Resumo: Palavras-chave Keywords : Children’s literature. Storytelling. Reading. : Literatura infantil. Contação de histórias. Leitura..: Storytelling is considered nowadays a proper strategy to encourage children to develop literary taste and reading and it is therefore being broadly practiced within educational spaces. Within this framework the present article deals with 140 reports on storytelling observation in schools for children’s education and first classes. These reports were carried out in different places in Porto Alegre and its surroundings. It was possible to observe (...) that despite the joyful characteristic of the storytelling moment – that involves costumes, scenarios, puppets – the way this activity has been conducted turned out to be very pedagogical in three dimensions. In the first place, the choice of many narratives and books reveals an explicit tendency to "civilize" the child or to form a certain kind of subject. In the second place, this pedagogical tendency becomes evident in the conversations carried out between storytellers and children after the storytelling. In this context certain "messages" of the narrative are frequently stressed. At last, in the interviews many storytellers explained their criteria to choose books and stories according to "the project that is being presently developed in the school" or according to "problems that are taking place in the classroom" and so on. In spite of this tendency, however, some reports allow to infer that many teachers are escaping the deliberate pedagogization the stories and are therefore siding with a (new) discourse wherein pedagogical aspects are minimized. A contação de histórias é considerada, atualmente, uma estratégia adequada para iniciar as crianças no gosto pela leitura, sendo uma atividade generalizada nos espaços educativos. Dentro desse quadro, o artigo discute 140 relatos de observação de contação de histórias na Educação Infantil e anos iniciais, realizadas em espaços da região metropolitana de Porto Alegre (RS). Assim, observou-se que, malgrado o caráter lúdico das horas do conto – com fantasias, cenários, fantoches –, há nelas uma evidente pedagogização, através de três dimensões: a primeira é a escolha de algumas histórias e/ ou livros que pretendem abertamente civilizar ou formar um determinado tipo de sujeito. Em segundo lugar, a pedagogização fica evidente nas conversas que a contadora de histórias realiza com crianças após a contação, uma vez que, frequentemente, se enfatizam as mensagens da história. Por fim, nas entrevistas realizadas com as contadoras, ao falarem dos critérios de escolha dos livros e das histórias, várias sinalizaram uma escolha de acordo com o "projeto que está sendo desenvolvido", com "problemas que estão ocorrendo na sala de aula", etc. Mesmo assim, algumas práticas observadas fugiram à pedagogização deliberada, mostrando que muitas professoras estão inseridas em outro (e novo) discurso, em que a pedagogização é minimizada. (shrink)

A contação de histórias é considerada, atualmente, uma estratégia adequada para iniciar as crianças no gosto pela leitura, sendo uma atividade generalizada nos espaços educativos. Dentro desse quadro, o artigo discute 140 relatos de observação de contação de histórias na Educação Infantil e anos iniciais, realizadas em espaços da região metropolitana de Porto Alegre (RS). Assim, observou-se que, malgrado o caráter lúdico das horas do conto � com fantasias, cenários, fantoches �, há nelas uma evidente pedagogização, através de três dimensões: (...) a primeira é a escolha de algumas histórias e/ ou livros que pretendem abertamente civilizar ou formar um determinado tipo de sujeito. Em segundo lugar, a pedagogização fica evidente nas conversas que a contadora de histórias realiza com crianças após a contação, uma vez que, frequentemente, se enfatizam as mensagens da história. Por fim, nas entrevistas realizadas com as contadoras, ao falarem dos critérios de escolha dos livros e das histórias, várias sinalizaram uma escolha de acordo com o �projeto que está sendo desenvolvido�, com �problemas que estão ocorrendo na sala de aula�, etc. Mesmo assim, algumas práticas observadas fugiram à pedagogização deliberada, mostrando que muitas professoras estão inseridas em outro (e novo) discurso, em que a pedagogização é minimizada. (shrink)

The early twentieth century was a lively time for the foundations of mathematics. This ensuing debates were, in large part, a reaction to the settheoretic and nonconstructive methods that had begun making their way into mathematical practice around the turn of the twentieth century. The controversy was exacerbated by the discovery that overly na¨ıve formulations of the fundamental principles governing the use of sets could result in contradictions. Many of the leading mathematicians of the day, including Hilbert, Henri Poincar´e, ´.

Growing concern has been expressed that we have entered a “post-truth” era in which each of us willfully believes whatever we choose, aided and abetted by alternative and social media that spin alternative realities for boutique consumption. A prime example of the belief in alternative realities is said to be acceptance of “conspiracy theories”—a term that is often used as a pejorative to indict claims of conspiracy that are so obviously absurd that only the unhinged could believe them. The epistemological (...) standard often involved in this indictment, however—the standard of “obvious” falsity—invites subjectivity in its application, because what is obviously false to one person can be common sense to another. This is not just a truism; considerable research suggests that people’s political beliefs, in general, and their acceptance or rejection of conspiracy theories in particular, tends in large part to be determined by partisan, ideological, and other priors. (shrink)

The notion of fundamentality, as it is used in metaphysics, aims to capture the idea that there is something basic or primitive in the world. This metaphysical notion is related to the vernacular use of “fundamental”, but philosophers have also put forward various technical definitions of the notion. Among the most influential of these is the definition of absolute fundamentality in terms of ontological independence or ungroundedness. Accordingly, the notion of fundamentality is often associated with these two other technical notions.

1 Non-reductive physicalists deny that there is any explanation of mentality in purely physical terms, but do not deny that the mental is entirely determined by and constituted out of underlying physical structures. There are important issues about the stability of such a view which teeters on the edge of explanatory reductionism on the one side and dualism on the other (see Kim 1998). 2 Save perhaps for eliminative materialism (see Churchland 1981 for a classic exposition). In fact, however, while.

There have been many attempts to determine what makes a natural kind real, chief among them is the criterion according to which natural kinds must be mind-independent. But it is difficult to specify this criterion: many supposed natural kinds have an element of mind-dependence. I will argue that the mind-independence criterion is nevertheless a good one, if correctly understood: the mind-independence criterion concerns the unification principles for natural kinds. Unification principles determine how natural kinds unify their properties, and only those (...) natural kinds that have a mind-independent unification principle should be considered real. (shrink)

After introducing the new field of cultural evolution, we review a growing body of empirical evidence suggesting that culture shapes what people attend to, perceive and remember as well as how they think, feel and reason. Focusing on perception, spatial navigation, mentalizing, thinking styles, reasoning (epistemic norms) and language, we discuss not only important variation in these domains, but emphasize that most researchers (including philosophers) and research participants are psychologically peculiar within a global and historical context. This rising tide of (...) evidence recommends caution in relying on one’s intuitions or even in generalizing from reliable psychological findings to the species, Homo sapiens. Our evolutionary approach suggests that humans have evolved a suite of reliably developing cognitive abilities that adapt our minds, information-processing abilities and emotions ontogenetically to the diverse culturally-constructed worlds we confront. (shrink)

Feminists note an association of arguing with aggression and masculinity and question the necessity of this connection. Arguing also seems to some to identify a central method of philosophical reasoning, and gendered assumptions and standards would pose problems for the discipline. Can feminine modes of reasoning provide an alternative or supplement? Can overarching epistemological standards account for the benefits of different approaches to arguing? These are some of the prospects for argumentation inside and outside of philosophy that feminists consider. -/- (...) The further concern is that the academic study of argumentation – in philosophy and other disciplines – has failed to account for the type of reasoning needed for social justice movements. What resources for addressing these concerns can be found in informal logic and interdisciplinary argumentation theory? Since part of the perceived problem derives from assuming that arguing is a contest, are more collaborative epistemological frameworks better? Can regular politeness or civility hedge against undesirable tendencies of argumentation? Can “critical thinking” pedagogy involving argument educations answer the needs of social justice? (shrink)

It is now possible to have a child without sexual intercourse. The history of this apparently new statement has been breefly synthetised.The new perspectives open ethical problems for the scientific community and a new social context for single women.

Argues that there can be interaction without breaking physical laws: e.g. by basic psychic forces, or by varying physical constants, or especially by arranging fractal trees of physical causation leading to behavior.

The thought that empathy plays an important role in moral motivation is almost a platitude of contemporary folk psychology. Parallel themes were mooted in German moral philosophy and aesthetics in the 1700s, and versions of the empathy construct remained prominent in continental accounts of moral motivation through the nineteenth century and early twentieth centuries. This chapter elucidates the Empathic Motivation Hypothesis (EMH) and sets out some of the conceptual and empirical challenges it faces. It distinguishes empathic concern from other dimensions (...) of empathy (e.g., resonance, attunement, distress, and non-empathic concern) and examines the merits of EMH as a developmental thesis, focusing on evidence from psychopathology and attachment theory. (shrink)

For Tamsin Lorraine, the works of Luce Irigaray and Gilles Deleuze open up new ways of thinking about subjectivity. Focusing on the affinities between the theorists' views—while addressing weaknesses of each—she offers both a cogent analysis of their often challenging writings on this topic and an accessible introduction to their philosophical projects. Through her readings she articulates an approach to subjectivity as an embodied, dynamic process, one that speaks to beliefs about personal identity as well as to the practical problems (...) people face in their relations with one another.Lorraine begins by distinguishing between "conceptual" and "corporeal" considerations of subjectivity and by reviewing recent interdisciplinary efforts to theorize the body. She then turns to Irigaray and Deleuze, finding in the former's notion of the "feminine other" and in the latter's, unique conceptions of nomadic thinking inspiration for a model designed to overcome mind/body dualisms. Her analysis of Irigaray and Deleuze suggests a conception of humanity which amounts to a visceral philosophy—a way of thinking that is receptive to the fluxes of dynamic life forces. (shrink)

This original and lively book explores Greek ideas about health and disease and their influence on Greek thought. Fundamental issues such as causation and responsibility, purification and pollution, mind-body relations and gender differences, authority and the expert and who can challenge them, reality and appearances, good government, happiness, and good and evil themselves are deeply implicated. Using the evidence not just from Greek medical theory and practice but also from epic, lyric, tragedy, historiography, philosophy, and religion, G. E. R. Lloyd (...) offers the first comprehensive account of the influence of Greek thought about health and disease on the Greek imagination. (shrink)

The main scientific problems of chemical bonding were solved half a century ago, but adequate philosophical understanding of chemical combination is yet to be achieved. Chemists routinely use important terms ("element," "atom," "molecule," "substance") with more than one meaning. This can lead to misunderstandings. Eliminativists claim that what seems to be a baseball breaking a window is merely the action of "atoms, acting in concert." They argue that statues, baseballs, and similar macroscopic things "do not exist." When macroscopic objects like (...) baseballs move, exceedingly large numbers (1025) of microscopic components coordinate their activities. Understanding how this happens requires attention to the interactions that link parts into larger units. Eliminativists say that everything that truly exists has causal relationships in addition to those of its components—"nonredundant causality." This paper holds that if a number of entities interact in such a way that the effect of that collection on test objects is different than it would have been in the absence of the interaction, then identification of that collection as a single composite agent is warranted, for purposes to which that difference is relevant. Ordinary "chemical substances" (both elementary materials such as dihydrogen and compounds such as water) fulfill this version of the requirement of nonredundant causality. Other sorts of chemical coherences, including chemical dissipative structures (e.g., flames), also fulfill that criterion. All these types of coherences qualify as "substances" (as that term is used in philosophy) even though they are not all "chemical substances.". (shrink)

Galen’s Commentaries on the Hippocratic Epidemics constitute one of the most detailed studies of Hippocratic medicine from Antiquity. The Arabic translation of the Commentaries by Ḥunayn ibn Isḥāq is of crucial importance because it preserves large sections now lost in Greek, and because it helped to establish an Arabic clinical literature. The present contribution investigate the translation of this seminal work into Syriac and Arabic. It provides a first survey of the manuscript tradition, and explores how physicians in the medieval (...) Muslim world drew on it both to teach medicine to students, and to develop a framework for their own clinical research. (shrink)

This review shows the various tools used to implemente the food quality system in food establishments. Presenting the various laws that subsidize this process, establishing criteria and instrumentes for a correct implementation of the quality system in order to offer adequate hygiene processes in the production of safe food, in addition to favoring the maintenance of companies in the consumer market. The implementation of food safety management systems such as Good Manufacturing Practices (GMP), Standard Operating Procedures (SOP) e Hazard Analysis (...) and Critical Control Points (HACCP), in order to guarantee the safety of the food served and portray the organization of the company. It is essential to implement these systems ensuring the quality of the servisse (planning, control and improvement). In order to achieve healthy criteria related to foodstuffs, it is necessary to implement quality programs as prerequisites of the Hazard Analysis System and Critical Control Points in food services. Regulating and inspecting are just a few points that guarantee food security, since food that does not pose a health hazard to consumers is considered safe. (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)