In this article, we offer a perspective into howCanadian doctoral nursing students’ writing capacity is mentored and, as a result, we argue is disciplined. We do this by sharing our own disciplinary and interdisciplinary experiences of writing with, for and about nurses. We locate our experiences within a broader discourse that suggests doctoral (nursing) students be prepared as stewards of the (nursing) discipline. We draw attention to tensions and effects of writing within (nursing) disciplinary boundaries. We (...) argue that traditional approaches to developing nurses’ writing capacity in doctoral programs both shepherds and excludes emerging scholarly voices, and we present some examples to illustrate this dual role. We ask our nurse colleagues to consider for whom nurses write, offering an argument that nurses’ writing must ultimately improve patient care and thus would benefit from multiple voices in writing. (shrink)

All Galen's surviving shorter works on psychology and ethics - including the recently discovered Avoiding Distress, and the neglected Character Traits, extant only in Arabic - are here presented in one volume in a new English translation, with substantial introductions and notes and extensive glossaries. Original and penetrating analyses are provided of the psychological and philosophical thought, both of the above and of two absolutely central works of Galenic philosophy, Affections and Errors and The Capacities of the Soul, by some (...) of the foremost experts in the field. Each treatise has also been subjected to fresh textual study, taking account of the latest scholarly developments, and is presented with accompanying textual discussions, adding greatly to the value and accuracy of the work without detracting from its accessibility to a wider readership. The volume thus makes a major contribution to the understanding of the ancient world's most prominent doctor-philosopher in his intellectual context. (shrink)

We present a theoretical framework bearing on the evolution of written communication. We analyze writing as a special kind of graphic code. Like languages, graphic codes consist of stable, conventional mappings between symbols and meanings, but (unlike spoken or signed languages) their symbols consist of enduring images. This gives them the unique capacity to transmit information in one go across time and space. Yet this capacity usually remains quite unexploited, because most graphic codes are insufficiently informative. They (...) may only be used for mnemonic purposes or as props for oral communication in real-time encounters. Writing systems, unlike other graphic codes, work by encoding a natural language. This allows them to support asynchronous communication in a more powerful and versatile way than any other graphic code. Yet, writing systems will not automatically unlock the capacity to communicate asynchronously. We argue that this capacity is a rarity in non-literate societies, and not so frequent even in literate ones. Asynchronous communication is intrinsically inefficient because asynchrony constrains the amount of information that the interlocutors share and limits possibilities for repair. This would explain why synchronous, face-to-face communication always fosters the development of sophisticated codes (natural languages), but similar codes for asynchronous communication evolve with more difficulties. It also implies that writing cannot have evolved, at first, for supporting asynchronous communication. (shrink)

In the early days of HIV awareness, prior to universal precautions, as a local health officer, I was supervising an openly gay employee. The county executive asked me the HIV status of the employee and threatened my employment if I did not reveal it. I was reluctant to do so, believing it would be an invasion of the employee’s privacy. I contacted the county attorney who advised me that I could reveal the employee’s HIV status to the county executive but (...) he was not willing to put his guidance in writing. Ultimately, I spoke with the employee’s attorney and was given permission to reveal the employee’s HIV status. The experience, however, left a bad taste in my mouth. I felt the county attorney was acting politically in support of the county executive rather than doing what was legally appropriate. He certainly did not act as an advocate for the local health department! (shrink)

Data production in experimental sciences depends on localised experimental systems, but the epistemic properties of data transcend the contingencies of the processes that produce them. Philosophers often believe that experimental systems instantiate but do not produce the epistemic properties of data. In this paper, we argue that experimental systems' local functioning entails intrinsic capacities to produce the epistemic properties of data. We develop this idea by applying Derrida's model of arche-writing to study a case of theory-oriented experimental practice. Derrida's (...) model relativises or dissolves the conceptual distinction between the moment of data production and a subsequent moment of data dissemination. It thus has consequences for understanding both data production (despite being intrinsically local, data production a priori generates transferrable and modellable information) and data dissemination (when modelling information, researchers needs to refer this information to the context of its production). We study a case of data production in a non-exploratory experimental system designed to test a pre-existing hypothesis in visual neuroscience. A case of theory-oriented experimental practice should allow us to identify the autonomous functioning of experimental systems in data production more clearly, insofar as it allows us to study the limits of pre-existing theory in the activities of these systems. We suggest that pre-existing concepts, hypotheses and theories condition the relevance but not the production of experimental data. (shrink)

In the fields of linguistics and psychology the didactic implementation of new knowledge relative to argumentative discourse and its acquisition has led us to develop a didactic sequence focused on the teaching of argumentation in 11–12 year old pupils. This sequence was experimented in six schools in order to assess the effect of these new educational methods on the capacities of pupils to treat the dialogic dimensions of argumentation in the writing of monologues. An analysis of the productions of (...) the puils who had been submitted to the didactic sequence, compared with those of a control group, showed a significant improvement in the capacities of the first group. These improvements concerned aspects such as backing up arguments, acknowledging the addressee, negotiating with an eventual contradictor and using of a certain number of units and linguistic expressions t specific to argumentative texts (expressions of responsability taking, textual organisers of cause and conclusion, modalisations of probability and of certitude, concessions and polite expressions). (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Writing Anxiety: Christa Wolf’s KindheitsmusterMichael G. Levine (bio)For Diane C.Christa Wolf’s Kindheitsmuster, published in English as Patterns of Childhood, takes very little for granted—least of all the question of beginnings. The novel literally opens with the words of another: “Das Vergangene ist nicht tot; es ist nicht einmal vergangen,” a slightly altered translation of a line from Faulkner’s Requiem for a Nun: “The past is never dead. It’s (...) not even past.” 1 Lacking a proper opening and haunted by the specter of an unmastered and perhaps unmasterable past—of a “model childhood” spent in the East Prussian town of L. during the Third Reich, the text begins by questioning the very possibility of a clean break and a fresh start. This insistent question, raised in a variety of ways throughout the novel, is posed at the outset as a kind of textual stutter, as a perseverating question rehearsed from the beginning—and in lieu of simply beginning—as a series of false starts, as repeated attempts to start over, as a desperate struggle to restart a narrative paralyzed by the anticipation of difficulties still to come. “You lay aside stacks of tentatively filled pages, insert a fresh sheet in the typewriter, and start once again with Chapter 1. As in so many times during the last eighteen months, when you were forced to learn: the difficulties haven’t even begun [die Schwierigkeiten haben noch gar nicht angefangen].” 2 The temporal structure of this passage, found in the second paragraph of the novel, is worth commenting upon, for here the difficult question of how to begin seems to be folded back on itself, turned inside-out, as it were, and reposed as a question of difficulties that apparently have not yet even started. Indeed, only in a text that stammers from the start and begins by beginning over and over again could it be said both that the difficulties have already started and that they have not yet even begun.Already/not yet: such is the split temporal framework of a difficult encounter, of an encounter with difficulties that will never have been confronted as such. 3 The language of confrontation, of squaring off face-to-face, is particularly inappropriate in this context since, as we will see, the difficulties that force “you,” the writer, to begin again are not simply identifiable or avoidable obstacles in the way of writing but, rather, irreducible and irreducibly conflicted aspects of the writing itself. They are what keeps the writing from ever having a self, from ever being one with or self-consciously coming to itself. 4 [End Page 106]While it is tempting to describe Kindheitsmuster as a novel that is self-conscious in the extreme—difficult writing that writes about the difficulties of writing—one should bear in mind that it is a text that repeatedly calls into question the presumed authority and the capacity for self-knowledge of an instance derisively referred to in a passage inexplicably deleted from the English translation as “His Majesty the Ego [Seine Majestät das Ich]” [83]. In an apparent attempt to suspend the privileges usually accorded to—or, rather, autocratically arrogated to itself by—das Ich, the narrator makes a point of scrupulously avoiding the first-person pronoun when referring to herself in the text. (There is, of course, one important exception to this rule toward the end of the novel to which we will return much later.) As was already evident in the passage cited earlier, “You lay aside stacks of tentatively filled pages, insert a fresh sheet in the typewriter, and start once again with Chapter 1,” the narrator employs the second person rather than the first when speaking in the present—as though she could speak of herself at the moment only by speaking to herself. More significant still in this autobiographical novel that deals at length with the narrator’s memories of growing up in Landsberg on the Warthe (now the Polish town of Gorzmploys the second person rather than the first when speaking in the presenerson when referring to the child she used to be.What is one to make of... (shrink)

Focusing on An Collins, “Eliza,” and Anna Trapnel, this essay considers the interconnections of mind, body, and spirit in the mid-seventeenth century. Given their gender and their era, that the writing of all three serves as a means of expressing religious devotion is not surprising — what may be, however, is the role of illness as both catalyst for and topic of work that is also deeply and consciously rhetorical. Articulating what may be as much illness enabled as it (...) is divinely inspired, their work further suggests a more than merely intuitive sense of language’s capacity to heal body as well as soul. (shrink)

If you do not wish to construe philosophical discourse as simply a discourse of cognition, a theoretical discourse; if you think it is also a practical, ethical discourse: how should you write? How should you frame the ethos, the authority of your discourse? This article re-presents an extended preface I wrote and rewrote obsessively over a period of nearly two years in an effort to forge a voice and mode of address adequate to my sense of philosophical discourse as a (...) practical discourse, whilst also being accountable to the generic requirements of a PhD. As the textual record of this struggle, the value of this text must remain primarily in its capacity to evoke or provoke similar generic memories or ambitions in the reader. (shrink)

If you do not wish to construe philosophical discourse as simply a discourse of cognition, a theoretical discourse; if you think it is also a practical, ethical discourse: how should you write? How should you frame the ethos, the authority of your discourse? This article re‐presents an extended preface I wrote and rewrote obsessively over a period of nearly two years in an effort to forge a voice and mode of address adequate to my sense of philosophical discourse as a (...) practical discourse, whilst also being accountable to the generic requirements of a PhD. As the textual record of this struggle, the value of this text must remain primarily in its capacity to evoke or provoke similar generic memories or ambitions in the reader. (shrink)

At the time of writing, euthanasia for psychiatric conditions is legal in Belgium and the Netherlands, in cases that are judged to involve unbearable and untreatable suffering. There is a difference between ‘euthanasia’ and ‘assisted suicide’ or ‘assisted dying’. Although I will refer for the most part to ‘psychiatric euthanasia,’ my points apply equally to assisted dying. Even where these practices are legal, they are highly controversial. One case, in particular, received considerable media attention. In the Netherlands, on January (...) 26, 2018, a 29-year-old woman called Aurelia Brouwers ended her life... (shrink)

This paper pushes to the claim that the following is Descartes’s fundamental thesis: something has self-presenting states and self-presenting states only. Were he to have established this he would have revamped our worldview in essentially the manner he wished to revamp it. From this proposition one can get an argument for the substance view of the mind in Descartes’s writings.

Reading, writing, publishing, and publicly presenting scientific works are vital for a young researcher's profile building and career development. Generally, the traditional educational curricula do not offer training possibilities to learn and practice how to prepare, write, and present scientific works. These are rather a part of lab meeting activities in research groups. The lack of such training is more critical in some developing countries because this adds to the rare opportunities to discuss and become involved in the exchanges (...) on state of the art scientific literature. Here the authors relate their experience in introducing a weekly 1‐day lab meeting in the framework of two previously organized 3‐month courses on “Bioinformatics and Genome Analyses”. The main activities which are developed during these lab meetings include scientific literature follow up as well as preparing and presenting oral and written scientific reviews. These activities prove to be useful for a student's self‐confidence building, for enhancing their active participation during the lectures and practical sessions, as well as for the positive impact on running the whole course program. Incorporation of such lab meeting activities in the course program significantly improves the capacity building of the participants, their analytical and critical reading of scientific literature, as well as communication skills. In this work it is shown how to proceed with the different steps involved in the implementation of lab meeting activities, and to recommend their regular institution in similar courses. (shrink)

During the oppressive reign of Louis XIV, Gabrielle Suchon (1632–1703) was the most forceful female voice in France, advocating women’s freedom and self-determination, access to knowledge, and assertion of authority. This volume collects Suchon’s writing from two works—Treatise on Ethics and Politics (1693) and On the Celibate Life Freely Chosen; or, Life without Commitments (1700)—and demonstrates her to be an original philosophical and moral thinker and writer. Suchon argues that both women and men have inherently similar intellectual, corporeal, and (...) spiritual capacities, which entitle them equally to essentially human prerogatives, and she displays her breadth of knowledge as she harnesses evidence from biblical, classical, patristic, and contemporary secular sources to bolster her claim. Forgotten over the centuries, these writings have been gaining increasing attention from feminist historians, students of philosophy, and scholars of seventeenth-century French literature and culture. This translation, from Domna C. Stanton and Rebecca M. Wilkin, marks the first time these works will appear in English. (shrink)

Culture can be said to be about the business of 'self-replication'. From the moment of conception, it impresses its patterns and rhythms on the developing, infinitely plastic neuronal substrate of the fetal organism. It shapes this substrate to become preferentially sensitive to its patterns and thus to seek to replicate them as an adult. This process of neural shaping continues throughout life as the capacity of the brain to reorganize itself according to the uses to which it addresses itself (...) never ceases. The extraordinary capacity of culture to extract different abilities from the biological form is clearly manifest in the lexical, vocal, tool manufacture, and writing capabilities emerging in bonobos raised in a Pan/Homo culture. These findings render moot old questions regarding the innate limits of the ape brain. They raise instead far more productive questions about the form and function of the perpetual dance that is constantly taking place between plastic neuronal systems and their external culturally devised ways of being. (shrink)

Reflective capacity is integral to core healthcare professional practice competencies. Reflection plays a central role in teacher education as reflecting on teaching behaviours with critical analysis can potentially improve teaching practice. The humanities including narrative and the visual arts can serve as a valuable tool for fostering reflection. We conducted a multinational faculty development workshop aiming to enhance reflective capacity in medical educators by using a combination of abstract paintings and narratives. Twenty-three family physicians or physicians-in-training from 10 (...) countries participated in the workshop. Qualitative assessment of the workshop showed that the combined use of art and narrative was well received and perceived as contributing to the reflective exercise. Participants generally felt that viewing abstract paintings had facilitated a valuable mood transformation and prepared them emotionally for the reflective writing. Our analysis found that the following themes emerged from participants’ responses: narratives from different countries are similar; the use of art helped access feelings; viewing abstract paintings facilitated next steps; writing reflective narratives promoted examination of educational challenges, compassion for self and other, and building an action plan; and sharing of narrative was helpful for fostering active listening and appreciating multiple perspectives. Future research might include comparing outcomes for a group participating in arts–narrative-based workshops with those of a control group using only reflective narrative or in combination with figurative art, and implementing a combination of qualitative and quantitative methods of assessment. (shrink)

A former student and collaborator of Jacques Derrida, Catherine Malabou has generated worldwide acclaim for her progressive rethinking of postmodern, Derridean critique. Building on her notion of plasticity, a term she originally borrowed from Hegel's _Phenomenology of Spirit_ and adapted to a reading of Hegel's own work, Malabou transforms our understanding of the political and the religious, revealing the malleable nature of these concepts and their openness to positive reinvention. In French to describe something as plastic is to recognize both (...) its flexibility and its explosiveness-its capacity not only to receive and give form but to annihilate it as well. After defining plasticity in terms of its active embodiments, Malabou applies the notion to the work of Hegel, Heidegger, Levinas, Levi-Strauss, Freud, and Derrida, recasting their writing as a process of change between dialectic and deconstruction. Malabou contrasts plasticity against the graphic element of Derrida's work and the notion of trace in Derrida and Levinas, arguing that plasticity refers to sculptural forms that accommodate or express a trace. She then expands this analysis to the realms of politics and religion, claiming, against Derrida, that "the event" of justice and democracy is not fixed but susceptible to human action. (shrink)

Moving from the conviction that philosophy differs from mathematics because the signs of philosophy are words, i.e. audible Sprachlaute, and given that the vagueness of natural language cannot be eliminated by adopting a characteristic writing on the model of algebra, Kant poses the problem of how to write a philosophical book with a necessarily only phonetic writing, and yet aspiring to a certainty comparable to that of mathematics. His solution consists in showing, by means of acroamatic proofs, that (...) there are synthetic a priori judgments in philosophy. According to Kant, this solution, which is made possible and is conditioned by the systematic framework provided by the Copernican revolution and by his study of reason, accounts for our capacity to read appearances as experience, but is still insufficient to give us an overall interpretation of the whole experience. Thus Kant adopts the reading and interpreting of a book as the metaphor of his investigation and uses it to highlight the distinct but cooperating fields of the understanding and reason. (shrink)

This essay argues that translation in Se questo è un uomo (If This is a Man) (1947), as well as in related pieces, functions for Primo Levi as a key means for claiming and potentially repairing manhood. In its capacity to reposition meaning, translation functions as a powerful vehicle for affirming agency, particularly gendered agency. What emerges in Levi's writings, particularly in Se questo's ?Canto of Ulysses? chapter, is the figure of the translator as resistance fighter: the man who (...) uses his intellect, his love of languages and other men, and his desire to communicate in order to combat the assault on humanity perpetrated by Nazism and sustained by its legacy. In this Levi's writing exists on a continuum with the cultural work of the founding members of Giustizia e Libertà and, accordingly, complicates Italy's postwar understanding of partisan activity. Throughout Se questo è un uomo and related works, translation proves a vital if imperfect means for reclaiming manhood and for asserting the possibility of friendship across cultural, regional, ethnic, and gender boundaries. (shrink)

ArgumentDrawing and writing number among the most widespread scientific practices of representation. Neither photography, graphic recording apparatuses, typewriters, nor digital word- and image-processing ever completely replaced drawing and writing by hand. The interaction of hand, paper, and pen indeed involves much more than simply recording or visualizing what was previously thought, observed, or imagined. Both writing and drawing have the power to translate concepts and observations into two-dimensional, manageable, reproducible objects. They help to develop research questions and (...) they open up an interaction between the gathering of phenomena and the formation of theses. Related to the manifold studies of representational activities in the sciences and the humanities, this topical issue tries to refine our understanding of the capacities of drawing and writing as research techniques; i.e. as productive epistemic practices. In particular the contributions address three aspects: the material conditions and configurations of the “scene of drawing and writing,” the involved procedures of production, and the languages of inscription. (shrink)

Aristotle recognises preternatural affections in numerous passages from his ethical writings, where he claims that some desires and emotions are beyond human nature, too strong for our nature to withstand, and that an action motivated by them is συγγνωμονικὸν: something excusable. However, there has been some reluctance among scholars to explicitly acknowledge that Aristotle recognised preternatural affections as a category of excuse in its own right. The aim of this paper is to remove the obstacles that stand in the way (...) of such a recognition, and to show that Aristotle developed a normative account of preternatural affections, based on the natural human capacity to withstand, allowing him to class them as genuine cases of βία, compulsion. (shrink)

Foucault’s later writings continue his analyses of subject-formation but now with a view to foregrounding an active subject capable of self-transformation via ascetical and other self-imposed disciplinary practices. In my essay, I engage Foucault’s studies of ancient Greco-Roman and Christian technologies of the self with a two-fold purpose in view. First, I bring to the fore additional continuities either downplayed or overlooked by Foucault’s analysis between Greco-Roman transformative practices including self-writing, correspondence, and the hupomnemata and Christian ascetical and epistolary (...) practices. Second, I add exegetical support to recent arguments denying Foucault’s advocacy for the death of the subject per se. In fact, my analyses show that Foucault’s ethico-aesthetic turn and its corresponding concern with self-transformation and self-(re)constitution via ascetical practices assumes a subject with rational and volitional capacities. Without these capacities, the art of living Foucault describes is not possible. (shrink)

Rumination is associated with psychological adjustment and WM capacity. Studies have shown that psychological interventions such as expressive writing can reduce negative rumination and improve WM capacity. The present study investigated the effect of positive rumination training in expressive writing on psychological adjustment and WM updating. Within an experimental design, positive rumination was manipulated for 10 participants who were maladaptive ruminators in an experiment using a five week training compared to the control group with 9 participants. (...) Results revealed significant enhancement of psychological adjustment and the response time (RT) of WM updating in the experimental group but not in the control group. The two groups did show signifcant difference of all the outcomes in pretest. But the experimental group showed significantly better oucomes than the control group in posttest. The results indicate that positive rumination training in expressive writing is effective and rumination has a causal influence on WM updating capacity. (shrink)

Learning to write in a foreign language is a complex cognitive process. The process-genre approach is a common instructional practice adopted by language teachers to develop learners’ writing abilities. However, the interacting elements of procedural knowledge, linguistic knowledge, and generic knowledge in this approach may exceed the capacity of an individual learner’s working memory, thus actually hindering the acquisition of writing skills. According to the collective working memory effect, it was hypothesized that teaching writing skills of (...) English as a foreign language by adopting a process-genre approach in collaborative conditions could lead to better writing performance, lower cognitive load, and higher instructional efficiency. The reported experiment compared learning writing skills of English as a foreign language in individual and collaborative instructional conditions from a cognitive load perspective, a rarely adopted approach in this field. The results indicated that the collaborative instructional condition was more effective and efficient than the individual instructional condition in improving the quality of written products as well as in optimizing the cognitive load experienced by the learners. Measures of cognitive load were used to support the cognitive load theory’s interpretation of the results, which is the unique contribution of this research study to the field. (shrink)

Leo Strauss’s way of reading of Spinoza’s Theologico-Political Treatise got changed after his rediscovery of exotericism. As early as in the comment article on Hermann Cohen’s analysis of Spinoza’s Bible science, Strauss put forward that the Treatise should not be understood on the basis of our readers’ own presupposes of Spinoza’s personal motives. Later, in Spinoza’s Critique of Religion (1930), Strauss indeed read the Treatise literally, trying to understand it on the basis of Spinoza’s explicit statements. After the rediscovery of (...) exotericism in 1930s, however, Strauss’s way of reading got changed. Strauss became very alert to Spinoza’s way of writing. Strauss found that Spinoza spoke with a view to the capacity of the vulgar and practiced exoteric writing. Some of Spinoza’s explicit statements were addressed to the non-philosophic majority and were not Spinoza’s true teachings. Based on this, Strauss regarded not all of Spinoza’s explicit statements, but those most opposed to what Spinoza considered the vulgar view, as well as those with an implication of a heterodox character, as expressing Spinoza’s true views. Strauss shows that “be alert to the art of writing” means two things. First, understand the author’s explicit statements. And second, try to find whether there are teachings that are different from or even opposed to the explicit statements. Keywords: Leo Strauss, exotericism, Spinoza, theologico-political treatise. (shrink)

BackgroundHealthcare professionals and surrogate decision-makers often face the difficult decision of whether to initiate or withhold antibiotics from people with dementia who have developed a life-threatening infection after losing decisional capacity.MethodsWe conducted a vignette-based survey among 1050 Quebec stakeholders (senior citizens, family caregivers, nurses and physicians; response rate 49.4%) to (1) assess their attitudes toward withholding antibiotics from people with dementia lacking decisional capacity; (2) compare attitudes between dementia stages and stakeholder groups; and (3) investigate other correlates of (...) attitudes, including support for continuous deep sedation (CDS) and medical assistance in dying (MAID). The vignettes feature a woman moving along the dementia trajectory, who has refused in writing all life-prolonging interventions and explicitly requested that a doctor end her life when she no longer recognizes her loved ones. Two stages were considered after she had lost capacity: the advanced stage, where she likely has several more years to live, and the terminal stage, where she is close to death.ResultsSupport for withholding antibiotics ranged from 75% among seniors and caregivers at the advanced stage, to 98% among physicians at the terminal stage. Using the generalized estimating equation approach, we found stakeholder group, religiosity, and support for CDS and MAID, to be associated with attitudes toward antibiotics.ConclusionsFindings underscore the importance for healthcare professionals of discussing underlying values and treatment goals with people at an early stage of dementia and their relatives, to help them anticipate future care decisions and better prepare surrogates for their role. Findings also have implications for the scope of MAID laws, in particular in Canada where the extension of MAID to persons lacking decisional capacity is currently being considered. (shrink)

The main goal of this article consists in addressing two fundamental issues of consciousness research and cognitive science, namely, the question of why declarative memory functions are inextricably linked with phenomenal awareness and the question of the physical basis of memory traces. The presented approach proposes that high-level cognitive processes involving consciousness employ a universal mechanism by means of which they access and modulate an omnipresent background field that is identified with the zero-point field (ZPF) specified by stochastic electrodynamics, a (...) branch of physics that deals with the universal principles underlying quantum systems. In addition to its known physical properties and memory capacities, the ZPF is hypothesized to be an immanently sentient medium. It is propounded that linking up to a particular field mode of the ZPF activates a particular phenomenal nuance, implying that the phase-locked coupling of a set of field modes, i.e., the formation of a so-called ZPF information state, constitutes an appropriate mechanism for the amalgamation of elementary shades of consciousness into a complex state of consciousness. Since quantum systems rest exactly on this mechanism, conscious memory processes in the brain are expected to differ from unconscious processes by the presence of the typical features of many-body quantum systems, particularly long-range coherence and attractor formation, which is supported by a huge body of empirical evidence. On this basis, the conceptual framework set out in this article paves the way for a new understanding of the brain as a write-read head interacting with the ZPF, leading to self-consistent interpretations of the neural correlates of memory formation and memory retrieval and explaining why these memory processes are closely intertwined with phenomenal awareness. In particular, the neural correlates suggest that the brain produces consciously perceived memory traces by writing sequences of information states into the ZPF and retrieves consciously experienced memory traces by reading sequences of information states from the ZPF. Using these theoretical foundations, altered states of consciousness and memory disorders can be traced back to impairments of the ZPF write-read mechanism. The mechanism should reveal itself through characteristic photon emissions, resulting in testable predictions. (shrink)

Should innovative therapy occur only within a research paradigm and under institutional review board oversight? The health risks from current human embryonic stem cell clinical applications have raised again a fundamental question addressed first in papers submitted to inform the writing of the Belmont Report. Revisiting the thinking underlying the Belmont Report, together with examining changed circumstances since then, leads to a new model for overseeing innovative therapy based on its unique risks and context, important changes since the Belmont (...) Report, and new opportunities for addressing risks through safety and quality systems in health care. (shrink)

Changes in healthcare organizations are inevitable and occurring at unprecedented rates. Such changes greatly impact nurses and their work, yet these experiences are rarely explored. Organizational change discourses remain grounded in perspectives that explore and explain systems, often not the people within them. Change processes in healthcare organizations informed by such organizational discourses validate only certain perspectives and forms of knowledge. This fosters exclusionary practices, limiting the capacity of certain individuals or groups of individuals to effectively contribute to change (...) discourses and processes. The reliance on mainstream organizational discourses in healthcare organizations has left little room for the exploration of diverse perspectives on the subject of organizational change, particularly those of nurses. Michel Foucault's work challenges dominant discourse and suggest that strong reliance's on specific discourses effectively disqualify certain forms of knowledge. Foucault's writings on disqualified knowledge and parrhesia (truth telling and frank speech) facilitate the critical exploration of discourses that inform change in healthcare organizations and nurses capacities to contribute to organizational discourses. This paper explores the capacity of nurses to speak their truths within rapidly and continuously changing healthcare organizations when such changes are often driven by discourses not derived from nursing knowledge or experience. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 11.2 (2003) 157-169 [Access article in PDF] Praxis and the PossibleThoughts on the Writings of Maxine Greene and Paulo Freire Randall Everett Allsup Columbia University Authors in a recent edition of the Philosophy of Music Education Review have assayed various understandings of praxis within the domain of music learning and teaching. 1 Leadened (perhaps) by history, this six-letter word sustains a multiplicity of meanings. (...) Philosophers as disparate as Aristotle, Marx and Engels, Sartre, Marshall Sahlins, Pierre Bourdieu, and David Elliott have represented praxis as a form of cultural-doing—but in many instances, this is where the similarities end. 2 By stirring up the pot, editor Estelle Jorgensen has sought to lighten history's burden, lest the word praxis suffer ossification, territorial over-use, or (worse) over-simplification.My first encounters with the word praxis were not particularly weighty or didactic. In graduate work with Maxine Greene, I would often hear praxis associated with the arts, with possibilities, openings, or alternatives. Greene does not construct a philosophical stance around the word; rather the conditions for praxis exist within the imagination, within "the capacity to look at things as if they could be otherwise." 3 Recalling Emily Dickinson, Greene writes that "imagination lights the possible's slow fuse." 4 Praxis, I think, is not simply the capacity to imagine alternative scenarios, but is instead the slow burning fuse of possibility and action. [End Page 157] This definition connects nicely with Paulo Freire, the revolutionary pedagogue who is of late often paired with Greene. 5 "Human activity," writes Freire, "consists of action and reflection: it is praxis." 6 The result is action upon our world.I must admit that as a long time fan of Freire (and as a student and friend of Greene), I have often wondered what exactly it means to act upon one's world, to name's one's world—especially as a music educator. Can such action lead to the creation of a love song? Can we say that certain art forms like the blues, be-bop, and jam band are more praxial than others? Might an encounter with Brahms lead to potentially transformative action upon my world?Freirian praxis, for sure, is non-neutral; it occurs when we disavow the traditional separation between abstracted learning and real life. After September 11, for example, my freshman music education majors created a requiem for the missing and the dead. This was the most difficult teaching I have ever facilitated. Before beginning our composition, we listened to several movements from the Faure Requiem, particularly the "In Paradisum": "May the choir of angels receive thee, and with Lazarus, once a beggar, mayst thou have eternal rest." We tried to attain Faure's sense of peace and hope; we admired his assurance that those who were gone were at rest, at peace. And we shared stories, and talked about our feelings and our pain. 7During this time, even the ordinary became infused with meaning. Banal pop music, like Enrique Inglesia's Hero, became a tribute song for many, including myself. Suddenly full of significance and relevance, I attended more closely to the simplicity of his chords and the sotto voce color of his voice: Would you die for the one you love? Hold me in your arms tonight. I wanna be your hero... The fact that this was an ordinary love song written some time before the terrorist attacks does not negate my feelings for it. Like Faure's requiem, it brought me a degree of comfort. In addition, I found solace in the music of Aaron Copland, particularly Quiet City. The open intervals seemed to speak of piece, quietude, and space. The opening trumpet recitative was defiant, but introspective—the English horn felt dark and mournful. I wanted to be back in an earlier New York, like the one that Copland knew and loved.Of course, acting upon our world requires inaction: thinking, perceiving, reflecting, reconceptualizing, connecting. For Freire and Greene, transformational or liberatory practice cannot... (shrink)

A study is described in which the effectiveness of a computer program (Hermes) on improving argumentative writing is tested. One group of students was randomly assigned to a control group and the other was assigned to the experimental group where they are asked to use the Hermes program. All students were asked to write essays on controversial topics to an opposed audience. Their essays were content-analysed for dialectical traits. Based on this analysis, it was concluded that the experimental group (...) wrote more dialectically effective essays than the control group, and the amount of difference between the control and experimental groups was related to the students' intellectual developmental level, as assessed by the Measure of Epistemological Reflection (MER). It is concluded that argumentative writing, operationalized here as dialectical writing, can be improved by computer-assisted instruction, but that attempts to teach such forms of thinking and writing need to take into account students' capacity to benefit from such instruction. Such capacity is defined here as intellectual development. (shrink)

How do psychoanalytic, semiotic, deconstructive, and other interpretations represent works of art? What can they see, and what must they miss? In _Our Beautiful, Dry, and Distant Texts_, Elkins suggests that the philosophic problems posed by these questions are essentially insuperable because philosophy makes demands of visual artifacts that they can answer only by becoming mirror images of philosophic discourse. Elkins argues that writing is what art historians produce, and, whether such writing is a transparent vehicle for the (...) transmission of facts or an embattled forum for the rehearsal of institutional relations and constructions of history, it is an expressive medium, with the capacity for emotion and reflection. Therefore, it needs to be taken seriously for its own sake: it is the testament of art history and of individual historians, and it is only weakened and slighted by versions of history that imagine it either as uncontrolled dissemination or objective discovery and reporting. Elkins's investigation is not a prescription for opening art history to new influences or for focusing it on particular problems. It is a plea for circumspection in the entire endeavor of trying to force images into words, and in the curious vocation of writing the history of art. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Revolutionary Christianity: The 1966 South American Lectures by John Howard Yoder, and: John Howard Yoder: Spiritual Writings by John Howard YoderJohn C. ShelleyRevolutionary Christianity: The 1966 South American Lectures John Howard Yoder. Edited by Paul Martens, Mark Thiessen Nation, Matthew Porter, and Myles Werntz eugene, or: cascade books, 2011. 193 pp. $18.00John Howard Yoder: Spiritual Writings John Howard Yoder. Selected with an Introduction by Paul Martens and Jenny (...) Howell. Modern Spiritual Masters Series maryknoll, ny: orbis, 2011. 172 pp. $20.00For more than sixteen years after his death in late 1997, John Howard Yoder has provoked, challenged, and inspired a new generation of theologians, ethicists, and pastors—including the editors of these two volumes—many of whom never met Yoder nor heard him speak. Now, just as this new generation prepares to preserve and enlarge his legacy, a series of revelations detailing Yoder’s repugnant behavior against women and against administrators of the Anabaptist Mennonite Biblical Seminary (AMBS) in Elkhart, Indiana, compromises that legacy. It has been widely known that in 1992, after some initial resistance, Yoder submitted to a disciplining process initiated by his home congregation for inappropriate advances to women and that he had been reconciled and reunited in worship shortly before his death.1 The new allegations, which have become broadly public only since 2013, are considerably more serious and include coercive—indeed, “violent”—advances toward a number of women over three decades, including many students and others in subordinate positions. Further, Yoder abused the power of his reputation by intimidating the president and other administrators of AMBS, compelling them to keep the matter quiet as he slipped away to a more prestigious appointment at Notre Dame in 1984.2 According to some witnesses, this inappropriate behavior continued at Notre Dame. [End Page 210]These revelations have complicated the process of writing even a simple review.3 Were Yoder an astrophysicist with groundbreaking discoveries regarding dark matter, we would be disappointed with his behavior, but we would not challenge on those grounds the veracity of his discovery. With Christian ethics, the issue is more complicated, especially for someone of Yoder’s stature whose persona suggested that he was committed to and embodied, however imperfectly, what he proclaimed. Reading these volumes a second time has brought several jarring moments. For example, in both volumes, Yoder defines in almost identical language the temptation of “egocentric altruism”:The real temptation of good people like us is not the crude, the crass, and the carnal as those traits are defined in Puritanism. The real refined temptation, with which Jesus himself was tried, was that of egocentric altruism, of being oneself the incarnation of a good and righteous cause for which others are to suffer, of stating our self-justification in the form of a duty to others.(Revolutionary Christianity, 83; Essential Writings, 144)Consider also the following statement on religious liberty, which is certainly prescient in view of the current conflicts being played out in the courts: “Religious liberty is not only a necessary limitation upon the power of the state; it also marks a voluntary renunciation by the church of any capacity to coerce” (Revolutionary Christianity, 11). At the very least, then, perhaps we should read Yoder’s misdeeds as a warning: even we may be tempted by the crude and the carnal as well as by egocentric altruism; when threatened, even we may resort to coercion.The fourteen lectures in Revolutionary Christianity, published here for the first time, are organized into three sections—“The Believers Church,” “Peace,” and “Church in a Revolutionary World”—roughly the order of presentation to predominantly Mennonite and Anabaptist groups in Montevideo and Buenos Aires in May–June 1966. Written and delivered when Yoder was only thirty-eight and not yet a full-time faculty member, it is remarkable how fully they anticipate his later work. Clearly he mined them for later writings. The four lectures titled “The Believers Church” may be the best theological introduction available to the Anabaptist/Mennonite tradition. Yoder’s description of the church as a community of forgiveness, discernment, grace; of the mandate to share; and of a morality of participation and community... (shrink)

This paper draws on a phenomenological study of students’ experience of the demands of a module, Reading and Writing Academic Texts, designed with the specific aim of developing students’ academic literacy. This module is a core, compulsory component of the mixed-mode Bachelor of Education Honours programme offered by the School of Education and Development at the University of Kwa-Zulu Natal in Pietermaritzburg, South Africa. The study thus foregrounds issues of language and literacy, and is contextualized within a “distance” model (...) of teacher education.The paper proceeds with a brief focus on teacher education through “distance” and the role and nature of this form of pedagogical delivery. It then engages directly with phenomenology and the relevance of a phenomenological sensitivity to pedagogical contexts. In order to demonstrate the type of process that can nudge phenomenological sensitivity into being, two aspects of the phenomenological research process that shaped this study – namely, identifying the phenomenon under study, and the phenomenological interview – are presented. The paper concludes with an explanation of the type of data analysis used, and examples of its application in this study. (shrink)

This paper draws on a phenomenological study of students' experience of the demands of a module, Reading and Writing Academic Texts , designed with the specific aim of developing students' academic literacy. This module is a core, compulsory component of the mixed-mode Bachelor of Education Honours programme offered by the School of Education and Development at the University of Kwa-Zulu Natal in Pietermaritzburg, South Africa. The study thus foregrounds issues of language and literacy, and is contextualized within a "distance" (...) model of teacher education.The paper proceeds with a brief focus on teacher education through "distance" and the role and nature of this form of pedagogical delivery. It then engages directly with phenomenology and the relevance of a phenomenological sensitivity to pedagogical contexts. In order to demonstrate the type of process that can nudge phenomenological sensitivity into being, two aspects of the phenomenological research process that shaped this study - namely, identifying the phenomenon under study, and the phenomenological interview - are presented. The paper concludes with an explanation of the type of data analysis used, and examples of its application in this study. (shrink)

This paper details the experience of planning, orchestrating, teaching, and participating in a writing-intensive, team-taught, introductory philosophy class designed to expand the diversity of voices included in philosophical study. Accordingly, this article includes the various perspectives of faculty, TAs, and students in the class. Faculty authors discuss the administrative side of the course, including its planning and goals, its texts and structure, its working definition of “philosophy,” its balance of canonical and non-canonical texts, the significant resistance met in getting (...) the course approved, the complex pedagogical difficulties that attend teaching non-canonical texts, the motivation and execution of the course’s writing-intensive dimension, and a summary of student evaluations of the course. The TA authors reflect on the high level of student engagement and interest compared to other introductory philosophy courses, the perception that students found the material highly relevant to their own lives, and the capacity of the material to bring about philosophical insight for the instructors in the class. The student author offers a favorable account of the class and remarks on how the structure of the course aided the accessibility and relevance of the texts. (shrink)

During the oppressive reign of Louis XIV, Gabrielle Suchon was the most forceful female voice in France, advocating women’s freedom and self-determination, access to knowledge, and assertion of authority. This volume collects Suchon’s writing from two works—_Treatise on Ethics and Politics_ and _On the Celibate Life Freely Chosen; or, Life without Commitments _—and demonstrates her to be an original philosophical and moral thinker and writer. Suchon argues that both women and men have inherently similar intellectual, corporeal, and spiritual capacities, (...) which entitle them equally to essentially human prerogatives, and she displays her breadth of knowledge as she harnesses evidence from biblical, classical, patristic, and contemporary secular sources to bolster her claim. Forgotten over the centuries, these writings have been gaining increasing attention from feminist historians, students of philosophy, and scholars of seventeenth-century French literature and culture. This translation, from Domna C. Stanton and Rebecca M. Wilkin, marks the first time these works will appear in English. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 11.2 (2003) 157-169 [Access article in PDF] Praxis and the PossibleThoughts on the Writings of Maxine Greene and Paulo Freire Randall Everett Allsup Columbia University Authors in a recent edition of the Philosophy of Music Education Review have assayed various understandings of praxis within the domain of music learning and teaching. 1 Leadened (perhaps) by history, this six-letter word sustains a multiplicity of meanings. (...) Philosophers as disparate as Aristotle, Marx and Engels, Sartre, Marshall Sahlins, Pierre Bourdieu, and David Elliott have represented praxis as a form of cultural-doing—but in many instances, this is where the similarities end. 2 By stirring up the pot, editor Estelle Jorgensen has sought to lighten history's burden, lest the word praxis suffer ossification, territorial over-use, or (worse) over-simplification.My first encounters with the word praxis were not particularly weighty or didactic. In graduate work with Maxine Greene, I would often hear praxis associated with the arts, with possibilities, openings, or alternatives. Greene does not construct a philosophical stance around the word; rather the conditions for praxis exist within the imagination, within "the capacity to look at things as if they could be otherwise." 3 Recalling Emily Dickinson, Greene writes that "imagination lights the possible's slow fuse." 4 Praxis, I think, is not simply the capacity to imagine alternative scenarios, but is instead the slow burning fuse of possibility and action. [End Page 157] This definition connects nicely with Paulo Freire, the revolutionary pedagogue who is of late often paired with Greene. 5 "Human activity," writes Freire, "consists of action and reflection: it is praxis." 6 The result is action upon our world.I must admit that as a long time fan of Freire (and as a student and friend of Greene), I have often wondered what exactly it means to act upon one's world, to name's one's world—especially as a music educator. Can such action lead to the creation of a love song? Can we say that certain art forms like the blues, be-bop, and jam band are more praxial than others? Might an encounter with Brahms lead to potentially transformative action upon my world?Freirian praxis, for sure, is non-neutral; it occurs when we disavow the traditional separation between abstracted learning and real life. After September 11, for example, my freshman music education majors created a requiem for the missing and the dead. This was the most difficult teaching I have ever facilitated. Before beginning our composition, we listened to several movements from the Faure Requiem, particularly the "In Paradisum": "May the choir of angels receive thee, and with Lazarus, once a beggar, mayst thou have eternal rest." We tried to attain Faure's sense of peace and hope; we admired his assurance that those who were gone were at rest, at peace. And we shared stories, and talked about our feelings and our pain. 7During this time, even the ordinary became infused with meaning. Banal pop music, like Enrique Inglesia's Hero, became a tribute song for many, including myself. Suddenly full of significance and relevance, I attended more closely to the simplicity of his chords and the sotto voce color of his voice: Would you die for the one you love? Hold me in your arms tonight. I wanna be your hero... The fact that this was an ordinary love song written some time before the terrorist attacks does not negate my feelings for it. Like Faure's requiem, it brought me a degree of comfort. In addition, I found solace in the music of Aaron Copland, particularly Quiet City. The open intervals seemed to speak of piece, quietude, and space. The opening trumpet recitative was defiant, but introspective—the English horn felt dark and mournful. I wanted to be back in an earlier New York, like the one that Copland knew and loved.Of course, acting upon our world requires inaction: thinking, perceiving, reflecting, reconceptualizing, connecting. For Freire and Greene, transformational or liberatory practice cannot... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Place for Healing:A Hospital Art Class, Writing, and a Researcher's TaskJulia Kellman (bio)Introduction[O]bjects transform the top of our chest into a site of memory. I think of private landscapes like this one as querencias, places that hold the heart. The word has been translated as homing instinct and affection. Expatriate Alastair Reid introduced me to it in 1965, writing about the Spanish bullfight in The New (...) Yorker. After the first wound the bull chooses his querencia, the place in the ring where he returns for a moment to rest before the fight goes on, and where he finally dies. Querencia comes from the common Spanish verb querer; among its many meanings are to love, to want, to hold, and to command. Reid spoke of hometowns and native countries as querencias; exiles cling to their memories of them.1Place, "space that has the capacity to be remembered and to evoke what is most precious,"2 by its nature orients us to a particular perspective, to a way of looking at the world. Each place has its own local accent, its own constellation of habits, its own rhythm of language and thought. We are grounded in landscape in the same manner that we are situated in our social world, imprinted like other creatures on a typography, pattern of weather, cycle of seasons, scents, and colors.3Our hearts, too, are embedded in such places; and in this article, through this "act of personal witness," this "inscription of a self and a description of an object" as the anthropologist and writer Ruth Benhar4 describes it, we will see how the members of an art class for people with HIV/AIDS at a local hospital have similarly become grounded in their art space and in the tiny art community that has grown up around it. Additionally, we will discover the importance of a more descriptive style of writing as means for examining the role of art in the lives of people who are ill, for their various difficult [End Page 106] situations call for particular clarity and empathy that both honors and relates the stories of their lives. It will become clear as this article proceeds that the personal engagement of a researcher/writer in such a situation is critical as well. For not only must she be open—vulnerable, as Behar suggests—to the people with whom she works as a means of spanning the chasm between a life of illness and a life of health, but she must also be sensitive to the reader's needs, for she is the reader's guide and surrogate.5 This role as guide and alter-ego demands that the researcher tell the story of other lives in a manner that enables the reader to empathetically and eagerly undertake a journey with the researcher into a world unlike her own.6Personal Engagement: The Researcher/WriterHoward Brody, doctor and medical ethicist, explains the necessity for stories of illness to be descriptive.7 He asserts that the stories in which we are most interested are not merely factual recitations; they are about what the illness means to the individual—they include how that person understands events. "It is far too simple-minded" he writes, to assume that "the writer of literature presents to us a world of fantasy that never existed whereas the author of a nonfictional pathography has some special insight into the world as it really exists, even if the relevant world is nothing but his own subjective experiences."8 He concludes "in stories of that sort (stories of the meaning of things) the line between so-called truth and fiction becomes more blurred and ceases to affect the uses we make of the stories for the deeper understanding of the human response to illness."9 Further, Brody continues, one must understand stories of sickness in order to truly develop a philosophical understanding of what it means to be ill. Such an understanding, Brody suggests, not only provides ethical guidance for health care workers and others but also will lead to improved care for patients and better education of health professionals.10 This view of... (shrink)

The sources to which one has to turn for information about the lives of Hasidic masters belong to the hagiographical tradition. During its first stage of compilation in the early nineteenth century, this tradition preserved much authentic historical and biographical material, in spite of the explicit disavowal of any historiographical intent by its editors. They were apologetic about the publication of "mere tales and histories" whose value lay not in the preservation of historical records but rather in their capacity (...) for moral and religious edification. Up until then, this material had been circulating orally but, in contrast to speculative-homiletical works, was not recognized as a legitimate and useful tool for the propagation of Hasidism. However, from the second half of the nineteenth century, in response to the challenges of Jewish Enlightenment, secularization, and most directly in response to the scornful critique of Hasidism and its hagiography which was emanating from the new school of modern Jewish historiography, Hasidic authors, like the exponents of other nineteenth-century ideologies, were beginning to appeal to history for validation. They were adopting the scholarly mannerisms if not quite the historical methodology of their critics. Since the hagiographical tales, and the chain of oral transmission which had traditionally preserved and authenticated them, were both losing their credibility in the new atmosphere of rationalistic skepticism and scientific rigor, Hasidic hagiographers were now eager to present their morally edifying oral traditions as reliable historical records by anchoring them in concrete documentary evidence. The forgeries of the Kherson Genizah supplied what appeared to be incontestable "archival" verification of the tales. The Admor Joseph Isaac Schneersohn exploited the Kherson "documents" in his extensive histories of early Hasidism which reveal his anachronistic, typological thinking and are often incompatible with the facts. As a leader of HaBaD Hasidism at a time of crisis, he saw it as his duty to harness the powerful historiographical idiom to the tasks of rehabilitating the HaBaD movement and of campaigning for the preservation of Orthodox Jewish life in conditions of unprecedented adversity. (shrink)

There has been a longstanding bias in the study of spoken language towards using writing to analyse speech. This approach is problematic in that it assumes language to be derived from an autonomous mental capacity to assemble words into sentences, while failing to acknowledge culture-specific ideas linked to writing. Words and sentences are writing constructs that hardly capture the sound-making actions involved in spoken language. This book brings to light research that has long revealed structures present (...) in all languages but which do not match the writing-induced concepts of traditional linguistic analysis. It demonstrates that language processes are not physiologically autonomous, and that speech structures are structures of spoken language. It then illustrates how speech acts can be studied using instrumental records, and how multisensory experiences in semantic memory couple to these acts, offering a biologically-grounded understanding of how spoken language conveys meaning and why it develops only in humans. (shrink)

This article aims to present the life and work of German thinker Hartmut Rosa as a philosopher of interest for nursing. Although his theoretical framework remains fairly unknown in the nursing domain, its main key concepts open up a philosophical and sociological approach that can contribute to the understanding of a wide range of study phenomena related to nurses, nursing, and healthcare. The concepts of social acceleration, alienation, and resonance are useful to explore healthcare organizations' performance by bringing the time (...) dimension of modernity to the center; to grasp nurses' experiences of caring for patients; and to understand nurses as agents endowed with the capacity to deploy their political agency to create alternative forms of relationship to themselves, to others, and the world, challenging the institutional order of healthcare organizations when it fails to resonate with their professional ethos. In this article, we propose Hartmut Rosa's theoretical framework as a new and inspiring phenomenological and critical lens that should be further explored to advance knowledge concerning phenomena that are found at the crossroads of the nursing domain and other fields of knowledge. (shrink)

With his concept of ‘potentiality,’ Agamben offers a promising means of approaching questions of power and agency. Yet arguably, by situating potentiality as a reserve created through the sovereign ban, Agamben neglects the inter-subjective context of ordinary everyday agency. This means that while Agamben’s theory is particularly well suited to the analysis of interactions between states and their citizens, and those excluded from citizenship, it provides poor tools for understanding how social disparity develops within communities, understood as networks of individuals (...) of varying capacities and ways of being. By revisiting Aristotle’s discussion of potentiality from which Agamben’s concept is drawn, the essay develops from potentiality ways of thinking about agency. The essay focuses upon a class of individual who are increasingly seen to embody the political community’s potentiality, to the extent that their ability to exercise agency is reduced: that is, the ‘innocent child’—glossed at once as humanity’s future and best hope, and as its most vulnerable and unrealised quotient. While human potentiality is thought only in terms of childhood innocence, not only will these individuals’ agency be stymied, but citizens will also continue to separate themselves from their own unrealised potentials and frailties. (shrink)