Je propose ici une enquête sur les années 1950, décennie significative dans l'histoire des transformations sociales et culturelles concernant la vie des femmes et le développement de leur identité. Cet intérêt pour cet aspect spécifique – la vie et l'identité des femmes – s'inscrit pour moi dans un intérêt plus vaste pour certains caractères et changements sociaux de cette période dense et peu étudiée. En tant que telle, cette proposition de recherche n'est qu'un titre, la suggestion d'un tra...

This paper focuses on the topic of evaluation of clinical ethics consultation. The concept of evaluation seems to contain an internal tension: On the one hand, evaluation is seen as distorting the conceptual and normative content of the case under scrutiny and, on the other, the evaluative act is the most important use of judgment and an inescapable part of everyday life. As such, we maintain that evaluation is essential.

In the past half‐century critical historiographies of philosophy have challenged the exclusionist Eurocentric and masculinist presumptions of “history of philosophy,” and we have witnessed the multiplication of philosophical worlds in the relation of indigenous to Western scholarship and in critical philosophical anthropologies. Does this mean that there is, or can be, no unity to the history of philosophy? In this article, I argue that these challenges are not incompatible with our thinking the unity of the history of philosophy, so long (...) as we understand it to be an historical “distributive unity,” constitutively related to other histories and to social, political, and institutional realities, and open to continuous transformation. The idea of a “critical history of philosophy” emerges from this. I argue that a critical history of philosophy proceeds via the problematizations of contemporary thought, which are then themselves challenged by that critical history and that it can and must include what remains marginal to its canonical history, working in conjunction with the theory and practices of other disciplines. These general claims are illustrated by showing how a critical history of philosophy could proceed in practice in relation to the contemporary problematization of the concept of “sex.”. (shrink)

This article discusses women's positions in higher education in Europe and compares these with a case study analysis of senior women at one `new' UK university. The study comprises interview data from 22 senior women in both academic schools and departments and in functional departments. The main findings include substantial differences between younger and older women in their career progression. While for both groups having children was a major in uence, the older women, especially the academics, had to weave their (...) career developments around those of their husbands and caring for their children. Nevertheless, they displayed strong entrepreneurial tendencies, becoming highly skilled at spotting and seizing opportunities. The younger women were more selfconfident in a `postfeminist' period where young women often assume equality has been achieved and material support systems such as childcare is well established. In contrast with the older women, they fitted their family lives around their careers. Balancing their gender had become central to both their private and their work lives. The older women were sensitive to the subtle homosocial culture, attitudes and norms in the university, while the younger women relied more on a meritocratic approach to their careers, and were seemingly less aware of the institutional gendered power relations. Neither group showed signs of collective working or networking in the interests of themselves or women generally in the university. These characteristics imply that while the proportion of senior women may continue to increase, the strongly gendered culture is less likely to be challenged. (shrink)

IntroductionConcussion is a growing public health concern. No uniformly established therapy exists; neurofeedback studies report treatment value. We use infralow frequency neuromodulation to remediate disabling neurological symptoms caused by traumatic brain injury and noted improved outcomes with a novel concussion protocol. Postconcussion symptoms and persistent postconcussion symptoms are designated timelines for protracted neurological complaints following TBI. We performed a retrospective study to explore effectiveness of ILF in PCS/PPCS and investigated the value of using this concussion protocol.MethodPatients with PCS/PPCS seen for (...) their first neurology office visit or received their first neurofeedback session between 1 August 2018 and 31 January 2021 were entered. Outcomes were compared following treatment as usual vs. TAU with ILF neurotherapy. The study cohort was limited to PPCS patients; the TAU+ILF group was restricted further to PPCS patients receiving at least 10 neurotherapy sessions. Within the TAU+ILF group, comparisons were made between those who trained at least 10 sessions using concussion protocol and those who trained for at least 10 sessions of ILF regardless of protocol.ResultsAmong our resultant PPCS cohort leading persistent neurological complaints were headache, memory impairment, and brain fog. PPCS patients in TAU+ILF+CP demonstrated greater net and percent improvement of symptoms compared to PPCS subjects in TAU. PPCS patients in TAU+ILF-CP trended toward significant symptom improvements compared to TAU, and TAU+ILF+CP trended toward greater efficacy than TAU+ILF-CP.ConclusionPPCS patients who received TAU+ILF+CP demonstrated significantly greater improvement as a group when compared to TAU. When used as an integrative modality to treatment as usual in managing patients with PPCS, ILF neuromodulation with use of concussion protocol provided significant symptom improvements. (shrink)

Benjamin does not see or does not want to see the new “aura” that makes the art of cinema “art” which stays as the central feature of the totally renewed statute of artistic activity in the age of mechanical reproduction. In his essay of 1936, Benjamin acquires the arguments of all those authors who, between the first and second decades of the Twentieth century, had described this art and his new aura: Paul Valéry, George Duhamel, Léon Pierre-Quint, Luigi Pirandello, Bertolt (...) Brecht, Rudolph Arnheim. It is an art for the mass that has a positive but also negative side in individual perception. Benjamin considers the new man – be it mass-man (the audience) or man-tool – recruitable for a coming revolution, but at the end of the essay he raises a question concerning the whole of contemporary art from the Dada movement to the present time: how could this completely renovated art possibly escape exploitation by those who produce it and drive it since then? (shrink)

Benjamin does not see or does not want to see the new “aura” that makes the art of cinema “art” which stays as the central feature of the totally renewed statute of artistic activity in the age of mechanical reproduction. In his essay of 1936, Benjamin acquires the arguments of all those authors who, between the first and second decades of the Twentieth century, had described this art and his new aura: Paul Valéry, George Duhamel, Léon Pierre-Quint, Luigi Pirandello, Bertolt (...) Brecht, Rudolph Arnheim. It is an art for the mass that has a positive but also negative side in individual perception. Benjamin considers the new man – be it mass-man (the audience) or man-tool – recruitable for a coming revolution, but at the end of the essay he raises a question concerning the whole of contemporary art from the Dada movement to the present time: how could this completely renovated art possibly escape exploitation by those who produce it and drive it since then? (shrink)

Psychology doesn’t seem to be really interested in the theme of gift; in the last decades it focus on the central role of recognition in the psyche building up. The authors underline Chiara Lubich’s original intuition linking profoundly the them of gift and recognition.

Prior research has investigated the recruitment of inhibition in the use of science/mathematics concepts in tasks that require the rejection of a conflicting, nonscientific initial concept. The present research examines if inhibition is the only EF skill recruited in such tasks and investigates whether shifting is also involved. It also investigates whether inhibition and/or shifting are recruited in tasks in which the use of science/mathematics concepts does not require the rejection of an initial concept, or which require only the use (...) of initial concepts. One hundred and thirty‐three third‐ and fifth‐grade children participated in two inhibition and shifting tasks and two science and mathematics conceptual understanding and conceptual change (CU&C) tasks. All the tasks were on‐line, and performance was measured in accuracy and RTs. The CU&C tasks involved the use of initial concepts and of science/mathematics concepts which required conceptual changes for their initial formation. Only in one of the tasks the use of the science/mathematics concepts required the concurrent rejection of an initial concept. The results confirmed that in this task inhibition was recruited and also showed that the speed of shifting was a significant predictor of performance. Shifting was a significant predictor of performance in all the tasks, regardless of whether they involved science/mathematics or initial concepts. It is argued that shifting is likely to be recruited in complex tasks that require multiple comparisons of stimuli and the entertainment of different perspectives. Inhibition seems to be a more selective cognitive skill likely to be recruited when the use of science/mathematics concepts requires the rejection of a conflicting initial concept. (shrink)

This article presents the results of an experiment which investigated elementary school children's explanations of the day/night cycle. First, third, and fifth grade children were asked to explain certain phenomena, such as the disappearance of the sun during the night, the disappearance of stars during the day, the apparent movement of the moon, and the alteration of day and night. The results showed that the majority of the children in our sample used in a consistent fashion a small number of (...) relatively well‐defined mental models of the earth, the sun, and the moon to explain the day/night cycle. These mental models of the day/night cycle were empirically accurate, logically consistent and revealed some sensitivity on the part of the children to issues of simplicity of explanation. The younger children formed Initial mental models which provided explanations of the day/night cycle based on everyday experience (e.g., the sun goes down behind mountains, clouds cover up the sun). The older children constructed synthetic mental models (e.g., the sun and the moon revolve around the stationary earth every 24 hours; the earth rotates in an up/down direction and the sun and moon are fixed on opposite sides) which represented attempts to synthesize the culturally accepted view with aspects of their Initial models. A few of the older children appeared to have constructed a mental model of the day/night cycle similar to the scientific one. A theoretical framework is outlined which explains the formation of initial, synthetic, and scientific models of the day/night cycle in terms of the reinterpretation of a hierarchy of constraints, some of which are present early in the child's life, and others which emerge later out of the structure of the acquired knowledge. (shrink)

M. Lipman and P. Freire are two thinkers who support the practice of liberty. Liberty is liberty to learn to think, and to exist in communities of dialogue, questioning, and search. This is the project that leads human beings to understand themselves and recognize others. Without liberty there..

“A mouth that speaks, many ears, and half the hands that write. These are the ac a demic ap - pa ra tus, these are the ac tive ma chines of Bildung in the Uni ver sity”, as writen by Nietz sche.. What should we do? Nietz sche gave us some an swers, in his ha bit ual form: ques tions, met a phor..

La presse italienne a suivi de très près l'agonie et la mort du pape Jean-Paul II. Il s'agit certainement de l'événement le plus médiatisé depuis les attentats terroristes du 11 septembre 2001. Les quatre titres italiens, malgré leur positionnement politique différent, analysent l'événement avec le même degré de dramatisation et d'intensité. Ils proposent un récit fortement sentimental à travers le recours à un langage émotionnel, à des images touchantes ou, encore, à une mise en page spécifique. Les thèmes qui reviennent (...) le plus souvent font appel au caractère et au charisme de Jean-Paul II, à son recours aux médias dans le but de véhiculer le message chrétien. Son rapport avec les jeunes est également un des sujets privilégiés par la presse italienne, pour cela son Pontificat est qualifié de révolutionnaire. Si les quatre quotidiens italiens étudiés proposent une analyse similaire, à travers leur récit d'un « événement d'émotion planétaire », des différences persistent. S'adressant à un public spécifique, chaque titre emploie son propre langage, il renvoie à des références précises et touche des sensibilités diverses. Malgré une uniformisation substantielle, le clivage droite-gauche semble persister.The Italian press has closely followed the agony and death of Pope John Paul II. It is certainly the most publicized event since the terrorist attacks of 11 September 2001. The four Italian titles, despite their different political positions, analyze the event with the same degree of intensity and drama. They offer a highly sentimental story through the use of emotional language, images or touching, even to a specific layout. The themes that recur most often involve the character and charisma of John Paul II, in his use of the media in order to convey the Christian message. His relationship with young people is also one of the subjects favored by the Italian press for his pontificate that is called revolutionary. If the four studied Italian newspapers offer a similar analysis, through their narrative of a "global event emotion", differences persist. Addressing a specific audience, each title uses its own language, it refers to specific references and touches different sensibilities. Despite a substantial uniformity, the left-right divide seems to persist. (shrink)

La sociologie classique a utilisé la notion d’ambivalence sociale pour désigner la combinaison, nécessaire, mais chargée de conflit, entre l’obéissance aux normes et la volonté d’affirmer sa liberté. Il faut distinguer cette notion de celle d’ambivalence culturelle, qui désigne la nécessité de suivre à la fois des exigences culturelles opposées, en particulier dans un rapport majorité/minorité. La figure de l’étranger dessinée par Georg Simmel est l’exemple type de cette ambivalence, source de frustrations, mais qui néanmoins représente la moins mauvaise solution (...) possible. Après des siècles de raisonnements fondés sur la notion « ou... ou », nous ressentons la nécessité de nous placer en situation d’ambivalence.The notion of sociological ambivalence has been widely used to refer to the conflict-permeated combination of compliance with norms and search for individual autonomy. We must draw a distinction between this kind of ambivalence and a cultural ambivalence relating to the coexistence of two cultures to be inevitably found in a majority/minority relationship. The figure of the stranger designed by Georg Simmel is a classical example of this ambivalence, which induces frustrations, but represents the most acceptable solution possible. After centuries of dialectical thinking of the « either-or » type, we feel the urge to put ourselves in a situation of ambivalence. (shrink)

The current quality assurance culture demands the explicit articulation, by means of publication, of what have been hitherto tacit norms and conventions underlying disciplinary genres. The justification is that publication aids student performance and guarantees transparency and accountability. This requirement makes a number of questionable assumptions predicated upon what we will argue is an erroneous epistemology. It is not always possible to articulate in a publishable form a detailed description of disciplinary practices such as assessment. As a result publication cannot (...) achieve its stated goals. There are always elements of our knowledge that cannot be linguistically articulated. (shrink)

Adult humans show exceptional relational ability relative to other species. In this research, we trace the development of this ability in young children. We used a task widely used in comparative research—the relational match-to-sample task, which requires participants to notice and match the identity relation: for example, AA should match BB instead of CD. Despite the simplicity of this relation, children under 4 years of age failed to pass this test (Experiment 1), and their performance did not improve even with (...) initial feedback (Experiment 2). In Experiments 3 and 4, we found that two kinds of symbolic-linguistic experience can facilitate relational reasoning in young children. Our findings suggest that children learn to become adept analogical thinkers, and that language fosters this learning in at least two distinct ways. (shrink)

The current quality assurance culture demands the explicit articulation, by means of publication, of what have been hitherto tacit norms and conventions underlying disciplinary genres. The justification is that publication aids student performance and guarantees transparency and accountability. This requirement makes a number of questionable assumptions predicated upon what we will argue is an erroneous epistemology. It is not always possible to articulate in a publishable form a detailed description of disciplinary practices such as assessment. As a result publication cannot (...) achieve its stated goals. There are always elements of our knowledge that cannot be linguistically articulated. (shrink)

This book is a rich blend of analyses by leading experts from various cultures and disciplines. A compact introduction to a complex field, it illustrates biotechnology's profound impact upon the environment and society. Moreover, it underscores the vital relevance of cultural values. This book empowers readers to more critically assess biotechnology's value and effectiveness within both specific cultural and global contexts.