Transcranial Magnetic Stimulation (TMS) is a non-invasive neurostimulatory and neuromodulatory technique increasingly used in clinical and research practices around the world. Historically, the ethical considerations guiding the therapeutic practice of TMS were largely concerned with aspects of subject safety in clinical trials. While safety remains of paramount importance, the recent US Food and Drug Administration approval of the Neuronetics NeuroStar TMS device for the treatment of specific medication-resistant depression has raised a number of additional ethical concerns, including marketing, off-label use (...) and technician certification. This article provides an overview of the history of TMS and highlights the ethical questions that are likely arise as the therapeutic use of TMS continues to expand. (shrink)

Avoiding whinges from various and potentially conflicting stakeholders is a major challenge for sustainable development and for the identification of sustainability scenarios or policies for biodiversity and ecosystem services. It turns out that independently complying with whinge thresholds and constraints of these stakeholders is not sufficient because dynamic ecological-economic interactions and uncertainties occur. Thus more demanding no whinge standards are needed. In this paper, we first argue that these new boundaries can be endogenously exhibited with the mathematical concepts of viability (...) kernel and viable controls. Second, it is shown how these no whinge kernels have components, such as harvesting of resources, that should remain within safe corridor while some other components, in particular biodiversity, have only lower conservation limits. Thus, using radar charts, we show how this no whinge kernels can take the shape of a tree that we name viability tree. These trees of viability capture the idea that the unbounded renewal potential of biodiversity combined with a bounded use of the different ecosystem services are crucial ingredients for the sustainability of socio-ecosystems and the design of no whinge policies reconciling the different stakeholders involved. (shrink)

The coronavirus disease 2019 pandemic is altering dynamics in academia, and people juggling remote work and domestic demands – including childcare – have felt impacts on their productivity. Female authors have faced a decrease in paper submission rates since the beginning of the pandemic period. The reasons for this decline in women’s productivity need to be further investigated. Here, we analyzed the influence of gender, parenthood and race on academic productivity during the pandemic period based on a survey answered by (...) 3,345 Brazilian academics from various knowledge areas and research institutions. Productivity was assessed by the ability to submit papers as planned and to meet deadlines during the initial period of social isolation in Brazil. The findings revealed that male academics – especially those without children – are the least affected group, whereas Black women and mothers are the most impacted groups. These impacts are likely a consequence of the well-known unequal division of domestic labor between men and women, which has been exacerbated during the pandemic. Additionally, our results highlight that racism strongly persists in academia, especially against Black women. The pandemic will have long-term effects on the career progression of the most affected groups. The results presented here are crucial for the development of actions and policies that aim to avoid further deepening the gender gap in academia. (shrink)

The current times call for reforms in educational processes. The Covid-19 pandemic had an unforeseen impact on the educational system in all countries. This need for change requires new pedagogies and new methods for teaching and learning. Understanding the need for change is essential for the formulation of adaptive proposals, as well as for the generation of training activities to complement the teaching curriculum. New educational practices lead to a vision of educational quality, with new approaches that allow the continuous (...) integration of knowledge and permanent interaction with the student. This paper presents an analysis of the new teaching methodologies in times of confinement due to the pandemic caused by Covid-19. Keywords: Teaching methodologies, educational system, learning process. References [1]É. Tremblay-Wragg, C. Raby, L. Ménard y I. Plante, «El uso de estrategias didácticas diversificadas por cuatro profesores universitarios: ¿qué contribución a la motivación de aprendizaje de sus alumnos?,» Docencia en educación superior, vol. 26, nº 21, 2021. [2]L. Czerniewicz, R. Mogliacci, S. Walji, A. Cliff, B. Swinnerton y N. Morris, «Enseñanza y aprendizaje académico en el nexo: desagregación, mercantilización y digitalización en la educación superior,» Teaching in Higher Education, vol. 26, nº 2021, p. 16, 2021. [3]S. Dogan y A. Adam, «Aumentar el efecto del desarrollo profesional en la instrucción efectiva a través de comunidades profesionales,» Docentes y docencia: teoría y práctica, vol. 26, nº 3-4, pp. 326-349, 2020. [4]I. M. Torres Salas, «La enseñanza tradicional de las ciencias versus las nuevas tendencias educativas,» Educare, vol. 14, nº 1, pp. 131-142, 2010. [5]B. Fabio, J. Antonio Palomino y J. González Henríquez, «Evaluación y contraste de los métodos de enseñanza tradicional y lúdico,» Revista de Educación física y deportes, vol. 13, nº 94, pp. 29-36, 2008. [6]Y. Benítez y C. Mora, «Enseñanza tradicional vs aprendizaje activo,» Revista Cubana de Física, vol. 27, nº 2A, pp. 175-179, 2010. [7]P. Morales Bueno y V. Landa Fitzgerald, «Aprendizaje basado en problemas,» Theoria, vol. 13, nº 1, pp. 145-157, 2004. [8]R. Gil-Galván, I. Martín-Espinosa y F. Gil-Galván, «University student perceptions of competences acquired through problem-based learning,» Educación XXI, vol. 24, nº 1, pp. 271-295, 2020. [9]E. Ortiz Cermeño, «El aprendizaje basado en problemas,» Perfiles Educativos, vol. 41, nº 164, pp. 208-213, 2019. [10]E. Araos-Baeriswyl, C. Moll-Manzur, Á. Paredes y J. Landeros, «Aprendizaje invertido: un enfoque pedagógico en tiempos de pandemia,» Rev. Atención Primaria, vol. 53, nº 1, p. 117, 2021. [11]V. León-Carrascosa, M. Belando-Montoro y S. Sánchez-Serrano, «Design and validation of a questionnaire to evaluate the service-learning methodology,» Rev.Estudios sobre educación, vol. 39, nº 1, pp. 247-266, 2020. [12]J. Collado-Ruano, M. Ojeda, M. Malo y D. Amino, «Educación, arte e interculturalidad: El cine documental como lenguaje comunicativo y tecnología innovadora para el aprendizaje de la metodología I + D + I,» Rev. Texto livre, vol. 13, nº 3, pp. 376-393, 2020. [13]P. M. Bueno y V. Landa Fitzgerald, «Aprendizaje basado en problemas,» Theoria, vol. 13, nº 1, pp. 145-157, 2004. [14]J. A. Martí, M. Heydrich, M. Rojas y A. Hernández, «Aprendizaje basado en proyectos: Una experiencia de innovación docente,» Universidad EAFIT, vol. 46, nº 158, pp. 11-21, 2010. [15]L. Rojas y N. M. Jaimes, «Canvas LMS y el trabajo colaborativo como metodología de aprendizaje en entornos virtuales,» de Congreso Ibérico de Sistemas y Tecnologías de la Información, CISTI, Bogotá, Colombia, 2020. [16]B. Bordel y P. Mareca, «Results and Trends in educational MOOCs in the engineering area with MIRIADAX platform. A case study,» de 15th Iberian Conference on Information Systems and Technologies, CISTI 2020; Seville; Sevilla, España, 2020. [17]K. Vermeir y G. Kelchtermans, «Innovative practice as interpretative negotiation.A case-study on the kamishibai in Kindergarten.,» Teachers and Teaching: Theory and Practice, vol. 26, nº 3-4, pp. 248-263, 2020. [18]B. Tucker, «The Flipped Classroom: Online instruction at home frees class time for learning,» Education Next, vol. 1, nº 1, pp. 82-84, 2012. [19]M. V. Ledo, N. R. Michelena, N. N. Cao, I. d. R. M. Suárez y M. N. Vialart Vidal, « Aula invertida, nueva estrategia didáctica,» Educación Médica Superior, vol. 30, nº 3, pp. 678-688, 2016. [20]Metodologías activas por medio de las TIC, [Online]. Available: https://www.campuseducacion.com/blog/recursos/articulos-campuseducacion metodologias-activas-por-medio-de-las-tic/?cn-reloaded=1. [Last access: February 14, 2021]. (shrink)

La regla lógica que prohíbe inferir conclusiones morales o normativas desde premisas fácticas fue atribuida a David Hume por los primeros autores analíticos que se ocuparon de esta cuestión, llegando a ser conocida, esta regla, como la ley de Hume. Sin embargo, esta atribución ha sido fuertemente discutida desde entonces. El propósito de este trabajo es sistematizar los argumentos de esta discusión desde su origen -que se encuentra en un trabajo de A.C. MacIntyrehasta la intervención de J.M. Finnis, en razón (...) de que en tal período, aunque no se cierra la discusión en cuestión, quedan ya enunciados todos los problemas centrales que envuelve la interpretación del texto de Hume. (shrink)

Ludwig Wittgenstein is one of the greatest and most fascinating philosophers of all time. His Tractatus Logico-Philosophicus, composed in a series of remarkable numbered propositions, was the only book he published in his lifetime. He tackles nothing less than the question of whether there is such a thing as a logically perfect language and, armed with it, what we can say about the nature of the world itself. Pushing the limits of language, logic and philosophy, the Tractatus is a brilliant, (...) cryptic and hypnotic tour de force, exerting a major impact on twentieth-century philosophy and stirring the imagination today. With a new foreword by Ray Monk. (shrink)

Features include a comprehensive review of existing material, combined with new perspectives to equip students for the challenges in the work environment; chapter overviews and student learning objectives offer a solid and useful framework in which to organise study; diagrams and charts present overviews and contexts for the subject to act as useful revision aids; effective pedagogy including a review of the arguments considered, a menu of seminar topics, and questions in every chapter, serving as an ideal basis for seminar (...) study; and additional open-ended simulations to allow students to work through unfolding scenarios. (shrink)

This third edition offers increased coverage of sustainability and more chances for illustration and discussion of ethics in the messy day to day practicalities ...

In E.N. I. c. 5 Aristotle is considering divers views as to what constitutes Eudaimonia. He told us in c. 4, 2–3 that there are many conflicting opinions on the subject. The Many identify Happiness with some palpable good, such as pleasure, wealth, honour, but the Wise identify it with something beyond the Many, while [Plato] denied it to be any specific good at all. Of all these views we should consider such as have many adherents or are considered to (...) be reasonable. Accordingly, the Universal Good is considered in c. 6 after consideration in c. 5 of five particular goods—pleasure in the form of bodily pleasure, honour, wealth, virtue [and, implied in the theoretic Life, wisdom]. These five goods are brought into relation with four Lives—viz. pleasure with the apolaustic; honour and virtue with the political; [wisdom] with the theoretic; wealth with the business or money-making Life; and the first three Lives are called προέχοντες. There is nothing in this introduction of the Lives to astonish us; for, as Aristotle himself tells us, τò ληθς ν τοȋς πρακτικοȋς κ τν ργων κα τοû βίου κρίνεται . But there is much difference of opinion as to the argument he draws from the Lives. According to the view now submitted for consideration, the argument is that when a specific good, which some suppose to be Eudaimonia, is also the end of a ‘pre-eminent’ Life, then there is some prima facie probability in the view that that specific good is Eudaimonia. (shrink)

Atheism Considered is a systematic presentation of challenges to the existence of a higher power. Rather than engage in polemic against a religious worldview, C.M. Lorkowski charitably refutes the classical arguments for the existence of god, pointing out flaws in their underlying reasoning and highlighting difficulties inherent to revealed sources. In place of a theistic worldview, he argues for adopting a naturalistic one, highlighting naturalism’s capacity to explain world phenomena and contribute to the sciences. Lorkowski demonstrates that replacing theism with (...) naturalism, contra popular assumptions, sacrifices nothing in terms of ethics or meaning. Instead, morality ultimately proves more important than religion and does not rely on it. Appropriate for classroom use, this book is meant to cultivate understanding, tolerance, and fruitful dialogue between believers and nonbelievers. (shrink)

The Modern Library, which used for its 1941 monolingual edition of the combined Pensées and Provincial Letters the Trotter translation of the former work, has chosen for this bilingual edition of the Pensées the artful translation of H. F. Stewart. The work is divided by Stewart into a major Apology and chronologically arranged Adversaria which he considers to lie outside the scope of the original work. Stewart's scholarly introduction surveys both the incredibly confused situation of existing manuscripts and the evolution (...) of Pascal's thought. Stewart has arranged the material in accordance with Pascal's own plan, which was reconstructed by Filleau de la Chaise and by Pascal's nephew the abbé Périer. One could argue, as does Brunschvicg, whose own arrangement reveals a prime consideration of accessibility to the modern reader rather than historical accuracy, that the authority of Filleau de la Chaise and the abbé Périer is indeed questionable. For their reconstruction of the plan was made some eight years after Pascal had announced it in a lecture at Port Royal in 1658. Moreover, this initial arrangement could not take into account modifications made while writing during the last four years of the author's life. Stewart has nevertheless relied on both the Brunschvicg facsimile of the autographed manuscript and the Tourneur reading of the First Copy, and has consulted several editions of the Pensées. The result is certainly the best edition in English of this momentous work. Stewart's translation is superb, reproducing eloquently Pascal's paradoxical, contrapuntal phrases without losing any of his delightfully subtle wit.—C. M. R. (shrink)

Since the BBS article in which Premack and Woodruff (1978) asked “Does the chimpanzee have a theory of mind?,” it has been repeatedly claimed that there is observational and experimental evidence that apes have mental state concepts, such as “want” and “know.” Unlike research on the development of theory of mind in childhood, however, no substantial progress has been made through this work with nonhuman primates. A survey of empirical studies of imitation, self-recognition, social relationships, deception, role-taking, and perspective-taking suggests (...) that in every case where nonhuman primate behavior has been interpreted as a sign of theory of mind, it could instead have occurred by chance or as a product of nonmentalistic processes such as associative learning or inferences based on nonmental categories. Arguments to the effect that, in spite of this, the theory of mind hypothesis should be accepted because it is more parsimonious than alternatives or because it is supported by convergent evidence are not compelling. Such arguments are based on unsupportable assumptions about the role of parsimony in science and either ignore the requirement that convergent evidence proceed from independent assumptions, or fail to show that it supports the theory of mind hypothesis over nonmentalist alternatives. Progress in research on theory of mind requires experimental procedures that can distinguish the theory of mind hypothesis from nonmentalist alternatives. A procedure that may have this potential is proposed. It uses conditional discrimination training and transfer tests to determine whether chimpanzees have the concept “see.” Commentators are invited to identify flaws in the procedure and to suggest alternatives. Key Words: apes; associative learning; concepts; convergence; deception; evolution of intelligence; folk psychology; imitation; mental state attribution; monkeys; parsimony; perspective-taking; primates; role-taking; self-recognition; social cognition; social intelligence; theory of mind. (shrink)

The author proposes to delineate the basic outlines of an entirely new religio-metaphysical foundation for the religious, moral, and social convictions of modern Western man—an admittedly ambitious undertaking. More specifically, he wishes to nail the lid on the coffin of "the so-called Aristotelian substantialism," by means of an "interpretational synthesis" of the thought of Whitehead and that of Heidegger. Accordingly, he argues for an organismic view of history, according to which the event of the life-death-resurrection of Christ reveals the structure (...) and hence the meaning of history and of being. Man's appropriation of this meaning is characterized in roughly Bultmannian terms, though with somewhat more stress on the role of the Church qua social institution and on the empirically factual character of the crucial events comprising the over-all Christ-event than Bultmann lays. This essay is best regarded as another instance of the current phenomenon most notably instanced by Bishop Robinson's Honest to God and the debate it has initiated.—P. C. M. (shrink)

Offers, in an informal and somewhat undisciplined and repetitive manner, suggestions for answering such questions as: What is form? What kind of atomism will future scientific endeavour emphasize? Are there further, as yet unexplored and unexploited possibilities of evolution? How should a biologist or physicist account for man's creative abilities? etc.--C. M.

Part of the Philosophes series, this very useful introduction to Locke opens with a little ceremony which really does seem necessary in order to assure French readers of the relevance of foreign thinkers. It takes the form here of Voltaire's praise of Locke in his thirteenth Lettre philosophique. Voltaire's consecration however does serve to cast some eighteenth century light on Locke, which is an excellent way to begin the subject. There follows an outline of Locke's life and philosophy, with brief (...) considerations of the Letter on Tolerance and Two Treatises on Government, and an extended treatment of the four books of the Essay Concerning Human Understanding. Leroy uses a method of paraphrase with very limited commentary, a good device for getting inside a subject but one which involves a sacrifice in perspective. Some sixty pages of excerpts from the Essay are well chosen, indexed, and provided with topic headings. A minimal bibliography follows.--C. M. R. (shrink)

By using certain basic tools of analysis of modern information theory, particularly the principle of feed-back, the author tries to develop what might be called a new Logic of Appearance--Eiconics. Eiconics is the science--not the philosophy--which is to study how individuals, cultures, and cultural sub-groups attain to their respective "images," i.e., to those belief-constellations which, functioning somewhat analogously to the control of--say--a thermostat, determine what messages are taken as significant; significance may consist in behavorial consequences, or "outgoing messages," or it (...) may consist in modification of the "control" mechanism, the image, itself. Having shown examples of the role of the "image" in economics, politics, history, and natural science, the author concludes by raising some questions concerning the epistemological implications of his new science.--C. M. (shrink)

Intended to give "a graphic picture of the development, relationship and relative importance of Chinese philosophical schools," this booklet contains 7 charts outlining the Ancient, the Middle, the Modern, the Sung, the Yuan and Ming, the Ch'ing, and the contemporary periods.--C. M.

Consists largely of fragments from the works of poets, prophets, and philosophers, particularly the author's teacher, Charles E. Garman, all expressive of a kind of anti-dogmatic theism.--C. M.

This edition, providing the only available English language access to Collin de Plancy's long-forgotten Dictionnaire infernal, is directed to the reader who likes the reinforcement of being able to get through a whole book in an hour or so, whizzing through clean pages at incredible speeds. Perhaps the most misleading aspect of this flashy volume is the fact that the publishers never mention that it is abbreviated at all; it contains 177 truncated versions of Collin de Plancy's 2,400 plus entries, (...) which filled in the 1825-1826 edition of four volumes of text and one of plates. Wade Baskin, a master of condensation, does cover a lot of ground in his two and one-half page introduction. This, unfortunately, serves as little but a teaser to the reader interested in more than a mere mention of Collin de Plancy's colorful, success-oriented career, his filiations with spiritual brothers like Nodier, and his influence on other writers of the Romantic period. One can begrudge this sort of holding back with good reason, for Collin de Plancy is a name unfamiliar today even to French scholars. Baskin's translation is, as usual, excellent.—C. M. R. (shrink)

Pomeau has condensed a lot of material for this pocket-size introduction to the life and works of Diderot, which he has attempted to simplify by providing parallel classifications of the excerpts from Diderot's works with his own presentation of Diderot's philosophy. These divisions are entitled: the Adventure of Diderot's thought, On Nature, On Man, Morality, Aesthetics, Politics, and the Contemporary Import of Diderot's Philosophie. Pomeau, a Voltaire scholar, displays a knowledge of the intellectual history of the period and a wide (...) acquaintance with his immediate material. His selections are beautifully chosen, for they provide a generous survey of Diderot's work, including even a short passage from the most recently published marginalia of Hemsterhuis. This sort of presentation cannot but entice the beginner to further examination, for the passages range from the most poignant to the most witty Yet there is matter to frustrate the serious beginner; the passages are not dated, nor are they identified by work in the index. Pomeau engages in gratuitous psychologizing in his exposition of Diderot's life, and has made a blatant error in attributing to Diderot the authorship of the article "Encyclopédie." These shortcomings unfortunately mar a text which contains excellent analyses of the evolution of Diderot's religious and biological thought.—C. M. R. (shrink)

In this revised and expanded edition of his well-known study of Denis Diderot's life and works, Crocker combines solid scholarship with a vivid portrayal of his subjects. Leaving firm ground only occasionally, Crocker masterfully reconstructs Diderot's life by weaving into his narrative the testimony of Diderot's contemporaries and the philosopher's own anecdotes of the more picturesque episodes of his life. The author never departs from firm ground, however, in his presentation of Diderot's works. With a rare blend of erudition and (...) a lively critical sense, he sets them forth in the light of eighteenth-century currents of thought, highlighting Diderot's most significant contributions to materialism, sensualism, and experimentalism, while at the same time preserving, in quite readable summaries, the integrity of individual writings. His extensive consideration of the twenty years Diderot devoted to the Encyclopedia is particularly stimulating. By contrast, his summary presentation of Diderot's novels is somewhat disappointing, especially since he gives all too brief mention to Diderot's innovations in that genre. A needed index is lacking, but in spite of this and other minor shortcomings, Crocker's efforts have resulted in what is clearly the best complete English biography of one of the eighteenth century's most colorful geniuses.—C. M. M. (shrink)

Barfield considers the light the studies of history, language, and literature shed upon each other. He focuses his attention on the development of a theory of the emergence of individual consciousness. Barfield disputes some prevalent ramifications of evolutionist theories which hold that in language, literature, and history, a period of "active subjectivity" preceded one of "passive subjectivity." This would mean, according to Barfield, that in language, literal meaning preceded figurative meaning, just as imagination was prior to inspiration in the creation (...) of literature, and individual mental activity prior to a period of social consciousness. Barfield is convinced that the opposite is true. Using semantics as a springboard into the study of history and literature, he contends that the basic assumptions of any age are contained in the meaning of its most common words, and that ideas change because "human consciousness itself—the elementary human experience about which the ideas are being formed—the whole relation between man and nature or between conscious man and unconscious man—has been in the process of change." In this sketchy development of his theory of subjectivity as a form of consciousness that has "contracted from the periphery into individual centers," Barfield draws on a wide range of background material to come up with some genuinely fresh insights. But he carries his arguments only so far and leaves the reader with the memory of a few briefly illuminated new paths. In the final analysis, the topic seems just too vast to receive anything but a schematic treatment in even the most distinguished of essays.—C. M. R. (shrink)