This study explores the connections between time, travel, and creative acts such as painting and poetry, highlighting the similarities that unite these themes. It also focuses on the relationships between the East and the West in regards to these subjects, and posits that travel can be understood as an active form of meditation. The study argues that the meaning of wanderings can be found by learning to make them conscious, and that there has been a deep reflection on time, consciousness, (...) and mobility since ancient times. (shrink)

Although the idea that sexual violence is a “structural” problem is not new, the lack of specification as to what that entails blocks effective responses to it. This paper illustrates the concept of sexual violence as structural in the sense of containing a type of moral wrong called “structural wrong” and discusses its practical implications. First, I introduce a distinction between two types of moral wrongs—interactional wrongs and structural wrongs—and I argue that the moral problem of sexual violence includes both (...) types, each of which calls for a different set of moral responses. Second, drawing on Iris Marion Young’s social connection model of responsibility, I argue that recognizing the structural-wrong element of sexual violence does not reduce individual perpetrators’ responsibility for it. Instead, it implies that a broader group of agents are required to join collective actions to reform the social structure. I conclude by evaluating some preventive programs against sexual violence through the lens of structural wrongs and providing directions to advance them. (shrink)

In ‘Equity and Marxist Buddhism,’ Tzu-wei Hung engages with the Marxist Buddhism developed by Taiwanese philosopher Lin Qiu-wu in the 1920s, brings this underexplored theory to the table and discusses a few merits and insights of the theory. Building on Hung’s analysis, this paper paper elaborates on the lessons and insights that Taiwanese Marxist Buddhism provides for modern times. The first three lessons are distinctive points that Taiwanese Marxist Buddhism brings to the discussion on combining Marxism and Buddhism: the connections (...) between the ethical and political, the responsibility for pursuing social justice and the nonviolence means towards social justice. The last lesson comes at the meta-philosophical level, focusing on how Hung’s engagement with Taiwanese Marxist Buddhism sheds light on the issue of diversifying the discipline philosophy. Overall, I argue that Taiwanese Marxist Buddhism not only makes contributions to theoretical frameworks while providing a practical means for pursuing equity and social justice, but it also manifests the epistemic and moral values for engaging with under-represented philosophical traditions. (shrink)

Matti Eklund (2017) has argued that ardent realists face a serious dilemma. Ardent realists believe that there is a mind-independent fact as to which normative concepts we are to use. Eklund claims that the ardent realist cannot explain why this is so without plumping in favor of their own normative concepts or changing the topic. The paper first advances the discussion by clarifying two ways of understanding the question of which normative concepts to choose: a theoretical question about which concepts (...) have the abstract property of being normatively privileged and a further practical question of which concepts we are to choose even granting some concepts are thus privileged. I argue that the ardent realist’s best bet for answering the theoretical question while avoiding Eklund’s dilemma is to provide a real definition of this property. I point out the difficulties for providing such a definition. I then argue that even with an answer to the theoretical question, the ardent realist faces a further dilemma in answering the practical question. In sum, though I see no knock-down argument against ardent realism, it may nonetheless die a death by a thousand cuts. I close by considering a deeper reason for why ardent realism is so difficult to defend: every argument starts somewhere. It is unclear how there can be an Archimedean point that makes no reference to any normative concepts that can nonetheless be employed to convince everyone to adopt ours. I then briefly propose two options for someone still inclined towards realism: (i) accept that our normative concepts are normatively privileged without attempting to explain why this is so, or (ii) be less ardent and accept a perspective-dependent account of normativity. (shrink)

Structural injustice exists when the influence of social structure exposes some groups of people to undeserved burdens while conferring unearned power to others. It has been argued that the responsibility for addressing structural injustices should be shared among those participating in the social structure and can only be discharged through collective action; however, the proper form of collective action does not happen easily. To address structural injustice effectively, we need to gain clarity on the practical challenges that are involved and (...) explore possible means of implementing shared responsibility. This chapter thus aims to contribute to the study of addressing structural injustice in the following two ways. First, building on previous studies, I categorize three forms of practical challenges that have been encountered by existing proposals for discharging shared responsibility for structural injustice. Second, I offer an alternative proposal, which I will refer to as the deliberative mini-public proposal, and argue that it has the potential to mobilize structural change and better overcome the identified practical challenges. (shrink)

What distinguishes low, middle, and high art? In this article, I give an ameliorative analysis of these concepts. On what I call the Capacity View, the distinction between low, middle, and high art depends on the relation between an artwork’s perceiver (specifically her aesthetic responsive capacities) and the perceived artwork. Though the Capacity View may not align perfectly with folk usage, the view is worth our attention due to three attractive upshots. First, it explains how an artwork’s status level can (...) be elevated or lowered over time and why biases can lead to mistaken judgments about such statuses. Second, it sheds light on the idea of cultural inheritance and why certain forms of aesthetic deference may be justified. Finally, it explains how high, middle, and low art each make distinctive contributions to the good life. (shrink)

This paper summarizes the evolution of analytic philosophy in Taiwan, examines its impact within and beyond academia, and discusses the future of the discipline. The roots of modern philosophy in Taiwan can be traced back to the Japanese colonial era, and analytic philosophy was introduced to the country in the late 1940s when many intellectuals in China moved to Taiwan. However, massive curbs were imposed on philosophy during Chiang Kai-shek’s dictatorship, and the discipline began to thrive again only after Taiwan’s (...) democratization in the late 1980s. Nonetheless, since its introduction in the colonial era, modern philosophy has made significant contributions in Taiwan, encouraging interdisciplinary engagements, advancing civic education, and promoting the spirit of democracy and political liberation. Philosophy has played a key role in Taiwan’s remarkable transformation from an island colonized for hundreds of years to a country that recognizes democracy, freedom, and human rights. The themes of anti-colonialism and anti-domination seen in the works of modern Taiwanese philosophers not only reflect the discipline’s political and historical underpinnings but also signal how Taiwanese philosophy can acquire a distinct identity, despite being influenced by many other philosophical traditions. While still at a nascent stage, Taiwanese philosophy has the potential to join forces with other philosophical traditions in advancing the vision of decolonizing philosophy. (shrink)

The rationalist lover accepts that whom she ought to love is whom she has most reason to love. She also accepts that the qualities of a person are reasons to love them. This seems to suggest that if the rationalist lover encounters someone with better qualities than her beloved, then she is rationally required to trade up. In this paper, I argue that this need not be the case and the rationalist lover can have just about as normal if not (...) a better romantic life than anyone could hope for. This is because we often do possess most reason to love our beloveds. To see why this is so, we have to think more carefully about (i) how we come to possess reasons for love and (ii) the higher-order reasons that govern whether we should seek or refrain from possessing said reasons. Reflection on these issues leads to what I call the Possession-Commitment Account of Love’s Reasons. I use this account to address additional worries for love rationalism and highlight how being rational about love can potentially get us out of romantic messes. I conclude that if being a rationalist about love is plausible after all, then we have reason to hope that being rational about other areas of our practical lives is plausible as well. (shrink)

Beyond the eras a dialogue seems to have been established between Bruegel the Elder (1525-1569) and Antonin Artaud (1896-1948). The poet’s wonder at the « painting of the North », both realistic and emblematic, reveals his deepest ideal as an artist : painting, a « magical » operation, deploys a power of expression based on signs and no longer on words, which the theatre is also called upon to seize. The juxtaposition of Bruegel’s Triumph of Death and a famous drawing (...) by Artaud, Le Théâtre de la cruauté [The Theatre of Cruelty], highlights the striking convergences between the two artists. Through their pictorial works, both of them renew over the centuries the funerary and mythical symbolism of death, inherited from the macabre scenes of medieval paintings, but also from ancient times. Studying the references to theatrical iconography in Bruegel’s painting, where carnival and crudity of death reinforce each other, allows us to deepen the meaning of these resonances. For the two artists, form and poetic momentum meet so that representation, as a structure common to painting and theatre, fixes a moment of the world, while animating that moment to infinity, thanks to signs conceived as « true hieroglyphs » (Artaud), a problem that Michel Foucault associated with the strongest truth that the experience of madness carries. (shrink)

Edvard Munch (Løten, 1863 — Ekely, 1944), Antonin Artaud (Marseille 1896–Paris 1948): deux artistes bouleversés par des conditions de santé fragile et par des crises nerveuses. Une relation s’instaure entre eux. Chacun, de manière particulière, invite le spectateur à réviser son rapport avec la mort, la mélancolie et les forces de la nature. Tantôt cette relation s’exprime dans les écrits personnels d’Artaud ; tantôt elle apparaît dans le rapprochement que nous pouvons faire entre les oeuvres graphiques d’Artaud, qui mettent en (...) exergue l’influence qui a exercé le peintre norvégien dans sa démarche artistique. Plus tard, l’approximation d’Artaud à la peinture devient plus évidente. Lui-même, non seulement poète et homme de théâtre, est aussi dessinateur et, comme témoigne nombre de ses documents écrits, porte une grande appréciation par l’art d’El Greco, Bosch, Lucas de Leyde, Bruegel et Goya. Cette étude comparative vise analyser le processus d’intertextualité qui accompagne Artaud tout au long de sa vie et qui commence précocement, quand il observe et traduit les références recueillies d’après d’autres artistes. Avec ceux-ci, il est possible de tracer une correspondance, non seulement artistique, mais aussi biographique avec Artaud. Ce projet présente des contributions pour la critique littéraire d'Antonin Artaud. Même si d'autres études ont fait le rapport entre son œuvre et la peinture, et celle d’Edward Munch, il y n’existe aucune étude plus détaillé autour du sujet. (shrink)

L’une des activités de l’imagination, opération qui prend sa source dans l’imaginaire, consiste à faire des parcours dans l’espace et dans le temps du monde. Le flâneur parcoure des variations de paysages et d’horizons, comme une séquence imaginative. Il existe une liaison logique entre la marche, le récit, la peinture et le mythe : dans chacun de ces cas, l’imagination est fortement stimulée. Chacun d’entre eux est un moyen de cheminer selon des voies vers une Vérité supérieur. La marche est, (...) pour l’individu, une quête à plusieurs dimensions : quête de connaissances sur le monde, sur soi-même ; quête de sa véritable identité ou quête d’une Vérité supérieure (comme dans le cas des pèlerinages) ; le mythe, la religion, la peinture et l’écriture sont, de même, des expressions des cheminements vers telle ou telle Vérité. Le thème de la marche nous offre donc l’occasion de porter un regard particulier sur l’esprit hétéroclite du voyageur, collectionneur d’objets, de traces. Mais aussi, au contraire, du sujet qui s’évide, comme chez les taoïstes. Cet essai vise réfléchir sur le parcours du voyageur en insistant sur les liens multiples qui président au temps, à l’acte de marcher, et celui de la réflexion esthétique, en spécial, la peinture et la poésie. Cependant, si ces réflexions nous poussent vers une considération sur le temps et la durée, nous essayons ici de les conduire sur les liens entre l'Orient et l'Occident à cet égard. (shrink)

Um exemplar do livro intitulado Notas sobre a arte chinesa, publicado pelo colecionador José Vicente Jorge em 1940 e reeditado em 1995 pelo Instituto Cultural de Macau, encontra-se no acervo do Real Gabinete Português de Leitura, o qual pretendemos explorar. Apontamos a obra de um colecionador como ponto de partida para a observação de seu papel como mediador linguístico e cultural. A escolha das obras que compõem seu catálogo de objetos artísticos fornece uma descrição cronológica da arte chinesa e das (...) suas principais produções em cada dinastia. Ademais, analisaremos as obras de um pintor atuante em Macau na época em que Jorge escrevera suas Notas. Assim, veremos de que maneira a obra pictórica de Fausto Sampaio insere-se na tradição naturalista de pintura que, desde meados do século XIX, procura fixar em telas a diversidade dos costumes nacionais. Sampaio vem a ser testemunha ocular do Império ultramarino português. Estudaremos como suas imagens foram instrumentalizadas com fins políticos, desempenhando um papel na construção de uma identidade nacional continuamente evocada pela propaganda do Estado Novo. (shrink)

Cet essai vise réfléchir sur le parcours du voyageur en insistant sur les liens multiples qui président à l’acte de marcher et à celui de la réflexion esthétique, en spécial, la peinture, la poésie et la performance. Si ces réflexions nous poussent vers une considération sur le temps et sa durée, nous essayons ici de les conduire sur les rapports entre l'Orient et l'Occident à cet égard. Nous allons illustrer ces différences et similitudes à travers la comparaison entre l’ascension du (...) mont Ventoux per Francesco Pétrarque (Arezzo 1304 – 1374 Arquà) et l’ascension du mont Lu per François Cheng (né à Nanchang 1929). -/- This essay reflects on the course of the traveler, emphasizing several links that govern the act of walking, aesthetics, with special attention to painting, poetry and performance. We hope to see how the East and the West reflect time and duration. We aim to illustrate these differences and similarities by comparing the ascent of the Mount Ventoux, by Francesco Petrarca (Arezzo 1304-1374 Arquà), and the ascent of the Mount Lu, by François Cheng (born in Nanchang 1929). (shrink)

Als Plato de hedendaagse academie zou aanschouwen, zou hij niet alleen stomverbaasd zijn over de massificatie en de byzantijnse bureaucratie, maar gezien het ethische doel van de universiteit zou hij ook reden hebben om bezorgd te zijn.

Wat zou er veranderen in de wijze waarop het onderwijs gewend is professionals op te leiden als docenten erkennen dat de toekomst onkenbaar en onzeker is? In plaats van de onzekerheid te problematiseren – onzekerheid is een probleem waarmee de professional heeft te dealen – vraag ik mij af of het ook mogelijk is om onzekerheid als een rijke bron van mogelijkheden te zien. Ik maak hierbij gebruik van het onderscheid dat de Duitse filosoof Friedrich Nietzsche maakt tussen het streven (...) naar orde en harmonie – het apollinische – en de kracht die de orde en harmonie juist teniet probeert te doen – het dionysische. Wanneer docenten in het beroepsonderwijs Nietzsches pleidooi om meer ruimte aan het dionysische te geven ter harte nemen en zelf bereid zijn om hun zekerheden op het spel te zetten, kunnen zij de professionals-in-wording beter voorbereiden op een onzekere (beroeps)wereld. Ze kunnen hen leren dat onzekerheid juist mogelijkheden biedt om tot nieuwe vormen van handelen en denken te komen. (shrink)

Stať se snaží analyzovat myšlenky málo známého rukopisu Sigmunda Freuda z roku 1895, v němž usiloval o nalezení biologických základů lidské psychiky. Tato práce je pozoruhodná ze dvou důvodů. Jednak představuje úvahy, které se výrazně od- lišují od toho, co je pro Freuda v oblasti psychologie tak typické. Freud se zde, až na výjimky, nezabývá psychoanalýzou či studiemi o hysterii, nýbrž popisuje, co by mohlo být základem těchto psychologických jevů na neurofyziologické úrovni. Druhým pozoruhodným faktem je, že tento manuskript byl (...) pozapome- nut až do poloviny 20. století, kdy byl vytištěn pod názvem Projekt vědecké psychologie. A jak je známo, neurofyziologická studia lidské mysli spojená s analýzou kognitivních funkcí se v ri- gorózní podobě objevují až na počátku 60. let. Stať se proto pokouší ukázat základní principy Projektu a naznačit, v čem byl Freud inspirativním průkopníkem moderních neurofyziologických přístupů k lidské mysli. (shrink)

-/- In Plato's work the "Sophist", Socrates, who typically occupies a central position in Plato's dialogues, is assigned a supporting role. This has led some scholars to argue for a shift in Plato's oeuvre, where he distances himself from Socrates and introduces a new main protagonist. However, this new protagonist remains unnamed and is only identified by his social position as Xenos, indicating that he is an outsider and a stranger whose identity is ambiguous. In this article, I argue that (...) Plato's decision to leave the character unnamed serves to raise a first problem: the question of whether this stranger is a friend or an adversary of philosophy. At the beginning of the dialogue, Socrates employs a series of references to Homer to bring into play a second problem: the problem of disguise. The third problem, “What is a sophist?”, is attributed to the Xenos. This is the only problem that is explicitly developed and is, therefore, the most prominent in the dialogue. If we relate these three problems to each other, it becomes clear that they represent contradictory intuitions without providing us with a strict criterion for deciding which of these intuitions is correct. By presenting these problems in their entanglement without providing a way out, Plato invites his readers to think without making explicit what the outcome of this thinking should be. -/- [In Dutch: In de "Sofist" speelt Sokrates, vaak het meest prominente personage in Plato’s dialogen, alleen maar een bijrol. Dit heeft veel interpreten ertoe verleid om een breuk in het oeuvre van Plato te postuleren, waarbij Plato afstand zou nemen van Sokrates ten behoeve van een nieuw personage. Ik zal echter laten zien dat Plato er bewust voor kiest om dit nieuwe personage naamloos te laten en hem alleen aan te duiden via zijn sociale positie als xenos (vreemdeling). Hiermee roept Plato, zo zal ik betogen, impliciet een eerste probleem op: is deze naamlo- ze Xenos een vriend of een vijand van de filosofie? Aan het begin van de dialoog wordt er door Sokrates een tweede probleem in spel gebracht: het probleem van de vermomming. Het derde probleem — ‘wat is een sofist?’ — wordt toegeschreven aan de Xenos. Dit is het enige probleem dat expliciet wordt uitgewerkt en is dan ook het meest prominent aanwezig in de dialoog. Als we deze drie problemen op elkaar betrekken dan wordt duidelijk dat ze tegenstrijdige intuïties vertolken, zonder dat we een strikt criterium krijgen aangereikt om te beslissen welke van deze intuïties de juiste is. Door deze problemen in een nog niet ontwarde kluwen te presenteren, nodigt Plato zijn lezers uit tot denken, zonder expliciet te maken wat de uitkomst van dit denken zou moeten zijn.]. (shrink)

Herman Gorter (1864-1927) became famous as the author of May (1889) and Poems (1890). His opus magnum Pan, published in 1916, hardly acquired any readership at all, which is remarkable, given the monumental size and scope of this unique achievement, celebrating the imminent proletarian revolution and the advent of the communist era: a visionary work of global proportions. Gorter’s Pan will be assessed as thinking poetry, more precisely: as dialectical materialist poetry, as a work of art which articulates a dialectical (...) materialist worldview, not only concerning political economy and society, but also concerning nature and the universe as such, from the stars and galaxies of modern astrophysics down to the atoms and molecules of modern chemistry and quantum physics. Gorter’s monumental work is ‘thinking poetry’ in the Heideggerian sense of the term, sensitive to an imminent upheaval of Being as such, as well as a dialectical materialist artwork (albeit with a tinge of Spinozism) contributing (via the ‘school of poetry’) to a dialectical understanding of space, time, life and matter. In this article, I will focus on two crucial recurring motives: the motif of the shining crystal and the motif of the beaming galaxy. Via these motifs, so I suggest, Gorter aspires to bridge the gap between his epic-lyrical poetry and twentieth-century science. (shrink)

The paper contains some algebraic results on several varieties of algebras having an (interlaced) bilattice reduct. Some of these algebras have already been studied in the literature (for instance bilattices with conflation, introduced by M. Fit- ting), while others arose from the algebraic study of O. Arieli and A. Avron’s bilattice logics developed in the third author’s PhD dissertation. We extend the representation theorem for bounded interlaced bilattices (proved, among others, by A. Avron) to un- bounded bilattices and prove (...) analogous representation theorems for the other classes of bilattices considered. We use these results to establish categorical equivalences between these structures and well-known varieties of lattices. (shrink)

Portuguese Discoveries and Erasure's theme "Ship of Fouls", navigating in an age of loneliness and excelera<ting public cerimonies of hapyness, seeking for social recognition and professional realizations for question os status or just simply competition , on the realm of danger and street violence, between normality and pathology, what is norm?, could be mental ilness just a process of individual salvation to ta better way of being?

It’s natural for hyperbole to mix with metaphor and irony, and other figures of speech. How do they mix together and what kind of compound, if any, arises out of the mixing? In tackling this question, I shall argue that thinking of hyperbolic figures along the lines familiar from ironic metaphor compounds is a temptation we should resist. Looking in particular at hyperbolic metaphor and hyperbolic irony, I argue, they don’t yield a new encompassing compound figure with one figure building (...) on another. Instead, what we have is one dominant figure colored with hyperbolic tinges. So what does hyperbole bring to the mixing pot? I suggest we should think of hyperbole in hyperbolic figures as being an interpretive effect, modulating the working of the partner figure and thus rendering more emphatic. (shrink)

The COVID-19 pandemic paved the way for the emergence of the Boys’ Love (BL) theme and genre throughout various media platforms, causing disruptive visibility to the narratives and representation of gays (Andrada in an interview by Antonio, 2021; Ting, 2020). This disruption may have started a dialogue in social media, but this dialogue was only a limited attempt given that most of the discussions have stereotypical representations of gay men (Celso, 2020). This study analyzes how humor was applied in (...) the online comic, SariSari Story, and how humor is used in the portrayal of the gay characters in this online comic. The analysis uses Grice’s (2012) pragmatic framework of conversational maxims: quality, quantity, manner, and relation. Humor was indicated in the non-observance of one or more maxim(s), which, then, caused the implicatures. The study found that the most non-observed maxims were quantity, manner, and relation. The prominent type of humor present in the comic was the Freudian slip, where the slips contained sexual metaphors mostly associated with the characters’ sexual desires towards each other. As an example of the BL genre, the Sari-Sari Story online comic stereotyped its presentation of gay characters as hypersexual in their relationships with each other. In this, it deviated from the conventions of the Pinoy BL present in the mainstream media. (shrink)

English: In this paper I indicate why I consider 'experimental philosophy' to be good news, though not as good as it could be, and not as all that new. I'll argue that there is no need to restrict experimental philosophy to eliciting intuitions through questionnaires. I'll indicate that good examples of experimental philosophy already exist in Artificial Intelligence and Cognitive Neuroscience. Dutch: Hieronder wil ik proberen aan te geven waarom ik de experimentele filosofie weliswaar als goed nieuws beschouw, maar niet (...) half zo goed als zou kunnen, en ook niet als echt nieuw. Qua filosofische experimenten beperkt de XF-beweging zich vooralsnog onnodig door haar focus op het eliciteren van intuïties, terwijl er reeds lang diverse goede voorbeelden van XF bestaan op het gebied van de kunstmatige intelligentie en de cognitieve neurowetenschap. (shrink)

De moderne filosofie lijdt aan muziekvergetelheid. Opvallend is echter dat filosofen, wanneer ze toch aandacht schenken aan muziek, hun aandacht bij voorkeur op één bepaald genre richten, namelijk de opera. Filosofen zoals Søren Kierkegaard en Friedrich Nietzsche lieten hun gedachten over Don Giovanni, Parsifal en Carmen gaan, terwijl omgekeerd de filosofie van Arthur Schopenhauer de opera heeft beïnvloed via Wagner. Diens werk lijkt zich op het snijpunt van het grensverkeer tussen moderne filosofie en moderne muziek te bevinden. Het was zijn (...) ambitie de menselijke existentie en de menselijke geschiedenis in één panoramisch oeuvre te vatten, vanaf het primordiale begin tot en met de dramatische finale die ophanden leek: een catastrofale apotheose die een geheel nieuwe toekomst mogelijk zou maken. Dat is althans de verhaallijn van zijn meesterwerk Der Ring des Nibelungen. Aan het slot van Götterdämmerung lijkt zich een algehele verwoesting te hebben voltrokken: ‘Everything is destroyed and there is an enigmatic kind of hovering over the scene of destruction’ (Badiou 2010, p. 106), een ambivalente stemming van hoop en destructie zette Wagner op muziek. Voor Wagner is dan ook een hoofdrol in deze studie weggelegd: voor zijn muziektheoretische geschriften (waarin hij over een ‘muziek van de toekomst’ filosofeerde), maar meer nog voor de muzikale totaalkunstwerken die hij daadwerkelijk componeerde. (shrink)

Wat betreft economische groei en ontwikkeling van de werkloosheid heeft de Nederlandse economie het sinds 1973 slechter gedaan dan andere OECD-landen. Op de vraag naar de oorzaken van die slechte prestatie zijn in het verleden uiteenlopende antwoorden gegeven door o.m. Bomhoff en Clavaux. Ook zijn er diverse wegen aangegeven om op te rukken naar een betere positie. In dit artikel presenteren de auteurs de resultaten van een internationale doorsnee-analyse om de verschillen in economisch succes tussen landen met behulp van een (...) eenvoudig neo-klassiek macro-economisch model te verklaren. Dit biedt de mogelijkheid om te traceren wat de rol van de exportgroei, de groei van de bevolking, de wisselkoers, de verhouding tussen de binnenlandse en de buitenlandse prijsontwikkeling en de investeringsquote voor verschillen in economische ontwikkeling is geweest. Vooral de uitvoer gecorrigeerd voor de omvang van de bevolking, de investeringsquote en de nominale wisselkoers komen als belangrijke verklarende variabelen naar voren. Op grond van hun analyse komen de auteurs tot de conclusie dat een beleid gericht op het verbeteren van de Nederlandse economische prestatie op lange termijn zich vooral zou moeten concentreren op het benutten van exportkansen en op een hoog investeringsniveau ter bevordering van technologische vernieuwing en daarmee verbetering van de concurrentiepositie. Daarbij moet worden voorkomen dat revaluatie van de gulden het exporteffect teniet doet. (shrink)

THE IMMORTAL FLY: ETERNAL WHISPERS. WHO IS SHE? Author: Rituparna Ray Chaudhuri. Hello, Recently my book named, ‘The Immortal Fly: Eternal Whispers : Based On True Events of a Family' been published from Partridge (USA) In Association with Penguin Random House (UK) and achieved a separate Google identity. -/- As being # the author of the book, I thought to define self in the book what is definition of 'Depression'. I wanted to explain self in many ways, but the best (...) quotation appeared to me : “My life will end someday, but it will end at my convenience.’’ -/- ***** I am missing "her". By now, years passed without 'her' . Even though, unlike before, everything is becoming to be more scattered, gloomy and desolate. She is no-where whom I share my feelings. Even now, when I do close my eyes, I can visualize the same that I had left years since on 7th February, 2019 at 8.20 A.M. in the hospital struggling a continuous period of fifty days : on the fifty one day, my father said, ”The End of our Fifty Years relationship has been completed with the Fifty Days”….’Whoever’ she was to others , but she is our legend…To me, she is ‘My Ma’. -/- The story could begin, 'I failed preciously on success of my life.' Simplicity, Innocence, Belief, Faith and Personality met unknowingly with filthy waves skillfully immersed in Betray, Sorcery, Jealousy, Greediness, Revenge, Lie... ‘’ ******* The Daughter writes, “I had asked Ma many times, but her ‘impenetrable personality’ and dynamic words to everyone with a tinge of smile as reflected on her face, she was reluctant to continue her conversation with me. I had thought, hence, I must not be indefinite on my spoken words. Who shall I blame!” Based on true story of a family came from South Calcutta (India) to a suburb, on staying at home of the Daughter’s maternal grandmother’s house, this book reveals in facts and true events how Destiny had unknowingly ‘further’ played an abominable role to Fate of The Daughter, when eventually one day on 7th February, 2019 everything was finished within 8.20A.M. The Daughter is, therefore, left alone on terrestrial with immortal words as written in her Diary, ‘Eternal Whispers’: “My words to self that I am to fulfill my Ma’s - wish. ’’ ‘’ -/- • Keywords: 1. Diary and True Events 2. The Chaotic Society 3. Fatality 4. Of A-Family 5. Science , Philosophy and Literature 6. Severe Depression 7. Medical Journey. -/- The Alternative Title of the Book: The Greatest Mistake or Fortune:: The book is mainly carrying with intense words of a journey of the relationship between a Mother with her Daughter has left readers in an abrupt situation where ,perhaps, I can define "Man is the innocent creature with 'his' personality under circumstances..." -/- . (shrink)

Språket vårt utgjør en stor del av vår identitet. Det er et redskap for kommunikasjon med andre mennesker, men også med oss selv. Vi uttrykker oss gjennom språket, og vi tenker ved hjelp av språket. Men hva er egentlig språk? Gjennom å ta for meg to vesensforskjellige tilnærminger til dette spørsmålet ønsker jeg å vise at det synet vi har på språk, har stor filosofiske betydning. Dette er fordi et språksyn nødvendigvis vil få konsekvenser for hvordan vi tenker om beslektede (...) filosofiske spørsmål, som blant annet: -/- – Hva er forholdet mellom språk og verden? -/- – Hva er sannhet? -/- – Hvordan får vi kunnskap om verden? -/- – Hva gjør vi når vi bruker språk? -/- – Hva er vår rolle som språkbrukere? -/- – Hvordan lærer vi språk? -/- Det er to ting som er viktig å avklare om vinklingen av denne artikkelen: Det første er at når jeg her velger å skissere to ulike filosofiske syn på språk, er det for å belyse de spørsmålene jeg har satt opp ovenfor, snarere enn å angripe eller fremme konkrete filosofiske teorier. Det andre er at når jeg her skriver om forholdet mellom språk og verden, og vår rolle som språkbrukere, vil jeg ta for gitt at dette omfatter alle naturlige språksystemer. Poengene mine er derfor ment å ha overføringsverdi til tegnspråk i sin alminnelighet, og selvfølgelig også til norsk tegnspråk. Dette innebærer at det jeg sier om ord, like gjerne kan sies om tegn. Målet med artikkelen er først og fremst å vise at språket må forstås som et gjennomgripende erkjennelsesmiddel i vårt møte med verden. (shrink)

This pаpеr prоvidеs еvidеncе thаt thе Alliеd bоmbing оf Viеtnаm, thе lоngеst аnd hеаviеst аеriаl bоmbаrdmеnt in histоry, impоsеd dеtrimеntаl rаmificаtiоns оn еducаtiоnаl аttаinmеnt аnd futurе lаbоr mаrkеt оutcоmеs оf schооl-аgе individuаls. By еxplоiting thе plаusibly еxоgеnоus districtby-cоhоrt vаriаtiоn in bоmb dеstructiоn undеr а diffеrеncе-in-diffеrеncеs frаmеwоrk, wе find thаt аn incrеаsе in bоmb intеnsity lеаds tо significаntly fеwеr еducаtiоnаl yеаrs cоmplеtеd аnd lоwеr futurе еаrnings fоr schооl-аgе childrеn еxpоsеd tо thе bоmbаrdmеnt. Wе furthеr shоw thаt bоth thе supply-sidе fаctоrs (inаdеquаtе (...) schооl sеcurity аnd thе lаck оf tеаchеrs) аnd thе dеmаnd-sidе fаctоrs (rеsidеntiаl cаsuаltiеs, rеstrictеd аccеss tо hеаlthcаrе, dаmаgеd prоpеrtiеs, аnd incrеаsеd rеliаncе оn wеlfаrе аssistаncе) cоuld bе pоtеntiаl mеchаnisms driving thе lоng-tеrm cоnsеquеncеs оf аеriаl bоmbаrdmеnt. Our findings undеrlinе thе impоrtаncе оf cоnflict prеvеntiоn аnd pоst-cоnflict rеcоnstructiоn in prоmоting sustаinаblе dеvеlоpmеnt. (shrink)

Wij presenteren Berardi’s herwerking van de ideologiekritiek in drie stappen. Eerst schetsen wij de context waarin Berardi de ideologiekritiek herdenkt. Hij bouwt verder op de ontdekking van Deleuze en Guattari dat de taal van het kapitalisme niet de code, maar de axiomatiek is. De economische wetenschap biedt, volgens hen, mensen geen identiteit aan, maar bestaat uit een reeks commando’s die stromen van geld, arbeid, elektriciteit, enzovoort reguleert. Daaraan koppelt Berardi de observatie dat het hedendaagse kapitalisme vooral tekens verhandelt in plaats (...) van producten waarnaar zulke tekens zouden verwijzen. In een tweede stap brengen wij tegen deze opvatting in dat Berardi nog steeds vasthoudt aan de representatieve waarde van de economische wetenschap. Deze laatste zou enkel een afbeelding bieden van de realiteit en die vervalsen in het voordeel van het status quo. Sociologen uit de traditie van de actor-netwerktheorie (ANT) hebben dat echter betwist. Zij beweren dat de economische wetenschap de economische realiteit niet zozeer afbeeldt, maar actief vormgeeft. De economische wetenschap heeft de mens geschapen naar zijn evenbeeld: als homo oeconomicus. Het is dan ook een vergissing om de economische wetenschap te bekritiseren voor haar valse representaties. Zij maakt die immers waar. In een derde en laatste stap leggen wij in Berardi’s teksten een nieuw criterium bloot voor ideologiekritiek. In plaats van de economische wetenschap te bekritiseren voor haar valse uitspraken over de realiteit, moeten wij nagaan of de economische wetenschap een manier van leven promoot die mensen in staat zijn te onderhouden. De economische wetenschap is dan ideologisch als en slechts als zij een onhoudbare vorm van leven propageert. Volgens Berardi kan de hedendaagse economische wetenschap hiervan terecht beschuldigd worden. In zijn psychopathologie van het kapitalisme wijst hij immers op de negatieve psychische gevolgen van het hedendaagse kapitalisme, namelijk de instandhouding van een cyclus tussen paniek en depressie, een verlies aan betekenisvol menselijk contact en een neiging tot neurotisch vasthouden aan oude economische recepten die hun failliet reeds meermaals bewezen hebben. Niet de waarheid zal ons verlossen, maar in de verlossing ligt het ware leven. (shrink)

In this аrtiсlе, thе аuthоr fосusеs оn еluсidаting sоmе philоsоphiсаl аspесts оf intеrсulturаl соmmuniсаtiоn in thе соntеxt оf glоbаlizаtiоn оn thе bаsis оf rесоgnizing thе соntributiоns аnd limitаtiоns оf Wittgеnstеin tо thе birth оf philоsоphy. сulturе study. Thоsе philоsоphiсаl issuеs аrе: thе similаrity in thinking аnd асting оf pеоplе асrоss сulturеs; divеrsity оf сulturеs, wоrldviеws аnd wаys оf lifе. Frоm thе Mаrxist pоint оf viеw, thе аuthоr pоintеd оut аnd сritiсizеd thе limitаtiоns оf Wittgеnstеin's philоsоphiсаl соnсеptiоn; аnd аt thе sаmе (...) timе оffеr аnd еxplаin sоlutiоns tо implеmеnt intеrсulturаl соmmuniсаtiоn in thе соntеxt оf сurrеnt glоbаlizаtiоn. (shrink)

HISTÓRIA DA SOCIOLOGIA: O DESENVOLVIMENTO DA SOCIOLOGIA I -/- A SOCIOLOGIA BRASILEIRA -/- HISTORY OF SOCIOLOGY: THE DEVELOPMENT OF SOCIOLOGY I -/- THE BRAZILIAN SOCIOLOGY -/- Emanuel Isaque Cordeiro da Silva – IFPE-BJ, CAP-UFPE e UFRPE. E-mails: [email protected] e [email protected] WhatsApp: (82)9.8143-8399. -/- PREMISSA -/- Como na França de Émile Durkheim, os primeiros passos da Sociologia no Brasil, em termos institucionais, ocorreram a partir de iniciativas para a inclusão dessa disciplina no ensino secundário (hoje, ensino médio). A primeira tentativa ocorreu (...) em 1890, logo após a proclamação da República, com a reforma educacional de Benjamin Constant, que defendia o ensino laico em todos os níveis. O ensino secundário tinha por objetivo a formação intelectual dos jovens fora do contexto religioso, então predominante. Mas, sem nunca ter sido de fato incluída nos currículos escolares, a Sociologia foi expurgada pela Reforma Epitácio Pessoa, em 1901. Somente em 1925 a Sociologia retornou ao currículo do ensino secundário por meio da Reforma de Rocha Vaz, que tinha os mesmos objetivos da de Benjamin Constant. Em decorrência dessa reforma, o Colégio Pedro II, na cidade do Rio de Janeiro, implantou a Sociologia regularmente no seu currículo. Em 1928, a disciplina foi introduzida nas escolas de vários estados brasileiros, notadamente em São Paulo, Rio de Janeiro e Pernambuco. -/- Desde 1925, podem-se destacar alguns intelectuais que contribuíram para o ensino de Sociologia no ensino secundário, lecionando e escrevendo manuais para esse nível: Fernando de Azevedo (1894-1974), Gilberto Freyre (1900-1987), Carneiro Leão (1887-1966) e Delgado de Carvalho (1884-1980), em São Paulo, Rio de Janeiro e Recife. Eles tinham por objetivo preparar intelectualmente os jovens das elites dirigentes, elevando o conhecimento daqueles que chegavam às escolas médias. Esses autores, em sua maioria, foram influenciados pela Sociologia desenvolvida na Europa e nos Estados Unidos. -/- Em 1931, a reforma de Francisco Campos, no governo de Getúlio Vargas, introduziu a Sociologia nos cursos preparatórios ao ensino superior nas faculdades de Direito, Ciências Médicas, Engenharia e Arquitetura, além de mantê-la nos cursos normais (de formação de professores). -/- No final do Estado Novo, em 1942, o governo de Getúlio Vargas, através de seu ministro da Educação, Gustavo Capanema, implantou a Reforma Capanema, que excluiu a Sociologia do ensino secundário brasileiro. Assim, a Sociologia fez parte do currículo do ensino secundário por 18 anos (1925-1942). Ela, contudo, permaneceu como matéria obrigatória do currículo das Escolas Normais, de nível secundário, destinadas à formação de professores do antigo ensino primário (o que corresponderia aos atuais 2º a 5º anos). -/- 1. A SOCIOLOGIA NO ENSINO SUPERIOR: INÍCIO DO SÉCULO XX -/- Nas primeiras décadas do século XX, a Sociologia no ensino superior estava presente de forma embrionária em vários estados brasileiros (Pernambuco, Rio de Janeiro, São Paulo) e principalmente nos cursos de Direito. Desenvolveu-se de forma mais consistente, contudo, nos estados que passavam por um processo de industrialização e urbanização crescente desde o final da década de 1910. -/- Essas transformações da estrutura econômica e social repercutiram nas esferas culturais e educacionais, propiciando um crescente interesse pelos estudos científicos da realidade social da época. -/- Em decorrência disso, foram publicados importantes trabalhos que contribuíram para o desenvolvimento das ciências sociais no Brasil. Uma das preocupações dos pensadores daquele período era a busca do entendimento do Brasil por meio de seus componentes históricos, tendo por base as muitas vertentes europeias e estadunidenses das ciências humanas. -/- Esses pensadores defendiam a ideia de que havia uma ligação entre o passado colonial e a configuração social em que viviam. Para eles, esse condicionamento do passado deveria ser superado para que o país saísse do atraso. As preocupações desses pensadores giravam em torno do futuro do Brasil e das possibilidades de mudança social e das resistências a elas. Entre outros, podem ser citados: Francisco José de Oliveira Vianna (1883 -1951), Caio da Silva Prado Júnior (1907-1990), Sérgio Buarque de Holanda (1902-1982), Gilberto Freyre (1900-1987) e Fernando de Azevedo (1894-1974). -/- Pode-se afirmar que foi entre as décadas de 1920 e 1940 que a Sociologia fincou alicerces no Brasil. Nesse período, procuraram-se definir mais claramente as fronteiras entre a Sociologia e as áreas do conhecimento afins, como a Literatura, a História e a Geografia, e institucionalizou-se o curso de Sociologia e/ou Ciências Sociais em faculdades e universidades. Foram fundadas a Escola Livre de Sociologia e Política (ELSP) em São Paulo, em 1933, e as Universidades de São Paulo (USP) e do Distrito Federal (UDF), esta no Rio de Janeiro, respectivamente em 1934 e 1935, nas quais foram instituídos cursos de Ciências Sociais. -/- Vários professores estrangeiros vieram ao Brasil para trabalhar nessas universidades e contribuíram de modo significativo para o desenvolvimento da Sociologia no Brasil. Entre outros, podem ser citados: Donald Pierson (1900-1995), Alfred Radcliffe-Brown (1881-1955), Claude Lévi -Strauss (1908-2009), Georges Gurvitch (1894-1965), Roger Bastide (1898-1974), Charles Morazé (1913-2003) e Paul-Arbousse Bastide (1901-1985). -/- A revista Sociologia, da Escola Livre de Sociologia e Política, foi um exemplo da produção sociológica da época. Criada em 1939 e publicada até 1981, em São Paulo, constituiu um verdadeiro marco de estudo, pesquisa e divulgação das Ciências Sociais no Brasil. -/- 1.1 De 1940 a 1960: disseminação da Sociologia na universidade -/- A partir do final da Segunda Guerra Mundial até meados da década de 1960, disseminaram-se as Faculdades de Filosofia, Ciências e Letras no Brasil, em universidades ou fora delas, e a Sociologia passou a fazer parte do currículo dos cursos de Ciências Sociais ou a apresentar-se como disciplina obrigatória em outros cursos. -/- Uma nova geração de cientistas sociais passou a ter presença marcante no Brasil. Entre eles, podem ser citados: Florestan Fernandes (1920-1995), Antonio Candido (1918-2017), Maria Isaura Pereira de Queiroz (1918-2018), Juarez Rubens Brandão Lopes (1925-2011), Alberto Guerreiro Ramos (1915-1982), Luiz Aguiar da Costa Pinto (1920-2002) e Hélio Jaguaribe (1923-2018), que influenciaram muitos cientistas sociais em todo o território nacional. -/- Os principais temas de pesquisas, análises e discussões nesse período foram: imigração e colonização, estudos de comunidades, educação, folclore, questão rural e urbana, teoria e método das Ciências Sociais, estratificação e mobilidade sociais e sociologia da arte e da literatura. Cabe um destaque para o tema das relações étnico-raciais envolvendo a questão do negro no Brasil, graças a um projeto de pesquisa financiado pela Unesco. -/- Nesse período, a Sociologia tornou-se disciplina hegemônica no quadro das Ciências Sociais no Brasil, e a primeira a formar uma “escola” ou uma “tradição” em São Paulo, tendo em Florestan Fernandes um dos seus mentores. -/- 1.2 De 1960 a 1980: consolidação da Sociologia no Brasil -/- Mesmo sob a ditadura civil-militar no Brasil, a partir de 1964, a Sociologia começou a se expandir, principalmente nos grandes centros urbanos, e a se relacionar com outros campos das ciências humanas. As discussões sobre o processo de industrialização crescente no país foram o centro das atenções. -/- Um dos temas de discussão era o desenvolvimento, incluindo as teorias da dependência e da modernização. Outros temas de debates e pesquisas da época foram o trabalho industrial e o sindicalismo, a formação da classe trabalhadora, a urbanização crescente e as transformações no campo, os problemas da marginalidade social, a presença do capital estrangeiro e a indústria nacional. A questão educacional também esteve presente, pois de alguma forma os problemas sociais estavam vinculados à precariedade do setor. Foram bastante debatidos, ainda, o autoritarismo, principalmente depois do golpe militar de 1964, e o planejamento, criando-se uma interface com a ciência política. Além disso, destacaram-se, nesse momento, os estudos sobre a América Latina. -/- Em razão desses debates, foram incluídas nas universidades disciplinas como: Sociologia do Desenvolvimento, Sociologia Urbana, Sociologia Rural, Sociologia Industrial e do Trabalho (incluindo a questão sindical), Sociologia do Planejamento, Sociologia da Educação e da Juventude e Sociologia da Arte e Literatura. -/- Muitos foram os estudiosos que, em diferentes áreas do pensamento sociológico, desenvolveram pesquisas nessas décadas. Alguns dos que formaram a segunda geração de sociólogos no Brasil são: Octavio Ianni (1926-2004), Marialice M. Foracchi (1929-1971), Fernando Henrique Cardoso (1931-), Leôncio Martins Rodrigues (1934-), Heleieth Saffioti (1934-2010), Maurício Tragtenberg (1929-1998), Francisco de Oliveira (1933-), Luiz Pereira (1933-1985), Luiz Eduardo W. Wanderley (1935-), José de Souza Martins (1938-), Gabriel Cohn (1938-), Roberto Schwarz (1938-), Elide Rugai Bastos, Luiz Werneck Vianna (1938-) e Simon Schwartzman (1939-). -/- 1.3 Diversificação da Sociologia no Brasil -/- A partir da década de 1980, ampliam-se os cursos de graduação e pós-graduação (mestrado e doutorado) em Ciências Sociais e, em particular, de Sociologia em todo o território nacional, elevando o nível, em número e em qualidade, das pesquisas e do ensino da área. Os estudos sociológicos passaram a ser mais específicos, ocorrendo uma fragmentação dos temas/objetos, como: violência, gênero e sexualidade, corpo e saúde, religião, cotidiano, comunicação e informação, indústria cultural, representações sociais, consumo, cidadania, direitos humanos, questão ambiental, globalização, ciência e tecnologia, urbanização, juventude, família, trabalho, classes e mobilidade social, questões étnico-raciais, Estado e sociedade civil. -/- Novas gerações de sociólogos se formam nas universidades em quase todos os estados da federação, e há centros de ensino e pesquisa na maioria das universidades, disseminando-se assim a formação de sociólogos, sob diversas influências teóricas. A formação em Sociologia, que havia se estabelecido a partir de São Paulo e Rio de Janeiro, na década de 1930, expandiu-se para todo o território nacional em pouco mais de 50 anos. -/- 1.4 O retorno da Sociologia ao ensino médio -/- Oficialmente extinta do currículo do ensino médio em 1942, a Sociologia voltou a marcar presença em um ou outro estado da federação, de modo intermitente, a partir da década de 1980, com os primeiros ensaios de democratização da sociedade brasileira, conforme diz o sociólogo brasileiro Amaury C. Moraes, na esteira de mudanças na legislação educacional realizadas pelo governo ditatorial pós-1964. A Lei n° 7.044/82 flexibilizou o ensino médio (então 2º grau) e profissionalizante, abrindo espaço para a presença da Sociologia, não em caráter obrigatório, mas por escolha das escolas. Nesse sentido, ela começou a ter uma presença crescente nos currículos escolares. -/- Aqui cabe citar as Orientações Curriculares para o ensino médio, (p. 104-105). -/- Há uma interpretação corrente que (...) deve ser bem avaliada criticamente; ela afirma que a presença ou a ausência da Sociologia no currículo está vinculada a contextos democráticos ou autoritários, respectivamente. No entanto, se se observar bem, pelo menos em dois períodos isso não se confirma, ou se teria de rever o caráter do ensino de Sociologia para entender sua presença ou ausência. Entre 1931 e 1942, especialmente após 1937, a Sociologia está presente e é obrigatória no currículo em um período que abrange um governo que começa com esperanças democratizantes e logo se tinge de autoritarismo, assumindo sua vocação ditatorial mais adiante. Em outro momento, em plena democracia, o sentido do veto do Presidente da República (2001) à inclusão da Sociologia como disciplina obrigatória traz uma certa dificuldade para essa hipótese. O que se entende é que nem sempre a Sociologia teve um caráter crítico e transformador, funcionando muitas vezes como um discurso conservador, integrador e até cívico – como aparece nos primeiros manuais da disciplina. Não se pode esquecer que a Sociologia chegou ao Brasil de mãos dadas com o positivismo. No caso recente, deve-se entender que a ausência da disciplina se prende mais a tensões ou escaramuças pedagógico-administrativas que propriamente a algum conteúdo ideológico mais explícito (BRASIL/MEC, 2006). -/- Paralelamente, algumas associações de sociólogos, em diferentes estados brasileiros – mas principalmente em São Paulo –, iniciaram um movimento pela volta da Sociologia ao ensino médio, almejando a ampliação de espaço de trabalho para os formandos dos cursos de Ciências Sociais. Apesar de não haver a obrigatoriedade da disciplina, os cursos de Ciências Sociais continuavam a formar professores de Sociologia. Em alguns estados brasileiros, ao longo dos anos, foram abertos concursos para professores de Sociologia. -/- Com a Constituição de 1988 e a consequente formulação das constituições estaduais, sociólogos em todo o país passaram a reivindicar a presença da Sociologia no ensino médio. Assim, leis estaduais de alguns estados e as constituições estaduais do Rio de Janeiro e de Minas Gerais tornaram a Sociologia obrigatória no ensino médio. -/- A partir do ano 2000, organizações representativas de sociólogos (sindicatos e associações de sociólogos e de cientistas sociais) de várias tendências, assim como pequenos grupos nas universidades do país, começaram a desenvolver um movimento em defesa da obrigatoriedade do ensino da Sociologia no nível médio, considerando que os conteúdos dessa disciplina contribuíam para melhor formação do jovem estudante. -/- O movimento estendeu-se ao início do século XXI, conquistando o apoio de instituições de ensino, associações científicas, intelectuais, sindicatos e associações de categorias profissionais. Finalmente, pela Lei n° 11.684, de 2 de junho de 2008, que alterou a Lei de Diretrizes e Bases da Educação Nacional, a Sociologia retornou oficial e obrigatoriamente ao currículo do ensino médio brasileiro. -/- A título de conclusão, e ainda refletindo sobre a Sociologia e sua contribuição para a formação dos estudantes, é importante destacar o que as Orientações Curriculares para o ensino médio afirmam com muita clareza: -/- A presença da Sociologia no currículo do ensino médio tem provocado muita discussão. Além dessa justificativa que se tornou slogan ou clichê – “formar o cidadão crítico” –, entende-se que haja outras mais objetivas decorrentes da concretude com que a Sociologia pode contribuir para a formação do jovem brasileiro, quer aproximando esse jovem de uma linguagem especial que a Sociologia oferece, quer sistematizando os debates em torno de temas de importância dados pela tradição ou pela contemporaneidade. A Sociologia, como espaço de realização das Ciências Sociais na escola média, pode oferecer ao aluno, além de informações próprias do campo dessas ciências, resultados das pesquisas as mais diversas, que acabam modificando as concepções de mundo, a economia, a sociedade e o outro, isto é, o diferente – de outra cultura, “tribo”, país etc. Traz também modos de pensar (...) ou a reconstrução e desconstrução de modos de pensar. É possível, observando as teorias sociológicas, compreender os elementos da argumentação – lógicos e empíricos – que justificam um modo de ser de uma sociedade, classe, grupo social e mesmo com unidade. Isso em termos sincrônicos ou diacrônicos, de hoje ou de ontem. -/- Um papel central que o pensamento sociológico realiza é a desnaturalização das concepções ou explicações dos fenômenos sociais. Há uma tendência sempre recorrente a se explicarem as relações sociais, as instituições, os modos de vida, as ações humanas, coletivas ou individuais, a estrutura social, a organização política etc. com argumentos naturalizadores. Primeiro, perde -se de vista a historicidade desses fenômenos, isto é, que nem sempre foram assim; segundo, que certas mudanças ou continuidades históricas decorrem de decisões, e essas, de interesses, ou seja, de razões objetivas e humanas, não sendo fruto de tendências naturais (BRASIL/MEC, 2006). -/- REFERENCIAL TEÓRICO -/- BRASIL. Secretaria de Educação Básica. Orientações curriculares para o ensino médio: ciências humanas e suas tecnologias. Brasília: Ministério da Educação/Secretaria de Educação Básica, 2006. -/- FILHO, E. D. L. A sociologia no Brasil: história, teorias e desafios. Sociologias , Porto Alegre, n. 14, p. 376-437, dezembro de 2005. -/- MARTINS, C. B.; MICELI, S. (Org.). Sociologia brasileira hoje. São Paulo: ateliê editorial, 2017. -/- SILVA, A. Sociologia em movimento. 2ª ed. São Paulo: Moderna, 2016. -/- -/- SBS - Sociedade Brasileira de Sociologia PUCRS - PPG em Ciências Sociais Avenida Ipiranga, 6681 - Partenon CEP: 90619-900 - Porto Alegre, RS [email protected] -/- Estimule a criatividade, respeite o direito autoral. -/- ©2019 - Emanuel Isaque Cordeiro da Silva. (shrink)

Let us assume that the basic claim of the belief-desire theory of emotion is true: What, then, is an emotion? According to Castelfranchi and Miceli (2009), emotions are mental compounds that emerge from the gestalt integration of beliefs, desires, and hedonic feelings (pleasure or displeasure). By contrast, I propose that emotions are affective feelings caused by beliefs and desires, without the latter being a part of the emotion. My argumentation for the causal feeling theory proceeds in three steps. First, I (...) argue that affective feelings should be regarded as components of emotions because this assumption provides the best available explanation of the phenomenal character and the intensity of emotional experiences. Second, I examine the two main arguments for regarding beliefs and desires as emotion components—that doing so is needed to explain the finer distinctions among emotions and their object-directedness—and argue that they are unconvincing: Emotions can be distinguished by referring to their cognitive and motivational causes, and their appearance of object-directedness could be an illusion. Third, I present three objections against the hypothesis that beliefs and desires are components of emotions: This hypothesis fails, at second sight, to explain the directedness of emotions at specific objects; it has difficulty accounting for the duration of emotional reactions caused by the fulfillment of desires and the disconfirmation of beliefs; and there are reasons to question the existence of the postulated emotional gestalts and the process that presumably generates them. The causal feeling theory avoids these problems. I therefore recommend abandoning the belief-desire compound theory of the nature of emotions in favor of the causal feeling theory. However, a partial reconciliation of the two theories is possible with respect to the concept of “affectively tinged” thoughts. (shrink)

Geheel in lijn met de rest van Europa-denk bijvoorbeeld aan de toegenomen populariteit van de radicaal-rechtse Zweden-Democraten (Sverigedemokraterna) en de verkiezing van de eerste naoorlogse radicaal-rechtse premier van Italië, Giorgia Meloni-maakt postpandemisch België een politieke draai naar (radicaal) rechts. Deze wending is vooral merkbaar in Vlaanderen: Uit een krantenpeiling van december 2022 blijkt dat 25,5 procent van de Vlamingen bij de volgende verkiezingen van plan is om op het Vlaams Belang te stemmen, die op de voet gevolgd worden door de (...) N-VA met zo'n 22 procent van de stemmen. Bijna de helft van de Vlaamse kiezers heeft dus een voorkeur voor een Vlaams-nationalistische regering, wat de federale coalitiebesprekingen en de politieke toekomst van België in 2024 wel eens negatief zou kunnen beïnvloeden. N-VA-voorzitter Bart De Wever verklaarde onlangs bovendien te willen samenwerken met het Vlaams Belang, op voorwaarde dat de partij zich zou ontdoen van haar meest radicale vertegenwoordigers. Dit alles betekent dat het zogenoemde cordon sanitaire-akkoord uit 1989-bedoeld om antidemocratische partijen uit politieke coalitiebesprekingen te weren-binnenkort wel eens zou kunnen sneuvelen. (shrink)

Voorstanders van levensverlenging vooronderstellen dat langer leven wenselijk is en dat ouderdom en de dood dat niet zijn. Maar is een leven zonder dood eigenlijk wel nastrevenswaardig? In dit essay beargumenteer ik dat de dood een essentieel onderdeel van een zinvol leven is. Het is daarom niet eindigheid, maar eeuwigheid die als een bedreiging voor het leven zou moeten worden gezien.

Dit werkstuk betrekt zich op de vraag of de de facto legitimiteit van Knoet de Grote als koning van Angelsaksisch Engeland, te verklaren is aan de hand van de theorieën over legitimiteit zoals gepostuleerd door Maximilian Carl Emil Weber (1864—1920). Bestaande literatuur over Knoet de Grote zijn troonsbestijging, zoals dat van vooraanstaand 19e-eeuws historicus Edward Augustus Freeman, zou een ‘geromantiseerd’ beeld hebben geschetst van de kwestie. Dit werkstuk zal kijken of dit beeld, aan de hand van Webers theorie over waar (...) legitimiteit in gegrond kan zijn, ten eerste terecht te noemen is en, ten tweede, of het Knoets status als legitiem vorst van het ‘Angelsaksische’ volk goed kan verklaren. (shrink)

Darshana, in the sense of true philosophical knowledge, Darshana is first quoted in the Vaiśesika Sūtra (first century CE) to mean the perfect vision of everything. Etymologically, Darshana evolves from the Sanskr̥ti term Drś, that is, vision. The contemporary use of the term Darshana finds its new dimension in the writings of Haribhardra (eighteenth century CE), who considers different philosophical schools in the cord of Darshana in his text Ṣad-darśana-samuccaya. Later, eminent Vedāntin Mādhava in fourteenth century CE popularized and expatiated (...) the meaning of Darshana in Sarvadarśana Saṅgraha. The purport of the term Darshana is embedded in the notion of Indianness that caters to an influential uniqueness in Hinduism, Jainism (Samyak Darshana or liberation consists in right vision) and Mahayana Buddhism (Nagarjuna’s dictum tattva-darśana, i.e., the true reality, and Vasubandhu’s use of Darshana marga, i.e., the conduit of seeing). -/- The conception of the word guru in Indian cultures goes back to the Upanishadic era, especially in the Mundakopanishad, where Brahma (the creator of the world) taught the Brahma Vidya (the foundation of all knowledge or the speculative discussion about ultimate reality) to his eldest son, Atharvan. Later, Artharvan transmitted the Brahma Vidya to Angiras, who shared the absolute knowledge with Satyavaha, a successor of Sage Bharadwaja. Satyavaha narrated to Bharadwaja, who finally imparted the knowledge (both the higher and lower levels) to Angiras. One could find a significance herein using the Upanishadic term paraparam (Mundakopanishad, 1.2). The term not only indicates that the foundation of all knowledge has two different folds – para (transcendent) and apar (mundane) – but also that the term paraparam tinges on the transmission progression of the knowledge from guru (enlightened master) to his shisya (dedicated disciple). The proper way of learning Brahma Vidya depends on the gurupasadana; the only guru can condescend to expose wisdom to the devoted disciples. (shrink)

Dеspitе thе prеvаlеncе оf cоmmоn mеntаl hеаlth prоblеms, cоllеgе studеnts sееk prоfеssiоnаl аssistаncе аt а lоw rаtе. Pеrcеptiоns оf sоciеtаl stаndаrds аrоund аid sееking cоuld bе оnе оf thе fаctоrs influеncing hеlp sееking prоclivity. Thе currеnt study lооkеd аt pеrcеivеd pееr nоrms fоr sееking hеlp fоr dеprеssеd symptоms аnd thеir rеlаtiоnship tо оnе's оwn hеlp sееking prоclivity in urbаn cоllеgе yоuth. Thе mеthоds utilizеd wеrе а crоss-sеctiоnаl survеy аpprоаch. Thе mоst likеly sоurcе оf gеtting suppоrt fоr dеprеssiоn symptоms wаs friеnds. (...) Sееking prоfеssiоnаl trеаtmеnt frоm оnеsеlf аnd оnе's pееrs wаs аssеssеd аs lеss likеly whеn dеprеssiоn wаs prеcеdеd by а lifе incidеnt vеrsus whеn it wаs nоt. Whеn cоllеgе studеnts еvаluаtеd thеir clаssmаtеs' chаncе оf sееking prоfеssiоnаl аid, thеy еstimаtеd thеir оwn likеlihооd оf sееking prоfеssiоnаl hеlp аs highеr. Pеrcеivеd pееr nоrms аbоut sееking hеlp fоr dеprеssiоn cаn hаvе а significаnt impаct оn cоllеgе studеnts' willingnеss tо sееk hеlp frоm prоfеssiоnаl sоurcеs. Thе implicаtiоns fоr crеаting intеrvеntiоns tо imprоvе yоuth hеlp sееking аrе discussеd. Hеlp-sееking, Sоciаl stаndаrds, Dеprеssiоn, Yоuth, Trеаtmеnt Gаp аrе sоmе kеy phrаsеs. (shrink)

Dеspitе thе prеvаlеncе оf cоmmоn mеntаl hеаlth prоblеms, cоllеgе studеnts sееk prоfеssiоnаl аssistаncе аt а lоw rаtе. Pеrcеptiоns оf sоciеtаl stаndаrds аrоund аid sееking cоuld bе оnе оf thе fаctоrs influеncing hеlp sееking prоclivity. Thе currеnt study lооkеd аt pеrcеivеd pееr nоrms fоr sееking hеlp fоr dеprеssеd symptоms аnd thеir rеlаtiоnship tо оnе's оwn hеlp sееking prоclivity in urbаn cоllеgе yоuth. Thе mеthоds utilizеd wеrе а crоss-sеctiоnаl survеy аpprоаch. Thе mоst likеly sоurcе оf gеtting suppоrt fоr dеprеssiоn symptоms wаs friеnds. (...) Sееking prоfеssiоnаl trеаtmеnt frоm оnеsеlf аnd оnе's pееrs wаs аssеssеd аs lеss likеly whеn dеprеssiоn wаs prеcеdеd by а lifе incidеnt vеrsus whеn it wаs nоt. Whеn cоllеgе studеnts еvаluаtеd thеir clаssmаtеs' chаncе оf sееking prоfеssiоnаl аid, thеy еstimаtеd thеir оwn likеlihооd оf sееking prоfеssiоnаl hеlp аs highеr. Pеrcеivеd pееr nоrms аbоut sееking hеlp fоr dеprеssiоn cаn hаvе а significаnt impаct оn cоllеgе studеnts' willingnеss tо sееk hеlp frоm prоfеssiоnаl sоurcеs. Thе implicаtiоns fоr crеаting intеrvеntiоns tо imprоvе yоuth hеlp sееking аrе discussеd. Hеlp-sееking, Sоciаl stаndаrds, Dеprеssiоn, Yоuth, Trеаtmеnt Gаp аrе sоmе kеy phrаsеs. (shrink)

Dеspitе thе prеvаlеncе оf cоmmоn mеntаl hеаlth prоblеms, cоllеgе studеnts sееk prоfеssiоnаl аssistаncе аt а lоw rаtе. Pеrcеptiоns оf sоciеtаl stаndаrds аrоund аid sееking cоuld bе оnе оf thе fаctоrs influеncing hеlp sееking prоclivity. Thе currеnt study lооkеd аt pеrcеivеd pееr nоrms fоr sееking hеlp fоr dеprеssеd symptоms аnd thеir rеlаtiоnship tо оnе's оwn hеlp sееking prоclivity in urbаn cоllеgе yоuth. Thе mеthоds utilizеd wеrе а crоss-sеctiоnаl survеy аpprоаch. Thе mоst likеly sоurcе оf gеtting suppоrt fоr dеprеssiоn symptоms wаs friеnds. (...) Sееking prоfеssiоnаl trеаtmеnt frоm оnеsеlf аnd оnе's pееrs wаs аssеssеd аs lеss likеly whеn dеprеssiоn wаs prеcеdеd by а lifе incidеnt vеrsus whеn it wаs nоt. Whеn cоllеgе studеnts еvаluаtеd thеir clаssmаtеs' chаncе оf sееking prоfеssiоnаl аid, thеy еstimаtеd thеir оwn likеlihооd оf sееking prоfеssiоnаl hеlp аs highеr. Pеrcеivеd pееr nоrms аbоut sееking hеlp fоr dеprеssiоn cаn hаvе а significаnt impаct оn cоllеgе studеnts' willingnеss tо sееk hеlp frоm prоfеssiоnаl sоurcеs. Thе implicаtiоns fоr crеаting intеrvеntiоns tо imprоvе yоuth hеlp sееking аrе discussеd. Hеlp-sееking, Sоciаl stаndаrds, Dеprеssiоn, Yоuth, Trеаtmеnt Gаp аrе sоmе kеy phrаsеs. (shrink)

Dеspitе thе prеvаlеncе оf cоmmоn mеntаl hеаlth prоblеms, cоllеgе studеnts sееk prоfеssiоnаl аssistаncе аt а lоw rаtе. Pеrcеptiоns оf sоciеtаl stаndаrds аrоund аid sееking cоuld bе оnе оf thе fаctоrs influеncing hеlp sееking prоclivity. Thе currеnt study lооkеd аt pеrcеivеd pееr nоrms fоr sееking hеlp fоr dеprеssеd symptоms аnd thеir rеlаtiоnship tо оnе's оwn hеlp sееking prоclivity in urbаn cоllеgе yоuth. Thе mеthоds utilizеd wеrе а crоss-sеctiоnаl survеy аpprоаch. Thе mоst likеly sоurcе оf gеtting suppоrt fоr dеprеssiоn symptоms wаs friеnds. (...) Sееking prоfеssiоnаl trеаtmеnt frоm оnеsеlf аnd оnе's pееrs wаs аssеssеd аs lеss likеly whеn dеprеssiоn wаs prеcеdеd by а lifе incidеnt vеrsus whеn it wаs nоt. Whеn cоllеgе studеnts еvаluаtеd thеir clаssmаtеs' chаncе оf sееking prоfеssiоnаl аid, thеy еstimаtеd thеir оwn likеlihооd оf sееking prоfеssiоnаl hеlp аs highеr. Pеrcеivеd pееr nоrms аbоut sееking hеlp fоr dеprеssiоn cаn hаvе а significаnt impаct оn cоllеgе studеnts' willingnеss tо sееk hеlp frоm prоfеssiоnаl sоurcеs. Thе implicаtiоns fоr crеаting intеrvеntiоns tо imprоvе yоuth hеlp sееking аrе discussеd. Hеlp-sееking, Sоciаl stаndаrds, Dеprеssiоn, Yоuth, Trеаtmеnt Gаp аrе sоmе kеy phrаsеs. (shrink)

Dеspitе thе prеvаlеncе оf cоmmоn mеntаl hеаlth prоblеms, cоllеgе studеnts sееk prоfеssiоnаl аssistаncе аt а lоw rаtе. Pеrcеptiоns оf sоciеtаl stаndаrds аrоund аid sееking cоuld bе оnе оf thе fаctоrs influеncing hеlp sееking prоclivity. Thе currеnt study lооkеd аt pеrcеivеd pееr nоrms fоr sееking hеlp fоr dеprеssеd symptоms аnd thеir rеlаtiоnship tо оnе's оwn hеlp sееking prоclivity in urbаn cоllеgе yоuth. Thе mеthоds utilizеd wеrе а crоss-sеctiоnаl survеy аpprоаch. Thе mоst likеly sоurcе оf gеtting suppоrt fоr dеprеssiоn symptоms wаs friеnds. (...) Sееking prоfеssiоnаl trеаtmеnt frоm оnеsеlf аnd оnе's pееrs wаs аssеssеd аs lеss likеly whеn dеprеssiоn wаs prеcеdеd by а lifе incidеnt vеrsus whеn it wаs nоt. Whеn cоllеgе studеnts еvаluаtеd thеir clаssmаtеs' chаncе оf sееking prоfеssiоnаl аid, thеy еstimаtеd thеir оwn likеlihооd оf sееking prоfеssiоnаl hеlp аs highеr. Pеrcеivеd pееr nоrms аbоut sееking hеlp fоr dеprеssiоn cаn hаvе а significаnt impаct оn cоllеgе studеnts' willingnеss tо sееk hеlp frоm prоfеssiоnаl sоurcеs. Thе implicаtiоns fоr crеаting intеrvеntiоns tо imprоvе yоuth hеlp sееking аrе discussеd. Hеlp-sееking, Sоciаl stаndаrds, Dеprеssiоn, Yоuth, Trеаtmеnt Gаp аrе sоmе kеy phrаsеs. (shrink)

In a "parenthesis of fascinated horror" before "the complete discovery and subjection of the body to science", Renaissance anatomists and poets shared peculiar emotions of dread and desire towards the bodies they dissected and described. Jonathan Sawday's ambitious project is to evoke the common taboos, resistances, and fears which the human body provoked in its various early modern investigators, while telling "stories of terrible cruelty, which are tinged by a form of dark eroticism". He is justifiably proud of the historical (...) range of his study, across medicine, cartography, literature, the law, myth, art, theology, social history, and philosophy. But he seeks more than a synthesis of these disparate domains, hoping also both to sketch a new grand narrative about conceptual, practical, and phenomenological changes regarding the body, and further "if not to dispel, then at least to explain" our own multiple, ambiguous feelings about our innards. Thus he marvellously maintains simultaneous attention to culture and psychology, combining high theory with historical precision in rare and risky fashion. (shrink)