This article discusses the relations between the artistic, theoretical and psychoanalytic work of Bracha Lichtenberg Ettinger. It is particularly concerned with the claims her work makes on behalf of the feminine. After considering her conceptualization of feminine subjectivity and a feminine symbolic space, an extensive discussion of her art is given. Drawing on the work of Deleuze and Guattari, her art’s creative encounter with this feminine symbolic space is viewed in terms of a matrixial refrain. This refrain is seen as (...) producing a variety of feminine times which provide the basis for what could be called existential ethic in the feminine. (shrink)

This article presents a developmental model of phenomenological consciousness in early childhood . A 3-stage developmental model is constructed, based on the understanding of phenomenological consciousness as modeling activity structured by the directedness at/by the world in general and directedness at/by directedness in particular. Thereby, it is demonstrated that it is in the interaction with other people and the structure and content of their phenomenological consciousness, i.e., their directedness and their modeling of the world, that the development of fully accomplished (...) phenomenological consciousness takes place. The developmental model is empirically substantiated on the basis of a review of empirical investigations which traditionally has been framed in terms of the "theory-of-mind"-theory, but which in this article shall be reframed in terms of directedness and phenomenological modeling. 2012 APA, all rights reserved). (shrink)

Dikaiosyne. Revista de filosofía práctica, n° 11, Mérida – Venezuela, Universidad de Los Andes, Diciembre de 2003. Resumen : Si quisiéramos resumir la concepción del ritmo que ha prevalecido en la doxa común a través de los últimos siglos, diríamos que dicho concepto se ha interpretado, a partir de Platón, como metro o medida. En la era “moderna” el término “ritmo” se sigue interpretando en esta forma convencional, pero recientemente teóricos “post-modernistas” inspirados directa o indirectamente en las - Philosophie – (...) Nouvel article. (shrink)

Lone conducted weekly philosophical discussions for first and second graders on human rights and how to be treated in society. With “The right to be treated equally” as a nearly unanimous response, Lone records these reactions in a formatted list.

Many parents welcome the idea of being able to talk with their children about life's big questions, but are unsure where to begin. In The Philosophical Child, Mohr Lone offers parents easy ways to introduce philosophical questions to their children and to gently help them explore significant issues.

Philosophy in Education: Questioning and Dialog in K-12 Classrooms is a textbook in the fields of pre-college philosophy and philosophy of education, intended for philosophers and philosophy students, K-12 classroom teachers, administrators and educators, policymakers, and pre-college practitioners of all kinds.

Introduction General Anthropology What is it to be human? Human existence means human co-existence; this is an inevitable part of the human condition. ...

Self psychology is the study of the psychodynamics that come into existence with self reflection-that is, the intentions that emerge with introspection. In this respect, self psychology is different from Freudian psychoanalysis and intimately related to the phenomenological-existential perspective. In this paper, I examine how a general psychological model of intentional reflection can be developed on the basis of Kohut's self psychology, a model that illustrates one of the central organizational principles of human psychology. I conclude with a discussion of (...) the general psychological concepts of self, life-project, and activity in the light of self psychology. (shrink)

Philosophy in Education: Questioning and Dialogue in Schools is intended for philosophers and philosophy students, precollege classroom teachers, administrators and educators, policymakers, and pre-college practitioners of all kinds. This text book offers a wealth of practical resources and lesson plans for use in precollege classrooms, as well as consideration of many of the broader educational, social, and political topics in the field.

Attempts to develop a genuine compatabilist model of the free will and to implement this model into psychology. The task of the model is to present an alternative to those versions of the compatabilist notion, which rightly seen are nothing but soft versions of determinism. This alternative is based on an integration of a soft version of determinism with a soft version of indeterminism, and based on a nonmystical and scientific concept of downward causality, and thereby is placed in the (...) domain of science and in a materialist ontology. This leads to a hierarchical multi-layer model, the core notion of which is the soft deterministic concept of bottom-up constituting dynamics and the soft indeterministic concept of top-down organizational dynamics. It is in this existential tension field between constitutional and organizational dynamics that our very human nature in general, and free will in particular, develop. 2012 APA, all rights reserved). (shrink)

This paper describes how body regimes are effectuated in the prevailing treatment strategy of physiotherapy. The process of self‐mastering in the context of sports‐related injuries is highlighted. Through a Foucauldian perspective on body regimes the aim is to shed light on the process of individualization and self‐mastery in rehabilitation. The treatment of illness in the physiotherapy clinic does not characterize the patient as sick, and exempt the patient from daily duties and expectations. The empirical data include 17 qualitative illness narratives (...) and several years of fieldwork observing patients with anterior cruciate ligament (ACL) injuries in a physiotherapy clinic. The study demonstrates how the expectation that the patients be active and self‐mastering permeates the total process of treatment. The individual responsibility for personal well‐being is a recurrent phenomenon in public health services in general, and specifically prominent in the rehabilitation of sports injuries. (shrink)

Mask-wearing political protests have been global front page news for several years now; yet, almost no literature exists which attempts to engage the symbolic density and ritual role played by such mask-wearing acts. We argue that mask-wearing has political potentiality which relates to deeper-lying anthropological features of mask-wearing. The powers of the mask reside in the transformative ability of masks to unify and transcend key oppositional categories such as absence/presence and death/life, creating possibilities where conventional boundaries of the possible/impossible no (...) longer restrict. By questioning the communicative rationality of the modern ‘public’ and the ‘sphere’ in which it operates, we approach mask-wearing as a ‘communicative opening’. Building on earlier critiques of liberal democratic normativity, we further argue that the ‘utopia of transparency’ is itself a regulatory power and that mask-wearing exposes the very notions that were supposed to form the background of modern, emancipatory politics: transparency, free speech and representative democracy. (shrink)

It is always pretentious to treat African art as though a unitary vision of art as it is currently practiced in Africa were possible. This point of view in fact ignores or neglects African diversity: the individual plastic art experiments of African artists. These diversities, tied to the varied contexts and rapid changes that are steadily taking place everywhere, no longer permit such claims.

Increasingly frequent discussions in our country over the last few years on the question of morals have roused the old theme of the relation between morals and politics. Although it is an old theme, it is nevertheless a theme that remains new, which explains why no moral question, regardless of the field in which it has been raised, has ever found a definitive answer. While the issue of the relation between politics and morals is the best known, due to the (...) length of the debate, the authority of the authors who took part, the variety of the arguments put forth and the importance of the subject, it is not that different from the issue of the relation between morals and all other human activity; thus the fact that we can readily speak of the ethics of economic relations or, as often the case over the last few years, of market ethics, or sexual ethics, medical ethics, the ethics of sports and still others. In all these diverse spheres of human activity, the same problem always arises: the distinction between what is morally licit and what is morally illicit. (shrink)

Displacement is an endemic phenomenon that affects those uprooted, the communities that feel the impact of those arriving, governments, and the international agencies which are increasingly engaged in organising the displaced. The current war in the north of Mozambique, which has caused a massive displacement of people from 2017 onwards, may be related to a number of factors, including economic, social and even political. Although some actors and analysts include ethnicity as part of the causes, this has more often than (...) not been analytically downplayed when grappling with the dynamics of, particularly, the groups that oppose the Mozambican government. This article analyses the dynamics of relationships between internally displaced people and host communities in Cabo Delgado, especially underlining, firstly, the resilience of communities in the face of extremist violence and, secondly, the distrust that typically shapes conflict. The latter dimension is aggravated by a historical past based on ethnic, political and social differences - cleavages that are accentuated and reproduced within the centres of displaced people and between these and host communities. We argue that factors such as poverty, hunger, lack of jobs or work opportunities, as well as poor access to arable land for family food production, exacerbate the relationship dynamics and create an environment conducive to the outbreak of small-scale conflicts that can, in the medium and long term, open spaces for radicalisation and more violence. Keywords: Mozambique, displacement, war, extremism, Cabo Delgado, resilience. (shrink)

Lone conducted weekly philosophical discussions for first and second graders on human rights and how to be treated in society. With “The right to be treated equally” as a nearly unanimous response, Lone records these reactions in a formatted list.

Discussing the meaning of childhood, friendship, justice and fairness, happiness, and death, Jana Mohr Lone considers how listening to children’s ideas can expand our thinking about societal issues and deepen our respect for children’s perspectives.

Lone conducted weekly philosophical discussions for first and second graders on human rights and how to be treated in society. With “The right to be treated equally” as a nearly unanimous response, Lone records these reactions in a formatted list.

Although much has been written about the nature of philosophy and how the discipline can be defined, little attention has been paid to the ways we develop the facility to reflect philosophically or why cultivating this ability is valuable. This article develops a conception of “philosophical sensitivity,” a perceptual capacity that facilitates our awareness of the philosophical dimension of experience. Based in part on Aristotle's notion of a moral perceptual capacity, philosophical sensitivity starts with most people's natural inclinations as children (...) to reflect about life's fundamental mysteries; when this capacity is cultivated with training over time, our attentiveness to the philosophical features of ordinary life becomes almost second nature. In much the same way an aesthetically sensitive person notices certain qualities of experience not readily perceptible by others, philosophical sensitivity involves the development of a particular way of seeing the world. (shrink)

Children are capable of contributing unique insights to philosophy, making their involvement in philosophical conversations important for them as well as for adults and the discipline in general. The chapter begins by examining whether children are capable of engaging in philosophical inquiry at all, which leads to an analysis of the related issue of what it means to do philosophy. The chapter then explores children’s philosophical thinking and in particular children’s epistemic openness, and considers the value of philosophy for children, (...) both instrumental and intrinsic. The ways that the failure to listen, solely on the basis of age, to children’s ideas and questions is argued to constitute a form of epistemic injustice, and the chapter concludes by claiming that paying attention to children’s philosophical engagement can help raise awareness about what a philosophical approach can offer to our combined thinking about ethics, social and political problems, and other important issues. (shrink)

The term 'primary health care' (PHC) has come into widespread use by policy-makers, managers and health professionals in the past two decades. There is a variety of definitions and an even wider variety of uses of the term. The purpose of this paper is to examine critically existing definitions and uses, with a particular focus on their usefulness in health policy, clinical practice and research relating to health care systems. The paper has three parts. First, we examine the principal types (...) of definition and identify core features of primary care common to most definitions. Second, we discuss the application of these criteria to a range of services in the UK National Health Service (NHS). Lastly, we examine the ways in which policymakers, health professionals, researchers and lay people use the term, also drawing primarily on UK experience. We conclude by reflecting on the likelihood of achieving a single unambiguous definition and the usefulness of the term for different purposes. (shrink)

Matthew Lipman wrote that “questioning is the leading edge of inquiry.” This reflects the primacy of the question in a community of philosophical inquiry. The heart of the transformative potential of philosophy for children is student engagement in a dialogue grounded in the questions that most appeal to the group and the collaborative attempt to construct meaning and cultivate deep understanding. The students’ responsibility for choosing the question to begin their discussion enhances the democratic nature of the community and highlights (...) the preeminence within the inquiry of the issues that perplex the students. There is a significant relationship between having the children choose the question for discussion and the role of epistemological modesty – the acknowledgement that all members of the group, including the facilitator, are fallible and hold views that could end up being mistaken - in a community of philosophical inquiry. In order to encourage children to engage in what Lipman called “creative questioning,” it’s essential that we trust their judgment and support their cultivation of the inclination to question. (shrink)

Are children natural philosophers? They are curious about the mysteries of the human experience and about questions such as the meaning and purpose of being alive and whether we can know anything at all. Pre-college philosophy takes as a starting point young people's inherent interest in large questions about the human condition. Philosophy and Education: Introducing Philosophy to Young People seeks to illuminate the ways in which philosophy can strengthen and deepen pre-college education.

The problem of synthesis and reconciliation of the Ramanuja and Sirhindi is of vital significance and importance, and no serious student of comparative philosophy can deliberately neglect it. Epistemologically speaking, these two philosophers have been forced to tackle the same problem(s), and in solving them, their methods and hypotheses have been noticeably similar. The emphasis of this paper is to recognize, highlight, and compare the aspects valued in Ramanuja’s epistemological views with those of the Sirhindi. I will also discuss the (...) basic postulates of Ramanuja and Sirhindi’s epistemology and underline certain epistemological approaches to knowledge and justification for formulating the arguments to find out new dimensions in outlining their fundamental epistemological positions. This paper explores certain elements in the identities of these two philosophers and attempts to demonstrate a thread of continuity, especially with regard to their methods and thoughts. This paper also brings out a brief critical account of their epistemological views. (shrink)

Philosophy for children is a worldwide movement to acknowledge and encourage children's philosophical capabilities and interests by developing spaces for children to pursue philosophical inquiry. Unlike the typical undergraduate philosophy class, philosophy for children sessions emphasize philosophical concepts, questions, and discussion rather than focusing on mastering arguments made by contemporary or historical philosophers. The aim is to cultivate an attentiveness to the philosophical dimension of life, or philosophical sensitivity. Despite the growth of philosophy for children around the world, the field (...) remains on the periphery in both the academy and in school systems in the United States. In addition to the effort to heighten the field's prominence and enlarge its scope and influence, other important current issues in the field being addressed by scholars include the following: an exploration of epistemic injustice and philosophical recognition of young people; social inequalities and obstacles to reaching diverse populations; and development of philosophy of childhood. (shrink)

This is an exciting time for people working in pre-college philosophy in the United States, as the last decade has seen slow but steady growth in the field. As the field develops, there is an expanding need for high-quality resources in a variety of areas: (1) for philosophers and other philosophy educators working with teachers, graduate and undergraduate students, and other adults to train skilled pre-college philosophy teachers; (2) for philosophy educators teaching philosophy in K–12 classrooms; and (3) for pre-college (...) teachers attempting to introduce philosophy into their own classrooms. This article evaluates five books that have been published in the last few years, all aimed at pre-college practitioners. Ranging from the very practical to the more theoretical, each of these books seeks to enhance the ability of philosophy educators to teach philosophy in pre-college classrooms. (shrink)

_A Conversation with Cardiologist and Professor Dr. Jens Flensted Lassen._ The essay is a conversation with cardiologist Jens Flensted Lassen about the cultural history of the heart, the connections between the humanities and the hard sciences.

In his historical novel from 1835, Prince Otto of Denmark and his Time, the poet Bernhard Severin Ingemann (1789-1862) established the unknown, yet historical character, Prince Otto of Denmark (1310-1346) as the hero of the novel. This choice has puzzled critics ever since, due to the fact that Prince Otto seems less a potential king than his brother Valdemar IV (1320-1372) who actually became a king of Denmark. Georg Brandes (1842-1927) claimed that Otto mirrored Ingemann’s persona as weak and feminine, (...) a “monk” not suited for kingship. In his ridicule of Prince Otto and Ingemann, Brandes reveals his ideas about gender, masculinity and femininity, but as this article seeks to show, such ideas are tied to time and place. Read from the distance of 2019, Ingemann’s feminine medieval hero might seem more modern and progressive than Brandes would have him. In this sense, the article is a piece of “queer medievalism”. (shrink)