There is an ongoing discussion concerning personal vs. impersonal considerations in professional care. In this article, three different positions within the ethics of closeness will be discussed. These are: (a) reserving the ethics of closeness for close experienced others, ‘including the experienced Other’, which is Nortvedt's position; (b) trying to bring the distant, non‐experienced others closer, ‘including the Third’; and (c) finally, an examination of whether a perspective of closeness may lead to the exclusion of various groups in need of (...) help, ‘including the Other at the expense of the Third’. These positions are discussed with a view to clarifying some of the challenges that the ethics of closeness faces when it maintains that greater ethical obligation is associated with personal than with impersonal relations, without discussing the terms on which the obligation is based. Key questions that arise for a nurse or other health professional are: If our primary moral responsibility is for those that are close to us, the experienced others, who is to be responsible for those that are outside the established health services, the non‐experienced others? Is it evident that favouring the experienced others is based on legitimate needs? Can a discussion on the legitimate basis of nursing be avoided in questions relating to closeness and priorities? This discussion touches the heart of our discipline. Is a one‐sided perspective of closeness, rejecting moral responsibility for those with whom we have no relationship, a defensible ethical position? (shrink)

The aim of this article is to continue the discussion about factors of importance for an including ethics of care. A further polarization between partiality and impartiality does not seem a relevant approach. What is important is to direct attention both to the other and to the third person, which requires an acknowledgement of responsibility that extends beyond established relationships. Thus, we need to draw attention not only to the vulnerability existing within every seriously ill or injured person, but to (...) factors of importance for marginalization of groups like refugees, people suffering from serious mental illness, and substance misusers, to mention some in the Western world. Marginalized groups are groups experiencing a discrepancy between need of health care and care given. They are not given proper priority in the distribution of resources, and they may experience ignorance when they first meet the healthcare system as patients.Efforts to understand what circumstances can lead to inadequate inclusion indicate that the elements of differentness and extensive losses of life contexts which may be causing feelings of hopelessness and helplessness in the health professionals, are key factors posing challenges to empathy both within and beyond established relationships, besides geographical distance. Groups of people who have suffered extensive loss in their life contexts may be threatening for us, as they reflect our own fears, and remind us of our own vulnerability.I raise the question: How can we contribute to meeting the need for an ethics of care that extends beyond the familiar to the unfamiliar both in established and non‐established relationships? (shrink)

With the point of departure in the ongoing discussion of the professional and moral responsibility for those who are not equally included in the established health services, the question of how to include individuals and groups facing marginalisation is one of the major challenges within the ethics of care. This makes marginalisation a core concept in our time, which is challenged by, among other things, differentness with respect to ethnicity and social status as well as breach with norms and laws. (...) The representation of individuals and groups facing marginalisation is not merely an intellectual question, however, but an epistemological one with political, practical and ethical implications. This article discusses a pilot project exploring what we can do within nursing education to sensitise students to professional and moral responsibility for individuals and groups facing marginalisation. A dialogical approach to knowledge, including cooperation with voluntary organisations and low-threshold facilities with a long tradition of trying to prevent people from falling through the net', was chosen to highlight the professional challenges and the ethical dilemmas that arise in the interface between closeness and distance, caring and marginalisation. Evaluation of data indicated that such an approach to knowledge seems to benefit the students' learning. (shrink)

Long-term potentiation is one of the most extensively studied forms of neuroplasticity and is considered the strongest candidate mechanism for memory and learning. The use of event-related potentials and sensory stimulation paradigms has allowed for the translation from animal studies to non-invasive studies of LTP-like synaptic plasticity in humans. Accumulating evidence suggests that synaptic plasticity as measured by stimulus-specific response modulation is reduced in neuropsychiatric disorders such as major depressive disorder, bipolar disorders and schizophrenia, suggesting that impaired synaptic plasticity plays (...) a part in the underlying pathophysiology of these disorders. This is in line with the neuroplasticity hypothesis of depression, which postulate that deficits in neuroplasticity might be a common pathway underlying depressive disorders. The current study aims to replicate and confirm earlier reports that visual stimulus-specific response modulation is a viable probe into LTP-like synaptic plasticity in a large sample of healthy adults. Further, this study explores whether impairments in LTP-like synaptic plasticity is associated with self-reported subclinical depressive symptoms and stress in a healthy population. Consistent with prior research, the current study replicated and confirmed reports demonstrating significant modulation of visual evoked potentials following visual high-frequency stimulation. Current results further indicate that reduced LTP-like synaptic plasticity is associated with higher levels of self-reported symptoms of depression and perceived stress. This indicate that LTP-like plasticity is sensitive to sub-clinical levels of psychological distress, and might represent a vulnerability marker for the development of depressive symptoms. (shrink)

Recording and manipulating neuronal ensemble activity is a key requirement in advanced neuromodulatory and behavior studies. Devices capable of both recording and manipulating neuronal activity brain-computer interfaces should ideally operate un-tethered and allow chronic longitudinal manipulations in the freely moving animal. In this study, we designed a new intracortical BCI feasible of telemetric recording and stimulating local gray and white matter of visual neural circuit after irradiation exposure. To increase the translational reliance, we put forward a Göttingen minipig model. The (...) animal was stereotactically irradiated at the level of the visual cortex upon defining the target by a fused cerebral MRI and CT scan. A fully implantable neural telemetry system consisting of a 64 channel intracortical multielectrode array, a telemetry capsule, and an inductive rechargeable battery was then implanted into the visual cortex to record and manipulate local field potentials, and multi-unit activity. We achieved a 3-month stability of the functionality of the un-tethered BCI in terms of telemetric radio-communication, inductive battery charging, and device biocompatibility for 3 months. Finally, we could reliably record the local signature of sub- and suprathreshold neuronal activity in the visual cortex with high bandwidth without complications. The ability to wireless induction charging combined with the entirely implantable design, the rather high recording bandwidth, and the ability to record and stimulate simultaneously put forward a wireless BCI capable of long-term un-tethered real-time communication for causal preclinical circuit-based closed-loop interventions. (shrink)

Commentary, with text, on Bādarāyaṇa's Brahmasūtra, basic work of the Vedanta school in Hindu philosophy.

Contributed articles chiefly on Hindu philosophy; souvenir published on the occasion of the Aśvamedha, Hindu sacrifice held at Kota, 11-15 February 1995.

_Filosofi og etikk har fått en stadig større plass i det offentlige rom i Norge. 2017 ble et år der filosofer sørget for overskrifter i en rekke norske medier. En av sakene som fikk størst oppmerksomhet, var debatten om sorteringssamfunnet og Aksel Braanen Sterris påstand om at personer med Downs syndrom ikke kan leve fullverdige liv. Utsagnet skapte en voldsom debatt og kraftige reaksjoner. Temaet for debatten er interessant i seg selv, men den reiser også spørsmål om hvordan slike debatter (...) endrer filosofiens anseelse og rolle i det offentlige ordskiftet i Norge. I denne artikkelen stiller vi derfor spørsmålet: På hvilken måte har debatten om sorteringssamfunnet i 2017 påvirket forholdet mellom filosofi og samfunn? Som perspektiv for analysen anvender vi tradisjonelle kvalitetskriterier innen filosofi, slik som konsistens, klare premisser og evnen til å klargjøre begreper, fremstille motargumenter og begrunne grenser. Vi finner at debatten om sorteringssamfunnet utvilsomt har gitt filosofien mer oppmerksomhet i det offentlige ordskiftet, og at filosofisk argumentasjon kan bidra til å løfte frem skjulte problemstillinger og sette ord på uuttalte intuisjoner, samt å stimulere til bedre argumentasjon. Dette bør hilses velkommen. Samtidig finner vi at filosofiens tilpasning til mediediskursen fører til at akademiske forbehold tradisjonelle kvalitetskrav og nyansering forsvinner. Dersom skjulte premisser, manglende konsistens, begrepslige og vurderingsmessige uklarheter, samt ignorering av empiriske premisser, motargumenter og viktige implikasjoner blir utbredt, vil resultatet kunne bli en fattigere offentlig debatt, et dårligere samfunn og et svekket omdømme for filosofien. Løsningen må være at vi som fagpersoner er villige til å gjøre klart og grundig rede for våre påstander, perspektiver, premisser, argumenter og konklusjoner, og at vi bør revidere eller trekke dem tilbake dersom vi ikke makter å gjøre dette. Ellers står vi i fare for å gjøre filosofien til en form for «villedningskunst» – en ny form for sofisme – og et lett bytte for platonsk fordømmelse._ __Nøkkelord:_ Filosofisk argumentasjon, offentlig debatt, sorteringssamfunnet, Downs syndrom, konsekvensetikk_ _English summary:_ The role of philosophy in public debate - A content analysis of the debate on the "sorting society" in Norway in 2017 Philosophy and ethics has recently gained increased attention in Norway. During 2017 philosophers hit the headlines in Norwegian media. One of the issues that gained most attention was the debate on “the differentiation/sorting society”. The debate was sparked by Aksel Braanen Sterri’s statement that persons with Downs’s syndrome cannot live full lives related to the issue of introducing non-invasive prenatal screening. While the debate is interesting in terms of its content, we will in this article focus on in what way the debate in 2017 has affected the relationship between philosophy and society, in particular the role and reputation of philosophy in public debates. To analyse the debate we apply traditional quality criteria within philosophy such as consistency, clear premises and the ability to clarify concepts, present counter-arguments and limitations. We find that the debate about “the sorting society” undoubtedly has given philosophy more public attention, and that philosophers can help raise covert or forgotten issues and explicate unspoken intuitions, as well as stimulate improved argumentation. This should be welcomed. At the same time, we find that philosophy's adaptation to the media discourse eliminates academic reservations and nuances. If hidden assumptions, lack of consistency, conceptual and evaluative uncertainties, as well as ignorance of empirical premises, counter-arguments, and important implications become widespread, the result could be a poorer public debate, an impoverished society, and a weakened reputation for philosophy. One solution is that we as professionals are willing to make our claims, perspectives, arguments, and conclusions clear and comprehensible, and that we are willing to revise or withdraw them if we are not able to do so. Otherwise, philosophy may become a form of "art of deception" - a new form of sophism - and an easy target for Platonic criticism. _Keywords:_ Philosophical argumentation, public debate, discrimination, Down's syndrome, consequentialism. (shrink)

Moderne teknologi gir fantastiske muligheter for menneskelig formering. Mange som tidligere ikke kunne få barn, eller som fikk syke barn, kan nå hjelpes. Samtidig reiser mulighetene en rekke vanskelige moralske spørsmål, som ikke har enkle svar – ofte fordi de bunner i grunnleggende etiske motsetninger. Denne artikkelen gir en kort oversikt over de mulighetene som tre typer teknologier gir: assisterende, seleksjonsfremmende og egenskapsendrende teknologier. Deretter peker den på noen av de viktige moralske spørsmålene som disse teknologiene reiser i betydningen «Hvordan (...) bør teknologiene brukes»? Så stilles spørsmålet: Hvordan skal vi begrunne bruken? Dette spørsmålet peker på en rekke grunnleggende etiske utfordringer. Det er disse utfordringene som gjør at de moralske spørsmålene sjelden finner solide og stabile svar, men til stadighet blusser opp i til dels heftige offentlige debatter. I tillegg løfter artikkelen frem flere moralske spørsmål som er glemt eller gjemt. Spørsmålene som vi ikke stiller kan ofte fortelle oss like mye om oss selv og våre verdier, som de spørsmålene som drøftes eksplisitt. De moralske spørsmålene – samt de underliggende etiske utfordringene og de glemte spørsmålene – kan forklare hvorfor debattene ofte står på stedet hvil, og hva vi må jobbe med for å komme videre i drøftingene av moderne reproduksjonsteknologi. Vi synes å være teknologiske helter som er fremragende på teknikk, men elendige på etikk. Målet er å forhindre at vi blir tragiske helter som går til grunne på våre beste egenskaper. Nøkkelord: reproduksjonsteknologi, assistert reproduksjon, invitro-fertilisering, fosterdiagnostikk, genredigering, sortering, abortEnglish summary: Ethical challenges with newer reproductive technology Modern technologies provide fascinating opportunities for human reproduction. Many persons previously infertile, or who risked having diseased children, can now have healthy children. At the same time, these technological opportunities also raise a wide range of moral questions, which rarely have easy answers. One reason for this is that they are based on profound ethical challenges. This article sets out to give a short overview of three types of technologies: assisting, selective, and characteristic-changing technologies. It goes on to highlight some of the important moral questions raised by these technologies. The third part addresses the basic ethical challenges lurking behind the moral questions and debates. The fourth part addresses some forgotten or hidden questions, arguing that these are telling and important. The article ends with arguing that many of the basic ethical challenges and the unaddressed questions can explain why debates on reproductive technologies are so heated and static. We appear to have become technological giants, but ethical infants. Accordingly, we should try to avoid becoming tragic heroes succumbing to our very best abilities. (shrink)

Ny bioteknologi gir nye muligheter som har vist seg å være moralsk utfordrende. Det gjelder særlig innenfor menneskelig reproduksjon, der denne teknologien er spesielt potent. Med virkeliggjøringen av antikkens drøm om å kunne påvirke fremtidige barns egenskaper følger en rekke vanskelige valg. I analysen av og debatten om slike valg har man forsøkt å skille mellom tilvalg og fravalg med hensyn på bestemte egenskaper. Ett konkret eksempel er hvorvidt personer med Klinefelter syndrom skal tilbys assistert befruktning, og det illustrerer at (...) slike skiller kanskje ikke er så dekkende eller viktige for den etiske debatten som man kan få inntrykk av. Andre grunnleggende problemstillinger synes vel så påtrengende. Det betyr ikke at vi må forkaste seleksjonsmodellen. Eksemplet med Klinefelter syndrom stimulerer derimot til å revidere og utvikle den, og det gir føringer for hvordan modellen kan nyanseres og anvendes ut over skillet mellom tilvalg og fravalg. Denne revisjonen kan redusere seleksjonsproblematikkens polemiske kraft, men kanskje også øke dens anvendelse for etikk i praksis. (shrink)

Den dominerende oppfatningen i den politiske og moralfilosofiske tenkningen de siste tiår har vært at religion ikke bør spille noen avgjørende politisk rolle i det moderne sekulariserte demokrati. Religion tilhører privatsfæren, og politiske avgjørelser må fattes på et felles grunnlag, uavhengig av livssyn. De mest sentrale tenkerne i vår tids politiske filosofi, John Rawls og Jürgen Habermas, har begge i tidlige arbeider gitt uttrykk for at dette er en oppfatning som vil få en allmenn, global tilslutning, for de ser modernisering (...) og sekularisering som to sider av samme sak. Det er nærmest to uunngåelige fenomen ettersom globalisering og modernisering vil føre til svekkelse av tradisjonelle kulturer og utbredelse av individualisme og demokratiske idealer. Bakgrunnen for dette temanummeret er at en rekke erfaringer fra de siste tiår har ledet til en gjenåpning av spørsmålet om religionens plass i sekulariserte samfunn. (shrink)

Complete works of 3rd Rdo Grub-chen ʼJigs-med-bstan-paʼi-ñi-ma, 1865?-1926 on Rñiṅ-ma-pa doctrines, Buddhist philosophy and rituals text.

Classical work on epistemology and metaphysics, according to the Mīmāṃsa school in Hindu philosophy.

Articles on fundamentals of Hinduism, philosophy, and culture.

Articles on fundamentals of Hinduism, philosophy, and culture.

Some facts about differentiation between Jonang and Sakyapa doctrines.

Corpus of Nyingmapa doctrines, commentaries on Buddhist canonical texts, and philosophy etc.

Classical commentary on four sutras of Brahmasūtra of Bādarāyaṇa by Śaṅkarācārya; includes Ratnaprabhā of Rāmānandasaravatī and sub-commentary of Pūrṇānanda.

Richard Rorty hat maßgeblich zur Renaissance der amerikanischen Philosophie des Pragmatismus beigetragen und er ist der bedeutendste Neopragmatist. Rorty war der akademische Lehrer unter anderem von Cornel West und Robert Brandom. Dieser ist inzwischen mit seinem eigenständigen Projekt einer „normativen Pragmatik“ (Brandom 2000) zum bekanntesten Sprachpragmatisten der Gegenwart avanciert. Rorty hat sich explizit gegen das Entstehen einer Schule des Rortyanismus (u. a. Rorty 2006, S. 56–57) ausgesprochen. Dieser Wunsch hat sich bisher erfüllt. Zugleich ist eine Folgegeneration von NeopragmatistInnen von ihm (...) stark beeinflusst worden (u. a. Nancy Fraser, Huw Price, Bjørn Ramberg, Jeffrey Stout). Außerdem hat sich die Rorty-Forschung erstaunlich schnell nach seinem Ableben in Gestalt der Richard Rorty Society institutionalisiert. Sie boomt gegenwärtig geradezu, wie eine Welle an Neuerscheinungen zeigt. Rortys kosmopolitisches Denken wird weltweit rezipiert. Allein Contingency, Irony, and Solidarity wurde inzwischen in mehr als zwei Dutzend Sprachen übersetzt. (shrink)

The word 'materialism' is ambiguous: it designates a moral doc trine as well as a philosophy and, indeed, an entire world view. Moral materialism is identical with hedonism, or the doctrine that humans should pursue only their own pleasure. Philosophical ma terialismis the view that the real worId is composed exclusively of material things. The two doctrines are logically independent: hedonism is consistent with immaterialism, and materialism is compatible with high minded morals. We shall be concerned ex c1usively with (...) philosophical materialism. And we shall not confuse it with realism, or the epistemological doctrine that knowIedge, or at any rate scientific knowledge, attempts to represent reality. Philosophical materialism is not a recent fad and it is not a solid block: it is as old as philosophy and it has gone through six quite different stages. The first was ancient materialism, centered around Greek and Indian atomism. The second was the revival of the first during the 17th century. The third was 18th century ma terialism, partly derived from one side of Descartes' ambiguous legacy. The fourth was the mid-19th century "scientific" material ism, which flourished mainly in Germany and England, and was tied to the upsurge of chemistry and biology. The fifth was dialec tical and historical materialism, which accompanied the consolida tion of the socialist ideology. And the sixth or current stage, evolved mainly by Australian and American philosophers, is aca demic and nonpartisan but otherwise very heterogeneous. Ancient materialism was thoroughly mechanistic. (shrink)

1. Prasthānatrayī.--2. Itihāsaprasthānam.--3. Purāṇaprasthānam.--4. Śrutiprasthānam.--5. Saṅkīrṇagranthāḥ : prakaraṇāni, ācāragranthāḥ, stotrāṇi ca.

Moral distress has been covered extensively in the nursing literature and increasingly in the literature of other health professions. Cases that cause nurses’ moral distress that are mentioned most frequently are those concerned with prolonging the dying process. Given the standard of aggressive treatment that is typical in intensive care units (ICUs), much of the existing moral distress research focuses on the experiences of critical care nurses. However, moral distress does not automatically occur in all end-of-life circumstances, nor does every (...) critical care nurse suffer its damaging effects. What are the practices of these nurses? What specifically do they do to navigate around or through the distressing situations? The nursing literature is lacking an answer to these questions. This article reports a study that used narrative analysis to explore the reported practices of experienced critical care nurses who are skilled at and comfortable working with families and physicians regarding the withdrawal of aggressive treatment. A major finding was that these nurses did not report experiencing the dam-Moral Agency, Moral Imagination, and Moral Community: Antidotes to Moral Distress Terri Traudt, Joan Liaschenko, and Cynthia Peden-McAlpine Terri Traudt, MBC, MA, is a Communications Consultant specializing in bioethics at the Center for Bioethics at the University of Minnesota, in Minneapolis. [email protected] Joan Liaschenko, PhD, RN, FAAN, is a Professor at the Center for Bioethics and Nursing at the University of Minnesota. Cynthia Peden-McAlpine, PhD, ACNS, BC, is an Associate Professor in the School of Nursing at the University of Minnesota. © 2016 by The Journal of Clinical Ethics. All rights reserved. aging effects of moral distress as described in the nursing literature. The verbal communication and stated practices relevant to this finding are organized under three major themes: (1) moral agency, (2) moral imagination, and (3) moral community. Further, a total of eight subthemes are identified. The practices that constitute these themes and subthemes are further detailed and discussed in this article. Understanding these practices can help mitigate critical care nurses’ moral distress. (shrink)

The study of corporate social responsibility has been the object of much research in recent decades, although there is a need to continue investigating its benefits as a marketing tool. In the current work we adopt a multi-dimensional perspective of social responsibility, and we carry out market research to determine the perceptions of users of mobile telephone services about economic, legal, ethical and social aspects of their operating companies. With these data we determine the structure and components of the concept (...) of social responsibility. Subsequently, this is related with the overall evaluation of the service and loyalty by means of a model of structural equations, in order to determine the influence of corporate social responsibility on these concepts, and hence its benefits as a commercial tool. (shrink)

Entendemos a Educação Infantil em amplo sentido, isto é, há um leque de conceitos em que pode-se gozar dentro da Pedagogia e as Ciências da Educação, é nessa modalidade de ensino que podem-se englobar todas as esferas educativas vivenciadas pelas crianças de, conforme Lei, 0 à 5 anos de idade, pela família e, também, pelo próprio corpo social, antes mesmo de atingir a idade educativa obrigatória que é, vide Lei, aproximadamente a partir dos 7 anos de idade. A EI também (...) pode ser considerada como uma das mais complexas fazes do desenvolvimento humano, em diversas esferas, seja ela a intelectual, emocional, social, motora, psicomotora, etc. uma vez que tratam-se de crianças que, muitas vezes, têm o primeiro contato com um novo ambiente, que é o ambiente escolar. Diante disso, torna-se primordial a inserção das crianças em berçários, creches e Educação Maternal, também denominado de pré-escola, para que as mesmas interajam entre seus semelhantes e comecem a aproximar-se da vida social e educacional, estando preparadas para uma nova etapa educacional. Mediante essa perspectiva da vida psicopedagógica das crianças, Kuhlmann Júnior ressalta que: Pode-se falar de “Educação Infantil” em um sentido bastante amplo, envolvendo toda e qualquer forma de educação da criança na família, na comunidade, na sociedade e na cultura em que viva (2003. p. 469). -/- Mediante a análise de Kuhlmann, logo, a EI designa a periodicidade regular a uma entidade educativa exterior ao domicílio, isto é, trata-se do lapso da vida escolar em que se volta-se, pedagogicamente, ao público entre 0 e 5 anos de idade no Brasil; vale salientar que nessa idade entre 0 e 5 anos, as crianças não estão submetidas a obrigatoriedade do ingresso na vida escolar. A Constituição brasileira de 1988 define no Título VIII (Da Ordem Social), Capítulo III (Da Educação, da Cultura e do Desporto), Seção I (Da Educação), Artigo 208 que: O dever do Estado com a educação será efetivado mediante a garantia de: Inciso IV – educação infantil, em creche e pré-escola, às crianças até 5 (cinco) anos de idade. (Constituição Federal, 2016. p. 63). -/- A Lei de Diretrizes e Bases da Educação Nacional, especificamente a Lei 9394/96, denomina a Creche como sendo a entidade responsável por promover o primeiro contato das crianças com o ambiente escolar, a idade é determinada como sendo de 0 a 3 anos de idade (Artigo 30. Inciso I). Também denomina de pré-escola a instituição responsável pelo ensino de crianças entre 4 e 6 anos de idade (Artigo 30. Inciso II). Não obstante, mediante Lei 11274/06 que reedita o Artigo 32 da Lei 9394/96, o ensino fundamental passou a ser de 9 (nove) anos de idade e não mais de 8 (oito), logo, as crianças que com 6 (seis) anos de idade não eram submetidas a obrigatoriedade do estudo, passaram a fazer parte da conformação obrigatória, isto é, elas já não fazem mais parte do ensino eletivo ou optativo da pré-escola e sim do ensino fundamental obrigatório. -/- Dito isto, a LDB diz na Seção II (Da Educação Infantil) e no Artigo 29 que a Educação Infantil é tida como a primeira etapa da Educação Básica, e tem por objetivo, a promoção e o favorecimento do desenvolvimento integral da criança de 0 à 5 anos de idade, nos mais variados aspectos possíveis, sendo eles o físico, psicológico, intelectual e social, sendo mais que uma complementação da instrução familiar e da sociedade (BRASIL, 2005. p. 17). Seguindo a linha teórica acerca das crianças, o Artigo 30, da mesma, ressalta que a EI será promovida por meio de creches para crianças de 0 a 3 anos e em pré-escolas para o público entre 4 e 5 anos de idade, como enaltecido supracitadamente. No que se refere a avaliação, no Artigo 31 esse processo será feito porventura do acompanhamento e registro do desenvolvimento das crianças, sem que haja quaisquer tipos de promoção, mesmo que vise o acesso ao Ensino Fundamental. -/- Vale enfatizar que essa modalidade de ensino tem uma finalidade pedagógica, um trabalho que se apropria da realidade e dos conhecimentos infantis como estopim e os amplia mediante atividades que tem uma certa significação concreta para a vida dos infantes e, isocronicamente asseguram a aquisição de novos conhecimentos. Doravante e por meio dessa perspectiva, é imprescindível que o educador da EI preocupe-se com o arranjo e aplicação dos trabalhos fazendo, assim, uma contribuição para a ascensão do infante de 0 a 5 anos. -/- O Referencial Curricular Nacional para a Educação Infantil de 1998 ressalta que deve-se levam em conta que os infantes são distintos entre si, isto é, que cada um possui um ritmo peculiar de aprendizagem. Dito isto, o educador deverá preparar-se para promover aos educandos uma educação alicerçada na condição de aprendizagem peculiar de cada um deles, considerando-se bastante singulares e com particularidades. Para isso, o governo deverá fornecer um alicerce na formação dos educadores, preparando-os para enfrentar esse mundo repleto de dificuldades mas, no fim, de uma extensa realização pessoal e profissional. Ante as características peculiares dos ritmos das crianças, o grande desafio que ora implica na EI é com que os profissionais consigam compreender, conhecer e reconhecer o jeito peculiar dos infantes serem e estarem inseridos no mundo. O RCN da modalidade EI ainda explicita que a entidade promovente da EI deve tornar acessível a todos os infantes que ora frequentam-no, indiscriminadamente, elementos culturais que enriquecem a ascensão e a inserção social dos mesmos. -/- A EI é caracterizada, historicamente, pelo assistencialismo reduzido e a um recinto que vise, primordialmente, os cuidados com os infantes. Ao passo dos anos, e diversas metamorfoses ocorridas nas tendências educacionais, passou a ser teorizada como um simples processo educativo. -/- Paulo Freire (1921-1997) já alertava que: Quando se tira da criança a possibilidade este ou aquele espaço da realidade, na verdade se está alienando-a da sua capacidade de construir seus conhecimentos. Porque o ato de conhecer é tão vital quanto comer ou dormir; e eu não posso comer por alguém (FREIRE, 1983. p. 36). Logo, nesse contexto é sumamente impossível desassociar os termos cuidar e o educar, eixos cêntricos que dão características peculiares na constituição do espaço e do ambiente escolar nesse lapso da educação. Doravante, contradizendo ao que muitos ainda pensam o cuidar e o educar não remetem à perspectiva assistencialista e ao processo de ensino e aprendizagem dos mesmos, uma vez que ambos complementam-se, além de integrarem-se para uma melhor promoção do desenvolvimento do infante, no que se refere à edificação de sua autonomia e totalidade. -/- O infante carece de cuidados básicos no que se refere à saúde, os quais pode ser obtido mediante uma alimentação saudável e balanceada, assepsia, educação física, momentos de ópio, entre outras inúmeras situações peculiares à crianças e que exigem do educador uma atenção especial em relação aos cuidados com a criança. Todavia, é primordial que o profissional da EI desenvolva um trabalho educacional voltado ao favorecimento e a condução para a descoberta e edificação de sua identidade, apropriando-se de saberes necessários à constituição da autonomia tanto do infante, que ora se torna imprescindível quanto do próprio educador. -/- No que tange a afetividade na EI, falamos de uma constituição do cenário contemporâneo dos ambientes escolares e que, no futuro, tornara-se sumamente imprescindível algum marco ou lapsos que persistem e poderão persistir na educação futura do fundamental e até mesmo do médio ou ensino universitário, principalmente questões de vivência com os outros. Compreensão do outro, desenvolvimento de projetos, percepção da interdependência, de não à quaisquer tipos de violência, administração de possíveis conflitos, descoberta do outro, participação em projetos comuns, prazer no esforço alheio, cooperativada são essenciais nesses primeiros anos escolares e, para que isso torne-se realidade, é necessário que se abra um leque de possibilidades para o futuro mediante a formação atual dos educadores, logo com um alicerce maior em suas formações, o educador(a) estará preparado para atuar frente ao infante, unindo esse lapso fundamental de sua vida dos primeiros anos escolares. -/- REFERÊNCIAS BIBLIOGRÁFICAS -/- BRASIL. [Constituição (1988)]. Constituição da República Federativa do Brasil de 1988. Brasília, DF: Presidência da República, 2016. -/- _______. Leis de Diretrizes e Bases da Educação Nacional. Lei 9394/1996. Brasília, 2005. -/- _______. Ministério da Educação e do Desporto. Secretaria de Educação Fundamental. Referencial Curricular Nacional para a Educação Infantil. Brasília: MEC/SEF, 1998. -/- FREIRE, P. Pedagogia do oprimido. 17ª ed. São Paulo: Paz e Terra, 1983. -/- KUHLMANN JR., M.. Educando a infância brasileira. In: LOPES, E. M. T.; FILHO, L. M. F.; VEIGA, C. G. (Org.). 500 anos de educação no Brasil. 4ªed. Belo Horizonte: Autêntica, 2008. -/- LEÃO, J. L. de S. Educação Infantil no Brasil: Algumas Considerações. In: LEÃO, J. L. de S. O processo de inclusão escolar na educação infantil sob a ótica de assessoras pedagógicas da Secretaria Municipal de Educação do Natal/RN. 2008. Trabalho de conclusão de curso (Licenciatura em Pedagogia) – Centro de Educação, Universidade Federal do Rio Grande do Norte, 2018. p. 18. (shrink)

Every Berman’s variety \ which is the subvariety of Ockham algebras defined by the equation \ and \) determines a finitary substitution invariant consequence relation \. A sequent system \ is introduced as an axiomatization of the consequence relation \. The system \ is characterized by a single finite frame \ under the frame semantics given for the formal language. By the duality between frames and algebras, \ can be viewed as a \-valued logic as it is characterized by a (...) distributive lattice of \ elements with a unary operator. Moreover, a structural-rule-free, cut-free and terminating sequent system \ is established for \. The Craig interpolation property of \ is shown proof-theoretically utilizing \. (shrink)

A deterministic weakening \ of the Belnap–Dunn four-valued logic \ is introduced to formalize the acceptance and rejection of a proposition at a state in a linearly ordered informational frame with persistent valuations. The logic \ is formalized as a sequent calculus. The completeness and decidability of \ with respect to relational semantics are shown in terms of normal forms. From an algebraic perspective, the class of all algebras for \ is described, and found to be a subvariety of Berman’s (...) variety \. Every linearly ordered frame is logically equivalent to its dual algebra. It is proved that \ is the logic of a nine-element distributive lattice with a negation. Moreover, \ is embedded into \ by Glivenko’s double-negation translation. (shrink)

RESUMO Os debates sobre o Realismo Científico não só tiveram um começo e um desenvolvimento contemporâneos aos do Realismo Modal e Realismo Nomológico, mas suas temáticas estiveram também profundamente entrelaçadas. Certa atitude realista em relação às teorias científicas tem sido muitas vezes acompanhada pela adoção de compromissos com a modalidade objetiva e as leis naturais. No entanto, as relações entre estas três posições têm sido pouco exploradas. Neste artigo defendo que manter o RC indiretamente envolve assumir compromissos com o RM (...) e o RN. No primeiro caso, por causa dos argumentos que dão suporte ao RC; no segundo, uma vez que, dentro das alternativas disponíveis no debate sobre as leis, o RN é comparativamente melhor para o realista científico. ABSTRACT Debates on scientific realism not only had a beginning and contemporary developments before those on Modal Realism and on Nomological Realism, also their thematics were deeply entangled. Some realist attitude regarding other scientific theories has many times been followed by the adoption of commitments with an objective modality and the natural laws. Nevertheless, the relations among these three positions have been little explored. In this article I hold that keeping SR indirectly means committing to MR and NR. In the first case, because of the arguments supporting SR, in the second case, once within the options available in the debate on the laws, NR is - by comparison - better for the scientific realism. (shrink)

Los niños con malformaciones congénitas que antes eran incompatibles con la vida, ahora pueden mantenerse en vida, pero habitualmente el defecto subyacente y sus consecuencias no pueden mejorarse. Durante este periodo surge el dilema de reanimar, continuar un tratamiento agresivo, o bien no tomarninguna actitud activa ante un determinado caso. Por eso, muchos neonatólogos se plantean ahora una aplicación selectiva de las opciones terapéuticas (lo que algunos llaman tratamiento selectivo). Sin embargo, algunos problemas estrictamente médicos hacen dificil la aplicación de (...) un tratamiento selectivo neonatal. En primer lugar, es complicado establecer un diagnóstico preciso en un rn. En segundo lugar, el pronóstico es muchas veces incierto. En tercerlugar, la actuación médica es en muchas ocasiones urgente y no puede demorarse salvo a costa de disminuir las posibilidades de supervivencia o aumentar el riesgo de secuelas posteriores en el niño. Por ahora, no hay critérios médicos fiables para valorar en la sala de parto si un prematuro extremo de bajo peso (PEBP) en concreto sobrevivirá. Si sobrevive es poco posible predecir si será normal o quedará leve o gravemente dañado. Por consihuiente, por una parte,para algunos niños un tratamiento agresivo no sólo no se puede probar que sea beneficioso, sino que incluso puede serles perjudicial. Por otra parte podemos pensar que un bebé no tratado enérgicamente podría haber sobrevivido razonablemente intacto con la aplicación de una terapia más agresiva. Es un dilema cruél. Las opciones pueden estar no tanto entre "correctos" e "incorrectos" absolutos, como entre bienes y daños mayores o menores. (shrink)

Commentary on Yon tan rin po cheʼi mdzod text of ʼJigs-med-gliṅ-pa Raṅ-byuṅ-rdo-rje, 1729 or 30-1798, dealing on Rdzogs-chen doctrine of Rñiṅ-ma-pa sect.

The book questions two key dichotomies: that of the apparent and real, and that of the internal and external. This leads to revised notions of the structure of experience and the object of knowledge. Our world is experienced as possibilities of action, and to know is to know what to do. A further consequence is that the mind is best considered as a property of organisms' interactions with their environment. The unit of analysis is the loop of action and perception, (...) and the central concept is the notion of habit of action, which provides the embodied basis of cognition as the anticipation of action. This holds for non-linguistic tacit meanings as well as for linguistic meanings. Habit of action is a teleological notion and thus opens a possibility for defining intentionality and normativity in terms of the soft naturalism adopted in the book. The mind is embodied, and this embodiment determines our physical perspective on the world. Our sensory organs and other instruments give us instrumental access to the world, and this access is epistemic in character. The distinction between the physical and conceptual viewpoint allows us to define truth as the correspondence with operational fit. This embodied epistemic truth is however not a sign of antirealism, as the instrumentally accessed theoretical objects are precisely those objects that experimental science deals with.. (shrink)

Offers the first focused study of the shifei debates of the Warring States period in ancient China and challenges the imposition of Western conceptual categories onto these debates. In recent decades, a growing concern in studies in Chinese intellectual history is that Chinese classics have been forced into systems of classification prevalent in Western philosophy and thus imperceptibly transformed into examples that echo Western philosophy. Lin Ma and Jaap van Brakel offer a methodology to counter this approach, and illustrate their (...) method by carrying out a transcultural inquiry into the complexities involved in understanding shi and fei and their cognate phrases in the Warring States texts, the Zhuangzi in particular. The authors discuss important features of Zhuangzi’s stance with regard to language-meaning, knowledge-doubt, questioning, equalizing, and his well-known deconstruction of the discourse in ancient China on shifei. Ma and van Brakel suggest that shi and fei apply to both descriptive and prescriptive languages and do not presuppose any fact/value dichotomy, and thus cannot be translated as either true/false or right/wrong. Instead, shi and feican be grasped in terms of a pre-philosophical notion of fitting. Ma and van Brakel also highlight Zhuangzi’s idea of “walking-two-roads” as the most significant component of his stance. In addition, they argue that all of Zhuangzi’s positive recommendations are presented in a language whose meaning is not fixed and that every stance he is committed to remains subject to fundamental questioning as a way of life. (shrink)

There is an embarrassing polarization of opinions about the status of economics as an academic discipline, as reflected in epithets such as the Dismal Science and the Queen of the Social Sciences. This collection brings together some of the leading figures in the methodology and philosophy of economics to provide a thoughtful and balanced overview of the current state of debate about the nature and limits of economic knowledge. Authors with partly rival and partly complementary perspectives examine how abstract models (...) work and how they might connect with the real world, they look at the special nature of the facts about the economy, and they direct attention towards the academic institutions themselves and how they shape economic research. These issues are thus analysed from the point of view of methodology, semantics, ontology, rhetoric, sociology, and economics of science. (shrink)

Why should interpretation of conceptual schemes and practices across traditions work at all? In this paper we present the following necessary conditions of possibility for interpretation in comparative and Chinese philosophy: the interpreter must presuppose that there are mutually recognizable human practices; the interpreter must presuppose that “the other” is, on the whole, sincere, consistent, and right; the interpreter must be committed to certain epistemic virtues. Some of these necessary conditions are consistent with the fact that interpretation is not thwarted (...) by the “danger” of relativism or of incommensurability. Some other conditions are suggestive of reorientations of methodologies of comparative and Chinese philosophy. (shrink)

The beliefs of economists are not solely determined by empirical evidence in direct relation to the theories and models they hold. Economists hold 'ontological presuppositions', fundamental ideas about the nature of being which direct their thinking about economic behaviour. In this volume, leading philosophers and economists examine these hidden presuppositions, searching for a 'world view' of economics. What properties are attributed to human individuals in economic theories, and which are excluded? Does economic man exist? Do markets have an essence? Do (...) macroeconomic aggregates exist? Is the economy a mechanism, the functioning of which is governed by a limited set of distinct causes? What are the methodological implications of different ontological starting points? This collection, which establishes economic ontology as a coordinated field of study, will be of great value to economists and philosophers of social sciences. (shrink)