The training relationship between sport psychology professionals (SPPs) and their students is a critical aspect of graduate training. Maintaining ethical, appropriate boundaries within training relationships is imperative, as boundary crossings can have deleterious effects on students. SPPs (N = 152) and Sport Psychology graduate students (N = 165) completed The Survey of Applied Sport Psychologists to explore their experiences and perceptions of sexual attractions and boundary crossings within training relationships. Nearly 30% of SPPs acknowledged sexual attractions toward their students, yet (...) few students (8.5%) perceived such attractions. Compared to the SPPs, the students reported higher levels of anxiety regarding the SPP’s attraction toward them; both groups reported infrequent use of supervision for this attraction. Nine students and 13 SPPs reported engaging in sexual behaviors (e.g., kissing, dating, intercourse) with the other. Within the larger sample, the three most common nonsexual boundary crossings were becoming social friends, attending social gatherings, and the SPP initiating nonsexual touching. Both groups are advised to engage in ongoing monitor their behaviors, receive training specific to ethics within training relationships, and seek consultation/supervision to ensure appropriate boundaries remain intact. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:^ be clear and sometimes ambiguous. For example, Del Castillo warns readers ^ that Dewey will be ambivalent about when and where the actions of the KH state or of the free market are needed to deal with social problems. The ^* ambivalence is, in part, Del Castillo argues, because Dewey's view of the / complexities of social life prevented him from adopting simplistic political stands (p. 33). Del (...) Castillo's argument is correct, but a more straightforward explanation is that Dewey was a contextualist and that, therefore, the theoretical task of trying to set the proper limits of the state is ideological and non-intelligent. This is how one can stand on the ideal of democracy without the need to decide between laissez-faire liberalism and socialism for all times and places. Del Castillo warns the reader not to expect from The Public and its Problems the precision and systematic character of recent works on political theory, but that it has an energetic and provocative character missing in much contemporary works in this area of inquiry. Del Castillo is correct and part of the reason is the book's continued relevance to present conditions in the U.S. If things in the U.S. had gone in the direction that Dewey pointed toward, there would be no need today to read or to translate The Public and its Problems. As Del Castillo says in his final sentences, "abundance ended up replacing the civic citizen by the consumer", "American democracy does not look at all like what Dewey envisioned" (p. 54). Does this means that Lippman was right after all? Does it mean that we have not even tried, or tried hard enough, to implement what Dewey proposed? Del CastiUo, does not address these questions, but there is no reason why he should. It is enough that Del Castillo has made available to a larger audience a text and an insightful introduction that helps us have a thoughtful discussion about these important issues. Gregory Fernando Pappas Texas A&M Univeristy, [email protected] Arthur Efron Experiencing Tess of the d'Urbervilles: A Deweyan Account Amsterdam: Rodopi, 2005. xiii+248 pp. $ 72.00 cloth. In Experiencing Tess of the d'Urbervilles, Arthur Efron has accomplished a rather extraordinary task. The book consists primarily of an extended reading of Thomas Hardy's novel using some of John Dewey's main philosophical ideas and concepts, most notably those present in Art as Experience, as a guide. As such, Efron's text amplifies and enriches our understanding of Hardy, Dewey, and their work. I am not using the word "enrich" casually. Through Efron's emotionally charged reading of Tess, Experiencing Tess, becomes an ongoing effort to reclaim what Dewey, in Art as Experience calls oje) "human experience." In that text, Dewey contrasts "human experience" to stagnant and encrusted modes of criticism that fail to "cope with the emer- 7° gence of new modes of life," and this matters because, to use Dewey's own words again, "the very meaning of an important new movement in any art κ-1 is that it expresses something new in human experience, some new form of. interaction of the live creature with his surroundings, and hence the release, of powers previously cramped or inert." Efron 's book is enriching in that sense, in offering readers an "experience," a completely novel way of doing criticism, of reading, and of "feeling" together with a text. I do not think I exaggerate when I say that I do not know of any other work of recent literary criticism that accomplishes this. Experiencing Tess focuses most particularly on what we might call the vicissitudes of Tess's character and humanity. Yet, as is noted recurrently throughout the text, these ideas can never be entirely separated from Tess's interaction with the various characters that populate Hardy's text, especially of course Angel and Alec. Because Tess's fortunes (or, rather, misfortunes) throughout the novel are, in this richly textured book, carefully digested and interpreted in light of Dewey's understanding of experience, Efron invites us, further, to consider our own relationships with authority and with often unreflective critical practices. Let me specify. It is all too easy to... (shrink)

Il concetto di omologia riveste un ruolo centrale nella biologia teoretica contemporanea perché attorno ad esso e per suo tramite trovano articolazione numerosi progetti di ricerca miranti a ripensare la centralità dell’organismo, i suoi percorsi evolutivi e il significato della sua interazione con la realtà ambientale. La rete di omologie che tesse l’organismo permette di strutturarne e canalizzarne le innovazioni morfologiche e funzionali. Appunto questa componente sistemica rende dunque l’omologia un concetto fondamentale per una considerazione dinamica della forma vivente, come (...) quella cui mira un’estetica che non intenda limitarsi a indagare sull’atteggiamento estetico e sulle produzioni artistiche, ma sappia tematizzare in senso più comprensivo la questione (eminentemente propria della tradizione morfologica) dell’unità dell’agire e del percepire come configurazione estetica del vivente.Il presente studio propone una ricognizione di alcuni dei principali momenti fondativi del concetto di omologia, a partire dalle ricerche botaniche di Goethe e dal significato che esse rivestono nel progetto morfologico goethiano, per proseguire con l’elaborazione del concetto di “elemento anatomico” da parte di Geoffroy Saint-Hilaire e la sua problematica rilettura da parte di Arthur Schopenhauer, conducendo sino alla fondazione del concetto moderno di omologia con Richard Owen, alla sua messa in relazione col concetto di analogia e all’elaborazione del concetto di “archetipo del vertebrato”. In tal modo, il presente studio mira a individuare alcuni motivi salienti di attualità del concetto e delle potenzialità teoriche che in esso trovano espressione, fra prospettiva morfologica e attenzione ai vincoli materiali della forma. (shrink)

L’autore tesse un dialogo tra le svariate istanze emerse dagli altri saggi qui raccolti, rimettendo via via in prospettiva quei problemi all’interno di una originale rilettura della proposta “etica” variamente elaborata dalle voci più avanzate dell’ermeneutica contemporanea: fare filosofia dopo Nietzsche significa esibire il limite e la volontà di verità a partire da cui parla la filosofia stessa; ma esibire quel limite non è più un gesto “veritativo” quanto un atto “politico”: non è un nuovo sapere né un ironico non (...) sapere, ma un fare; non un’esercitazione alla morte ma una messa in opera della vita. (shrink)

[book blurb:] The world is changing so fast that it's hard to know how to think about what we ought to do. We barely have time to reflect on how scientific advances will affect our lives before they're upon us. New kinds of dilemma are springing up. Can robots be held responsible for their actions? Will artificial intelligence be able to predict criminal activity? Is the future gender-fluid? Should we strive to become post-human? Should we use drugs to improve our (...) intimate relationships — or to reduce crime? Our intuitions about questions like these are often both weak and confused. -/- David Edmonds has put together a philosophical task force to get to grips with these challenges. Twenty-nine philosophers present provocative and engaging pieces about aspects of life today, and life tomorrow — birth and death, health and medicine, brain and body, personal relationships, wrongdoing and justice, the internet, animals, and the environment. The future won't look the same when you've finished this book. (shrink)

Discover the power of loving your (Im)perfect self in an (Im)perfect world. This book dares you to experience the liberation, healing, and empowerment that come when you make a spiritual practice out of learning to love yourself. The Self-Love Superpower shares specific, hands-on action steps designed to support your journey from paralyzing self-criticism to expansive self-adoration. But this journey is a spiral and it is not without its challenges. This book is here to offer you support, personal stories, and encouragement (...) as you create a kindness alarm, conduct a self-care audit, engage in a centering and balancing meditation, heal relationship dynamics, and so much more. Each chapter contains accessible exercises, meditations, rituals, self-care practices, and journaling prompts so you can integrate the information in a experiential way, exploring themes such as: Energetic hygiene, grounding and clearing, body positivity, shielding your energy, boundaries, shadow work, clearing clutter, intuitive eating, chakras, stepping into your truth, feng shui. Whether you want to develop greater respect and belief in yourself, connect with your intuition, or regain a sense of excitement and enthusiasm for the things you care about, this guide provides the empowering boost you need to help you get there. -- back cover. (shrink)

This research explores the contextual approach within Christian-Jewish religious education, addressing a notable gap in existing literature and offering fresh insights into the application of the Contextual Teaching and Learning (CTL) model within Christian contexts. Through a qualitative literature study employing a three-step methodology, including an in-depth analysis of Deuteronomy 11:19–20, this study reveals that this biblical text provides both educational guidance and theological significance, serving as a foundational support for the CTL model in Christian-Jewish religious education. The integration of (...) digital media into biblical sources holds promise for future research, while the central challenge lies in harmonising life experiences and empirical phenomena with biblical reflections to seamlessly integrate inquiry processes and pedagogical phases, with potential avenues for further exploration in scripture models endorsing CTL. This research provides valuable insights for educators, parents and policymakers in Indonesia and beyond, advancing educational research in contextualised teaching models within religious education.Contribution: This article demonstrates that the CTL model in the digital era has the potential to revolutionise religious education and profoundly impact learners, making it a significant scientific contribution in the context of Christian-Jewish religious education. (shrink)

With disparate rates of morbidity and mortality among minoritized communities, COVID-19 illuminated the need for equity-informed practices in public health. Pacia et al posit FQHCs as entities that addressed inequity when others failed. This commentary further situates how FQHCs address the public health crisis of institutional racism and related health inequities every day and presents a FQHC-led Ethics and Equity Framework and Workflow Checklist to guide ethical and equitable engagement with FQHCs.

Carta escrita por Gilda de Mello e Souza, remetida ao colega Oswaldo Porchat, que se encontrava em Berkeley, quando a ditadura civil-militar brasileira, recrudescida desde a implantação, em agosto de 1968, do AI-5, representava uma verdadeira ameaça a estudantes e docentes da Universidade de São Paulo, especialmente se lhe fizessem qualquer tipo de oposição. Porchat trocou uma sequência de cartas com Gilda nessa época, nas quais relata sua desilusão com a Faculdade de Filosofia, e com os acontecimentos políticos no Brasil. (...) Ao mesmo tempo, confessa estar encantado com a descoberta de novos elementos da Lógica, e com a atmosfera mais amena dos Estados Unidos. Porchat sabe que Gilda enfrenta momentos difíceis, tendo de assumir a Presidência do curso em meio à tentativa do reitor Miguel Reale de submetê-lo a um interventor. Enfrentando a dúvida sobre se valeria a pena retornar ao Brasil naquele momento, Porchat escreve à amiga. A carta a seguir expressa, dentro do que era possível na época, quando as correspondências eram vigiadas, o parecer de Gilda sobre as indagações do amigo, sobre os rumos da ditadura, e sobre o que ela pensava de sua própria atitude de resistência naquele contexto. A carta original, assim como a sequência de correspondências da qual faz parte, está depositada no Fundo Gilda de Mello e Souza, no Instituto de Estudos Brasileiros (IEB/USP). Agradeço à família de Gilda, especialmente a Ana Luisa Escorel e a Laura Escorel, pela disponibilização desse documento para a presente publicação. (shrink)

In this case report, we describe a woman with advancing dementia who still retained decisional capacity and was able to clearly articulate her request for deactivation of her implanted cardiac pacemaker—a scenario that would result in her death. In this case, the patient had the autonomy to make her decision, but clinicians at an outside hospital refused to deactivate her pacemaker even though they were in unanimous agreement that the patient had capacity to make this decision, citing personal discomfort and (...) a belief that her decision seemed out of proportion to her suffering. We evaluated her at our hospital, found her to have decision-making capacity, and deactivated her pacer resulting in her death about 9 days later. While some clinicians may be comfortable discussing patient preferences for device deactivation in patients who are imminently dying, we can find no reports in the literature of requests for device deactivation from patients with terminal diagnoses who are not imminently dying. (shrink)

Este ensaio pretende levantar as seguintes questões: 1. de que modo é possível reconstituir o sentido de moral segundo um amor-próprio cujo conteúdo é dado menos por um isolamento ou negaçáo do outro do que por um trabalho pessoal sobre si mesmo, em vista de um êthos , de uma ética? 2. em que medida o valor da moral hoje em dia pode ser deslocado da lei universal para uma atitude de diferença, da normalidade do comportamento para o cultivo de (...) si e, por fim, da verdade sobre o sujeito para uma subjetivaçáo ascética que náo exige a prerrogativa de uma identidade, mas a transformaçáo de si na relaçáo consigo e com os outros? Tais questões sáo levantadas a partir de Friedrich Nietzsche, Michel Foucault e Fernando Savater. Palavras-chave: Amor-próprio, Estética da existência, Ética, Identidade. (shrink)

O objetivo deste texto é explorar aproximações e divergências no pensamento de Paulo Freire e Ivan Illich na forma como eles vêem a relação entre educação e transformação social. Acredita-se que a retomada da polêmica Freire e Illich sobre o problema educação e transformação social pode contribuir para melhor compreender e esclarecer a verdadeira natureza desse problema, já clássico na história da educação moderna.

El propósito de este texto es ofrecer una visión general de la relación entre nación e historia en los debates que se generaron por parte de los historiadores y otros intelectuales de las ciencias sociales a finales del siglo XIX y durante gran parte del siglo XX. La reflexión central que se plantea consiste entonces en estudiar y mostrar cómo al mismo tiempo que las naciones modernas eran objeto de un proceso de redefinición política, en el escenario intelectual de las (...) ciencias sociales, y en particular de los historiadores, fueron apareciendo también un conjunto de debates y obras que intentaban problematizar y someter a consideración las relaciones que pretendían establecerse entre la nación y la historia como un elemento que las justificaba. (shrink)

REVISTA EDUCAÇÃO E FILOSOFIA é uma publicação semestral do Departamento de Pedagogia da Universidade Federal de Uberlândia. Este número é o primeiro fruto de um sonho antigo e de um inconformismo com a falta de um veículo como este, entre nós. Pretendemos incentivar e divulgar trabalhos de natureza interdisciplinar nas áreas de Educação e Filosofia. Mas, se a Revista vier a ter uma linha preferencial — e isto depende muito mais dos nossos colaboradores, que da direção — essa linha não (...) será exclusiva nem excludente, pois a Revista estará aberta às mais diversas correntes de pensamento, não se fechando, pois, com quaisquer grupos. Isto é consequência de nossa visão de Universidade como lugar onde se deve estimular a heterogeneidade de tendências e o debate. Entendemos que uma filosofia que propugne posições dogmáticas inviabiliza o debate sobre seus próprios pressupostos, deixando de ser filosofia para tornar-se mera ideologia. Ademais, a discussão de questões de princípio tem razão de ser e há momentos em que apenas ela pode contribuir para a superação de impasses de ordem teórica ou prática, sobretudo nas ciências sociais; somente uma abordagem crítica — o que equivale a dizer: sem preconceitos — pode contribuir para os debates de questões fundamentais tanto para a filosofia, quanto para a educação, ou ainda quanto para uma filosofia de educação. A REVISTA EDUCAÇÃO E FILOSOFIA deve representar um fórum de permanentes debates aberto a todo educador, todo pensador e, sobretudo, a todo pensador-educador. Propomo-nos a acolher e divulgar contribuições que sintetizem os resultados de investigações empíricas e teóricas e de projetos práticos, preferencialmente, mas não exclusivamente, desenvolvidos na região do Triângulo Mineiro. Dentro do princípio de que o caráter objetivo e preciso do conhecimento científico não é incompatível com os conformismos diante das injustiças de toda ordem, pretendemos, ainda, ser um estímulo aos balanços críticos. A REVISTA EDUCAÇÃO E FILOSOFIA é a soma do que temos e somos, mas será um veículo para atingirmos aquilo que queremos ser e ter. Deverá abrir caminho para a reflexão filosófica, a reflexão sobre educação, a reflexão sobre o ensino da filosofia e possibilitará o diálogo com os pensadores e educadores presentes e pretéritos visando à construção do futuro. Nós não teríamos sido justos se olvidássemos o empenho da professora Carmelita Vieira dos Santos, chefe do Departamento de Pedagogia para que, diante de tantos cortes de recursos, fossem mantidos aqueles destinados à revista. Nossos agradecimentos também à professora Marly Bernardes de Araújo, diretora do Centro de Ciências Humanas e Artes. Ao Conselho do Departamento de Pedagogia, nossa gratidão por ter acolhido a Revista. (shrink)

Monograph in six chapters, plus introductory essay, conclusions, two appendixes, notes, and bibliography.

Self-criticism is a trait associated with increased psychopathology, but self-criticism is also a personality state reflecting an action that people do in moments of time. In the current study, we explored factors associated with heightened self-criticism in daily life. Participants (N = 197) received five random prompts per day for one week on their mobile phones, where they reported their current affect (negative and positive affect), willpower self-efficacy, distress intolerance, degree of support and criticism from others, current context (location, activity, (...) hunger, tiredness) and momentary self-criticism. We first demonstrated that self-criticism varies over time and across contexts, and is associated with heightened trait self-criticism. Then, using multilevel modelling, we explored the contextual factors associated with greater self-criticism. We found that self-criticism was higher when people were at home, and more tired. We also found higher self-criticism to be associated with greater negative and lower positive affect, greater distress intolerance, lower willpower and greater perceived criticism from others. In addition, self-criticism predicted subsequent distress intolerance, willpower and positive affect in lagged analyses. This study provides evidence that both environmental and psychological factors are associated with the dynamics of self-critical thoughts. (shrink)

Abstract: Alienation and slavery from Precious or what we don't want to see. It is our purpose to establish, in a parallel reading, these two films (highly rewarded), namely The Fence and Precious, that apparently being so different, are an illustration of the reality of life and the modern democratic world: the social uprooting and slavery. If in the movie of Phillip Noyce and Christone Olsen The Fence, is told a story of three young Aboriginal girls who are forcibly taken (...) to be transformed into domestic slaves, in the movie of Lee Daniels Precious, the young woman is already a servant in her own home and seeks the transformation of her life. Uniting these two stories, we find fundamental elements: illiteracy, ill-treatment, the idea of a migration (real or metaphysical), among others, but whose fundamental notion is the journey. If the film The Fence, the fence itself is used to conduct the three young Aboriginal to a real reunion with the family, in Precious, the metaphorical ‘fence’ is the limit of her world. From this interpretation, we will undertake our reflection about what we consider to be the alienation of the modern world and the silence we produce about them. (shrink)

O presente artigo pretende demonstrar os elementos que compõem a realidade paraguaia que delira, segundo o autor Augusto Roa Bastos, e como incorpora tais elementos ao seu gesto escritural resultando em uma escritura caleidoscópica.

Il libro, diviso in quattro sezioni, mette in luce un'indagine storica del tutto originale di documenti noti e meno noti sulla figura di Gesù in fonti non cristiane del I secolo; su come il cristianesimo fu conosciuto a Roma già nel I secolo; sulle allusioni al cristianesimo nei romanzi e nelle satire pagane del I-II secolo; su alcuni esempi della prima diffusione del cristianesimo dal Vicino Oriente all'India.