Proceedings of a forum held in Austin, Tex., on Mother's Day, 1996.

The arguments offered by Jaswal & Akhtar to counter the social motivation theory do not appear to be directly related to the SMT tenets and predictions, seem to not be empirically testable, and are inconsistent with empirical evidence. To evaluate the merits and shortcomings of the SMT and identify scientifically testable alternatives, advances are needed on the conceptualization and operationalization of social motivation across diagnostic boundaries.

Para entender por qué la interacción de la ciencia y el derecho puede ser tan problemática, no basta con apuntar vagamente hacia un supuesto contraste entre los “modos de pensamiento” científico y jurídico. Es necesario considerar, en cambio, las consecuencias de los distintos objetivos que tanto la ciencia como el derecho persiguen, así como las limitaciones bajo las cuales dichos objetivos son perseguidos, y las diferentes culturas que involucran a ambas empresas. Desde esa perspectiva, es posible observar no sólo por (...) qué el derecho en algunas ocasiones pide más de lo que la ciencia puede dar en tanto que en otras recibe menos de lo que la ciencia podría dar, sino también por qué la simple dicotomía “inferencia científica” vs. “razonamiento jurídico” es en realidad más engañosa que útil. (shrink)

La metáfora no tiene ningún lugar en la ciencia, dicen algunos; al contrario, la metáfora es crucial para la ciencia, defienden otros. La ciencia es una empresa racional con una lógica distintiva propia; no, la ciencia no es en esencia diferente de la literatura, al igual que ésta, es una forma de creación de mundos. Hay un tipo de significado propiamente metafórico; no, las expresiones metafóricas poseen únicamente significados literales, en los cuales son simplemente falsas. Brillando por su ausencia, se (...) encuentra un razonable punto intermedio que Haack dibujará aquí. La metáfora es útil, pero no esencial, al trabajo científico; las metáforas no tienen una clase especial de significado, pero desempeñan un rol pragmático especial; el trabajo científico y la escritura de ficción tienen en común cosas importantes, pero hay también diferencias significativas entre estas dos empresas. Una vez que entendamos cómo funciona la ciencia (§1), y luego cómo funcionan las metáforas (§2), podremos articular las semejanzas, y diferencias, entre las metáforas científicas y las literarias. (§3). (shrink)

Los materiales producidos por entidades ligadas a la salud de las infancias como la OMS, UNICEF o la OPS tienden a enumerar argumentos en contra de las tecnologías, desde los que se desalienta el “uso”, la “exposición” o el “consumo” de pantallas por parte de niñas y niños. Los diseños curriculares para la educación inicial, al contrario, se refieren a las tecnologías como parte de los saberes a enseñar, como oportunidades para la innovación, potenciales recursos para la enseñanza o incluso (...) como rasgos de las llamadas nuevas infancias. En este artículo procuraremos analizar los escenarios de encuentro entre infancias y tecnologías que surgen de ambas fuentes, sobre la hipótesis de que consideran escenarios muy diferentes: no hablan de las mismas tecnologías ni de las mismas infancias. La producción se inscribe en un estudio en curso de la Universidad Pedagógica Nacional, titulado “Infancias, tecnologías digitales y escuela: un análisis desde la educación infantil”. (shrink)

Altruism is a well-established reason underlying research participation. Less is known about altruism in adolescent-parent decision-making about clinical trials enrolling healthy adolescents. This qualitative investigation focused on identifying spontaneous statements of altruism within adolescent-parent discussions of participation in a hypothetical phase I clinical trial related to adolescent sexual health. Content analysis revealed several response patterns to each other’s altruistic reasoning. Across 70 adolescent-parent dyads in which adolescents were 14 to 17 years of age and 91% of their parents were mothers, (...) a majority of dyadic discussions included a statement reflecting altruism. Parents responded to adolescents’ statements of altruism more frequently than adolescents responded to parents’ statements. Responses included: expresses concern, reiterates altruistic reasoning, agrees with altruistic reasoning, and adds to/expands altruistic reasoning. Since an altruistic perspective was often balanced with concerns about risk or study procedures, researchers cannot assume that altruism will directly lead to study participation. Optimizing the informed consent process for early phase clinical trials involving healthy adolescents may include supporting parents to have conversations with their adolescents which will enhance their capacity to consider all aspects of trial participation. (shrink)

Peirce’s response to the anti-metaphysical positivism of his day draws on Kant’s response to Hume, but moves beyond it, being thus a valuable resource, especially in our own post-Logical Positivist era. Kant’s legacy to Peirce was a lasting conviction that metaphysics need not be the hopelessly "airy science" Hume had pooh-poohed, but could and should become a legitimate and valuable area of investigation. Peirce's legacy to philosophy today is a distinctively plausible post-Kantian reconstruction of how this might be achieved.

This paper discusses Baker’s Enhanced Indispensability Argument for mathematical realism on the basis of the indispensable role mathematics plays in scientific explanations of physical facts, along with various responses to it. I argue that there is an analogue of causal explanation for mathematics which, of several basic types of explanation, holds the most promise for use in the EIA. I consider a plausible case where mathematics plays an explanatory role in this sense, but argue that such use still does not (...) support realism about mathematical objects. (shrink)

[M]y attention was drawn to the flower garden of the grey matter, which contained cells with delicate and elegant forms, the mysterious butterflies of the soul, the beating of whose wings may someday... clarify the secret of mental life. Art can actually facilitate scientific understanding, even discovery. Art can be, and has been, the entryway to vision and the understanding of natural phenomena as demonstrated in its role in the development of neuron theory. While developing a course on current brain (...) research and learning and then projects for S.T.E.A.M. curriculum, I was repeatedly drawn to the work of Santiago Ramon y Cajal, whose life work provides an extraordinary example of the.. (shrink)

James Allen, qui fut pendant 21 ans le mari d’Abigail, mourut à la suite d’un accident du travail. C’est à cette époque que les médecins découvrirent qu’Allen était une femme. De nombreux journaux britanniques en parlèrent. Cet article situe le cas d’Allen dans le contexte plus large des female husbands (telles que Mary Hamilton et Catherine Vizzani) et analyse trois aspects récurrents dans la presse de 1829, ainsi que dans les autres récits : d’abord le travestissement et la dissimulation, ensuite (...) la sexualité féminine, y compris le lesbianisme, et enfin la terminologie utilisée, ce qui ouvre un débat sur la multiplicité générique, confrontée à l’organisation dichotomique de la société. (shrink)

RESUMENSe analiza la integridad de la ciencia, entendida como la firme adhesión a valores epistemoló- gicos. Los valores fundamentales considerados son el respeto por las pruebas y el intercambio de pruebas. Paralelamente se examinan las amenazas actuales a estos valores, en particular en el campo de la investigación biomédica y farmacéutica.PALABRAS CLAVEINVESTIGACIÓN BIOMÉDICA, VALORES EPISTEMOLÓGICOS, INTERCAMBIO DE PRUEBAS, RESPETO POR LAS PRUEBASABSTRACTThe integrity of science understood as the firm adherence to epistemological values is analysed in this paper. Respect for evidence (...) and evidence-sharing are considered to be core values. At the same time, the author examines the current threats to these values, especially in the fields of biomedical and pharmaceutical research.KEYWORDSBIOMEDICAL RESEARCH, EPISTEMOLOGICAL VALUES, EVIDENCE-SHARING, RESPECT FOR EVIDENCE. (shrink)

This special issue of AVANT is all about Cognitive Innovation. It is not about CogNovo, the interdisciplinary and international doctoral training programme that produced three different Off the Lip events. It is not about Off the Lip 2017, the novel symposium format we developed to collaboratively create a publication resulting in this special issue of AVANT. It is not about the seemingly heterogeneous collection of papers that follow this preface. Collaborative Approaches to Cognitive Innovation required something else, something we are (...) starting to capture in the four GIFT principles. While this special issue is not solely about CogNovo, Off the Lip events, or the content of the following submissions, all these aforementioned elements were necessary to shape our current understanding of Cognitive Innovation, the very process which led to numerous publications, exhibitions, and events during the past three years. In a sense, all of our previous endeavours have culminated in this collection of 26 distinct pieces of work, yet we hope and believe that this special issue also marks a beginning. Let us explain. [...]. (shrink)

James Allen, qui fut pendant 21 ans le mari d’Abigail, mourut à la suite d’un accident du travail. C’est à cette époque que les médecins découvrirent qu’Allen était une femme. De nombreux journaux britanniques en parlèrent. Cet article situe le cas d’Allen dans le contexte plus large des female husbands (telles que Mary Hamilton et Catherine Vizzani) et analyse trois aspects récurrents dans la presse de 1829, ainsi que dans les autres récits : d’abord le travestissement et la dissimulation, ensuite (...) la sexualité féminine, y compris le lesbianisme, et enfin la terminologie utilisée, ce qui ouvre un débat sur la multiplicité générique, confrontée à l’organisation dichotomique de la société. (shrink)

RESUMENSe analiza la integridad de la ciencia, entendida como la firme adhesión a valores epistemoló- gicos. Los valores fundamentales considerados son el respeto por las pruebas y el intercambio de pruebas. Paralelamente se examinan las amenazas actuales a estos valores, en particular en el campo de la investigación biomédica y farmacéutica.PALABRAS CLAVEINVESTIGACIÓN BIOMÉDICA, VALORES EPISTEMOLÓGICOS, INTERCAMBIO DE PRUEBAS, RESPETO POR LAS PRUEBASABSTRACTThe integrity of science understood as the firm adherence to epistemological values is analysed in this paper. Respect for evidence (...) and evidence-sharing are considered to be core values. At the same time, the author examines the current threats to these values, especially in the fields of biomedical and pharmaceutical research.KEYWORDSBIOMEDICAL RESEARCH, EPISTEMOLOGICAL VALUES, EVIDENCE-SHARING, RESPECT FOR EVIDENCE. (shrink)

A natural language is an organic living thing; and meanings change as words take on new, and shed old, connotations. Recent philosophy of language has paid little attention to the growth of meaning; radical philosophers like Feyerabend and Rorty have suggested that meaning-change undermines the pretensions of science to be a rational enterprise. Thinkers in the classical pragmatist tradition, however -Peirce in philosophy of science and, more implicitly, Holmes in legal theory- both recognized the significance of growth of meaning, and (...) understood how it can contribute to the progress of science and to the adaptation of a legal system to changing circumstances. This paper develops these insights, and illustrates them by reference to the growth of meaning of "DNA" from the identification of "nuclein" to the discovery of mtDNA almost a century later, and the growth of meaning of "the establishment of religion" in the First Amendment to the U.S. Constitution from its ratification in 1791 to the present day. Arguing that the growth of meaning can indeed contribute to rationality, it also shows why narrowly formal models are inadequate both to science and to law. Un lenguaje natural es una cosa viviente orgánica, y los significados cambian a medida que las palabras adoptan nuevas connotaciones y abandonan viejas. La filosofía del lenguaje reciente ha prestado poca atención al desarrollo del significado; filósofos radicales, como Feyerabend y Rorty han sugerido que el cambio de significado socava las pretensiones de la ciencia de ser una empresa racional. Pensadores en la tradición pragmatista clásica, sin embargo -Peirce en la filosofía de la ciencia y, más implícitamente, Holmes en la teoría del Derecho- reconocieron la importancia del desarrollo del significado y comprendieron cómo éste puede contribuir al progreso de la ciencia y a la adaptabilidad de un sistema jurídico a las circunstancias cambiantes. Este trabajo desarrolla estas ideas, y las ilustra por medio de una referencia a el desarrollo del significado de "ADN" desde la identificación de la "nucleína" hasta el descubrimiento del ADN mitocondrial casi un siglo más tarde, y el desarrollo del significado de "el establecimiento de una religión" en la Primera Enmienda de la Constitución de los Estados Unidos desde su ratificación en 1791 hasta la actualidad. Argumentando que el desarrollo del significado puede contribuir mucho a la racionalidad, también muestra por qué los modelos estrechamente formales son inadecuados, tanto para la ciencia como para el Derecho. (shrink)

In this paper we argue that, if it is true that maximum self-development is better both for individuals and society, and if it is true that that self-development is being seriously curtailed by pervasive environmental tech forces, then clearly educational systems, since they are guardians of “developing” young humans, have a moral imperative to push back against forces that diminish the self. On the other hand, if it is not true that “more self is always better,” that perhaps “goodness of (...) fit” between self and society is optimum, then education systems are justified in continuing to pay scant attention to the forces of self-development (or lack thereof). In line with Sherry Turkle’s (2011) argument that tech forces are diminishing the sort of reflective reasoning necessary for self-development, we will argue that since communicative interchange is necessary for self-development, and an ever-developing self is necessary for ever deeper and more meaningful dialogue (hence forming a dialectic), the fact that social media and other forms of tech connection stunts deep and meaningful interchange has serious implications. Specifically, we will argue that, in contemporary high-tech society (what we are calling Society 2.0), the dialectic between self and communication is going the “wrong” way; that genuine dialogue is becoming ever more rare, which in turn is resulting in “diminished-I’s,” which in turn is resulting in ever more complacency in the face of utterly superficial communicative interchange. We will begin with an overview of what we mean by a “diminished-I,” and then follow by noting how social media, the reading vacuum, roboticism, crowd communication, and decreasing social capital are resulting in diminished-I’s. Since this is resulting in an “I-diminished” society, we will reflect on the question of whether those dialogical educational initiatives that promote self-development are, in fact, making dodos, i.e., making youngsters unfit for the environment in which they find themselves. Ultimately, we will argue that, if educators choose to fight back against the I-diminishing forces of Society 2.0, they need to take selves seriously and actively engage youngsters in dialogue with those with opposing viewpoints. Ultimately, youngsters in Society 2.0 will need all the assistance educators can muster to fight the addictive, literally mind-numbing forces of being “happily” “alone together,” and instead chose the riskier often unhappy-making option of diving into the truth-seeking process with varying coalitions of the willing. (shrink)

Como se usa act ual ment e l a pal abr ainglesa “scientism”, es una verdad verbaltrivial que se debe evitar el cientismo –una actitud inapropiadamente deferentehaci a l a ci enci a. Pero const i t uye unacuestión sustancial determinar cuando,y por qué, la deferencia hacia las cienciases inapropiada o exagerada. Este artículot r a t a d e r e s p o n d e r a e s t a c u e s t i ó (...) narticulando “seis signos de cientismo”: eluso honorífico de “ciencia,” etc.; el empleode los símbolos de la ciencia de manerapuramente decorativa; la preocupaciónpor la demarcación; la preocupación porel “método científico”; la búsqueda derespuestas en las ciencias para preguntasque est án más al l á de su al cance; l anegación de la legitimidad o valor dela indagación no-científica o de actividades como escribirpoesía o producir arte.As t he Engl i s h wor d “ s c i e nt i s m” i sc ur r e nt l y us e d, i t i s a t r i vi al ve r baltruth that scientism-an inappropriatelydeferential attitude to science-should beavoided. But it is a substantial questionwhen, and why, deference to the sciencesis inappropriate or exaggerated. This papertries to answer that question by articulating“six signs of scientism”: the honorific useof “science,” etc.; using scientific trappingspur e l y de c o r a t i v e l y ; pr e o c c upa t i o nwith demarcation; preoccupation with“scientific method”; looking to the sciencesfor answers beyond their scope; denyingthe legitimacy or worth of non-scientific inquiry, or of writingpoetry or making art. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 44.3 (2006) 467-468 [Access article in PDF] Richard Hunter. Plato's "Symposium". New York: Oxford University Press, 2004. Pp. xiii + 150. Cloth, $40.00. Paper, $14.95. The editors of the series in which Plato's "Symposium" appears state that its constituent texts are to be "essays in criticism and interpretation that will do justice to the subtlety and complexity of the works under discussion" (vi). (...) In the preface, Hunter identifies as his audience "those who have already read or are in the process of reading the Symposium" (ix).Plato's "Symposium" has much to offer to classics students and to the general reader. The book provides useful literary and cultural background regarding the conduct of Greek symposia (5–15). It is filled with valuable interpretive remarks, as for example when Hunter proposes that Alcibiades' depiction of Socrates "as a carved Silenus" instantiates a "common form of sympotic verbal game, the 'likeness'—'Why is X (usually one of the symposiasts) like Y (usually something nonhuman)?'" (5–6). Hunter's rich knowledge of Greek literature pays off in a range of ways, as for instance in his remarks on literary articulations of erôs (16–18). The volume's final chapter, on the history of the dialogue's reception, offers a number of figures and contexts on which to reflect.Hunter makes helpful observations regarding the seriocomic and special features of Plato's recourse to it (9–11), noting that, "in the attack upon the spoudaiogeloion, it is the spoudaiogeloion itself which is the principal weapon" (36). Hunter's orientation in this regard yields nuanced interpretations of the logoi of Pausanias and Eryximachus. Hunter observes helpfully that Aristophanes' encomium functions as "an example of a very familiar aspect of the technique of Aristophanic comedy, namely, the literalization of metaphorical language (as, for example, when 'weighing up' poetry becomes a matter of real weighing in the Frogs)" (65). In Hunter's view, Agathon's contribution, in turn, illustrates Plato's contention in the Gorgias that tragedy is a type of flattery (kolakeia). Drawing on Aristophanes' Women at the Thesmophoria, Hunter makes the useful suggestion that the comic poet's depiction "can... help to explain the extravagance of the Platonic character's speech" (76).While Plato's "Symposium" will also provide valuable background to students of philosophy, on its own the book does not do justice to Socrates' encomium, in particular the crucial "ascent passage" (210a–12a). A key point of contention among philosophical interpreters of the Symposium is whether one is to read the ascent passage as "inclusive" or "exclusive" regarding erôs as directed toward individuals. (For the formulation of the controversy in these terms, see J. M. E. Moravcsik, "Reason and Eros in the 'Ascent'-Passage of the Symposium," in Essays in Ancient Greek Philosophy, eds. Anton and Kustas [1971], 293.) The strongly exclusivist stance has had a number of exponents and is most famously associated with Gregory Vlastos (see "The Individual as an Object of Love in Plato," in Platonic Studies, 2nd ed. [1981], 31). For a contrasting view, one may consult, for example, John Brentlinger, according to whom "it does not follow from Plato's claim that we love persons (or anything else) because we believe them to be beautiful and good, that we really love the properties of beauty and goodness per se, and do not really love persons per se" (The "Symposium" of Plato [1970], 122; see also C. J. Rowe, Plato: "Symposium" [1998], 7). Hunter states that the Symposium's "apparent rejection of the value of lasting love between individuals has often seemed to modern readers to present a harshly intellectual view of erôs which ignores basic, [End Page 467] universal facts of human experience and which offers little comfort to all but a Socrates" (98). It will not, I think, be evident to readers not already familiar with pertinent philosophical literature on the ascent to just what interpretive debate this remark is (at most) a glancing gesture.Hunter quotes Symposium 210d, where Plato says that the... (shrink)

Este ensayo propone una hipótesis: que el modelo de Sujeto “educable” y “moral” que expone José Enrique Rodó en su Ariel puede corresponderse con el ideal de mousikós (??st?ó?), término griego que, según ciertas acepciones, se traduce por “culto” o “cultivado”, y que designaba a las personas eruditas.

Resumen: Chile, a pesar de su historia migratoria, no ha generado programas educativos sustentados por políticas gubernamentales que propicien la adquisición de la variedad lingüística de la comunidad de acogida, por parte de la inmigración no hispanoparlante, integrando los referentes culturales de ambos colectivos. Se propone una alternativa a este olvido histórico y nos planteamos lo siguiente: ¿Qué elementos debiesen integrar un programa de adquisición de la variedad lingüística de la comunidad de acogida dirigido a inmigrantes haitianos propiciando el conocimiento (...) cultural? Se presenta el diseño e implementación de un programa que adopta la Hipótesis de Interdependencia Lingüística, en un aula dinámica donde se trabaja de forma colaborativa y situada. Se concluye que es posible educar en una segunda lengua a partir de la incorporación de elementos que propicien la interrelación de los aprendices en igualdad de conocimientos, y el uso de los códigos lingüísticos de los participantes como manifestación de respeto e interés por lo que cada uno pueda aportar a partir de su L1, develando su cultura de origen.: Chile, despite having a migration history, has not generated educational programs supported by government policies that encourage the acquisition of the linguistic variety of the host society, by non-Spanish-speaking immigration community, integrating the cultural referents of both collectives. It is suggested an option to this historical oblivion and we consider the following: What elements should be integrated into a program for acquiring the linguistic variety of the host society focused to Haitian immigrants fostering the cultural recognition? It is presented the design and implementation of a program that adopts the Linguistic Interdependence Hypothesis in a dynamic classroom working in a collaborative and situated way. As a conclusion, it is possible to educate in a second language from a program that incorporates elements that promote the interrelation of all participants in equality of knowledge, as well as the use of participants’ linguistic codes as a manifestation of respect and interest for what each participant can contribute from his/her L1, revealing their culture of origin. (shrink)

Resumen: Este ensayo analiza los desafíos que plantea el desarrollo de la competencia comunicativa intercultural en el marco de la formación de profesores en el contexto poscolonial chileno. A partir de una revisión de antecedentes bibliográficos se reconoce que la preparación de los nuevos educadores no ha logrado implementar de manera transversal el enfoque educativo intercultural. Esto ha permitido conservar la hegemonía de la monoculturalidad eurocéntrica, generando que los profesores en formación mantengan una comprensión insuficiente de las culturas presentes en (...) la sala de clases. Con el propósito de aportar a la discusión crítica, se reflexiona acerca de las posibilidades que entrega la CCI en la búsqueda de nuevas formas de conocer y comunicar que confronten la educación monocultural, para avanzar en la construcción de procesos educativos interculturales, ya sea en territorios indígenas o en los nuevos contextos que surgen por la inmigración.: This paper explores the challenges posed by the development of intercultural communicative competence in relation to teacher training in the postcolonial Chilean context. Through a review of bibliographic sources it is recognized that the preparation of new teachers has failed to transversely implement an intercultural educational approach. This has allowed Chile to keep the hegemony of eurocentric monoculturality, resulting in these teachers’ insufficient understanding of the cultures present in the classroom. In order to contribute to this critical discussion in the field, this paper reflects on the possibilities that ICC provides when seeking new ways of knowing and of communicating that confront monocultural education and develop intercultural educational processes, either in indigenous territories or in the new immigration contexts. (shrink)

En varios de sus trabajos, Susan Sontag trató de pensar qué podían las imágenes de y ante el sufrimiento de los otros: ¿nos ayudan a comprender o nos insensibilizaban?, ¿en qué contextos y regímenes de circulación son capaces de generar solidaridad hacia la víctima?, ¿en qué condiciones fueron producidas y recepcionadas las fotografías de torturas inflingidas a prisioneros en Vietnam —en los años setenta— e Irak —en los dos mil— y hasta qué punto esas condiciones modifican la percepción social (...) de las violaciones de los derechos humanos? El presente artículo trata de localizar, analizar y poner en valor las aportaciones de Sontag sobre las fotografías de atrocidades, en general, y de tortura en particular. (shrink)