Some philosophers have argued that truth is a norm of judgement and have provided a variety of formulations of this general thesis. In this paper, I shall side with these philosophers and assume that truth is a norm of judgement. What I am primarily interested in here are two core questions concerning the judgement-truth norm: (i) what are the normative relationships between truth and judgement? And (ii) do these relationships vary or are they constant? I argue for a pluralist picture—what (...) I call Normative Alethic Pluralism (NAP)—according to which (i) there is more than one correct judgement-truth norm and (ii) the normative relationships between truth and judgement vary in relation to the subject matter of the judgement. By means of a comparative analysis of disagreement in three areas of the evaluative domain—refined aesthetics, basic taste and morality—I show that there is an important variability in the normative significance of disagreement—I call this the variability conjecture. By presenting a variation of Lynch’s scope problem for alethic monism, I argue that a monistic approach to the normative function of truth is unable to vindicate the conjecture. I then argue that normative alethic pluralism provides us with a promising model to account for it. (shrink)

A philosophical exchange broadly inspired by the characters of Berkeley’s Three Dialogues. Hylas is the realist philosopher: the view he stands up for reflects a robust metaphysic that is reassuringly close to common sense, grounded on the twofold persuasion that the world comes structured into entities of various kinds and at various levels and that it is the task of philosophy, if not of science generally, to “bring to light” that structure. Philonous, by contrast, is the anti-realist philosopher (though not (...) necessarily an idealist): his metaphysic is stark, arid, dishearteningly bone-dry, and stems from the conviction that a great deal of the structure that we are used to attribute to the world out there lies, on closer inspection, in our head, in our “organizing practices”, in the complex system of concepts and categories that unrerlie our representation of experience and our need to represent it that way. (shrink)

Dalla sua nascita, l’informatica è considerabile come una disciplina apolide. Le sue caratteristiche la rendono una materia che non rientra totalmente in nessuno dei domini tradizionali ufficialmente riconosciuti. Svariate discussioni si sono sollevate nel corso della sua breve storia, affermando come questa facesse integralmente parte a questo o quel dominio. Eppure nessuno è riuscito finora a convincere il mondo accademico dell’assoluta associazione dell’informatica ad una di esse. L’unico punto di apparente concordo riguarda l’affermazione della non appartenenza dell’informatica al dominio dell’arte. (...) L’obbiettivo di questo articolo è di confutare tale concezione. Nelle prossime pagine verrà chiarificato come, essendo una disciplina nuova e originale, risulta fondamentalmente sbagliata la sua classificazione unica ed univoca entro i margini di un certo dominio. Infatti risulta molto più corretto identificare la materia come appartenente a più ambiti diversi e, apparentemente, contrastanti. (shrink)

In this book, we interpret post-truth as a multifaceted phenomenon which involves fake news, emotion-driven rhetoric (vs fact-driven discussion), credulism in the social-media, conspiracy theories and scientific denialism. We develop three models intended to represent the multifaceted nature of post-truth in terms of deviated forms of enquiry – which we label “post-enquiries”. The first form of post-enquiry posits the existence of alternative facts; the second prioritizes emotions over facts; the third limits the scope of the norms of enquiry. We elaborate (...) on the third model in relation to scientific denialism and we apply it to analyse the case of flat-earthism. (shrink)

The complex issue of fake news has been approached extensively by many disciplines in academia. Despite this variety of approaches, the concept of fake news still lacks a reasonable degree of definitional unicity. This paper critically analyzes a sample of definitions from the current literature. By diving into the set of definitions, it will exhibited a total of ten necessary conditions that scholars generally consider: imitation, falsity, deception, bullshit, purpose, morality, assessability, virality, channel, and appeal. Current definitions of fake news (...) have certain blindspots and leave too much leeway for interpretation. This leeway is utterly problematic because it creates a grey zone in which articles are left stranded halfway between fake news and factual news articles. However, it has the crucial advantage of opening up new epistemic paths of inquiry regarding fake news. As a conclusion, we will summarize the conditions one can accept or reject to define fake news. (shrink)

This is a sequel to our dialogue "Che cosa c'è e che cos'è (2003), focusing on the interplay between what there is and what there could be—between actuality and possibility—from the perspective of Hylas (here: the realist philosopher) and from the perspective of Philonous (here: the conventionalist anti-realist).

The aim of this work is to understand the retraction phenomenon in the arts and humanities domain through an analysis of the retraction notices – formal documents stating and describing the retraction of a particular publication. The retractions and the corresponding notices are identified using the data provided by Retraction Watch. Our methodology for the analysis combines a metadata analysis and a content analysis (mainly performed using a topic modeling process) of the retraction notices. Considering 343 cases of retraction, we (...) found that many retraction notices are neither identifiable nor findable. In addition, these were not always separated from the original papers, introducing ambiguity in understanding how these notices were perceived by the community (i.e., cited). Also, we noticed that there is no systematic way to write a retraction notice. Indeed, some retraction notices presented a complete discussion of the reasons for retraction, while others tended to be more direct and succinct. We have also reported many notices having similar text while addressing different retractions. We think a further study with a larger collection should be done using the same methodology to confirm and investigate our findings further. (shrink)

Literary theory and criticism over the last three decades have shown an increasing interest in studying the cognitive and critical relevance of the “essay” for modern history and culture . This paper aims to supply supporting evidence for this perspective, examining the function of essay writing for both Montaigne and Francis Bacon's conception of human thought and knowledge. In particular, I will focus on the epistemological implications of the essay and fragmentary prose, both considered forms of writing that express a (...) particular way of thinking. (shrink)

We provide a framework for understanding agnosticism. The framework accounts for the varieties of agnosticism while vindicating the unity of the phenomenon. This combination of unity and plurality is achieved by taking the varieties of agnosticism to be represented by several agnostic stances, all of which share a common core provided by what we call the minimal agnostic attitude. We illustrate the fruitfulness of the framework by showing how it can be applied to several philosophical debates. In particular, several philosophical (...) positions can be aptly conceived of as instances of agnosticism whilst retaining their differences and distinguishing features. (shrink)

During the last century, the new, exciting field of Artificial Intelligence has risen. With its promises, fears for the uncertain future development of this area started to rise. Is it going to be sentient? Is it going to be smarter than us? Is it going to "understand" our uselessness? Is it going to decide that we are no more fundamental? And consequently decide to end our species? These and more questions emerged, nourished by the apprehension of the possible dangers that (...) we would need to face. A number of possible solutions were proposed, to try to limit these yet-to-exist new beings. But none of them got universally accepted, thus leaving this primordial fright unscathed. In this paper a novel point of view is considered where, instead of limiting and preventing the possible worst outcomes, an analysis of the human psyche is performed. This work of introspection grants us the great power of copying: once we understand how our psyche is divided - or "stratified" - and how we can, socially speaking, live together and coexist, we are able to try and replicate this abstract structure inside the "mind" of an hypothetical new artificial being. Using - and possibly improving - this set of abstract mental tools and intrinsic barriers for the creation of a new being should, hypothetically, remove the chance - and the fear - of a future repercussion from its original root. (shrink)

ABSTRACTEcumenical Alethic Pluralism is a novel kind of alethic pluralism. It is ecumenical in that it widens the scope of alethic pluralism by allowing for a normatively deflated truth property alongside a variety of normatively robust truth properties. We establish EAP by showing how Wright’s Inflationary Arguments fail in the domain of taste, once a relativist treatment of the metaphysics and epistemology of that domain is endorsed. EAP is highly significant to current debates on the nature of truth insofar as (...) it involves a reconfiguration of the dialectic between deflationists and pluralists. (shrink)

In Truth and Objectivity, Crispin Wright argues that because truth is a distinctively normative property, it cannot be as metaphysically insubstantive as deflationists claim.1 This argument has been taken, together with the scope problem,2 as one of the main motivations for alethic pluralism.3 We offer a reconstruction of Wright’s Inflationary Argument (henceforth IA) aimed at highlighting what are the steps required to establish its inflationary conclusion. We argue that if a certain metaphysical and epistemological view of a given subject matter (...) is accepted, a local counterexample to IA can be constructed. We focus on the domain of basic taste and we develop two variants of a subjectivist and relativist metaphysics and epistemology that seems palatable in that domain. Although we undertake no commitment to this being the right metaphysical cum epistemological package for basic taste, we contend that if the metaphysics and the epistemology of basic taste are understood along these lines, they call for a truth property whose nature is not distinctively normative—contra what IA predicts. This result shows that the success of IA requires certain substantial metaphysical and epistemological principles and that, consequently, a proper assessment of IA cannot avoid taking a stance on the metaphysics and the epistemology of the domain where it is claimed to be successful. Although we conjecture that IA might succeed in other domains, in this paper we don’t take a stand on this issue. We conclude by briefly discussing the significance of this result for the debate on alethic pluralism. (shrink)

Can someone who suspends judgement about a certain proposition <p> be in a relational state of disagreement with someone who believes <p> as well as with some- one who disbelieves <p>? This paper argues for an af- firmative answer. It develops an account of the notions of suspended judgement and disagreement that explains how and why the suspender is in a relational state of disagreement with both the believer and the disbeliever about the very same proposition <p>. More specifically, the (...) paper first provides a characterisation of the norma- tive profile associated with the state of suspended judge- ment in terms of the set of normative commitments that it engenders in the context of inquiry. It then provides a characterisation of the notion of disagreement in terms the incompatibility between the sets of normative com- mitments characteristic of the three states in question— belief, disbelief, and suspension. (shrink)

This article describes the Full Bayesian Significance Test for the problem of separate hypotheses. Numerical experiments are performed for the Gompertz vs. Weibull life span test.

Assessment relativism, as developed by John MacFarlane, is the view that the truth of our claims involving a variety of English expressions—‘tasty’, ‘knows’, ‘tomorrow’, ‘might’, and ‘ought’—is relative not only to aspects of the context of their production but also to aspects of the context in which they are assessed. Assessment relativism is thus a form of truth relativism which is offered as a new way of understanding perspectival thought and talk. In this article, I present the main theses of (...) assessment relativism, focusing in particular on highlighting the points of commonality and contrast with other forms of truth relativism. I then offer some critical remarks concerning the motivation of assessment relativism in relation to matters of taste. (shrink)

We offer a critical survey of the most discussed accounts of epistemic peer disagreement that are found in the recent literature. We also sketch an alternative approach in line with a pluralist understanding of epistemic rationality.

Much forensic inference based upon DNA evidence is made assuming Hardy-Weinberg Equilibrium (HWE) for the genetic loci being used. Several statistical tests to detect and measure deviation from HWE have been devised, and their limitations become more obvious when testing for deviation within multiallelic DNA loci. The most popular methods-Chi-square and Likelihood-ratio tests-are based on asymptotic results and cannot guarantee a good performance in the presence of low frequency genotypes. Since the parameter space dimension increases at a quadratic rate on (...) the number of alleles, some authors suggest applying sequential methods, where the multiallelic case is reformulated as a sequence of “biallelic” tests. However, in this approach it is not obvious how to assess the general evidence of the original hypothesis; nor is it clear how to establish the significance level for its acceptance/rejection. In this work, we introduce a straightforward method for the multiallelic HWE test, which overcomes the aforementioned issues of sequential methods. The core theory for the proposed method is given by the Full Bayesian Significance Test (FBST), an intuitive Bayesian approach which does not assign positive probabilities to zero measure sets when testing sharp hypotheses. We compare FBST performance to Chi-square, Likelihood-ratio and Markov chain tests, in three numerical experiments. The results suggest that FBST is a robust and high performance method for the HWE test, even in the presence of several alleles and small sample sizes. (shrink)

This thesis engages with three topics and the relationships between them: (i) the phenomenon of disagreement (paradigmatically, where one person makes a claim and another denies it); (ii) the normative character of disagreements (the issue of whether, and in what sense, one of the parties is “at fault” for believing something that’s untrue); (iii) the issue of which theory of what truth is can best accommodate the norms relating belief and truth. People disagree about all sorts of things: about whether (...) climate is changing, death penalty is wrong, sushi is delicious, or Louis C.K. is funny. However, even focusing on disagreements in the evaluative domain (e.g., taste, moral and comedic), where people have the intuition that there is ‘no fact of the matter’ about who is right, there are significant differences that require explanation. For instance, disagreement about taste is generally perceived as shallow. People accept to disagree and live comfortably with that fact. By contrast, moral disagreement is perceived as deep and sometimes hard to tolerate. Comedic disagreement is similar to taste. However, it may involve an element of ‘intellectual snobbery’ that is absent in taste disagreement. The immediate questions are whether these contrasts allow of precise characterization and what is responsible for them. I argue that, once a case is made for the truth-aptness of judgments in these areas, the contrast can be explained in terms of variable normative function of truth – as exerting a lightweight normative constraint in the domain of taste and a stricter constraint in the moral domain. In particular I claim that while truth in the moral domain exerts a sui generis deontic control, this normative feature of truth is silent in both the taste and the comedic domains. This leads me to investigate how to conceive of truth in the light of normative variability. I argue that an amended version of deflationism – minimally inflated deflationism – can account for the normative variability of truth. (shrink)

Some philosophers, like Mark Richard and Paul Boghossian, have argued against relativism that it cannot account for the possibility of faultless disagreement. However, I will contend that the objections they moved against relativism do not target its ability to account for the possibility of faultless disagreement per se. Ra- ther, they should be taken to challenge its capacity to account for another element of our folk conception of disagreement in certain areas of discourse—what Cris- pin Wright has dubbed parity. What (...) parity demands is to account for the possibil- ity of coherently appreciating, within a committed perspective, that our oppo- nent’s contrary judgement is somehow on a par with our own judgement. Under- stood in this way, Boghossian’s and Richard’s objections put indeed considerable pressure on relativism—or so I will argue. I will consider John MacFarlane’s at- tempt to resist their objections and I will show that, once their arguments are properly understood as targeting parity, the attempt is not successful. In the last section of the paper I will offer a diagnosis of what is at the heart of the relativist inability to account for parity—namely its assumption of a monistic conception of the normativity of truth. (shrink)

Crispin Wright and Filippo Ferrari have accused relativism of not accounting for “parity” – the idea that, when we argue over matters of taste, we take our opponents’ opinions to be “as good as ours” from our own, committed perspective. In this paper, I show that i) explaining parity has not been taken to be a desideratum by relativists and thus they cannot be accused of failing to fulfil a promise; ii) Wright’s and Ferrari’s reasons for claiming that (...) parity should be a desideratum are unconvincing. (shrink)

The authors outline the way in which documents as social objects have evolved from their earliest forms to the electronic documents of the present day. They note that while certain features have remained consistent, processes regarding document authentication are seriously complicated by the easy reproducibility of digital entities. The authors argue that electronic documents also raise significant questions concerning the theory of ‘documentality’ advanced by Maurizio Ferraris, especially given the fact that interactive documents seem to blur the distinctions between the (...) static documents (or ‘inscriptions’) which form Ferraris’s starting point, and dynamic software processes. The authors argue further that the Ferraris view as applied to legal documents is flawed because of the fact that courts may treat contractual obligations as enduring even in spite of a complete absence of enduring inscriptions. Finally, the authors note that traces in brains, another important family of inscriptions (as Ferraris conceives them), differ significantly from genuinely documentary inscriptions by their lack of public inspectability. (shrink)

FILOSOFIA COMO PRODUTO OU COMO PROCESSO? -/- PHILOSOPHY AS A PRODUCT OR AS A PROCESS? -/- Por: Emanuel Isaque Cordeiro da Silva – IFPE-BJ, CAP-UFPE e UFRPE. E-mails: [email protected] e [email protected] WhatsApp: (82)9.8143-8399. -/- -/- PREMISSA -/- Nos trabalhos anteriores, na área filosófica, trabalhei a importância da filosofia no ensino médio e a responsabilidade pedagógica do professor. Doravante, compartilho agora da experiência daqueles que já se debruçaram sobre aquelas questões, acrescentando outras indagações: "Que fins pretendo alcançar com meu curso de (...) filosofia?"; "Que conteúdos são importantes para o aluno iniciante?", "Como ensinar filosofia?". -/- As respostas a essas indagações variam conforme os pressupostos epistemológicos que servem de base ao trabalho do professor. -/- Na escola tradicional prevaleceu a tendência empirista, que privilegia a transmissão de conhecimentos acumulados. Geralmente, os adeptos dessa tendência propõem programas enciclopédicos, com amplo conteúdo. Trata-se da ênfase no produto, na transmissão da herança deixada pelos filósofos, mas o risco dessa metodologia é a passividade do estudante. -/- A pedagogia do século XX, ao criticar a excessiva centralização na figura do mestre, deslocou o foco para o estudante, reservando ao professor o papel de facilitador da aprendizagem. A ênfase foi posta no processo, e não no produto, com a vantagem de permitir a atuação mais participativa do estudante, embora exista o risco de se descuidar do conteúdo (o produto) nos casos em que debates infindáveis não se apoiam na rica herança filosófica. -/- Postas essas premissas, destaco que o ensino de filosofia se sustenta pela referência à história da filosofia e, por isso, o produto é indispensável, caso contrário a intervenção dos estudantes permaneceria espontaneísta, girando em torno do que eles já sabem. Por sua vez, o educando tem o direito de expressar sua experiência, inicialmente fragmentada e difusa e em seguida reexaminada à luz de textos relevantes, para se apropriar do processo reflexivo. Portanto, os dois aspectos -a filosofia como produto e como processo - são indispensáveis e encontram-se intimamente relacionados. -/- 1. DEFININDO O FOCO PRINCIPAL -/- Diante da importância da história da filosofia, a questão que se coloca é a de definir o foco para abordá-la, ou seja, se escolhemos tomar a história da filosofia como centro ou como referencial. -/- a) História da filosofia como centro -/- Definir o foco da didática de filosofia tendo como centro a história da filosofia não significa privilegiar a simples cronologia, mas descobrir o pensamento do filósofo pulsando nas relações com o mundo em que vivia. Pois o filósofo problematiza a realidade e cria conceitos para tentar compreendê-la. A sequência cronológica nos mostra como aquelas soluções foram retomadas pelos seguidores e contraditadas pelos que a elas se opuseram. E ainda é possível estabelecer ligações fecundas daquelas ideias com os problemas atuais. É bem verdade que não posso concluir haver uma "evolução", um "'progresso", como ocorre com o conhecimento científico, mas sim uma constante e atualizada problematização. -/- b) Foco temático como centro -/- A opção por privilegiar temas ou áreas de investigação filosófica oferece mais liberdade ao professor por se desprender da estrita cronologia. Isso não significa, porém, desprezar a história da filosofia, que permanece como referencial constante dos temas escolhidos. -/- Em ambas as perspectivas - história da filosofia ou filosofia temática -, é indispensável o contato com textos filosóficos ou, quando de outra natureza, lidos de maneira filosófica. O professor Franklin Leopoldo e Silva adverte sobre a importância dessas leituras: -/- Aqui, trata-se da difícil tarefa da leitura dos próprios textos filosóficos. Ninguém ignora as imensas dificuldades envolvidas nessas leituras, o mais das vezes áridas e de difícil compreensão, exigindo em muitas ocasiões um domínio razoável de terminologia específica. Apesar de tudo isso, não há como fugir à necessidade dessas leituras, se se quiser proporcionar ao aluno uma visão razoavelmente precisa do pensamento dos autores tratados e dos diferentes estilos de reflexão, coisas que só de forma um tanto abstrata são apreendidas através da leitura de manuais de história da filosofia. Cabe ao professor recortar textos de maneira a proporcionar uma compreensão mínima do assunto tratado, balanceando este recorte com os critérios da viabilidade didática e da importância estratégica dos textos (1986, p. 161-162). -/- c) Problemas filosóficos -/- Inspiradas no pensamento do alemão Friedrich Nietzsche e do contemporâneo Gilles Deleuze, existem propostas de uma didática do ensino de filosofia com base na concepção de que a filosofia é a atividade de criação de conceitos. Como os conceitos resultam de problemas, conclui-se que o foco das aulas estaria em criar condições para diversas etapas de trabalho visando problemáticas filosóficas que tenham significação existencial para os estudantes. Desse modo, os educandos aprenderiam por si mesmos a exercitar a criação de conceitos. -/- Essa é a proposta defendida pelo professor Silvio Gallo. Embora as orientações anteriores possam levantar a questão da problematização filosófica e da busca do conceito, ele enfatiza procedimentos para valorizar a postura ativa do próprio estudante como condição para evitar o enciclopedismo do ensino tradicional. -/- Em muitos livros didáticos de filosofia para o ensino médio, os autores optam pela abordagem temática. É notório que eles observam que, coerentes com o que já foi dito, a história da filosofia permeia todos os capítulos de suas respectivas obras. A participação ativa do estudante acompanha o processo de ensino-aprendizagem o tempo todo, e não apenas no processo final de avaliação. De fato, ao longo dos capítulos encontram-se diversas propostas, seja nos boxes "Para refletir" e "Para saber mais", seja nas várias imagens comentadas, muitas delas levando a indagações. Quatro infográficos que trazem para a atualidade a discussão de conceitos filosóficos. -/- As sugestões não dispensam a criatividade do professor, que certamente saberá encontrar outros procedimentos para dinamizar sua aula e incentivar a participação dos estudantes. -/- 2. A DISCIPLINA INTELECTUAL -/- O termo disciplina tem vários significados. No entanto, o sentido que nos interessa é o de disciplina intelectual, como caminho para ler ou pensar melhor, o que pressupõe a descoberta pessoal de regras a serem seguidas para atingir os fins propostos. -/- Disciplina intelectual significa o esforço do espírito treinado para a atenção continuada, a concentração na leitura, a capacidade de ouvir o professor, o colega, o autor que "fala" por meio do texto que está sendo lido. Ter disciplina intelectual consiste em desenvolver a capacidade de compreensão do que ouvimos ou lemos antes de nos aventurarmos numa crítica. E, ao discordarmos, fazê-lo de maneira organizada e com base nos critérios adotados. Ser capaz de disciplina é também selecionar leituras, concatenando-as com experiências pessoais, a fim de expor suas reflexões oralmente ou por escrito. -/- Sabemos das dificuldades desse aprendizado. Muitos jovens não conseguem se deter por algum tempo na leitura, porque, pelo menos em um primeiro momento, a leitura consiste em uma atividade solitária em que o desafio do autocontrole depende do esforço de cada um para internalizar procedimentos livremente assumidos, sobretudo quando o interesse pela reflexão for criativamente estimulado. -/- -/- -/- REFERÊNCIAS BIBLIOGRÁFICAS -/- ARANHA, M. L. de A.; MARTINS, H. P. Filosofando: Introdução à Filosofia. 6ª ed. São Paulo: Moderna, 2016. -/- ASPIS, R. L.; GALLO, S. Ensinar filosofia: um livro para professores. São Paulo: Atta Mídia e Educação, 2009. -/- BECKER, F. A epistemologia do professor: o cotidiano na escola. 10. ed. Petrópolis: Vozes, 2002. -/- GALLO, S.; KOHAN, W. O. (Orgs.). Filosofia no ensino médio. Petrópolis: Vozes, 2000. -/- GALLO, S . Deleuze e a educação. 2. ed. Belo Horizonte: Autêntica, 2008. -/- _________. Metodologia do ensino de filosofia: uma didática para o ensino médio. Campinas: Papirus, 2012. -/- KOHAN, W. O. (Org.). Políticas do ensino de filosofia. Rio de Janeiro: DP6A, 2014. -/- SILVA, F. L. e. História da filosofia: centro ou referencial? In: NETO, H. N. (Org.) O ensino da filosofia no 2° grau. São Paulo: SEAP, Sofia, 1986. -/- NOVAES, J. L. C.; AZEVEDO, M. A. O. de (Orgs.). A filosofia e seu ensino: desafios emergentes. Porto Alegre: Sulina, 2010. -/- PIOVESAN, A. et al. (Orgs.). Filosofia e ensino em debate. Ijuí: Unijuí, 2002. -/- PORTA, M. A. G. A filosofia a partir de seus problemas: didática e metodologia do estudo filosófico. 3. ed. São Paulo: Loyola, 2007. -/- RODRIGO, L. M.. Filosofia em sala de aula: teoria e prática para o ensino médio. Campinas: Autores Associados, 2009. -/- Estimule a criatividade, respeite o direito autoral. -/- Emanuel Isaque Cordeiro da Silva © 2019. (shrink)

This essay is a contribution to social ontology, drawing on the work of John Searle and of Hernando de Soto. At the center of the argument is the proposition advanced by de Soto in his Mystery of Capital to the effect that many of the entities which structure our contemporary social reality are entities which exist in virtue of the fact that there are (paper or digital) documents which support their existence. I here develop de Soto’s argument further, focusing specifically (...) on the ontological problems raised by a family of new types of social phenomena – exemplified most dramatically in the domain of finance for example in the form of what are called ‘structured investment vehicles’ – made possible as a result of the employment of computer technology in entity creation. I address also Searle’s most recent work on social ontology, and conclude with an appendix on the theory of documentality advanced by Maurizio Ferraris. (shrink)

Citation: Marina Christodoulou, “I Own therefore I Am. The Ontology of Property”, In Why Does What Exists Exist? Some Hypotheses on the Ultimate “Why” Question, edited by Mariano L. Bianca,Paolo Piccari. Cambridge Scholars Publishing, 2021, pp. 169-182. Contributors: Mariano L. Bianca, Konstantinos Boultzis, Marina Christodoulou, Maurizio Ferraris, Marco G. Giammarchi, Enrico Guglielminetti, Roberta Lanfredini, Fabio Minazzi, Crister Nyberg, Paolo Piccari, Paolo Rossi. ISBN (10): 1-5275-6294-8; ISBN (13): 978-1-5275-6294-3 -/- -------------- -/- The concept of Property is what attaches us to Existence, (...) Property, and Life, instead of non-existence, non-Being and Non-life (or Death). I occupy, I possess, I own, therefore I am, therefore I exist. I own a body, therefore, I am a being; I also own a self, therefore I am. -/- What exists exists because we have the notion, the concept, the idea, the habit of property and of ownership. There is something rather than nothing because we own it. Why private property? Because we have the notion, the concept, the idea, the habit of property and of ownership. There is private property because we need to own things, including ourselves, and we need to own because we need to sign and vice versa. (shrink)

É possível trabalhar com textos clássicos da filosofia no atual contexto das escolas públicas brasileiras? Se sim, como fazer uso desses textos? Quais as possibilidades e os limites para nossas pretensões, enquanto professores de filosofia, quanto ao uso do texto filosófico? Importantes teóricos do ensino de filosofia no Brasil, tal como Lidia Maria Rodrigo, Renata Aspis e Silvio Gallo, defenderam que os textos filosóficos não apenas podem e devem ser trabalhados em sala de aula, mas ainda que tais textos (...) devem ocupar papel central no ensino da disciplina. Cabe refletir sobre essa proposta a partir da realidade na qual estamos hoje inseridos, pretensão do texto que se segue e cujo objetivo é discutir as possibilidades e os limites do uso do texto filosófico a partir do relato de minha experiência no estágio em filosofia, que foi realizado em uma turma do segundo ano do Ensino Médio em uma escola pública da cidade de Santa Maria, RS. (shrink)

Prior to this intervention the site used to be a degraded fiscal property, that functioned as a bus yard, a police legal deposit, and a restaurant parking lot. Underneath it runs the Maldonado stream culvert, covered by a concrete slab at a depth of only -20cm. Next to the site is a 5m high railroad embankment. The plot is strategically located at the end of Juan B. Justo avenue and works as a gateway to the Tres de Febrero park (also (...) known as Bosques de Palermo, the Buenos Aires’s biggest green space designed by Charles Thays in 1875). It is situated in the neighborhood of Palermo, an area that underwent a vertiginous residential and commercial expansion since the late 90´s. -/- The design approach is influenced by the adjacent urban fragments: the grounds of the Sociedad Rural Argentina, the surrounding Avenues Santa Fe-Sarmiento; the opening of Darregueyra street expected for the near future, the implementation of historic preservation guidelines for the Tres de Febrero Park, and the proposal for the development of nearby railroad yards. -/- Specifically, the project seeks to minimize the impact of the fast traffic that runs along Bullrich avenue, improving pedestrian and cycle access to the park. At the same time it defines new landscape features, utilizing the earth made available by the tunneling works of a new subway line. -/- The project comprises the structuring of an existing 800 meter long embankment and the transformation of the sidewalk into a public promenade. This is achieved through a wider sidewalk of 12m on average, which is part of a series of longitudinal stripes ranging from high speed to quiet spaces. The first band of grass and aged tipas (tipuana tipu) buffer pedestrian and cyclist from automotive traffic. Cycle traffic is organized on its own lane. The sidewalk itself contains several bays that act as urban lounges. Next, a continuous concrete bench delimits the beginning of the slope, backed by a stripe of grass that works as a soft extension. Finally, plants for contemplation are arranged as undulating traces. Rhythmic use of retaining gabions defines longitudinal segments of varying slope, unifying the spacial criterion. This series is punctuated by an amphitheater and framed by triangular plazas at the corners. -/- Material choices for hard surfaces are constrained by concerns of durability, low cost, and consistency with other ongoing public works. -/- Hard materials, as well as the plant selection needed to be low-maintenance. The palette was kept to reinforced concrete, granitic slabs, and granite stone in large size –forming retaining gabions- and as loose finishing for pavements. Likewise, the lack of a protective enclosure and of continuous surveillance dictated that urban furniture and fixtures be anti-vandalic. The stealing of these components –from inspection lids, to benches, to plants- is a common problem in urban spaces in many Latin American cities. To prevent this, fixtures must be designed according to precise specifications regarding their weight, fixing and anchoring systems, and mechanical parts. -/- Sidewalks are organized through a 6 meter grid made of granitic white slab, infilled with textured combed nonslip concrete modules. Extended bays and corner squares are finished with white and black slabs respectively. These materials are similar to another used in public spaces under construction, in the believe that it creates a collective identification of themselves along the city. -/- The continuous reinforced concrete bench is 1.10 m wide, in order to allow people to use it in non-conventional ways. Further up on the slope, undulating paths separate plant species and provide access for gardening, but are also open to use by the public. They are paved with 2 meter-long precast concrete slabs (smaller and lighter pieces were avoided to deter robbery). As they reach the gabions they connect with sloping paths covered with loose granitic stones. The gabions themselves allow the creation of varying slopes while contributing to retaining the soil, which is reinforced with geosynthetic fabric in the perimeter to avoid landslides originated by strong rains typical of the region. -/- Urban furniture is featured on the wider bays of the sidewalk and at corner plazas. It includes seats, water fountains, bicycle racks, wastepaper baskets. As a counterpoint to the linear concrete bench, groups of concrete seats are arranged informally. These seats are a reinterpretation of the dynamic BKF chair (also known as Butterfly chair), the classic Argentinean design of the 1930’ by Antonio Bonet, Juan Kurchan, and Jorge Ferrari-Hardoy. A few low concrete tables complete these spaces as authentic urban lounges. Lighting design accompanies the general features of the project and creates a new scenography emphasizing night-time usage. -/- Landscape gardening criteria is set up by a selection of various species of high-resistant pasture (grass). The higher the slope, the higher the grass, increasing the final volumetric result. Based on considering the original tipas line (tipuana tipu, a species from the north of Argentina, yellow flowering) as a vertical wall that frames the view, the horizontal stripes contain a single species each, differing in size, shade and flowering periods –adding, in the middle band, a changing color on the big green plane slope in the same chromatic range. The final configuration of the stripe sequence from bottom to top: bermuda grass, bulbine frutescens, euryops pectinatus. The upper band existing native species is reinforced with new samples: paspalum exaltatum + cortadera selloana and ipomea + thumbergia climbing the railway fence. Each sector between gabions has an automated system of drip irrigation. Near the corner plazas, several palms are planted to provide shade and identity to the street-crossing. -/- The intervention proposes an ambivalent effect on the landscape, trascending the merely ornamental by accompanying the motorist in speed, while conforting the pedestrian with spaces for contemplation and urban relax. (shrink)

The book includes 13 contributions that deal with the first attempts of opposition to the of Aristotle's thought. From Theophrastus to Epicurus, and to Plotinus. The best specialists have collaborated (among others: M. Mignucci, E. Berti, K. Ierodiakonou, C. Natali, S. Maso, F. Ferrari, D. Taormina, A. Falcon, A. Schiaparelli).

No presente artigo, constata-se o modo como o ensino de filosofia no Brasil, visto como educação maior, é utilizado como ferramenta da inculcação de um arbitrário cultural a partir de uma análise bourdieuana do sistema de ensino. Chegou-se à conclusão que a prioridade conferida ao texto clássico de filosofia no ensino médio é um modo de reprodução das mesmas estruturas sociais que permitem a impossibilidade de ascensão social. Com isso, é proposta uma educação menor, cuja constituição fundamental é a relação (...) entre professor e aluno, capaz de subverter as características da educação maior. Para tanto, foram analisados os textos de Sílvio Gallo (2002; 2006), os quais apontam para a valorização do capital cultural dos alunos, o incentivo à criação autônoma de conceitos e escolha de autoras e autores não canônicos como ferramentas de subversão dos mecanismos da educação maior. (shrink)

En este artículo analizaré el modelo de emergencia propuesto por Maurizio Ferraris en 2016, investigando sus raíces teóricas en su doctrina de la huella (icnología). Después de una revisión dedicada al debate emergentista clásico y contemporáneo, mostraré que la noción de emergencia desarrollada por Ferraris es ontológica y diacrónica. Este emergentismo, que se basa en los conceptos de huella y registro, también se configura como un concepto clave dentro del pensamiento de Ferraris, ya que representa la piedra angular de una (...) visión de la realidad que podemos definir como textualismo metafísico y que se expresa por primera vez en el texto Emergenza de 2016. (shrink)

Gabriel Vacariu (November 2018) UNBELIEVABLE similarities between Ferraris’s ideas (2012) and my ideas (2002-2008).