“Education as a Tool for Combat. From Socrates to Paulo Freire”. In this paper, without seeking to be exhaustive, we intend to take a journey which will enable us to see what a concept of education closely linked to the independence of the “voice of reason” has meant in different historical contexts; we understand this independence, very broadly speaking, as a critical capacity which enables us as human beings to be sufficiently free and, if necessary, to be able to (...) construct autonomously our own judgments in the face of the inertial weight of tradition and the force of the social consensuses which structure the common sense of our time. We can trace this “enlightened tension” through the history of Western thought from Plato to Condorcet, from Kant to Paulo Freire. In this sense, and to conclude, it will be appropriate to assess what role the educational process is taking on in the contemporary era, where the intensive processes of commodification have also come to permeate all aspects of knowledge. (shrink)

A educação em Kierkegaard e Paulo Freire : por uma educação ético-existencial -- Kierkegaard como educador -- Ética e política no pensamento de Kierkegaard e Paulo Freire -- O amor como fundamento da educação ético-existencial em Kierkegaard.

El artículo tiene como finalidad hacer una relectura y una revisión del pensamiento pedagógicode Paulo Freire desde la perspectiva intercultural. El pedagogo brasilero tuvo una extensacarrera como educador, enfrentó distintos contextos y coyunturas políticas y, si bien su arcode reflexión es amplio, no trata explícitamente la cuestión de la educación intercultural.Analizar esta ausencia sin contextualizarla puede hacernos caer en un anacronismo: la reflexiónen torno a la problemática señalada es relativamente reciente. Por tanto, se hacenecesaria una revisión que, paradójicamente, concluirá, (...) más que en una crítica, en una radicalizaciónintercultural de su pensamiento. (shrink)

El artículo reconstruye el “ciclo moderno” de la educación comunitaria latinoamericana desde la producción intelectual de Paulo Freire, pasando `por la experiencia de la revolución sandinista, el desarrollo de los movimientos democráticos en América del Sur y la emergencia de nuevos movimientos sociales en los años ochenta para llegar finalmente a los años noventa que vuelve a retomar la primera utopía freiriana. El autor aborda complementariamente la ética de la educación comunitaria y el desafío de construir ciudadanías democráticas desde (...) los valores de ésta. (shrink)

The act of educating is linked to a concept of school education. This, in turn, is in tune, or seeks to tune in, or is even driven to tune in with the specific historical, political, social, economic context. In these times, the pro-economic and political liberal discourse echoes with resonance in an important way in the school space. This text seeks to highlight two formative guidelines that are being incorporated into the vocabulary of the intentions of the act of educating (...) in school units. These are the expressions: protagonism and entrepreneurship. The act of educating, therefore, should promote interventions among students that develop skills that enable them to be protagonists of their lives and entrepreneurs in the midst of an increasingly challenging, selective and competitive society. But, a philosophically troubled look promotes some problematizations that need to be considered. Does the act of educating boil down to being a referendum on the discourse that wants to be hegemonic, as well as its practices? Consequently, teachers and students, involved in the act of educating, should they just conform to this hegemonic discourse? These problematizations lead to a revisit in the work of Paulo Freire where the author presents the idea of ​​the Unpublished Viable and, with it, delineates Hope. Such a return visit can be an aid to resize the act of educating. (shrink)

In this chapter, we discuss a selection of current views of the neural correlates of consciousness (NCC). We focus on the different predictions they make, in particular with respect to the role of prefrontal cortex (PFC) during visual experiences, which is an area of critical interest and some source of contention. Our discussion of these views focuses on the level of functional anatomy, rather than at the neuronal circuitry level. We take this approach because we currently understand more about experimental (...) evidence at this coarse level and because these results are appropriate for arbitrating between current theoretical frameworks. We discuss the Two-Visual-Systems Hypothesis (Milner & Goodale 1995; 2006), Local Recurrency (Lamme 2010; Lamme 2006), Higher Order (Lau 2008; Lau & Rosenthal 2011) and Global Workspace theories (Baars 1997; Baars 2005; Dehaene & Naccache 2001; Dehaene 2014). Despite the apparent stark differences between conscious and unconscious perceptual processing, available evidence suggests that their neural substrates must be largely shared. This indicates that the difference in neural activity between conscious and unconscious perceptual processing is likely to be subtle and highly specialized. We argue that current experimental evidence about the involvement of specific activity in prefrontal cortex supports the higher order neural theory of consciousness. In consequence, imaging techniques that focus only on marked differences between conscious and unconscious level of activity are likely to be insensitive to the relevant neural activity patterns that underlie conscious experiences. Finally, it follows from the evidence we discuss that the functional advantages of conscious over unconscious perceptual processing may be more limited than commonly thought. (shrink)

"Mentoring the Mentor" recreates a Freirian dialogue in a printed format. In this volume, sixteen distinguished scholars engage in a critical and thoughtful exchange with Paulo Freire. While some contributors voice appreciation for Freire's ideas and for what it means to -reinvent Freire- in a North American context, others offer sharp critiques of Freire's philosophy and, of equal importance, of the various interpretations of his work. A variety of chapters describe specific uses which have been made (...) of Freire's ideas in diverse educational contexts, from the New York City public schools to the revolutions in Guinea Bissau and Eritrea. Finally, Paulo Freire himself responds to the major issues which are raised in the volume and invites readers to share in a continuing lively dialogue about the meaning of democratic and revolutionary education. -The fundamental task of the mentor is a liberatory task. It is not to encourage the mentor's goals and aspirations and dreams to be reproduced in the mentees, the students, but to give rise to the possibility that the students become the owners of their own history. This is how I understand the need that teachers have to transcend their merely instructive task and to assume the ethical posture of a mentor who truly believes in the total autonomy, freedom, and development of those he or she mentors.- (from Chapter Sixteen, -A Response- by Paulo Freire)". (shrink)

When a circular coin is rotated in depth, is there any sense in which it comes to resemble an ellipse? While this question is at the center of a rich and divided philosophical tradition (with some scholars answering affirmatively and some negatively), Morales et al. (2020, 2021) took an empirical approach, reporting 10 experiments whose results favor such perspectival similarity. Recently, Burge and Burge (2022) offered a vigorous critique of this work, objecting to its approach and conclusions on both philosophical (...) and empirical grounds. Here, we answer these objections on both fronts. We show that Burge and Burge’s critique rests on misunderstandings of Morales et al.’s claims; of the relation between the data and conclusions; and of the philosophical context in which the work appears. Specifically, Burge and Burge attribute to us a much stronger (and stranger) view than we hold, involving the introduction of “a new entity” located “in some intermediate position(s) between the distal shape and the retinal image.” We do not hold this view. Indeed, once properly understood, most of Burge and Burge’s objections favor Morales et al.’s claims rather than oppose them. Finally, we discuss several questions that remain unanswered, and reflect on a productive path forward on these issues of foundational scientific and philosophical interest. (shrink)

Arguably the most foundational principle in perception research is that our experience of the world goes beyond the retinal image; we perceive the distal environment itself, not the proximal stimulation it causes. Shape may be the paradigm case of such “unconscious inference”: When a coin is rotated in depth, we infer the circular object it truly is, discarding the perspectival ellipse projected on our eyes. But is this really the fate of such perspectival shapes? Or does a tilted coin retain (...) an elliptical appearance even when we know it’s circular? This question has generated heated debate from Locke and Hume to the present; but whereas extant arguments rely primarily on introspection, this problem is also open to empirical test. If tilted coins bear a representational similarity to elliptical objects, then a circular coin should, when rotated, impair search for a distal ellipse. Here, nine experiments demonstrate that this is so, suggesting that perspectival shapes persist in the mind far longer than traditionally assumed. Subjects saw search arrays of three-dimensional “coins,” and simply had to locate a distally elliptical coin. Surprisingly, rotated circular coins slowed search for elliptical targets, even when subjects clearly knew the rotated coins were circular. This pattern arose with static and dynamic cues, couldn’t be explained by strategic responding or unfamiliarity, generalized across shape classes, and occurred even with sustained viewing. Finally, these effects extended beyond artificial displays to real-world objects viewed in naturalistic, full-cue conditions. We conclude that objects have a remarkably persistent dual character: their objective shape “out there,” and their perspectival shape “from here.”. (shrink)

Consciousness and confidence seem intimately related. Accordingly, some researchers use confidence ratings as a measure of, or proxy for, consciousness. Rosenthal discusses the potential connections between the two, and rejects confidence as a valid measure of consciousness. He argues that there are better alternatives to get at conscious experiences such as direct subjective reports of awareness (i.e. subjects’ reports of perceiving something or of the degree of visibility of a stimulus). In this chapter, we offer a different perspective. Confidence ratings (...) in general, and metacognitive measures in particular, may offer important advantages over subjective ratings. The arguments we offer here are supported by empirical, practical and socio-strategic considerations. However, we do not suggest consciousness and confidence are interchangeable. We recognize the limitations of confidence ratings in some experimental designs and for some research questions. Nevertheless, we also address a potential conceptual link between consciousness and confidence that stems from Rosenthal’s very own work on mental quality space theory. (shrink)

'Pedagogia da tolerância' é o resultado da reunião de uma coletânea de reflexões e diálogos do Professor Paulo Freire, organizados em oito conjuntos de depoimentos, testemunhos, seminários e cartas, que revelam e atualizam, com outras palavras e imagens, a discussão central presente em toda sua obra, especialmente na tríade Pedagogia do oprimido, Pedagogia da esperança e Pedagogia da autonomia - a necessária coerência entre o discurso e a prática, o diálogo como método e suas implicações na transformação social, que (...) o reconhecimento do ato pedagógico como ato político nos obriga. (shrink)

La pedagogía de Freire es un método de cultura popular cuya finalidad inmediata es la alfabetización, y su dimensión más amplia es la educación como práctica de la libertad. En esta dimensión, educadores y educandos son simultáneamente educadores y educandos los unos de los otros; juntos inician como oprimidos la tarea histórica de liberarse a sí mismos y liberar a los opresores.

This chapter contains sections titled: Identity Identity of Latin American Philosophy Four Approaches History of the Controversy Conclusion References Further Reading.

Crucial to most research in physics, as well as leading to the development of inventions such as the transistor and the laser, quantum mechanics approaches its centenary with an impressive record. However, the field has also long been the subject of ongoing debates about the foundations and interpretation of the theory, referred to as the quantum controversy. This Oxford Handbook offers a historical overview of the contrasts which have been at the heart of quantum physics for the last 100 years. (...) Drawing on the wide-ranging expertise of several contributors working across physics, history, and philosophy, the handbook outlines the main theories and interpretations of quantum physics. It goes on to tackle the key controversies surrounding the field, touching on issues such as determinism, realism, locality, classicality, information, measurements, mathematical foundations, and the links between quantum theory and gravity. This engaging introduction is an essential guide for all those interested in the history of scientific controversies and history of quantum physics. It also provides a fascinating examination of the potential of quantum physics to influence new discoveries and advances in fields such quantum information and computing. (shrink)

Dynamic Theodicy (DT) is a broad concept we bring up to designate some modern Philosophical Theology attempts to reconcile the necessary and perfect existence of God with the contingent characteristics of human life. In this paper we analyze such approaches and discuss how they have become incomprehensible because the metaphysical assumptions implicit in these explanations have lost their intrinsic relation to the natural human desire for salvation. In the first part we show Charles Hartshorne's DT-model, arising from the modal logic (...) of perfection, and the modern rational problems of this position in making infinite-necessary Being (God) and finite-contingent being (human) compatible. We note that at the heart of the contradictions in this DT account is a dialectical mode of thinking that makes it difficult to find a correct solution to this dichotomy, and to assume a human desire that could be considered related to lifelong goals. In the second part, supported by the proposal of Hans Urs von Balthasar's DT, we develop the concepts of bodily vulnerability, corporeal intentionality, and natural desire for salvation, which come from an Aristotelian-Thomistic thought. This theory is established in order to build an argument, following Alasdair MacIntyre’s ethical framework, on how to make possible the recovery of a metaphysical and anthropological desire that transcends natural aging and goes beyond death. We conclude that both human dependence and the virtues that arise naturally when human beings decide to seek the good of their transcendent condition, make it possible to recover the natural desire for salvation through divine and human love. (shrink)

In 1961, at the age of nineteen, Jorge J. E. Gracia escaped from the island of Cuba by passing himself off as a Catholic seminarian. He arrived in the United States with just a few spare belongings and his mother's diamond ring secured in a hole in one of his shoes. With a Diamond in My Shoe tells the story of Gracia's quest for identity--from his early years in Cuba and as a refugee in Miami to his formative role (...) in institutionalizing the field of Latin American philosophy in the US academy. Committed to integrating into Anglo America without forgetting his roots, Gracia reflects on his struggles and successes as an immigrant and academic, bringing a philosopher's eye to bear on his personal and professional development as a leading Latinx scholar. (shrink)

'Sound Effects' collects original articles on English and American prose fiction which analyse vocal phenomena by using the psychoanalytic concept of the object voice - introduced by J. Lacan and theorised by M. Dolar - as their interpretative tool.

Research on Augmented Reality in education has demonstrated that AR applications designed with diverse components boost student motivation in educational settings. However, most of the research conducted to date, does not define exactly what those components are and how these components positively affect student motivation. This study, therefore, attempts to identify some of the components that positively affect student motivation in mobile AR learning experiences to contribute to the design and development of motivational AR learning experiences for the Vocational Education (...) and Training level of education. To identify these components, a research model constructed from the literature was empirically validated with data obtained from two sources: 35 students from four VET institutes interacting with an AR application for learning for a period of 20 days, and a self-report measure obtained from the Instructional Materials Motivation Survey. We found that the following variables: use of scaffolding, real-time feedback, degree of success, time on-task and learning outcomes are positively correlated with the four dimensions of the ARCS model of motivation: Attention, Relevance, Confidence, and Satisfaction. Implications of these results are also described. (shrink)

This book tells the fascinating story of the people and events behind the turbulent changes in attitudes to quantum theory in the second half of the 20th century. The huge success of quantum mechanics as a predictive theory has been accompanied, from the very beginning, by doubts and controversy about its foundations and interpretation. This book looks in detail at how research on foundations evolved after WWII, when it was revived, until the mid 1990s, when most of this research merged (...) into the technological promise of quantum information. It is the story of the quantum dissidents, the scientists who brought this subject from the margins of physics into its mainstream. It is also a history of concepts, experiments, and techniques, and of the relationships between physics and the world at large, touching on themes such as the Cold War, McCarthyism, Zhdanovism, and the unrest of the late 1960s. (shrink)

This paper addresses the question whetherbullshitis a reasonable pragmatic category. In the first part of the paper, drawing on the insights of Harry Frankfurt’s seminal essay, bullshit is defined as an act of insincere asserting where the speaker shows a loose concern for the truth, and does not want the addressee to become aware of condition. The author adds to this definition the condition requiring that the bullshitter expresses morecertaintythan is adequate with respect to condition. In the second part of (...) the paper, it is discussed whether the above definition can cope with special types of bullshit considered to be a challenge to Frankfurt’s definition. These areevasive bullshitting,bullshit lies, andbald-faced bullshitting. It is shown that there is hope for establishing a reasonable pragmatic category of bullshitting if it is related to certain levels of pragmatic description, e.g. conversational implicatures, that can explain the putative challenges. (shrink)