Many sign languages display crosslinguistic consistencies in the use of two iconic aspects of handshape, handshape type and finger group complexity. Handshape type is used systematically in form-meaning pairings (morphology): Handling handshapes (Handling-HSs), representing how objects are handled, tend to be used to express events with an agent (“hand-as-hand” iconicity), and Object handshapes (Object-HSs), representing an object's size/shape, are used more often to express events without an agent (“hand-as-object” iconicity). Second, in the distribution of meaningless properties of form (morphophonology), Object-HSs (...) display higher finger group complexity than Handling-HSs. Some adult homesigners, who have not acquired a signed or spoken language and instead use a self-generated gesture system, exhibit these two properties as well. This study illuminates the development over time of both phenomena for one child homesigner, “Julio,” age 7;4 (years; months) to 12;8. We elicited descriptions of events with and without agents to determine whether morphophonology and morphosyntax can develop without linguistic input during childhood, and whether these structures develop together or independently. Within the time period studied: (1) Julio used handshape type differently in his responses to vignettes with and without an agent; however, he did not exhibit the same pattern that was found previously in signers, adult homesigners, or gesturers: while he was highly likely to use a Handling-HS for events with an agent (82%), he was less likely to use an Object-HS for non-agentive events (49%); i.e., his productions were heavily biased toward Handling-HSs; (2) Julio exhibited higher finger group complexity in Object- than in Handling-HSs, as in the sign language and adult homesigner groups previously studied; and (3) these two dimensions of language developed independently, with phonological structure showing a sign language-like pattern at an earlier age than morphosyntactic structure. We conclude that iconicity alone is not sufficient to explain the development of linguistic structure in homesign systems. Linguistic input is not required for some aspects of phonological structure to emerge in childhood, and while linguistic input is not required for morphology either, it takes time to emerge in homesign. (shrink)

Summary The famous essay by Christian von Ehrenfels, Über Gestaltqualitäten (1890), opens up, as is well-known, an important seam not only in the psychology of perception but also of aesthetics, of the psychology and philosophy of music, art and language. Here, in fact, the form understood as ‘Gestalt’ is something concretely audible and visible and not simply a formal abstraction. It is about a pioneering programme rich in ideas and original connections. The author does not mean simply to define the (...) meaning of the concept of Gestalt, but he also sets out a fertile variety of extraordinary applications. In the first place – following a suggestion of Ernst Mach’s – he indicates an application in the field of music, in particular in the exemplary case of melody. In this sense the melody, as a temporal Gestalt, is a more fitting illustration of Gestalt than a spatial Gestalt (e.g. of a geometric figure). But in other cases, as for instance in the case of perception of movement, both temporal and spatial Gestalts are admitted. And a characteristic example is provided by dance. In this article, we shall investigate the comparison between sound movement and visual–gestural movement, and we shall also be discussing the matter by having recourse to the experience of professional dancers. (shrink)

L’articolo si propone di analizzare, alla luce di un esteso scandaglio documentario e di un accurato spoglio delle testate locali, i rapporti fra Pier Paolo Pasolini e il Cineguf bolognese, negli anni in cui lo scrittore fu studente del Liceo Galvani e poi fra gli iscritti alla Facoltà di Lettere, sotto alla guida di docenti come Carlo Calcaterra e Goffredo Coppola. Questa ricerca ha permesso non solo di approfondire la conoscenza della cultura spettatoriale del giovane Pasolini, ma ha anche (...) consentito di ricondurre all’avvio del 1940 la sua prima prova da scrittore per il cinema, e cioè il soggetto Il giovine della primavera, rimasto inedito fino all’uscita dei Meridiani a cura di Walter Siti e Franco Zabagli nel 2001. Proprio uno sguardo inedito alle attività del Cineguf consente infatti di comprendere quanto la vita del circolo poté pesare sulla passione del poeta per il grande schermo, spingendolo a provarsi nelle vesti di sceneggiatore. (shrink)

Presentación del Dossier 'Perspectivas aristotélicas contemporáneas'.

Background Integrating artificial intelligence (AI) into healthcare has raised significant ethical concerns. In pharmacy practice, AI offers promising advances but also poses ethical challenges. Methods A cross-sectional study was conducted in countries from the Middle East and North Africa (MENA) region on 501 pharmacy professionals. A 12-item online questionnaire assessed ethical concerns related to the adoption of AI in pharmacy practice. Demographic factors associated with ethical concerns were analyzed via SPSS v.27 software using appropriate statistical tests. Results Participants expressed concerns (...) about patient data privacy (58.9%), cybersecurity threats (58.9%), potential job displacement (62.9%), and lack of legal regulation (67.0%). Tech-savviness and basic AI understanding were correlated with higher concern scores (p < 0.001). Ethical implications include the need for informed consent, beneficence, justice, and transparency in the use of AI. Conclusion The findings emphasize the importance of ethical guidelines, education, and patient autonomy in adopting AI. Collaboration, data privacy, and equitable access are crucial to the responsible use of AI in pharmacy practice. (shrink)

In one of his last texts, Foucault defined his philosophical enterprise as an?analysis of the conditions in which certain relations between subject and object are formed or modified, insofar as they are constitutive of a possible knowledge,? or again as?the manner in which the emergence of games of truth constituted, for a particular time and place and certain individuals, the historical a priori of a possible experience.? Despite its eclipse during the genealogical period, the notion of the historical a priori (...) is thus reaffirmed as central by later Foucault. There is, however, an essential modification with respect to its archaeological problematisation: In The Order of Things, the various historical a priori were characterized by specific relations between being and language, relations in which the subject of knowledge did not always or necessarily have a place. The Renaissance episteme was defined by the homogeneity of words and things, and its Classical counterpart by the transparent distance between being and representation, which excluded any positioning for the subject (the missing?place of the king?). Within the archaeological configuration, only the contemporary historical a priori was characterized by the invention of a new position for the subject of knowledge, that of Man, which according to Foucault generated the Analytic of Finitude and ultimately resulted in the?anthropological sleep? criticised at the end of The Order of Things. So although later Foucault refocuses his work around the notion of the historical a priori, he gives the notion a considerable twist whereby the conditions of truth saying are no longer referred back to an implicit connection between being and language, but to the various relations historically established between?modes of subjectivation? and?modes of objectification.? (shrink)

A renowned scholar investigates the "human crisis" that Albert Camus confronted in his world and in ours, producing a brilliant study of Camus's life and influence for those readers who, in Camus's words, "cannot live without dialogue and friendship. As France--and all of the world--was emerging from the depths of World War II, Camus summed up what he saw as 'the human crisis'. 'We gasp for air among people who believe they are absolutely right, whether it be in their machines (...) or their ideas. And for all who cannot live without dialogue and the friendship of other human beings, this silence is the end of the world.' In the years after he wrote these words, until his death fourteen years later, Camus labored to address this crisis, arguing for dialogue, understanding, clarity, and truth. When he sailed to New York, in March 1946--for his first and only visit to the United States--he found an ebullient nation celebrating victory. Camus warned against the common postwar complacency that took false comfort in the fact that Hitler was dead and the Third Reich had fallen. Yes, the serpentine beast was dead, but "we know perfectly well," he argued, "that the venom is not gone, that each of us carries it in our own hearts." All around him in the postwar world, Camus saw disheartening evidence of a global community revealing a heightened indifference to a number of societal ills. It is the same indifference to human suffering that we see all around, and within ourselves, today. (shrink)

This Element is on new developments in the psychology of reasoning that raise or address philosophical questions. In traditional studies in the psychology of reasoning, the focus was on inference from arbitrary assumptions and not at all from beliefs, and classical binary logic was presupposed as the only standard for human reasoning. But recently a new Bayesian paradigm has emerged in the discipline. This views ordinary human reasoning as mostly inferring probabilistic conclusions from degrees of beliefs, or from hypothetical premises (...) relevant to a purpose at hand, and as often about revising or updating degrees of belief. This Element also covers new formulations of dual-process theories of the mind, stating that there are two types of mental processing, one rapid and intuitive and shared with other animals, and the other slow and reflective and more characteristic of human beings. The final topic covered is the new developments and rationality. (shrink)

Schelling's 1806 polemic against Fichte, and his last major work on the philosophy of nature. The heat of anger can concentrate the mind. Convinced that he had been betrayed by his former collaborator and colleague, Schelling attempts in this polemic to reach a final reckoning with Fichte. Employing the format of a book review, Schelling directs withering scorn at three of Fichte’s recent publications, at one point likening them to the hell, purgatory, and would-be paradise of Fichtean philosophy. The central (...) bone of contention is the understanding of nature: Fichte sees it as lifeless matter in motion, sheer opposition to be overcome, while Schelling waxes poetic in his defense of a living, organic nature of which humanity is a vital part. Indeed, we do not know ourselves without understanding our connection to nature, argues Schelling, anticipating many thinkers in contemporary environmental ethics. Dale E. Snow’s introduction sets the stage and explains the larger context of the conflict, which was already visible in the correspondence of the two philosophers, which broke off by 1802. Notes are included throughout the text, providing background information and identifying the many references to Fichte. Dale E. Snow is Associate Professor of Philosophy at Loyola University of Maryland and the author of Schelling and the End of Idealism, also published by SUNY Press. (shrink)

The creative process has the potential to increase wellbeing and foster human flourishing (Dolan and Metcalfe, 2012 ; Forgeard and Eichner, 2014 ; O’Brien and Murray, 2015 ; Conner et al., 2018 ; Kaufman, 2018 ), yet has received little attention in the humanistic management literature. In this paper, we present three experiments showing that idea originators experience greater relationship conflict with counterparts who have committed perceived “idea theft”, i.e., proposed identical or related ideas. We test a model that identifies (...) a mechanism—self-threat—that mediates the relationship between idea theft and relationship conflict and identifies an intervention to ameliorate that self-threat via self-affirmation. Study 1 demonstrates the idea originator’s attribution of malign attributions to, and negative moral emotions toward, the counterpart. Study 2 demonstrates that idea originators ostracize both those who propose identical ideas and those who propose merely related ideas. In Study 3, evidence for self-threat as the mechanism underlying the negative relational consequences is provided via both a direct test of mediation as well as via moderation by self-affirmation. Our research contributes to the nascent idea theft literature and suggests a way to reduce its negative consequences. (shrink)

El propósito de este texto es ofrecer una visión general de la relación entre nación e historia en los debates que se generaron por parte de los historiadores y otros intelectuales de las ciencias sociales a finales del siglo XIX y durante gran parte del siglo XX. La reflexión central que se plantea consiste entonces en estudiar y mostrar cómo al mismo tiempo que las naciones modernas eran objeto de un proceso de redefinición política, en el escenario intelectual de las (...) ciencias sociales, y en particular de los historiadores, fueron apareciendo también un conjunto de debates y obras que intentaban problematizar y someter a consideración las relaciones que pretendían establecerse entre la nación y la historia como un elemento que las justificaba. (shrink)

O objetivo deste texto é explorar aproximações e divergências no pensamento de Paulo Freire e Ivan Illich na forma como eles vêem a relação entre educação e transformação social. Acredita-se que a retomada da polêmica Freire e Illich sobre o problema educação e transformação social pode contribuir para melhor compreender e esclarecer a verdadeira natureza desse problema, já clássico na história da educação moderna.

REVISTA EDUCAÇÃO E FILOSOFIA é uma publicação semestral do Departamento de Pedagogia da Universidade Federal de Uberlândia. Este número é o primeiro fruto de um sonho antigo e de um inconformismo com a falta de um veículo como este, entre nós. Pretendemos incentivar e divulgar trabalhos de natureza interdisciplinar nas áreas de Educação e Filosofia. Mas, se a Revista vier a ter uma linha preferencial — e isto depende muito mais dos nossos colaboradores, que da direção — essa linha não (...) será exclusiva nem excludente, pois a Revista estará aberta às mais diversas correntes de pensamento, não se fechando, pois, com quaisquer grupos. Isto é consequência de nossa visão de Universidade como lugar onde se deve estimular a heterogeneidade de tendências e o debate. Entendemos que uma filosofia que propugne posições dogmáticas inviabiliza o debate sobre seus próprios pressupostos, deixando de ser filosofia para tornar-se mera ideologia. Ademais, a discussão de questões de princípio tem razão de ser e há momentos em que apenas ela pode contribuir para a superação de impasses de ordem teórica ou prática, sobretudo nas ciências sociais; somente uma abordagem crítica — o que equivale a dizer: sem preconceitos — pode contribuir para os debates de questões fundamentais tanto para a filosofia, quanto para a educação, ou ainda quanto para uma filosofia de educação. A REVISTA EDUCAÇÃO E FILOSOFIA deve representar um fórum de permanentes debates aberto a todo educador, todo pensador e, sobretudo, a todo pensador-educador. Propomo-nos a acolher e divulgar contribuições que sintetizem os resultados de investigações empíricas e teóricas e de projetos práticos, preferencialmente, mas não exclusivamente, desenvolvidos na região do Triângulo Mineiro. Dentro do princípio de que o caráter objetivo e preciso do conhecimento científico não é incompatível com os conformismos diante das injustiças de toda ordem, pretendemos, ainda, ser um estímulo aos balanços críticos. A REVISTA EDUCAÇÃO E FILOSOFIA é a soma do que temos e somos, mas será um veículo para atingirmos aquilo que queremos ser e ter. Deverá abrir caminho para a reflexão filosófica, a reflexão sobre educação, a reflexão sobre o ensino da filosofia e possibilitará o diálogo com os pensadores e educadores presentes e pretéritos visando à construção do futuro. Nós não teríamos sido justos se olvidássemos o empenho da professora Carmelita Vieira dos Santos, chefe do Departamento de Pedagogia para que, diante de tantos cortes de recursos, fossem mantidos aqueles destinados à revista. Nossos agradecimentos também à professora Marly Bernardes de Araújo, diretora do Centro de Ciências Humanas e Artes. Ao Conselho do Departamento de Pedagogia, nossa gratidão por ter acolhido a Revista. (shrink)