RESUMO O artigo tem por objetivo analisar a mudança no regime do signo que ocorreu na filosofia de Husserl entre os anos de 1890 e 1901. Para tanto, partimos da reconstrução da teoria do simbolismo apresentada em Sobre a Lógica dos Signos, de 1890, e analisamos a recepção de algumas de suas teses centrais em Investigações Lógicas, de 1901. Querse, com isso, sublinhar a relevância histórica deste pequeno tratado de 1890 para a fenomenologia madura de Husserl. Ver-se-á, específicamente, que a (...) crítica ao princípio da economia do pensar apresentada em Prolegômenos à Lógica Pura é o prolongamento de uma tese de 1890 e que o conceito de intenção simbólica vazia de 1901 é a resposta de Husserl aos impasses de sua primeira teoria do signo enquanto substituto. Conclui-se, por fim, mostrando como essa mudança no regime do signo é condição de possibilidade para a análise correlativa característica de Investigações Lógicas. ABSTRACT The article aims to analyze the changes in the regime of sign that occurred in Husserl’s philosophy between the years of1890 and 1901. To do so, we start with the reconstruction of the theory of symbolism presented in On the Logic of Signs, from 1890, and analyze the reception of some of its central theses in the Logical Investigations, from 1901. It is intended to emphasize the historical relevance of this small treatise of 1890 for Husserl’s mature phenomenology. It will be seen specifically that the critique of the principle of the economy of thought presented in Prolegomena to Pure Logic is the extension of a thesis from 1890 and that the concept of symbolic empty-intention from 1901 is Husserl’s answer to the impasses of his first theory of the sign as a substitute. We conclude, in the end, by showing how this change in the regime of sign is condition ofpossibility for the correlative analysis characteristic of the Logical Investigations. (shrink)

This paper argues that racism should not only be conceived as a moral concept whose main aim is to condemn severe wrongs in the domain of race. The paper advances a complementary interpretation of racism as an explanatory concept--one that plays a key role in explaining race-based social problems afflicting members of subordinate racialized groups. As an explanatory concept, the term 'racism' is used to diagnose and highlight the causes of race-related social problems. The project of diagnosing race-based social problems (...) contributes to the pragmatic anti-racist end of developing better political and policy strategies for solving these social problems. The paper defends this interpretation of racism as an explanatory concept through a critical engagement with Urquidez's moral-philosophical account of racism. (shrink)

I defend impact-based accounts of institutional racism against the criticism that they are over-inclusive. If having a negative impact on non-whites suffices to make an institution racist, too many institutions (including institutions whose affirmative action policies inadvertently harm its intended beneficiaries) would count as racist. To address this challenge, I consider a further necessary condition for these institutions to count as racist—they must stand in a particular relation to racist ideology. I argue that, on the impact-based model, institutions are racist (...) if they have a negative racial impact AND this impact is legitimized by racist ideology. Racist ideologies limit social criticism of and collective action against institutions that have a negative racial impact, and in so doing, lend stability to systems of racial domination. (shrink)

I address the objection that the concept of racism has become overly inflated. Critics of the conceptual inflation of “racism” argue that theories of institutional racism engage in untoward conceptual inflation insofar as they undermine our moral understanding of racial phenomena, hinder our ability to explain the causes of racial inequality, and even undercut struggles for racial justice. I develop an original account of institutional racism and show that it is immune to all three versions of the conceptual inflation challenge.

In this article, we scrutinize views that justify exclusionary policies regarding transgender athletes based primarily on physiological criteria. We introduce and examine some elements that deserve...

El propósito central enfatiza la comprensión histórico-cultural de la diversidad y la diferencia como productoras de escenarios donde la tolerancia debe redimir la exclusión y fomentar la equidad; explica, reflexiva y críticamente, algunas ideas que subrayan la urgen te necesidad de replantear los d..

Aristotle normally used historical notations to support his arguments. This is somewhat true for all the works of the corpus, but above all for Politics: the nature, objectives, and methodology of the investigations in this treatise present the strongest links with actual and concrete data, and therefore with historia. Obviously even the Aristotle of Politics is not a historian who wants to report known historiographical traditions; however, regardless of his intentions, there is no doubt that the work in question contains (...) precious ‘fragments’ of history which, in general, confirm or supplement our knowledge. There are, however, cases in which the Aristotelian exempla end up filling in the omissions and gaps of the available sources, such as the cursory reference to the nomos of the Aphytaians, which appears in the section of book 6 dedicated to the so-called agricultural democracy. (shrink)

Much media attention has been given to the potentially shifting voting patterns of the U.S. Hispanic population in the 2020 election. However, far less attention has been given to the implications...

Despite society’s increasing sensitivity toward green production, companies often struggle to find effective communication strategies that induce consumers to buy green products or engage in other environmentally friendly behaviors. To add clarity to this situation, we investigated the effectiveness of negative versus positive message framing in promoting green products, whereby companies highlight the detrimental versus beneficial environmental consequences of choosing less versus more green options, respectively. Across four experiments, we show that negatively framed messages are more effective than positively framed (...) ones in prompting consumers to engage in pro-environmental behaviors. More importantly, we find that anticipated shame is the emotion responsible for this effect. Furthermore, both environmental concern and the type of product promoted serve as moderators; thus, the mediating role of anticipated shame is attenuated when environmental concern is low and the product is a luxury one. Finally, we discuss the theoretical and managerial implications of our work, along with its limitations and some directions for future research. (shrink)

Includes a translator’s preface, note on the text, and suggestions for further reading.

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Trata-se de apresentar os caminhos de uma abordagem, cética em relação à política e seus mecanismos de sedução, bem como a sua imprevisibilidade.

Resumo: No presente ensaio, procuro estabelecer afinidade de leitura entre a tradição cética e a dialética, por intermédio do conceito de crítica.In this article I look to establish affinities between the skeptical tradition and the dialectic, by means of the concept of criticism.

Este artículo tiene por objeto presentar algunas notas reflexivas y descriptivas del desarrollo teórico que hemos realizado sobre el enfoque de las epistemologías de las política educativa en tanto se convierte en una herramienta para llevar a cabo la reflexividad epistemológica sobre la investigación en política educacional. Y puede emplearse tanto como vigilancia epistemológica del propio proceso de investigación como para el meta-análisis de las investigaciones, ingresando de algún modo en lo que hemos denominado el campo de los estudios epistemológicos (...) en política educacional y cuyo continente son las ciencias sociales y políticas. Considerando que la complejidad social y política de la realidad educativa conllevan a construir nuevas miradas epistemológicas y por tanto a cuestionar el objeto de estudio de la política educacional. (shrink)

En este trabajo, se presentan y analizan, a modo de debate ciertas problemáticas inherentes a la elección de los investigadores al momento de definir el eje epistemológico de su investigación: pregunta o hipótesis. Durante mucho tiempo se ha considerado que estos componentes deben estar presentes simultáneamente en un proyecto de investigación, cuando en realidad pertenecen a lógicas diversas. Aquí planteamos la necesidad de reflexionar sobre ejes epistemológicos distintos y a la vez potentes para iniciar una investigación. Pero la co-presencia de (...) ambos ejes en la investigación le quita solidez y consistencia epistemológica a un proyecto de investigación, dado que la racionalidad subyacente con que se construye cada uno de estos ejes difiere entre sí.This paper presents and analyses by way of an open debate certain issues inherent to the choice of researchers when defining the epistemological axis of his research: question or hypothesis. It has been long considered that these components must be present simultaneously in a research project, when in fact belong to different epistemological axes. Each one is different and powerful enough to start some research. But the simultaneous presence of both axes removes epistemological strength and consistency to a research project because the different rationale of each of these axes. (shrink)

One important limitation of the current renditions of interpretivism is that its emphasis on the moral dimension of sport has overlooked the aesthetic dimension lying at the core of this account of sport. The interpretivist’s failure to acknowledge and consider the aesthetic implicitly distances this realm from the moral. Marcia Muelder Eaton calls this distancing the separatist mistake. This paper argues that interpretivism presupposes not only moral but also aesthetic principles and values. What it sets out to demonstrate is that (...) interpretivism is an integralist, or nonseparatist, account of sport, one in which ethical and aesthetic values are not exclusive. Making explicit and specifying interpretivism’s combined moral-aesthetic approach to sport not only helps to better distinguish the whole range of values that make up sport as well as their interconnection but also encourages sportspeople to pursue more coherent sport and, thus, more enriching lives. (shrink)

Organized youth sport has become a prominent activity in Western societies, one around which myriad families structure their daily lives. Despite its popularity, or rather because of it, youth sport is besotted with complex problems. One distinctive set of problems pertains to children’s opportunities to benefit from engagement in sport. Such problems require a reflection on the conditions of justice. The goal of this paper is to explore ethical guidelines to make youth sport more just. The paper begins by characterizing (...) childhood, youth, and youth sport. Then, it articulates considerations of justice in youth sport. Together, these sections provide a basis to formulate the general features of a just youth sport. What emerges is a vision of youth sport that the adults involved in it should emphasize and implement if their young charges, and youth sport, are to flourish, as well as a novel approach to formulating and justifying normative criteria to make youth sport more just. (shrink)

Comenzamos con una cuestión general: ¿puede el arte moderno ser entendido como una vía de salvación como lo señala Schopenhauer?Con el apoyo de varios textos, como los de Arthur C. Danto, Después del fin del arte: El arte contemporáneo y el linde de la historia, se contrastará lo que se considera como arte moderno contextualizándolo a la idea de Arthur Schopenhauer expresada en su libro El mundo como voluntad y representación. Arthur Danto explica y ejemplifica los conceptos moderno, contemporáneo y (...) posmoderno, que se vuelven bastante importantes pues son el apoyo para lograr contrastar el texto de Schopenhauer y saber si el arte moderno puede ser vía de salvación. (shrink)

For risk and crisis communication in health emergencies and for the management of infodemics, now is the time to intervene. A time that precedes the arrival of the next health emergency and a time...

Recent studies have pointed to the existence of a strong relationship between memory and mental representation, while others have shown that images are open to reinterpretation and manipulation; this volume offers a historical overview of the problem as well as a review of the research in psychology and related fields.

The first goal of this paper is to reply to a number of criticisms levied by Gunnar Breivik and Robert L. Simon against an account of sporting skills I published almost 20 years ago in which I distinguished between constitutive and restorative skills and examined their normative significance. To accomplish this goal, I first summarize my characterization and classification of skills and then detail the criticisms. After responding to the latter, and thus reconsidering and hopefully strengthening my account of skill (...) in sport, I turn my attention to Scott Kretchmar and Tim Elcombe’s inquiry into the skills involved in competitive sport. These authors claim that contesting skills demand the same respect usually accorded to testing skills. The second goal of this paper is then to explore Kretchmar and Elcombe’s inquiry under the light of my reconsidered analysis of skill. I specifically advocate a plausible relationship, both in terms of their distinctive character and relative import, between testing and contesting skills and constitutive and restorative skills. In doing so, I seek to present a more comprehensive account of skill in non-competitive and competitive sport. (shrink)

El objetivo del siguiente artículo es observar los rendimientos de la hermenéutica filosófica para interpretar el problema de la confianza en nuestras relaciones sociales. En primer lugar, se identifican sus fundamentos para comprender a través de esta tradición filosófica su giro lingüístico e importancia para estudiar dicho concepto ; en segundo lugar, se analiza desde la idea del ‘lenguaje’ y del ‘diálogo’ el problema de la confianza en las relaciones contextuales. Por último, se reflexiona sobre cómo la racionalidad científica proyecta (...) confianza o desconfianza en un mundo en donde cada vez sus enunciados deben comprometerse con la vida humana. Este artículo es relevante pues busca revalorizar a la filosofía para el análisis de un concepto que ha sido estudiado principalmente desde las ciencias sociales. En este sentido nos apoyamos en la hermenéutica filosófica en pos de observar sus posibilidades para conceptualizar y analizar la confianza en la sociedad contemporánea. (shrink)

El presente trabajo tiene como objetivo fundamental analizar una disciplina reciente denominada teoría de la organización. Para tal efecto se muestran diversos hechos históricos, los cuales al inicio eran tan sólo una pretensión teórico-metodológica univoca y simplificada para el estudio de las organizaciones, como ocurrió con las ciencias naturales. Sin embargo, en la actualidad han eclosionado en una amplia gama de perspectivas fenomenológicas en torno a las organizaciones. Por lo anterior se propone como explicación el anarquismo epistemológico acuñado por Paul (...) K. Feyerabend, por considerarlo una herramienta poderosa para entender a las teorías de la organización. También se sostiene como hipótesis la presencia de un robustecimiento de esta teoría al abrevar de distintas fuentes para la explicación de sus fenómenos.The fundamental aim of this paper is to analyze a recent discipline called organization theory. For this purpose, diverse historic events are shown. These facts initiated a theoretical-methodological univocal and simplified pretension for the study of the organizations, like the one occurred with the natural sciences. Nevertheless, currently they have emerged in an extensive range of phenomenological perspectives around organizations. Therefore, it is proposed as an explanation the “anarchism epistemology” minted by Paul K. Feyerabend by considering it a powerful tool to understand the theories of the organization. Also it maintains as hypothesis that the study of several sources to find out a possible explanation for its phenomena, strengthens the organization theory or theories. (shrink)

Pretende-se oferecer aqui uma justificativa, tal como ela parece ter sido indicada por Platão no Teeteto, para o método de Sócrates, anunciado em Apologia como uma anthropíne sophía, capaz de avaliar os diferentes tipos de conhecimento. O recurso à imagem da maiêutica, no Teeteto, traz a representação de um aspecto desse método, posterior à refutação, em que o examinador ou parteiro elevam as opiniões do interlocutor até um princípio transcendente, para mostrar-lhes ou sua vacuidade ou sua solidez. Por fim, o (...) Diálogo de Platão parece não apenas representar o método de Sócrates, mas se inspirar nele para a composição do seu discurso, que joga com a forma de fazer ver e com aquilo que se vê a partir dele. (shrink)

It is common in contemporary sport to liken the notion of the team to that of the family. That is, the family is used to evoke team life. Portraying the team as a family usually implies a positive evaluation. Despite its prevalence, the team as a family equation has not been analyzed in the sport philosophy literature. Thus, the purpose of this article is twofold. First, it explores whether the team is to be equated with the family. To discuss the (...) nature of the family and the team, I draw together the work of several sport philosophers with that of Laura Wildemann Kane. Second, and considering what characterizes the team, this article investigates whether teammates have special responsibilities to one another by virtue of their relationship and the value attached to it. I propose that the team as a family equation does not align with the constitution of these two social groups and that teammates have special responsibilities to one another, but such responsibilities are different from those observed in the family. (shrink)

M. Blondel, cuya "filosofia de la acción" se halla en la linea del "espiritualismo frances" para el que la filosofía no es una actividad puramente de la razón sino del conjunto de la vida, abordó, después de L'Action (1893), el tema del conocimiento en L'illusion idéaliste (1898). Su propósito era responder a las "ilusiones" del conocimiento - "realista" e idealista - , particularmente a esta última. Para ello justifica la utilización de un "método de inmanencia" - no del sistema de (...) inmanencia - y reconduce el conocimiento hacia una forma de acción. En el artículo se presenta este proceso, y se discute las implicaciones que tiene de cara a la verdad y a la naturaleza de la transcendencia epistemológica y religiosa. /// M. Blondel, dont la "philosophie de l'action" se dévellope dans le sillage du "spiritualisme français" pour lequel la philosophic n'est pas une activité de la pure raison, mais de l'emsemble de la vie, a abordé, après L'Action (1893), le théme de la connaissance dans L'illusion idéaliste (1898). Son intention était de répondre aux illusions de la connaissance - "realiste" et idéaliste - en particulier à cette dernière. Pour ce faire, il montre qu'il faut utiliser une "méthode d'immanence" - non pas du système de l'immanence - et reconduire la connaissance vers une forme d'action. Le present article décrit ce processus et discute les implications qu'il suscite quant à la vérité et à la nature de la transcendance épistemologique et religieuse. /// After L'Action (1893), M. Blondel, whose "philosophy of action" is in line with "french spiritualism", which takes philosophy as an activity envolving not simply reason but the whole life, has dealt with the issue of knowledge in L'Illusion idealiste (1898). He aimed to explain the ''illusions" of knowledge - both the ''realist" and the "idealist" ones - , but particularly the latter. It is for this reason that he justifies the use of a "method of immanence" - not of a system of immanence, and deals with knowledge as a type of action. The paper explains this process and discusses its implications as to both truth and the nature of epistemologic and religious transcendence. (shrink)

This article search, from a situation of classroom, to interpret the reality of the processes of felt learning and constitution of a child in initial phase of acquisition of the written language. This passage will be constructed from the notion of similarity, language and experience in Benjamin and Agamben. For in such a way the one notion `inversion' of logic in the frequent way that we think the education and that we look at the school seems necessary, in this perspective (...) some axles if they become central offices, the first one is a look on the knowledge idea and to learn as in relation the notion of `to teach finally' and third, from an approach on infancy and a look on the film “The Villa” of Shiamallan, appears a necessity of ‘pedagogy of childhood’, that is, the indicative for walking for an education that of the pedagogy inferiorly. (shrink)

It is common to say that we leave infancy when, with the passing of time, very different experiences are produced in us, causing us to mature and, in this way, lead us into adulthood; in other words, we could say that infancy ends when, as time passes, we accumulate and live our different experiences. In this sense, two observations come to mind and make us think about the relations between time, infancy, and experience. Victor Hugo and Picasso offered the following (...) concise phrases: “Infancy begins when time brings experience” ; and “…when I was twelve, I painted like an adult, and I spent my entire lifetime learning how to paint like a child” . This text proposes a reflection on these themes, observing them through the universes of education, philosophy, and psychology, and founded in the ideas of Walter Benjamin, Giorgio Agamben, Comenius, Augustine, and others. Beginning with a political-philosophical reflection on the concept of infancy, we move toward philosophy, and from there, toward an etymological discussion that circumscribes the theme of linguistics and ends with politics. We are invited to contemplate: what is this infancy we produce, and what practices of power do we create in our relations with the infantile? For this reflexive journey, we turn to the discussions of Walter Benjamin and Giorgio Agamben regarding the concept of experience, which lead us to an idea of experience as a route, a crossing, a path to be followed, i.e something that is not given, that is uncertain. Based on this notion, we can link the ideas of infancy and of experience, and both of these to a perspective of opening and to the yet-to-come, the unfinished. In this reflection, we find in St. Augustine spaces for thinking about time as temporality. Amalgamating this reflection on infancy and time with the notion of experience put forth by Benjamin and Agamben , other views and possibilities are produced regarding the themes presented by education in the context of new educational practices with children. (shrink)