This paper aims to focus on certain aspects of two education methods: one initiated in the first half of the twentieth century by Maria Montessori, and the other in the second half of that century by Matthew Lipman. The aim – neither comparative nor analytical – is to shed light on the connections and, more specifically, the elements of the Montessori Method that reflect on Lipman’s proposal. The question this paper aims to answer is: can P4C find fertile ground in (...) schools applying the Montessori Method? The paper will focus, among other elements: on the importance to give space to thinking experience from childhood and on the recognition of the value of childhood. Both Lipman and Montessori have systematically observed children of different ages – the former in the first half, the latter in the second half of the twentieth century. Both characterized, gave value, and focused their scientific contributions on children’s ability to think and express their thoughts through languages. As educational researchers and professionals know, children have the ability to think, but such ability has not always been considered to exist. Even when it is evoked in words, educational choices and proposals seem – still today – to express mistrust towards children’s thought. The two mentioned authors have repeatedly highlighted the importance of an essential right: the right to think and to be given a space – even as children – to exercise thinking with others. In particular, both authors – though envisaging different educational paths – identified the same categories functional to exercising thinking. Their interconnection may guide the actions of teachers, educators, and learning process experts. In fact, P4C might play a role in educational contexts in which the class is already considered a community of inquiry, in which the teacher is assigned the same role as a facilitator. (shrink)

For over a decade now epistemologists have been thinking about the peer disagreement problem of whether a person is reasonable in not lowering her confidence in her belief P when she comes to accept that she has an epistemic peer on P who disbelieves P. However, epistemologists have overlooked a key realistic way how epistemic peers can, or even have to, differ epistemically—a way that reveals the inadequacy of both conformist and non-conformist views on peer disagreement by uncovering how the (...) causes of peer disagreement bear on the debate’s core philosophical issue. Part of our argument for this thesis will involve giving a thorough yet entirely informal presentation of mathematical theorems in economics by Robert Aumann :1236–1239,1976) and Polemarchakis and Geneakoplos which represent a formally precise description of how two rational agents must deal with disagreement under certain epistemically interesting circumstances. (shrink)

This paper argues that James Mill is worthy of greater study than he now receives. It outlines the course of scholarship on James Mill, and considers various hypotheses to explain the decline of interest in his writings. Two examples, in education and penal theory, are presented of cases in which James Mill's views differed significantly from Bentham's, and anticipated those of John Stuart Mill.

Estudo bibliográfico, teórico-exploratório sobre memória institucional e sua complexa relação com a memória histórica nacional. Teve por objetivo geral contribuir para a reflexão acerca do modo como a biblioteca do Tribunal de Justiça Militar do Rio Grande do Sul poderia analisar documentos sensíveis para organizar, preservar e disseminar as informações contidas nos processos judiciais históricos atinentes a fatos ocorridos de 1964 a 1985 de forma a torná-las disponíveis para pesquisas futuras. Apresenta breve reflexão sobre memória institucional e sua tensão frente (...) à memória/história. Mostra, como exemplos de processos judiciais sensíveis relevantes, os que foram instaurados durante o regime de exceção de 1964, e alcançaram os chamados grupos “Os Onze da Brigada”, utilizando a metáfora dos “homens infames” de Michel Foucault. Por fim, postula a pertinência de manutenção deste tipo de processo para evitar o apagamento das informações e proporcionar futuras pesquisas. Reconhece lacunas não respondidas acerca da organização propriamente dita deste acervo, motivadas pelo período de fechamento das instituições no contexto da COVID-19, pandemia mundial, e aponta para a conveniência de prosseguimento da pesquisa ou novas pesquisas no rico acervo. (shrink)

We show a somewhat surprising result concerning the relationship between the Principal Principle and its allegedly generalized form. Then, we formulate a few desiderata concerning chance-credence norms and argue that none of the norms widely discussed in the literature satisfies all of them. We suggest that the New Principle comes out as the best contender.

This essay analyses Leibniz’s criticism of Thomasius’s work Is Heresy a Punishable Crime (1697) which at first glance could be seen as an argument against the inclusion of Leibniz in the history of toleration - a much-discussed topic in the Leibniz literature. Through close examination of Thomasius’s reasons in support of the decriminalization of heresy and Leibniz’s replies to them, I aim to demonstrate that Leibniz’s criticism towards Thomasius was more concerned with the foundation of religious truth than the extent (...) of toleration, which, for Leibniz as well as for Thomasius, should characterise public and, especially, intellectual life. (shrink)

Cet article a pour objet de mettre en perspective, selon une approche épistémologique, les théories du _blending _(ou « intégration conceptuelle ») et de l’analogie. Il se situe dans le cadre de la sémantique cognitive (Fauconnier, 1985 ; Fauconnier et Turner, 1996, 1998 et 2002), de la linguistique analogique (Monneret 2004, 2014, 2017, 2018, 2019, 2021, 2023) et de la psychologie cognitive (Gentner 1983 ; Gentner _et al_., 2001 ; Hofstadter 2001 ; Hofstadter et Fluid Analogies Research Group 1995; Hofstadter (...) et Sander 2013). Plus spécifiquement, la question posée est celle de savoir si le processus analogique est sous-jacent à la formation et à la structuration de l’IC ou si ce dernier n’est qu’un cas particulier de processus analogique. L’article se développera en trois points i) une introduction aux espaces mentaux et à l’IC visant à examiner la place de l’analogie dans le modèle ; ii) une présentation du modèle analogique en linguistique ; iii) une comparaison entre les deux modèles. (shrink)

This book provides a comprehensive, systematic theory of moral responsibility. The authors explore the conditions under which individuals are morally responsible for actions, omissions, consequences, and emotions. The leading idea in the book is that moral responsibility is based on 'guidance control'. This control has two components: the mechanism that issues in the relevant behavior must be the agent's own mechanism, and it must be appropriately responsive to reasons. The book develops an account of both components. The authors go on (...) to offer a sustained defense of the thesis that moral responsibility is compatible with causal determinism. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Ideas 66.4 (2005) 527-539 [Access article in PDF] Salvatore Camporeale's Contribution to Theology and the History of the Church Mariangela Regoliosi University of Florence Salvatore Camporeale's research, as rich and varied as it was, revolved around several primary axes and was inspired by several fundamental concerns.1 One of the objectives that certainly oriented his cultural effort was a serious, critical, and passionate desire (...) to reform the church, to recuperate its radical and founding truths, to go beyond all superstructure and pseudo-truth. I believe that, for this very reason, Camporeale engaged with Valla (to whom he devoted most of his scholarly work): because the latter had, with extraordinary lucidity, raised issues and proposed solutions in perfect keeping with his own essential needs.Naturally, arriving at such a perception of the innovativevalue and ideological depth of Valla's thoughtinvolved far more than this. We are indebted to Camporeale for having developed the lesson of his mentor, Eugenio Garin: that is, the view that—against the interpretive limitations widely heldby other scholars and other schools—Lorenzo Valla was not onlythe excellentphilological emender of Livy's text, nor simply the "grammarian" restorer of the Latin language, but that such tangible gifts and capacities were sustained by more general philosophical motives and by an organic project of cultural refounding, that would challenge established categoriesin all fields, from language to history to theology.Camporeale was thus able to identify—beginning with his distinguished book published in 1972, Lorenzo Valla. Umanesimo e teologia—the foundations and ultimate scope of Valla's philosophy of language and, consequently, the unifying elements in his apparently heterogeneous works, which range from historiography to historical criticism, from ethics to linguistics, from [End Page 527] logic to rhetoric, from the philological study of classical works to that of the NewTestament. And he was able to see that, also for Valla, the critical revision of the ecclesiastical tradition, and of the "models" of theological discourse, had been a Leitmotiv or, better yet, an arrival point.It is within this specific, though not limited sphere of inquiry that I intend to situate my study, a personal, brief recollection of the friend we lost. Therefore, I will focus on two particular contributions, one from 1977, Lorenzo Valla tra Medioevo e Rinascimento. "Encomion s. Thomae". 1457, the other from 1988, Lorenzo Valla e il "De falso credita donatione". Retorica, libertà ed ecclesiologia nel '400. As their titles openly declare, they investigate two of Valla's works diverging not only in time but in content as well ("De falso credita donatione" dates from 1440, the "Encomion sancti Thomae" from 1457); the one is intended to denounce the so-called "Donation of Constantine" as a forgery, the other to commemorate Saint Thomas on the day of his liturgical anniversary. And yet, Camporeale correctly identifies a peculiar and intrinsic unity in these works, namely the effort to rediscover an authentic Christianity: an authentic "form" of the church on the one hand, and an authentic "form" of Christian theology on the other.I will start with, and devote special attention to, the Encomion sancti Thomae. Camporeale correctly recognized this short text as Valla's "spiritual testament," not only, or not so much because it is his last piece of writing (he died a few months after the Encomion), but because, in a few dense but clear pages, it sums up Valla's entire logico-linguistic program and, consequently, his stance on the expressive potentialities of human language, up to the highest levels of the expressible, those of metaphysics and of theology. The way Camporeale develops his considerations on the "panegyric" is admirable, as he supports it with the experienced philosophical and theological competence (in the history of theology, and especially Thomistic theology) that he, as a Dominican, mastered so well. (In passing, it is worth noting that such competence alone could allow for a thorough assessment of the historical significance of Valla's discourse, too frequently trivialized or misunderstood by readers lacking the necessary tools). The following... (shrink)

This work presents an "actual-sequence" model of moral responsibility. In contrast to many traditional views, an "actual-sequence" model holds that ascriptions of moral responsibility do not necessarily depend upon whether agents are free to pursue alternative courses of action; rather what is important is what the agents actually do, and how their actions come to be performed. ;Part One of this work sketches an actual-sequence theory that associates moral responsibility with control. I motivate this approach through a series of "Frankfurt-type" (...) examples which illustrate that even though agents lack alternative possibilities, they still may be held responsible in virtue of freely bringing about an event; such agents are said to exercise "actual causal control." The proposed theory has the important advantage of reconciling responsibility and causal determinism, even if determinism is incompatible with freedom to do otherwise. The next two chapters aim to defend this "semi-compatibilist" view against a variety of objections. Chapter 3 addresses a range of objections which can be raised against the Frankfurt-type examples. Chapter 4 addresses Peter van Inwagen's "direct" argument which purports to show that responsibility and determinism are incompatible. ;Part Two of this work presents a more precise analysis of actual causal control. Through an examination of several approaches , Chapters 5 and 6 develop an analysis of control which is based on the idea that in order to be responsible, agents must act in ways that are responsive to an appropriate pattern of both moral and non-moral reasons. Chapter 7 expands this account by arguing that ascriptions of responsibility depend not only on the current responsiveness of an agent, but also on the history which leads to this pattern of response. To support this point, I sketch an account of the process of taking responsibility which captures one way in which historical considerations play an important role in our ascriptions of moral responsibility. (shrink)

Plato's dialogues stand at a transition from orality to literacy. They are living contradictions-partly oral and partly literary. This relationship between orality and writing is one of the most vexed issues in the history of Platonic interpretation and has particular relevance for the progressive erosion of literacy in favour of digitalisation today. This book argues that the relationship between the oral and the written in Plato's dialogues is not a straightforward opposition, but is instead grounded in ontological analysis and exemplified (...) by the ontology of the image, which appears throughout the Platonic canon. (shrink)

Estudo bibliográfico, teórico-exploratório sobre memória institucional e sua complexa relação com a memória histórica nacional. Teve por objetivo geral contribuir para a reflexão acerca do modo como a biblioteca do Tribunal de Justiça Militar do Rio Grande do Sul poderia analisar documentos sensíveis para organizar, preservar e disseminar as informações contidas nos processos judiciais históricos atinentes a fatos ocorridos de 1964 a 1985 de forma a torná-las disponíveis para pesquisas futuras. Apresenta breve reflexão sobre memória institucional e sua tensão frente (...) à memória/história. Mostra, como exemplos de processos judiciais sensíveis relevantes, os que foram instaurados durante o regime de exceção de 1964, e alcançaram os chamados grupos “Os Onze da Brigada”, utilizando a metáfora dos “homens infames” de Michel Foucault. Por fim, postula a pertinência de manutenção deste tipo de processo para evitar o apagamento das informações e proporcionar futuras pesquisas. Reconhece lacunas não respondidas acerca da organização propriamente dita deste acervo, motivadas pelo período de fechamento das instituições no contexto da COVID-19, pandemia mundial, e aponta para a conveniência de prosseguimento da pesquisa ou novas pesquisas no rico acervo. (shrink)

Este artigo aponta as mudanças de paradigmas que revelam a crise da soberania, conceito central de toda a estrutura teórica e política da modernidade, que tem origem e se sustenta na ideia do poder como fenômeno que transcende a realidade objetiva dos homens. A crise da soberania coloca em evidência o poder como potência que se manifesta através das relações de forças no campo social. É essa mudança de perspectiva que atribui ao poder concretude histórica. E é nela que se (...) assenta o pensamento de alguns autores como Arendt, Foucault e Negri. (shrink)

Introduction -- Ethics and aesthetics, theories of intersection -- Memory, redemption and salvation -- Disembodied tellers and delayed signification -- Orality and the ethics of telling -- Healing hands, harming hands -- "Body talk": beloved and fragmentation.

Este artigo propõe uma leitura da relação entre a cidade, a morte e algumas das religiões que presidiram ou consolidaram a formação das cidades. Tendo por objetivo investigar paradigmas que nortearam a criação e habitabilidade de cidades em diferentes lugares e períodos históricos, pressupõe que uma reflexão sobre esses paradigmas, ainda que breve, fornecerá algum subsídio para uma leitura da cidade contemporânea e da crise que atravessa. Nesse intuito, propõe o cotejamento de textos históricos e míticos, atribuindo igual valor ao (...) que se tem registrado sobre a gênese das cidades, à luz dos estudos culturais. Destacam-se a presença da morte e a maneira como propiciou o desejo de união dos grupos. Nesse contexto, diferentes religiões incidiram como laço e lastro do espaço público, condição necessária para a manutenção da ética. Exerceram seu papel de religar vivos e mortos, a realidade natural e a sobrenatural, mesmo quando manipuladas em busca de poder. Isso se dá, de diferentes maneiras, até o século XIX, quando cedem lugar a outras instituições e novos pressupostos. No século XXI, assistimos a uma crise das cidades, o que, se bem valiado, pode propiciar a construção de outros paradigmas, em consonância com as aspirações contemporâneas. Palavras-chave: Cidade; Morte; Religião. ABSTRACT This article presents a reading of the relation between the city, death and some of the religions that presided over or consolidated the development of cities. Aiming at investigating the paradigms that oriented the creation and viability of cities in various places and historical periods, it assumes that a reflection on those paradigms, however brief, can provide subsidies for a reading of the contemporary city and the crisis it is facing. In that sense, it focuses on historical and mythical texts, attributing equal value to what is recorded concerning the genesis of cities, in the light of cultural studies. Emphasis is given to the presence of death and the way it propitiated an urge for union in groups. In that context, different religions were the bonds and the reservoir of public space, a necessary condition to preserve ethics. They played the role of re-connecting the living and the dead, natural and supernatural reality, even when they were manipulated in the search for power. This happened, in different ways, until the 19th century, when new institutions and presuppositions emerged. In the 21st century, we witness a crisis in the cities, which, if properly assessed, may lead to the construction of other paradigms, in harmony with contemporary expectations. Key words: City; Death; Religion. (shrink)

O presente artigo discute a educação de pessoas jovens e adultas privadas de liberdade como um direito humano. Analisa as principais normas nacional e internacionais que fundamentam esse direito e discute o modo precário como ele vem sendo implantado no Brasil, tomando por base empírica a pesquisa realizada pela organização nãogovernamental Ação Educativa e parceiros em quatro penitenciárias e quatro centros de detenção provisória do Estado de São Paulo. As informações levantadas entre os meses de outubro e novembro de 2012 (...) buscaram traçar um diagnóstico sobre as condições físicas para o funcionamento das atividades educativas, as expectativas da população carcerária acerca dos estudos, além de procurar compreender o envolvimento de funcionários com as práticas educativas. Os dados foram analisados tomando-se as dimensões propostas por Tomasevski, ex-relatora da ONU para o direito à educação, com base na noção de educação como um direito humano: disponibilidade, acessibilidade, adaptabilidade e aceitabilidade. O material empírico e as análises apontam para, por um lado, oreconhecimento legal do direito à educação da população encarcerada, seja ela formal ou não formal, e por outro, a precária condição de oferta desse direito. Baseado no conceito “prisão pós-disciplinar” de Chantraine, o texto conclui que o direito à educação tem sido utilizado muito mais como mecanismo de controle das populações encarceradas, estando distante do seu reconhecimento como um processo de promoção humana e reinserção na sociedade. Palavras-chave: Educação nas prisões. Educação de jovens e adultos. Educação como direito humano. Educação escolar. Educação não formal. (shrink)