this review, I briefly summarize the key theories described in the book. I conclude by arguing that Cooper’s reading is limited when it comes to reading Pauli Murray as a “race woman.”. (shrink)