Dentre todas as possibilidades de ação feminista, há a militância em espaço público e a prática em apoio às mulheres, bem como a levada de consciência sobre pautas feministas para as mulheres, tanto no âmbito privado como no público. Esta era a abordagem de Andrea Dworkin, que proferia discursos em marchas e levava suas próprias experiências para o âmbito da escrita, sua prática profissional. A mesma abordagem era utilizada por Suzanne Lacy, artista contemporânea que, através de instalações urbanas, realizava suas (...) ações de militância combinada à arte. Este trabalho visa traçar parâmetros comuns entre estas duas mulheres, focando em suas pautas e na reverberação de seus trabalhos um em relação ao outro, bem como na sociedade.Palavras-chave: Público. Arte Contemporânea. Feminismo. AbstractAmongst all possibilities of feminist action there’s the militant strategy: to take the word of action into the public space, to act in women’s aid, to talk to your target audience and bring your discourse to the people. That was Andrea Dworkin’s strategy, who would bring her speeches into women’s marches and take her experience into her writing, which was her profession. The same strategy was taken by Suzanne Lacy, contemporary artist who focuses on urban installations to mix political and artistic action. This paper correlates these two authors, focusing on their preferred subjects and how their works reverberated together and in society.Keywords: Public. Contemporary Art. Feminism. (shrink)

We survey the use of club guessing and other PCF constructs in the context of showing that a given partially ordered class of objects does not have a largest, or a universal, element.

This paper investigates a connection between the semantic notion provided by the ordering * among theories in model theory and the syntactic SOPn hierarchy of Shelah. It introduces two properties which are natural extensions of this hierarchy, called SOP2 and SOP1. It is shown here that SOP3 implies SOP2 implies SOP1. In Shelah's article 229) it was shown that SOP3 implies *-maximality and we prove here that *-maximality in a model of GCH implies a property called SOP2″. It has been (...) subsequently shown by Shelah and Usvyatsov that SOP2″ and SOP2 are equivalent, so obtaining an implication between *-maximality and SOP2. It is not known if SOP2 and SOP3 are equivalent. Together with the known results about the connection between the SOPn hierarchy and the existence of universal models in the absence of GCH, the paper provides a step toward the classification of unstable theories without the strict order property. (shrink)

The paper is concerned with the existence of a universal graph at the successor of a strong limit singular μ of cofinality ℵ0. Starting from the assumption of the existence of a supercompact cardinal, a model is built in which for some such μ there are $\mu^{++}$ graphs on μ+ that taken jointly are universal for the graphs on μ+, while $2^{\mu^+} \gg \mu^{++}$ . The paper also addresses the general problem of obtaining a framework for consistency results at the (...) successor of a singular strong limit starting from the assumption that a supercompact cardinal κ exists. The result on the existence of universal graphs is obtained as a specific application of a more general method. (shrink)

If κ is any strongly unfoldable cardinal, then this is preserved in a forcing extension in which κ fails. This result continues the progression of the corresponding results for weakly compact cardinals, due to Woodin, and for indescribable cardinals, due to Hauser.

ACKNOWLEDGMENTS. Among Those Who helped greatly in the initial stages of this project by making constructive suggestions on my first "caring" papers are Nick Burbules, William Doll, Bruce Fuller, Brian Hill, William Pinar, Mary Anne ...

Suppose that λ=λ <λ ≥ℵ0, and we are considering a theory T. We give a criterion on T which is sufficient for the consistent existence of λ++ universal models of T of size λ+ for models of T of size ≤λ+, and is meaningful when 2λ +>λ++. In fact, we work more generally with abstract elementary classes. The criterion for the consistent existence of universals applies to various well known theories, such as triangle-free graphs and simple theories. Having in mind (...) possible applications in analysis, we further observe that for such λ, for any fixed μ>λ+ regular with μ=μλ+, it is consistent that 2λ=μ and there is no normed vector space over ℚ of size <μ which is universal for normed vector spaces over ℚ of dimension λ+ under the notion of embedding h which specifies (a,b) such that ||h(x)/||x∈(a,b) for all x. (shrink)

Suppose that λ is the successor of a singular cardinal μ whose cofinality is an uncountable cardinal κ. We give a sufficient condition that the club filter of λ concentrating on the points of cofinality κ is not λ+-saturated.1 The condition is phrased in terms of a notion that we call weak reflection. We discuss various properties of weak reflection. We introduce a weak version of the ♣-principle, which we call ♣*−, and show that if it holds on a stationary (...) subset S of λ, then no normal filter on S is λ+-saturated. Under the above assumptions, ♣*− is true for any stationary subset S of λ which does not contain points of cofinality κ. For stationary sets S which concentrate on points of cofinality κ, we show that ♣*− holds modulo an ideal obtained through the weak reflection. (shrink)

We consider various versions of the ♣ principle. This principle is a known consequence of $\lozenge$ . It is well known that $\lozenge$ is not sensitive to minor changes in its definition, e.g., changing the guessing requirement form "guessing exactly" to "guessing modulo a finite set". We show however, that this is not true for ♣. We consider some other variants of ♣ as well.

This book, published in 2019 as an open-access edition of the Fordham University Press, attracts by its title. Imagination, as we mathematicians know only too w.

Ethics has been discussed largely in the language of the father, Nel Noddings believes: in principles and propostions, in terms such as _justification,_ _fairness,_ and _equity._ The mother's voice has been silent. The view of ethics Noddings offers in this book is a feminine view. "This does not imply," she writes, "that all women will accept it or that most men will reject it; indeed there is no reason why men should not embrace it. It is feminine in the deep (...) classical sense—rooted in receptivity, relatedness, and responsiveness. It does not imply either that logic is to be discarded or that logic is alien to women. It represents an aternative to present views, one that begins with the moral attitude or longing for goodness and not with moral reasoning." What is at the basis of moral action? An altruism acquired by the application of rule and principle? Or, as Noddings asserts, caring and the memory of being cared for? With numerous examples to supplement her rich theoretical discussion, Noddings builds a compelling philosophical argument for an ethics based on natural caring, as in the care of a mother for her child. The ethical behavior that grows out of natural caring has at its core as care-filled receptivity to those involved in any moral situation, and leaves behind the rigidity of rule and principle to focus on what is particular and unique in human relations. "The hand that steadied us as we learned to ride our first bicycle did not provide propositional knowledge, but it guided and supported us all the same, and we finished up 'knowing how.'" Noddings's discussion is far-ranging, as she considers whether organizations, which operate at a remove from the caring relationship, can truly be called ethical. She discusses the extent to which we may truly care for plants, animals, or ideas. Finally, she proposes a realignment of education to encourage and reward not just rationality and trained intelligence, but also enhanced sensitivity in moral matters. (shrink)

What is at the basis of moral action? An altruism acquired by the application of rule and principle? Or, as Noddings asserts, caring and the memory of being cared for? With numerous examples to supplement her rich theoretical discussion, Noddings builds a compelling philosophical argument for an ethics based on natural caring, as in the care of a mother for her child. The ethical behavior that grows out of natural caring, and has as its core care-filled receptivity to those involved (...) in any moral situation, leaves behind the rigidity of rule and principle to focus on what is particular and unique in human relations. Noddings's discussion is wide-ranging, as she considers whether organizations, which operate at a remove from the caring relationship, can truly be called ethical. She discusses the extent to which we may truly care for plants, animals, or ideas. Finally, she proposes a realignment of education to encourage and reward not just rationality and trained intelligence, but also enhanced sensitivity in moral matters. (shrink)

We give a construction of the square principle by means of forcing with finite conditions.

We introduce the oak property of first order theories, which is a syntactical condition that we show to be sufficient for a theory not to have universal models in cardinality λ when certain cardinal arithmetic assumptions about λ implying the failure of GCH hold. We give two examples of theories that have the oak property and show that none of these examples satisfy SOP4, not even SOP3. This is related to the question of the connection of the property SOP4 to (...) non-universality, as was raised by the earlier work of Shelah. One of our examples is the theory for which non-universality results similar to the ones we obtain are already known; hence we may view our results as an abstraction of the known results from a concrete theory to a class of theories. We show that no theory with the oak property is simple. (shrink)

We show the relative consistency of ℵ1 satisfying a combinatorial property considered by David Fremlin (in the question DU from his list) in certain choiceless inner models. This is demonstrated by first proving the property is true for Ramsey cardinals. In contrast, we show that in ZFC, no cardinal of uncountable cofinality can satisfy a similar, stronger property. The questions considered by D. H. Fremlin are if families of finite subsets of ω1 satisfying a certain density condition necessarily contain all (...) finite subsets of an infinite subset of ω1, and specifically if this and a stronger property hold under MA + ¬CH. Towards this we show that if MA + ¬CH holds, then for every family ? of ℵ1 many infinite subsets of ω1, one can find a family ? of finite subsets of ω1 which is dense in Fremlins sense, and does not contain all finite subsets of any set in ?.We then pose some open problems related to the question. (shrink)

We prove consistent, assuming there is a supercompact cardinal, that there is a singular strong limit cardinal $\mu$ , of cofinality $\omega$ , such that every $\mu^{+}$ -chromatic graph X on $\mu^{+}$ has an edge colouring c of X into $\mu$ colours for which every vertex colouring g of X into at most $\mu$ many colours has a g-colour class on which c takes every value. The paper also contains some generalisations of the above statement in which $\mu^{+}$ is replaced (...) by other cardinals < $\mu$. (shrink)

deel 1. Leerteorieë vanaf die klassieke filosofie tot die veldteorie van Kurt Lewin. --deel 3. Antropologies-psigologies meer verantwoorde leerteorieë van die twintigste eeu.

Let κ be a singular cardinal. Karp's notion of a chain model of size κ is defined to be an ordinary model of size κ along with a decomposition of it into an increasing union of length cf. With a notion of satisfaction and -isomorphism such models give an infinitary logic largely mimicking first order logic. In this paper we associate to this logic a notion of a dynamic EF-game which gauges when two chain models are chain-isomorphic. To this game (...) is associated a tree which is a tree of size κ with no κ-branches -branches). The measure of how non-isomorphic the models are is reflected by a certain order on these trees, called reduction. We study the collection of trees of size κ with no κ-branches under this notion and prove that when cf = ω this collection is rather regular; in particular it has universality number exactly κ+. Such trees are then used to develop a descriptive set theory of the space cf κ. The main result of the paper gives in the case of κ strong limit singular an exact connection between the descriptive set-theoretic complexity of the chain isomorphism orbit of a model, the reduction order on the trees and winning strategies in the corresponding dynamic EF games. In particular we obtain a neat analog of the notion of Scott watershed from the Scott analysis of countable models. (shrink)

A wide Aronszajn tree is a tree of size and height $\omega _{1}$ with no uncountable branches. We prove that under $MA$ there is no wide Aronszajn tree which is universal under weak embeddings. This solves an open question of Mekler and Väänänen from 1994. We also prove that under $MA$, every wide Aronszajn tree weakly embeds in an Aronszajn tree, which combined with a result of Todorčević from 2007, gives that under $MA$ every wide Aronszajn tree embeds into a (...) Lipschitz tree or a coherent tree. We also prove that under $MA$ there is no wide Aronszajn tree which weakly embeds all Aronszajn trees, improving the result in the first paragraph as well as a result of Todorčević from 2007 who proved that under $MA$ there are no universal Aronszajn trees. (shrink)

We investigate strictly positive finitely additive measures on Boolean algebras and strictly positive Radon measures on compact zerodimensional spaces. The motivation is to find a combinatorial characterisation of Boolean algebras which carry a strictly positive finitely additive finite measure with some additional properties, such as separability or nonatomicity. A possible consistent characterisation for an algebra to carry a separable separable positive measure was suggested by Talagrand in 1980, which is that the Stone space K of the algebra satisfies that its (...) space M(K) of measures is weakly separable, equivalently that C(K) embeds into l∞. We show that there is a ZFC example of a Boolean algebra (so of a compact space) which satisfies this condition and does not support a separable strictly positive measure. However, we use this property as a tool in a proof which shows that under MA+⇁ CH every atomless ccc Boolean algebra of size < c carries a nonatomic strictly positive measure. Examples are given to show that this result does not hold in ZFC. Finally, we obtain a characterisation of Boolean algebras that carry a strictly positive nonatomic measure in terms of a chain condition, and we draw the conclusion that under MA+⇁ CH every atomless ccc Boolean algebra satisfies this stronger chain condition. (shrink)

The status of independent statements is the main problem in the philosophy of set theory. We address this problem by presenting the perspective of a practising set theorist. We thus give an authentic insight in the current state of thinking in set-theoretic practice, which is to a large extent determined by independence results. During several meetings, the second author asked the first author about the development of forcing, the use of new axioms and set-theoretic intuition on independence. Parts of these (...) conversations are directly presented in this article. They are supplemented by important mathematical results as well as discussion sections. Finally, we present three hypotheses about set-theoretic practice: First, that most set theorists were surprised by the introduction of the forcing method. Second, that most set theorists think that forcing is a natural part of contemporary set theory. Third, that most set theorists prefer an answer to a problem with the help of a new axiom of lowest possible consistency strength, and that for most set theorists, a difference in consistency strength weighs much more than the difference between Forcing Axiom and Large Cardinal Axiom. (shrink)

Nel Noddings, one of the central figures in the contemporary discussion of ethics and moral education, argues that caring--a way of life learned at home--can be extended into a theory that guides social policy. Tackling issues such as capital punishment, drug treatment, homelessness, mental illness, and abortion, Noddings inverts traditional philosophical priorities to show how an ethic of care can have profound and compelling implications for social and political thought. Instead of beginning with an ideal state and then describing a (...) role for home and family, this book starts with an ideal home and asks how what is learned there may be extended to the larger social domain. Noddings examines the tension between freedom and equality that characterized liberal thought in the twentieth century and finds that--for all its strengths--liberalism is still inadequate as social policy. She suggests instead that an attitude of attentive love in the home induces a corresponding responsiveness that can serve as a foundation for social policy. With her characteristic sensitivity to the individual and to the vulnerable in society, the author concludes that any corrective practice that does more harm than the behavior it is aimed at correcting should be abandoned. This suggests an end to the disastrous war on drugs. In addition, Noddings states that the caring professions that deal with the homeless should be guided by flexible policies that allow practitioners to respond adequately to the needs of very different clients. She recommends that the school curriculum should include serious preparation for home life as well as for professional and civic life. Emphasizing the importance of improving life in everyday homes and the possible role social policy might play in this improvement, _Starting at Home_ highlights the inextricable link between the development of care in individual lives and any discussion of moral life and social policy. (shrink)

Nel Noddings argues that hers is not an ethics of agape. I want to argue, on the contrary, that it is, and that this is a problem. My central thesis is that the unidirectional nature of the analysis of one-caring reinforces oppressive institutions.

With numerous examples to supplement her rich theoretical discussion, Nel Noddings builds a compelling philosophical argument for an ethics based on natural caring, as in the care of a mother for her child. In _Caring_—now updated with a new preface and afterword reflecting on the ongoing relevance of the subject matter—the author provides a wide-ranging consideration of whether organizations, which operate at a remove from the caring relationship, can truly be called ethical. She discusses the extent to which we may (...) truly care for plants, animals, or ideas. Finally, she proposes a realignment of education to encourage and reward not just rationality and trained intelligence, but also enhanced sensitivity in moral matters. (shrink)

After a decade of educational reforms, The Challenge to Care in Schools is even more relevant now than when it was first published. In her new Introduction, Nel Noddings revisits her seminal book and places care as central to current debates on standardization, accountability, privatization, and the continuous struggle between traditional and progressive methods of education. Rather then forcing one side to yield to the other, this book advocates an alternative, "responsive system" that will allow the best ideas to flourish. (...) In the Second Edition, Noddings once again envisions a school system built on the idea that different people have different strengths, and that these strengths should be cultivated in an environment of caring, not of competition. She suggests that if we make the responsiveness characteristic of caring more basic than accountability, we can accommodate both traditional and progressive preferences in one school system to the benefit of all... especially the children. Chapters address the practical and theoretical questions involved in organizing traditional and nontraditional areas of study around themes of care. Introductory chapters focus on caring in general and on the problems of liberal education, while the final chapter offers sound advice for implementing a caring curriculum in our schools. (shrink)

In this provocative new book, renowned educator and philosopher Nel Noddings extends her influential work on the ethics of care toward a compelling objective—global peace and justice. She asks: If we celebrate the success of women becoming more like men in professional life, should we not simultaneously hope that men become more like women—in caring for others, rejecting violence, and valuing the work of caring both publicly and personally? Drawing on current work on evolution, and bringing concrete examples from women’s (...) lived experience to make a strong case for her position, Noddings answers this question by locating one source of morality in maternal instinct. She traces the development of the maternal instinct to natural caring and ethical caring, offering a preliminary sketch of what a care-driven concept of justice might look like. Finally, to advance the cause of caring, peace, and women’s advancement, Noddings urges women to abandon institutional, patriarchal religion and to seek their own paths to spirituality. (shrink)

Nel Noddings, one of the central figures in the contemporary discussion of ethics and moral education, argues that caring--a way of life learned at home--can be extended into a theory that guides social policy. Tackling issues such as capital punishment, drug treatment, homelessness, mental illness, and abortion, Noddings inverts traditional philosophical priorities to show how an ethic of care can have profound and compelling implications for social and political thought. Instead of beginning with an ideal state and then describing a (...) role for home and family, this book starts with an ideal home and asks how what is learned there may be extended to the larger social domain. Noddings examines the tension between freedom and equality that characterized liberal thought in the twentieth century and finds that--for all its strengths--liberalism is still inadequate as social policy. She suggests instead that an attitude of attentive love in the home induces a corresponding responsiveness that can serve as a foundation for social policy. With her characteristic sensitivity to the individual and to the vulnerable in society, the author concludes that any corrective practice that does more harm than the behavior it is aimed at correcting should be abandoned. This suggests an end to the disastrous war on drugs. In addition, Noddings states that the caring professions that deal with the homeless should be guided by flexible policies that allow practitioners to respond adequately to the needs of very different clients. She recommends that the school curriculum should include serious preparation for home life as well as for professional and civic life. Emphasizing the importance of improving life in everyday homes and the possible role social policy might play in this improvement, _Starting at Home_ highlights the inextricable link between the development of care in individual lives and any discussion of moral life and social policy. (shrink)

The status of independent statements is the main problem in the philosophy of set theory. We address this problem by presenting the perspective of a practising set theorist. We thus give an authentic insight in the current state of thinking in set-theoretic practice, which is to a large extent determined by independence results. During several meetings, the second author asked the first author about the development of forcing, the use of new axioms and set-theoretic intuition on independence. Parts of these (...) conversations are directly presented in this article. They are supplemented by important mathematical results as well as discussion sections. Finally, we present three hypotheses about set-theoretic practice: First, that most set theorists were surprised by the introduction of the forcing method. Second, that most set theorists think that forcing is a natural part of contemporary set theory. Third, that most set theorists prefer an answer to a problem with the help of a new axiom of lowest possible consistency strength, and that for most set theorists, a difference in consistency strength weighs much more than the difference between Forcing Axiom and Large Cardinal Axiom. (shrink)

Our nation’s schools have always been contested turf but perhaps never more so than in today’s volatile environment. Educational policy and educational values have never been more controversial, and the schools themselves are under attack from many different directions.The role of philosophy of education in such an environment is not to dictate answers. Rather, it must foster understanding of the philosophical issues underlying contemporary debates. In this survey, Nel Noddings provides the essential background necessary for a more sophisticated and nuanced (...) comprehension of the issues. Philosophy of Education is designed for general students of education who need to know something about philosophical thought and its exercise in teaching, learning, research, and educational policy. It assumes no previous training in philosophy. Ranging broadly from the great historical figures through John Dewey to contemporary representatives of both analytic and Continental traditions, it is always fair-minded, generous, and undogmatic. Attractive features are the author’s nondoctrinaire feminism, her commitment to the empowerment of students, and her coverage of the most recent trends in educational thought.This is an essential book not just for teachers and for future teachers but for anyone needing a survey of contemporary trends in the philosophy of education. (shrink)

U radu je istražen utjecaj završenog srednjoškolskog obrazovanja i dobi/godine studije na interkulturalnu efikasnost studenata i njihove preferencije glazbi svijeta, zatim povezanost između interkulturalne efikasnosti i preferencija glazbi svijeta te utjecaj poznatosti na preferencije glazbenih ulomaka. Istraživanje je provedeno na uzorku studenata različitih fakulteta Sveučilišta u Splitu i Sveučilišta u Zagrebu, pomoću upitnika sastavljenog od tri dijela: Upitnik općih podataka, Upitnik interkulturalne efikasnosti te Upitnik za ispitivanje glazbenih preferencija. Rezultati ne potvrđuju utjecaj vrste završene srednje škole ni dobi/ godine studija (...) na razinu interkulturalne efikasnosti studenata, niti na njihove preferencije glazbi svijeta. Potvrđeno je postojanje povezanosti između razine interkulturalne efikasnosti i preferencija glazbi svijeta te između poznavanja glazbe i preferencija glazbenih ulomaka. Dobiveni rezultati imaju značajne glazbeno-pedagoške implikacije, posebno u kontekstu visokoškolskog obrazovanja. The paper explored the influence of high school education and age/year of study on students’ intercultural effectiveness and their world music preferences, the relationship between intercultural effectiveness and world music preferences, and the influence of familiarity of music on music preferences. The research was conducted on a sample of students from different faculties of the University of Split and the University of Zagreb, using a questionnaire composed of three parts: The Sociodemographic Questionnaire, The Intercultural Effectiveness Scale and The Music preferences Questionnaire. The results do not confirm the influence of the type of high school education or age/year of study on the level of the students’ intercultural effectiveness, nor on their world music preferences. The existence of a relationship between the level of students’ intercultural effectiveness, world music preferences and between familiarity of music and music preferences has been confirmed. The obtained results have significant implications for music pedagogy, especially in the context of higher education. (shrink)

The paper explored the influence of high school education and age/year of study on students’ intercultural effectiveness and their world music preferences, the relationship between intercultural effectiveness and world music preferences, and the influence of familiarity of music on music preferences. The research was conducted on a sample of students from different faculties of the University of Split and the University of Zagreb, using a questionnaire composed of three parts: The Sociodemographic Questionnaire, The Intercultural Effectiveness Scale and The Music preferences (...) Questionnaire. The results do not confirm the influence of the type of high school education or age/year of study on the level of the students’ intercultural effectiveness, nor on their world music preferences. The existence of a relationship between the level of students’ intercultural effectiveness, world music preferences and between familiarity of music and music preferences has been confirmed. The obtained results have significant implications for music pedagogy, especially in the context of higher education. (shrink)

L’étude traite de différentes catégories de signatures (et/ou de noms d’auteurs) et de leur fonctionnement dans l’écriture de l’histoire. L’histoire est une écriture dialogique au sens où elle s’appuie sur les écrits d’autres spécialistes, mais aussi sur une matérialité documentaire signée par des acteurs de l’histoire. En se référant à la parole d’autrui, l’historien valide son propre travail. Le principal indice de ce dialogue est le nom propre d’auteur associé à un propos qui représente pour l’historien une référence. L’étude met (...) en évidence l’aptitude des noms d’auteur à recevoir une corporalité et/ou une voix. La thèse est la suivante: dès que le lecteur peut attribuer un corps et un certain renom à une signature, celle-ci peut être utilisée comme instrument de la preuve. Une attention particulière est portée aux signataires inconnus, aux noms des rédacteurs de «témoignages». Au centre de notre intérêt se trouvent les «ajouts» des historiens (titres, annotations, notes en bas de page, etc.) qui introduisent sur la scène académique les propos des «auteurs inconnus». Des ajouts accompagnant une carte postale, représentée dans l’ouvrage Lettres de Drancy, sont analysés de près. (shrink)

When parents are asked what they want for their children, they usually answer that they want their children to be happy. Why, then, is happiness rarely mentioned as an aim of education? This book explores what we might teach if we were to take happiness seriously as an aim of education. It asks, first, what it means to be happy and, second, how we can help children to understand what happiness is. It notes that, to be truly happy, we have (...) to develop a capacity for unhappiness and a willingness to alleviate the suffering of others. Criticizing the present almost exclusive emphasis on economic well-being and pleasure, it discusses the contributions of making a home, parenting, cherishing a place, development of character, interpersonal growth, finding work that one loves, and participating in a democratic way of life. Finally, it explores ways in which to make schools and classrooms happy places. (shrink)