A literatura negra feminina é pouco utilizada no contexto escolar da educação básica. Entretanto, ela pode provocar reflexões acerca das desigualdades sociais e do papel da mulher negra na sociedade brasileira. Assim, este artigo objetiva refletir acerca da relevância da literatura de Conceição Evaristo no panorama social e acadêmico, pois seus contos abordam a representação do feminino a partir de mulheres negras e denunciam as hierarquias quanto aos papéis de gênero em uma sociedade marcada pelo patriarcalismo. Portanto, tomaremos como aportes (...) teóricos a Lei 11.645/08 e as reflexões de estudiosos como: bell hooks (2017) com a educação transgressora; Kabengele Munanga (2008) com a problematização do racismo em sala de aula; Miriam Alves (2011) com o rompimento de estereótipos; Djamila Ribeiro (2021) com o lugar de fala para romper com o silenciamento, entre outros. A metodologia é um relato de experiência com roda de conversa sobre o conto “Isaltina Campo Belo”, de Conceição Evaristo (2016), inserido no livro Insubmissas lágrimas de mulheres, com a 1ª série do ensino médio em uma escola pública. Logo, a atividade de leitura com literatura negra feminina, no contexto educacional, pode levar o estudante à reflexão de inclusão ou exclusão no panorama literário afro-brasileiro e africano. (shrink)

Uma das abordagens que estuda o construto da motivação é a teoria da autodeterminação, que discrimina diferentes estilos motivacionais: desmotivação, motivação extrínseca e motivação intrínseca. Este estudoobjetivou identificar motivações de acadêmicos de um curso de Educação Física do estado São Paulo, Brasil, para participarem de uma capacitação em natação para pessoas com deficiência físicas, bem como a motivação para atuação como tutores desse mesmo grupo. Trata-se de um estudo qualitativo realizado por meio de entrevistas semiestruturadas. Participaram 20 acadêmicos do curso (...) de Educação Física,divididos em: capacitação teórica – CT e capacitação teórica associada a tutoria em natação adaptada-CTP. Após análise, as seguintes categorias e subcategorias foram estabelecidas: motivação extrínseca (objetivos ou ganhos futuros; decorrente de fatores externos e vinculada à recompensa ou punição) e desmotivação (sentimentos e percepções). Conclui-se que os principais fatores que motivaram os acadêmicos estiveram vinculados à motivação extrínseca. (shrink)

Formative intervention methodologies, such as the Change Laboratory, are increasingly being used in work environments. However, the learning process entailed in the application of these methodologies has received insufficient attention and may be facilitated through the use of learning platforms. We examined the development of learning and training strategies for implementing formative interventions, drawing on the experiences of a research group focusing on workers’ health. Information obtained from individuals involved in CL formative activities was analyzed and interpreted using Cultural-Historical Activity (...) Theory and the theory of expansive learning. The process of learning to implement formative interventions unfolded gradually, beginning with the interventionists’ initial exposure to abstract concepts that they subsequently internalized via various mediations and applied in concrete situations. Four key interventionist training strategies used to foster collective learning were identified: promoting dialogues and exchange of experiences, creating environments for continuous learning and permanent discussion, creating spaces for experimentation and the practical application of concepts, and the use of the double stimulation method during training programs. (shrink)

A base da autonomia acontece na presença do outro, através do diálogo. Pensando nisso e preocupadas em oferecer ferramentas para o educador é que temos desenvolvido oficinas com dinâmicas, pois elas favorecem o filosofar, possibilitam ao profissional da educação infantil um espaço para ressignificar sua atuação e sua prática diante da reflexão e de vivências que o levem a experimentar o saber de si enquanto sujeito aberto ao diálogo e a novas aprendizagens.

Diante de uma crise sanitária mundial, a pandemia do COVID-19, iniciada em 2020, fez com a humanidade se reorganizasse, entrando em uma nova era. Os órgãos de saúde competentes, juntamente com as nações, expuseram suas preocupações, editando decretos e normativas a serem seguidas, com medidas rigorosas de isolamento social. E a Educação foi uma das áreas mais afetadas, por ser um dos pilares mais importante na sociedade moderna. A rotina que antes era totalmente presencial, passou a ser a distância, novas (...) ferramentas foram ganhando palco, as tecnologias entraram em cena, as mídias sociais passam a ser recursos, estratégias para novas abordagens, metodologias passaram a ser repensadas, reorganizadas, para oferecer uma educação de qualidade, mesmo em tempos de crise. E partindo dessa ideia, o presente trabalho visa discutir e compreender se toda essa mudança, essa troca de cenário de forma abrupta, e as estratégias conseguiram alcançar os objetivos propostos no processo de ensino-aprendizagem. A análise ocorreu em uma escola pública municipal da região norte de Cuiabá- MT, no período letivo de 2020 e 2021, sendo observadas o curso das disciplinas Arte e Educação Física, com um público de alunos variados, da pré-escola ao 3° ano do Ensino Fundamental I. (shrink)

In Brazilian schools, many teachers do not organize their teaching and students’ tasks and actions in a way that facilitates theoretical thinking based on the abstraction and generalization of the work content. Because many students struggle to accomplish the tasks and actions themselves, teachers guide them. Over time, the students begin to have more autonomy in executing the proposed activities, as they completed mental operations while learning. This article aims to investigate how young people’s and adults’ awareness of the countryside (...) is formed based on visual elements and writing, facilitating an understanding of their reality. A didactic–formative experiment was performed based on the cultural–historical theory. The comic books produced by the participants allowed them to develop their overall thinking, moving from the abstract to the concrete. They also formed an awareness of reality, which allowed them to have greater autonomy in the production of these stories as a means of representation and transformation of reality. (shrink)

IntroductionThere is a need to maintain rehabilitation activities and motivate movement and physical activity during quarantine in individuals with Cerebral Palsy.ObjectiveThis paper sets out to evaluate the feasibility and potential benefits of using computer serious game in a non-immersive virtual reality implemented and evaluated completely remotely in participants with CP for Home-Based Telerehabilitation during the quarantine period for COVID-19.MethodsUsing a cross-sectional design, a total of 44 individuals participated in this study between March and June 2020, 22 of which had CP (...) and 22 typically developing individuals, matched by age and sex to the individuals with CP. Participants practiced a coincident timing game1 and we measured movement performance and physical activity intensity using the rating of perceived exertion Borg scale.ResultsAll participants were able to engage with the VR therapy remotely, reported enjoying sessions, and improved performance in some practice moments. The most important result in this cross-sectional study was the significant increasing in rating of perceived exertion in both groups during practice and with CP presenting a higher rating of perceived exertion.ConclusionChildren with CP enjoyed participating, were able to perform at the same level as their peers on certain activities and increased both their performance and physical activity intensity when using the game, supporting the use of serious games for this group for home therapy and interactive games.Clinical Trials Registrationhttps://Clinicaltrials.gov, NCT04402034. Registered on May 20, 2020. (shrink)

Educational policy and social sciences researchers have been studying dishonest behaviors among students for a long time. In this bibliometric study we examine the extant literature on academic dishonesty until 2017. We also analyze the specific case of the literature on plagiarism since it is arguably one of the most common academic dishonest behavior. We aim at identifying the intellectual structure of the field of academic dishonesty and plagiarism. Results show that Donald L. McCabe and Richard L. Marsh appear as (...) the most productive authors. Furthermore, Whitley, 235–274, 1998) “Factors associated with cheating among college students: A review”, and Pennycook, 201–230, 1996), entitled “Borrowing others’ words: Text, ownership, memory, and plagiarism” are the most cited publications on academic dishonesty and on plagiarism, respectively. Additionally, a strong connection between the McCabe and Treviño articles emerged from the co-citation analysis on academic dishonesty, and also a strong relationship between Pennycook, 201–230, 1996) and Pecorari, 317–345, 2003), suggesting that these articles are strongly connected. Results suggest that these are the most influential authors and articles of the field. (shrink)

Este artigo estabelece a relação entre apercepção transcendental e identidade, existência e percepção, e procura com isso mostrar que, embora esteja na base da estrutura cognitiva humana, a autoconsciência não elabora conhecimento.

O texto é dividido em duas etapas. Na primeira, constituída de três partes, são considerados os principais conceitos da Doutrina do direito de Kant, numa abordagem abrangente relativa: ao problema das relações entre o direito natural e o direito positivo, problema estreitamente conectado com o das relações entre estado de natureza e estado civil, direito privado e direito público; à doutrina da propriedade e sua conexão com o direito político. Ao tratar do direito nos seus diversos tipos tenciona-se indicar a (...) razão prática como pano de fundo da Doutrina. Numa segunda etapa, concernente à última parte, a consideração da presença da razão prática no direito é colocada perante algumas especificidades da filosofia da história de Kant, com o intento de estabelecer a possível relação entre a Rechtslehre e aquela filosofia. (shrink)

O texto é dividido em duas etapas. Na primeira, constituída de três partes, são considerados os principais conceitos da Doutrina do direito de Kant, numa abordagem abrangente relativa: ao problema das relações entre o direito natural e o direito positivo, problema estreitamente conectado com o das relações entre estado de natureza e estado civil, direito privado e direito público; à doutrina da propriedade e sua conexão com o direito político. Ao tratar do direito nos seus diversos tipos tenciona-se indicar a (...) razão prática como pano de fundo da Doutrina. Numa segunda etapa, concernente à última parte, a consideração da presença da razão prática no direito é colocada perante algumas especificidades da filosofia da história de Kant, com o intento de estabelecer a possível relação entre a Rechtslehre e aquela filosofia. (shrink)

Há uma filosofia da diferença que precisa ser mais considerada nos nossos tempos, visto que se opõe à tradição filosófica identitária dos pré-socráticos à atualidade, que se apegou obstinadamente à ideia de identidade, que vislumbra o real, somente através da referência ao idêntico. Nessa perspectiva, os anseios e peculiaridades dos mais diversos movimentos sociais precisam ser ouvidos de modo mais efetivo pela filosofia e pela ciência. Mesmo nas ciências exatas, a teoria não é eterna, quanto mais nas sociais aplicadas, como (...) é na ciência da informação, e consequentemente, na organização do conhecimento. Posto isto, este trabalho tem como objetivo inter-relacionar alguns aspectos históricos da epistemologia geral com as epistemologias feministas, destacando-se a corrente pós-estruturalista. E assim, compreendermos alguns dos seus desdobramentos na organização do conhecimento, a fim de percebermos se ela está disposta a incorporar novas práticas, a partir de reinvindicações de movimentos, como o feminista. Constatamos que além de toda historicidade das relações de poder que tem raízes profundas e muito antigas, há nos dias hodiernos um grupo despreocupado em ratificar novas práticas mais humanizadas e coerentes às várias esferas, dentre as quais está a organização do conhecimento, por questões não só políticas, mas econômicas. (shrink)

Los medios de comunicación en general y la radio en particular configuran el ecosistema mediático necesario para impulsar los principios igualitarios en la sociedad. Esta propuesta de metodología de investigación-acción-participación en el ámbito docente de educación superior pone su atención en los procesos comunicativos en radio sobre el deporte profesional practicado por mujeres. El trabajo propone la descripción de una metodología puesta en funcionamiento en la asignatura Producción de programas informativos en radio y refleja todo el proceso transformador, así como (...) las estrategias y acciones para la producción de un programa radiofónico deportivo con perspectiva de género. (shrink)

Quassim Cassam has recently defended a perceptual model of knowledge of other minds: one on which we can see and thereby know that another thinks and feels. In the course of defending this model, he addresses issues about our ability to think about other minds. I argue that his solution to this 'conceptual problem' does not work. A solution to the conceptual problem is necessary if we wish to explain knowledge of other minds.

John McDowell’s original motivation of disjunctivism occurs in the context of a problem regarding other minds. Recent commentators have insisted that McDowell’s disjunctivism should be classed as an epistemological disjunctivism about epistemic warrant, and distinguished from the perceptual disjunctivism of Hinton, Snowdon and others. In this paper I investigate the relation between the problem of other minds and disjunctivism, and raise some questions for this interpretation of McDowell.

James Van Cleve has argued that Kant’s Transcendental Deduction of the categories shows, at most, that we must apply the categories to experience. And this falls short of Kant’s aim, which is to show that they must so apply. In this discussion I argue that once we have noted the differences between the first and second editions of the Deduction, this objection is less telling. But Van Cleve’s objection can help illuminate the structure of the B Deduction, and it suggests (...) an interesting reason why the rewriting might have been thought necessary. (shrink)

Functions and objectives serve as an incentive for children living in Brazil to question their role as a child in society.

A virtually infinite array of new discoveries are bringing increasingly evident transformations to all that we do, how we live, how all of us relate to each other, ourselves and the world. To think about this new time, it is necessary to experience the vertigo of placing our mind at risk. We are immersed in a comparatively new context of existence. A new humanity is being built, and it will thus represent a new society and a unique conception of what (...) a person is. We have established ourselves as the cities we pass through daily, as sets of flows, relations of power and strengths. Like a city, we are also information networks; power fields constantly brought into play, as we connect with spaces in an imbricated and interdependent way. We are a kind of species that, in face of its desire, is capable of putting this very existence at risk; of suicidal artists, kamikazes, who risk themselves and the planet. What is the specificity of this species? What is the possible (psycho)analysis? The aim of this article is to present and articulate the current changes and the absolute artificialism of our species in the transformation of its corporeity that devours and appropriates whatever presents itself, and which produces means and prostheses for the compulsive realization of our fantasies; new realities that increasingly appear on the horizon and affect our daily lives. The mind at risk is the state that enables the craziness of any act of creation. (shrink)

A compreensão originária da paidéia grega sempre acompanha a formação de educadores e de pesquisadores em Educação. Trata-se de um tema que nos remete às origens da Educação e da compreensão do discurso filosófico e político sobre a Educação e suas dimensões. Apresenta-se a paidéia como princípio fundante voltado para o entendimento da formação social, política e cultural do povo grego a partir da problemática em torno da constituição histórica e filosófica dessa matriz Educacional. O objetivo foi abordar sobre os (...) ideais de alguns filósofos e educadores que contribuíram para o pensamento do modelo grego de educação, entre outros aspectos, para a elaboração conceitual caracterizando e contextualizando-os em seu tempo e espaço histórico. Este artigo foi desenvolvido por pesquisa de caráter bibliográfico. Entre as contribuições desse estudo, estão os conceitos e fundamentos da arete e da paidéia, que direcionaram ou foram direcionados a pensar uma educação para a vida na pólis, portanto, para a vida em sociedade de maneira universalizada, por meio de uma educação com base na cientificidade, na virtude, na política. A essência da educação grega está na sua própria cultura e organização política que vai sendo evidenciada pela sociedade em praticamente três milênios. (shrink)

O presente artigo apresenta os principais resultados do projeto de pesquisa “Mídia Cidadã e Desenvolvimento Sustentável: mapeamento e análise de rádios comunitárias em áreas de pressão socioambiental na Amazônia”, que busca entender a dimensão e o papel potencial das rádios comunitárias nos embates discursivos pelo desenvolvimento da região amazônica. O objeto da investigação são rádios comunitárias situadas em áreas de potencial conflito socioambiental na Amazônia Legal, o que inclui disputas por território ou pelo uso de recursos naturais, considerando-se grandes obras (...) de impacto, mas também Unidades de Conservação e Terras Indígenas nos noves estados da região. Como produto central do projeto foi gerada uma cartografia digital sobre comunicação cidadã e desenvolvimento sustentável na região, na perspectiva de gerar insumos para o fortalecimento da comunicação comunitária como espaço de contra-hegemonia midiática e consequente empoderamento de grupos locais nas decisões que afetem seu bem-estar. (shrink)

Why is gauge symmetry so important in modern physics, given that one must eliminate it when interpreting what the theory represents? In this paper we discuss the sense in which gauge symmetry can be fruitfully applied to constrain the space of possible dynamical models in such a way that forces and charges are appropriately coupled. We review the most well-known application of this kind, known as the 'gauge argument' or 'gauge principle', discuss its difficulties, and then reconstruct the gauge argument (...) as a valid theorem in quantum theory. We then present what we take to be a better and more general gauge argument, based on Noether's second theorem in classical Lagrangian field theory, and argue that this provides a more appropriate framework for understanding how gauge symmetry helps to constrain the dynamics of physical theories. (shrink)

The present paper is about the author’s current research on children’s education in urban contexts. It departs from the rising offer of programmes for school children in out-of-school contexts (e.g. museums, libraries, science centres). It asks what makes these practices educational (and not just interesting, entertaining and/or audience building). Based on Biesta ( 2006a , 2010 ) theory of education, the author frames and analyses the educational characteristics of, and possibilities of articulating, in and out-of-school educational practices. This paper aims (...) at understanding if the occasional outing from primary school premises promotes interruptions in the humanist foundations of school. In order to analyse relations between different institutions and professionals (to be) engaged in educational activities and programmes, Nóvoa ( 2002 , 2009 ) essays will be brought to the discussion, namely his conception of the ‘Public Space of Education’—as a space where culture, education, arts, sports and leisure are shared responsibilities, and where diverse institutions are networked aiming towards societal pluralism. I argue for the possibility of using cities’ public spaces as contexts with a worldly quality to complexify children’s education. Nevertheless, I draw attention to the unbearable educational lightness that these practices may carry if they do not go beyond the praise of chance; as well as to their unsustainable weight if they perpetually repeat school’s normal orders and add up rational discourses. (shrink)

Resenha de Arruzza, C. A Wolf in the City: Tyranny and the Tyrant in Plato’s Republic.

Speculations of this last type have existed from a much earlier period in the Eastern civilizations, particularly in those areas affected by Hindu philosophy. For example, in the Sánkhya or Yoga-Sútras by Patánjali, we find a very radical distinction between the external world and the individual soul or self. But for Sánkhya, the "external world" includes everything that could possibly be an object of consciousness--physical objects and their relationships, sensations and imaginations, dreams, memories, expectations, etc. In other words, for Sánkhya, (...) our thoughts or desires, far from being the "cause" of the external world as in some forms of Western idealism, are simply other aspects of the external world itself, that is, merely particular items in the totality of our consciousness. On the other hand, the individual soul or self is only the spectator of this consciousness and not ordinarily conscious of itself. If the self were to become conscious of "itself" in the same way that it was conscious of all other objects, all that it would really be aware of would be another object of consciousness---the mere idea of itself, while it would remain the unknown knower. Nevertheless, realizing that a completely "unconscious self" would be simply a postulate of thought and therefore part of the external world, the Sánkhya-Sútras emphasize that the self can become aware of itself by another and more intuitive means. (shrink)

Lucy Allais seeks to provide a reading of the Transcendental Deduction of the Categories which is compatible with a nonconceptualist account of Kant’s theory of intuition. According to her interpretation, the aim of the Deduction is to show that a priori concept application is required for empirical concept application. I argue that once we distinguish the application of the categories from the instantiation of the categories, we see that Allais’s reconstruction of the Deduction cannot provide an answer to Hume’s problem (...) about our entitlement to use a priori concepts when thinking about the objects of empirical intuition. If the Deduction is to provide a response to Hume, Allais’s interpretation must be rejected. (shrink)

Phenomenal particularism is the view that particular external objects are sometimes part of the phenomenal character of perceptual experience. It is a central part of naïve realist or relational views of perception. We consider a series of recent objections to phenomenal particularism and argue that naïve realism has the resources to block them. In particular, we show that these objections rest on assumptions about the nature of phenomenal character that the naïve realist will reject, and that they ignore the full (...) resources that naïve realism has to offer in explaining phenomenal character. (shrink)

An extended examination of Libet's works led to a comprehensive reinterpretation of his results. According to this reinterpretation, the Minimum Train Duration of electrical brain stimulation should be considered as the time needed to create a brain stimulus efficient for producing conscious sensation and not as a basis for inferring the latency for conscious sensation of peripheral origin. Latency for conscious sensation with brain stimulation may occurafterthe Minimum Train Duration. Backward masking with cortical stimuli suggests a 125-300 ms minimum value (...) for the latency for conscious sensation of threshold skin stimuli. Backward enhancement is not suitable for inferring this latency. For determining temporal relations between stimuli that correspond to subjects' reports, theendof cerebral Minimum Train Duration should be used as reference, rather than its onset. Results of coupling peripheral and cortical stimuli are explained by a latency after the cortical Minimum Train Duration, having roughly the same duration as the latency for supraliminal skin stimuli. Results of coupling peripheral stimuli and stimuli to medial lemniscus (LM) are explained by a shorter LM latency and/or a longer peripheral latency. This interpretation suggests a 230 ms minimum value for the latency for conscious sensation of somatosensory near-threshold stimuli. The backward referral hypothesis, as formulated by Libet, should not be retained. Long readiness potentials preceding spontaneous conscious or nonconscious movements suggest that both kinds of movement are nonconsciously initiated. The validity of Libet's measures of W and M moments (Libet et al., 1983a) is questionable due to problems involving latencies, training, and introspective distinction of W and M. Veto of intended actions may be initially nonconscious but dependent on conscious awareness. (shrink)

Since the last war, one character of the political system in Belgium is the growth and the duration of the ministerial crisis. Some questions of public law appeared. How is it possible to maintain the continuity of the political and administrative action, without ministerial responsibility to Parliament, during the crisis? The Belgian Conseil d'Etat contributed, by the notion of the «affaires courantes», sort of general principle of public law, to give a solution to this problem.

A commentary is given on Trevena and Miller . The comparability of their experimental task and of the potential they recorded with those used and recorded by Libet, Gleason, Wright, and Pearl is questioned. An interpretation is given for the similarity of event-related potentials recorded when subjects decided to move and when they decided not to move.

The historical formation of Brazil is distinguished from the majority of ex-colonial nations by one factor that is especially characteristic: an intense process of ethnic and cultural mixing. The Portuguese colonisers, who, unlike the English Puritans in North America, left their families and arrived in Brazil in small groups mainly composed of men, naturally tended to pair off with the women they found available - first of all indigenous women and later African women. There was nothing in Brazil to prevent (...) this spontaneous behaviour similar to the role played in the English colonies of North America by the strength of the family group or the strict religious observance of the community. Thus from the outset Brazil tended to accept racial mixing as a de facto reality. As Gilberto Freyre correctly noted in his book Casa Grande e Senzala:They mixed happily with women of colour from the very first contacts and many mixed-race children resulted, so much so that only a few thousand men were enough to colonize vast areas and compete with the greatest and most numerous peoples as regards the extent of the colonial territory and the effectiveness of colonizing activity. (shrink)

Hodgson’s (Journal of Consciousness Studies, 12 (1), 2005) defense of the plain person’s view that free will exists in conscious voluntary action is discussed. His position against the view that human action is automatically determined is favored, but his view that free will is incompatible with natural causation is countered. Eccles’ hypothesis to account for the presence of a readiness potential prior to a conscious decision to act now is discussed. It is argued that it is possible to preserve what (...) is good in a plain person’s concept of free will in a way that is compatible with natural causation. (shrink)

The prima facie heterogeneity between psychical and physical phenomena seems to be a serious objection to psychoneural identity thesis, according to many authors, from Leibniz to Popper. It is argued that this objection can be superseded by a different conception of consciousness. Consciousness, while being conscious of something, is always unconscious of itself . Consciousness of being conscious is not immediate, it involves another, second-order, conscious state. The appearance of mental states to second-order consciousness does not reveal their true nature. (...) Psychoneural identity can thus be considered a valid hypothesis. Related views of Kant, Freud, Shaffer, Bunge and others are considered. “Naive psychical realism” is criticised. Consciousness of mental events is considered as the result of the action of a cerebral system that observes the neural events hypothetically identical to mental events. The theory combines a materialist view with a due consideration of subjective experience. (shrink)

Seven informants , aged between 32 and 42, who had experienced at least one career change in their lives were interviewed about the history of their career trajectories. The interviews were analyzed according to the systematic and systemic reflexivity proposed by the phenomenological tradition: description, reduction and interpretation. The findings point to the need for professional guidance practice giving attention not only to professional information but also to a reflection of individual and work-related values. This would help both young people (...) and adults to see their own objectives more clearly and to be capable of formulating their own career plans and following them through. (shrink)

Varzi (2005) discussed 6 ways of symbolizing the sentence 'If Alf went to the movies then Beth went too, but only if she found a taxi-cab.' In the present reply, a seventh symbolization is offered, along with an analysis of the six alternatives discussed by Varzi.

Can the experience of great art play a role in our coming to understand the ethical framework of another person? In this article I draw out three themes from Iris Murdoch’s ‘The Sovereignty of Good’ in order to show the role that communal attention to works of art can play in our ethical lives. I situate this role in the context of Murdoch’s wider philosophical views.

This paper investigates whether 'even if A, B' is pragmatically polysemic, so that a nonconcessive conditional may have 'even if', and whether concessive conditionals, pragmatically defined, can fail to have 'even if' or a non-temporal 'still'. Different paraphrases are used to help elucidate pragmatic meanings. A theory of the pragmatic meanings of concessive and implicative conditionals is presented. The semantic meaning of 'even if' and the question of whether concessive conditionals imply the truth of their consequents are also discussed.