This chapter contains sections titled: A Socialist Project for Public Education? Interpreting Gramscian Thought in the Brazilian Context: Trends and Tribulations Final Considerations Notes References.

Explicitar as técnicas e procedimentos, os conceitos e categorias com as quais a interpretação dos documentos relativos a Política da Educação Profissional Técnica de Nível Médio –, implementada na Bahia / Brasil, especificamente, a partir da abordagem quadripolar que conferiu a densidade teórico-metodológica para o estudo do objeto na relação com os polos epistemológicos, teóricos, técnicos e morfológicos. Nesta perspectiva, a realização de uma pesquisa não é o cumprimento de “ritualismo metodológico” com um “modismo teórico” para não repetir o que (...) comumente acontece nas pesquisas em educação, de maneira progressivamente mais intensa, de tentativas ecléticas que juntam aleatoriamente técnicas, métodos e referenciais teóricos sem uma clara compreensão dos fundamentos epistemológicos dos diversos caminhos do conhecimento. (shrink)

In the history of Brazilian education, it is only since the 1980s, during the redemocratization of Brazil, that proposals for public education in a socialist perspective have been presented. The past two decades have been marked by a growing interest in Gramscian thought, mainly in the educational field, making possible the elaboration of proposals for public school organization in Brazil. However, intellectuals and pedagogues in Brazil have confused the Gramscian ‘unitary school’ with what is known in Brazil as the ‘polytechnical (...) school’, a vague idea of education which is attributed to Marx and taken up by Lenin in the course of the Soviet Revolution. The two conceptions of education differ because of the varying historical contexts in which Marx, Lenin and Gramsci lived and developed their thinking on the roles of State and school. These fundamental differences have been overlooked during the diffusion of Gramscian thought in Brazil, causing confusion in the understanding of the ‘unitary school’ and the ‘polytechnical school’. (shrink)

Evidential Decision Theory and Causal Decision Theory are the leading contenders as theories of rational action, but both face counterexamples. We present some new counterexamples, including one in which the optimal action is causally dominated. We also present a novel decision theory, Functional Decision Theory, which simultaneously solves both sets of counterexamples. Instead of considering which physical action of theirs would give rise to the best outcomes, FDT agents consider which output of their decision function would give rise to the (...) best outcome. This theory relies on a notion of subjunctive dependence, where multiple implementations of the same mathematical function are considered to have identical results for logical rather than causal reasons. Taking these subjunctive dependencies into account allows FDT agents to outperform CDT and EDT agents in, for example, the presence of accurate predictors. (shrink)

At the heart of this article lies the unique question of whether feelings of (in)authenticity can act as a resource for ethical social work practice. In adopting an affirmative position, I posit that emotional labour is traceable to feeling inauthentic and that for social workers possessing a virtuous sensibility such feelings represent sites of ethical struggle. For workers who are reflectively alert to their sense of self I argue that these feelings become ethical markers for practice, offering guidance for that (...) which is ethically just. Within this debate, the idea of virtue as being morally good is framed around an interpretation that sees it as supportive of social justice. The article thus concludes that the deliberation of feelings – of being (in)authentic – can act as a disruptive prompt for practice that could prove unjust or oppressive. Within this original discussion, conceptions of authenticity, emotional work and virtue are critically explored in relation to the self. (shrink)

In the thousand years from the end of the Roman Empire to the Renaissance and Reformation of the Sixteenth century the discussion of the great questions of philosophy and religion was intense. Does God exist? What is he like? What is the purpose of human life and how does God show concern for the future of mankind? This is an introduction to the debates which did more than anything else to transform the ancient into the modern world of thought.

Augustine, perhaps the most important and most widely read Father of the Church, first became preoccupied with the problem of evil in his boyhood, and this preoccupation continued throughout his life. Augustine's ideas about evil were to mark out the boundaries of the problem for those who came after him; his influence was greater and more widespread than any other early Christian thinker and is still of importance both with those who agree with him and with those who do not. (...) Augustine's personality, so loveably and intricately revealed in his Confessions, has always made him a figure of intense interest. (shrink)

No presente trabalho analisamos a importância da formação continuada promovida na universidade, através do curso de especialização “Política de Igualdade Racial no Ambiente Escolar”, para a configuração da prática pedagógica dos cursistas. Aplicamos questionários eletrônicos com 38 professores concluintes do curso de especialização ofertado pela RENAFORM/UFRPE. Observamos, que o referido curso vem contribuindo para a reflexão acerca da prática dos professores. Na visão dos cursistas, existe uma estreita relação entre a formação que o professor vivencia na universidade e o planejamento (...) que ele constrói para a sua prática de sala de aula. Contudo, alguns destacam que a questão racial na formação inicial ainda é pouco contemplada, por isso, ressaltam a importância da abordagem da educação das relações étnico-racial na formação continuada de professores, e da efetivação de práticas educacionais antirracistas, tanto na escola, como na sociedade. Assim, apesar dos desafios, encontramos possibilidades de vivenciar através desta política, um espaço de formação e reflexão que favoreça a configuração da profissionalidade do professor da educação básica. Palavras-chave: educação das relações étnico-raciais; formação continuada de professores. (shrink)

In the final chapter of his book, The View from Nowhere , the American philosopher, Thomas Nagel, writes as follows about death: We do not regard the period before we were born in the same way we regard the prospect of death, yet most of the things that can be said about death are equally true of the former. Lucretius thought this showed that it was a mistake to regard death as an evil. But I believe it is an example (...) of a more general future-past asymmetry... [Derek] Parfit has explored the asymmetry in connection with other values such as... pain. The fact that a pain is in prospect rather than in the past has a very great effect on our attitude toward it, and this effect cannot be regarded as irrational... [the former asymmetry] can't be accounted for in terms of some other difference between past and future nonexistence, any more than the asymmetry in the case of pain can be accounted for in terms of some other differences between past and future pains, which makes the latter worse than the former. Nagel is maintaining in this quote that it is rational for a person to view pains which he is apt to experience in the future in a manner different from the way in which he views pains which he has experienced in the past. Nagel is saying that it is rational for a person to think of his future pains as more undesirable than his past ones. And Nagel claims that there is a similar asymmetry between a rational person's attitude towards a past in which he did not exist and a time in the future when he will not exist. In Nagel's view, just as a rational person will think of pains which he will experience as more undesirable than pains which he had in the past, he will think of his not existing in the future as much more undesirable than his not having existed in the past. (shrink)

This commentary focuses on the limitations of the E-Z Reader model in its attempt to explain refixation saccades in reading. Listing factors that influence probability of refixating leads the model to assume two sorts of refixations. However, taking into account data on the metrics of refixation saccades allows us to propose an alternative explanation for empirical observations reported in the literature.

Consider the following argument for the non-existence of God: Some men are morally reprehensible for failing to perform certain actions, e.g. actions of abolishing suffering which is destructive of character. Concentrate, for simplicity, just on actions of this latter sort. If there is an omnipotent and omniscient being, then he, too, fails to perform actions of this sort, and, hence, he is also morally reprehensible unless some such difference obtains between him and the men mentioned in as his being unable (...) to abolish this suffering, while M is able to abolish it, or his not knowing that this suffering is in fact destructive of character, while M does know this. But being omnipotent and omniscient is incompatible with any such difference obtaining. (shrink)

The Italian law of December 2010 establishes new criteria and parameters for the evaluation of faculty members. The parameters are represented by the number of articles published in journals listed in the main international data banks, the total number of citations and the h index. Candidates with qualifications at least in two out of three parameters may access the national competitions for associate or full professor and apply for an academic appointment. This system developed with the aim to fight nepotism (...) and promote meritocracy, progressively led to the deterioration of the Italian university system. Since promotion in academia is strictly dependent on publications the faculty members found the solution to get over this system by organizing themselves into large consortia or small groups with the purpose of sharing authorship in scientific publications. In this way parameter thresholds may be easily reached and even surpassed. An Italian adagio says: “Fatta la Legge, Trovato l’Inganno”; “Every law has its Loophole”. However, there is no science without ethics and researchers must stay away from any kind of compromise. (shrink)

IS IT CONSISTENT with God's perfect goodness that He permits us to have a capacity for moral wrongdoing? Proponents of the so-called "free will defense" answer this question affirmatively and give the following reason: A world in which people are able freely to avoid wrongdoing--and in which they frequently freely do so--is better than any world in which people lack this ability. Now acts of shunning wrongdoing are, like any other actions, such that one's freely performing them logically involves his (...) being able to do otherwise. And of course being able to do other than refrain from wrongdoing is being able to do what is wrong. Hence, a capacity for wrongdoing is necessary for the free performance of the actions under discussion; and since the latter is, so to speak, worth the price of the former, God is morally justified in permitting His creatures to possess a capacity for wrongdoing. (shrink)

The Platform of the U.S. Republican Party in 2012 contains a promise to overturn the landmark Supreme Court decision, Roe. v. Wade, that laws prohibiting abortion are incompatible with the constitutional right to privacy of pregnant women. The Republican vice presidential nominee, Congressman Paul Ryan, opposes that decision as a matter of conviction. Congressman Ryan says that human life begins at conception, though he adds that abortion should be legal if a woman's pregnancy results from rape or incest, or if (...) the life of the mother is at stake. Despite his reputation among Republicans as an astute thinker, Congressman Ryan's reasoning about abortion is faulty. (shrink)