This study examines how model schools in the "Thai Teachers for Students in the 21st Century" initiative use John Hattie's Visible Learning framework. Visible learning emphasizes evidence-based teacher methods that improve learning outcomes through transparency and quantifiable progress. The research emphasizes the fundamental components of visible learning, such as effective feedback, explicit instruction, student self-evaluation, and well-defined learning objectives. Thai educational institutions have integrated these components through teacher professional development, action research, and Professional Learning Communities. The study's (...) three main objectives are to (1) learn from model schools that use visible learning, (2) design a training program to improve Thai teachers' educational management, and (3) create 21st-century model schools that use student-centered learning. The investigation examined how visible learning enhanced student engagement, analytical thinking, and educational equity, with a specific focus on its impact on teaching and learning in the five southern border provinces of Thailand. The findings indicate that visible learning improves academic performance, promotes teacher collaboration, and reduces educational inequalities. The teacher training program demonstrated impressive participant satisfaction, accompanied by notable enhancements in knowledge and teaching methodologies. The study concludes with suggestions for the Ministry of Education, school leaders, and policymakers to more extensively incorporate visible learning into the Thai education system to equip students for the challenges of the 21st century. (shrink)

This paper describes the non dual relationship between the visible and the invisible.

Psychotherapy is broadly concerned with secrets. Often our clients bring us things which they have never told anyone, subjects they have felt unable to broach. What happens in the relationship when a secret is uncovered? In this article, I discuss how one's secrets finally being uncovered can invoke shame. However, the shame of being seen in a new way can also create an opening that allows for a deeper intersubjective experience to unfold. Using Sartre's concept of the gaze of the (...) other alongside Merleau-Ponty's ideas of dehiscence, visibility/invisibility and intertwining, I explore the meaning of secrecy, guilt and shame for both therapist and client within the therapeutic relationship. (shrink)

We present a game mechanic called pseudo-visibility for games inhabited by non-player characters (NPCs) driven by reinforcement learning (RL). NPCs are incentivized to pretend they cannot see pseudo-visible players: the training environment simulates an NPC to determine how the NPC would act if the pseudo-visible player were invisible, and penalizes the NPC for acting differently. NPCs are thereby trained to selectively ignore pseudo-visible players, except when they judge that the reaction penalty is an acceptable tradeoff (e.g., a (...) guard might accept the penalty in order to protect a treasure because losing the treasure would hurt even more). We describe an RL agent transformation which allows RL agents that would not otherwise do so to perform some limited self-reflection to learn the training environments in question. (shrink)

In this paper, I present an analysis of gender-unfair usages and gender-fair strategies as they may be observed in the Italian language. First, I contextualize the topic within the contemporary debate and analyze how linguistic uses are unfair and become vehicles of stereotypes. Subsequently, I provide an overview of the strategies that can be adopted in Italian, which may be broadly categorized as giving visibility to or obscuring genders. Next, I present a series of compelling arguments in favour of using (...) visibility strategies. I conclude by arguing that the most effective strategy for challenging androcentrism in language and gender stereotypes is to make gender identities visible. (shrink)

This study explores the implementation and effectiveness of Visible Learning strategies in primary schools, focusing on understanding how these strategies work to enhance student learning outcomes. Visible Learning, as proposed by Hattie (2009), emphasizes making learning processes explicit and visible to students, enabling them to engage in their learning journey actively. The study investigates the practical application of Visible Learning techniques in primary school classrooms, examining the impact on student achievement, motivation, and teacher-student interactions. The findings (...) highlight the importance of feedback, clear learning intentions, and teacher-student dialogue in creating a conducive learning environment. This study contributes valuable insights into the practical implementation of Visible Learning strategies, providing a roadmap for educators aiming to enhance the educational experience in primary schools. (shrink)

[In Czech] In his writings at the end of the fifties, Merleau-Ponty introduced a new semantic and expressional circuit with the concept of “visibility”, a variation on the concept of “flesh” (chair). The aim of this article is to show that a consistent interpretation of this circuit necessarily leads us to a consideration of the concept of visibility as a systematically privileged viewpoint for the interpretation of all Merleau-Ponty’s more particular discussions. The concept of visibility, or flesh, summarises Merleau-Ponty’s thesis (...) that the proper cohesion of the “horizon” or “field” is prior to that which is objectively and individually thinkable within it. Thus, Merleau-Ponty’s pivotal idea is set down not just from the phenomenological viewpoint, or in particular instances, but rather quite generally and in an ontological sense. The article offers an analysis of the lexis related to the concept of visibility, characterises Merleau-Ponty’s conception of phenomenon from its perspective and summarises its ontological consequences, using the example of two central themes i.e. the the relation between subject and object and the relation between the empirical and ideal. (shrink)

The concept of Visible Learning, introduced by John Hattie, focuses on understanding what works best in education by synthesizing over 800 meta-analyses related to student achievement. This manuscript examines the application of Visible Learning in school settings, evaluating its theoretical underpinnings, practical applications, and outcomes. Visible Learning aims to make the learning process visible to both teachers and students, promoting self-regulation, feedback, and a focus on effective instructional strategies. Our study employs a qualitative approach, integrating a (...) comprehensive review of existing literature and case studies on the application of Visible Learning in various educational settings. Data were collected through an extensive review of scholarly articles, books, and reports, along with in-depth interviews with 18 experts. The findings indicate significant improvements in student engagement, academic performance, and teacher effectiveness. Visible Learning strategies, such as formative assessments and metacognitive strategies, increase student participation, motivation, and self-regulation. Academic performance showed substantial improvement, with higher standardized test scores and reduced achievement gaps, particularly benefiting underperforming students. Teachers reported enhanced instructional practices, professional development, and collaborative teaching environments. The study underscores the transformative potential of Visible Learning strategies in creating transparent, accountable, and effective educational environments. Despite the challenges in consistent application and resource allocation, the benefits highlight the importance of clear learning intentions, success criteria, and formative feedback. This manuscript advocates for the widespread adoption of Visible Learning strategies to improve educational outcomes and foster a more engaging and effective learning experience for all students. (shrink)

The goal of this research paper is to create model schools for managing learning in the 21st century by combining the Visible Learning method with Professional Learning Communities (PLC) of teachers in the Songkhla Primary Educational Service Area 1. The goal is to enhance the quality of education by preparing students for a rapidly changing, technology-driven society through the development of essential skills such as critical thinking, creativity, collaboration, and communication. In Thailand, educational reform is necessary to equip students (...) with 21st-century skills. This study integrated John Hattie’s Visible Learning model, emphasizing clear and measurable learning processes, with PLC to support teacher development and enhance student engagement. This study had five steps: looking at the needs and starting points of the case study schools; creating a framework and research tools with the help of experts; checking to see if the framework and tools were useful and workable; creating model schools by setting up PLCs and encouraging learning activities that focus on 21st-century skills; and finally, reviewing and judging the results. The findings revealed that developing model schools for 21st-century learning management using the Visible Learning approach combined with PLC significantly improved both the teaching quality of teachers and the learning outcomes of students. The study showed that students learned 21st-century skills like analytical thinking, teamwork, and problem-solving, and they also did better in school, with O-NET scores in Science and English going up by 12.15 and 21.23%, respectively. School administrators identified student engagement, community support, and effective resource management as key factors in the success of educational transformation. This model demonstrates the potential for sustainable improvement in education quality across diverse contexts. (shrink)

Mainstream psychological research has been characterized as androcentric in its construction of males as the norm. Does an androcentric bias also characterize the professional visibility of psychologists? We examined this issue for cognitive psychology, where the gender distribution in doctoral degrees has been roughly equal for several decades. Our investigation revealed that, across all indicators surveyed, male cognitive psychologists are more visible than their female counterparts: they are over-represented in professional society governance, as editors-in-chief of leading journals in the (...) field, as Fellows in professional societies, and as recipients of prestigious senior level awards. Taken together, our findings indicate that a gender parity in doctoral degrees in cognitive psychology does not translate into a parity in professional visibility. We discuss a variety of potential reasons for the observed gender gap and suggest that, without attention to gendered structures of status and power, as noted by Shields, existing gender hierarchies may persist and be reproduced. (shrink)

The growing visibility of various forms of creationism in Northern Ireland raises issues for science education. Attempts have been made at political levels to have such “alternatives” to evolution taught in the science classroom, and the issue has received coverage in local press and media. A sample of 112 pre-service science teachers answered a survey on attitudes toward evolution. Preliminary analysis revealed many of these new teachers held views contrary to scientific consensus—over one fifth doubt the evidence for human evolution, (...) and over one quarter dispute the common ancestry of life. Over two thirds indicated a preference for teaching a “range of theories” regarding these issues in science. In addition, 49 pre-service biology teachers viewed a DVD resource promoting “intelligent design” and completed an evaluation of it. The biology teachers also took part in either focus groups or additional questionnaires. A majority took the resource at face value and made positive comments regarding its utility. Many articulated views contrary to the stated positions of science academies, professional associations, and the UK government teaching directives regarding creationism. Most indicated a perception that intelligent design is legitimate science and that there is a scientific “controversy” regarding the legitimacy of evolution. Concern is raised over the ability of these new teachers to distinguish between scientific and non-scientific theories. The suggestion is made that the issue should be addressed directly with pre-service science teachers to make clear the status of such “alternatives.” The paper raises implications for science education and questions for further research. (shrink)

A long chapter for The War of Appearances: Transparency, Opacity, Radiance (V2_Publishing, 2016) building on the findings of “Charis and Radiance,” an essay published two years earlier. It discusses the inherent connection between visibility and radiance within the framework of Plato’s sun model as the source of reality.

A long chapter for The War of Appearances: Transparency, Opacity, Radiance (V2_Publishing, 2016) building on the findings of “Charis and Radiance,” an essay published two years earlier. It discusses the inherent connection between visibility and radiance within the framework of Plato’s sun model as the source of reality. The argument develops a system where transcendent verticality and earthly horizontality together construct an “arena of presence” in which things flood each other with light, absorbing and returning portions of it in a (...) circular economy similar to gift exchange. (shrink)

Visible Learning, introduced by John Hattie, is a comprehensive approach to teaching and learning that emphasizes making learning processes visible, quantifiable, and impactful. This paper explores strategies to enhance teachers’ ability to practice Visible Learning, focusing on evidence-based techniques and professional development methods. It reviews key principles such as feedback, teacher-student relationships, and instructional strategies, emphasizing their role in improving student outcomes. The abstract highlights the significance of ongoing teacher training, collaborative learning communities, and a supportive school (...) environment in fostering Visible Learning practices. By synthesizing existing literature and empirical studies, this paper provides valuable insights for educators and policymakers aiming to implement Visible Learning effectively in educational settings. (shrink)

Un reciente artículo de Alain Raison aparecido en Les Épées, revista de orientación regalista en la que el autor es colaborador frecuente, dirigido en contra de lo que ahí llama el "comunitarismo católico", ha suscitado un revuelo que quizá aquí se nos antoje un tanto estéril y lejano, pero que, como buena parte de lo que nace en Francia, puede que en no más de veinte años también se produzca a nuestro modo entre nosotros.

This is a grant proposal for a research project conceived and written as a Research Associate at UNSW in 2011. I have plans to spin it into an article.

El presente articuLo pretende encuadrar y definir las implicaciones éticas reLativas a La aplicación biomédica de las nanotecnologías, a través de La vaLoración deL estado del arte.Las nanotecnologías, expresiÓn de La habilidad humana de manipuLar la materia a escala atómico/molecular se presentan como un instrumento capaz de modificar la investigaciÓn científica y la medicina de manera radicaL.Debates a todo nivel han subrayado las dificultades de darles una definición clara y unívoca, a causa de la convergencia de diversos ámbitos del saber (...) comprendidos en ellas.No obstante que Las nanotecnoLogías estén ya presentes en las ciencias computacionaLes y en La eLectrÓnica, es en eL ámbito médico-sanitario que se proyectan Las aplicaciones más entusiastas: instrumentos de diagnóstico y suministración de fármacos menos invasivos y más eficaces. Estas tecnoLogías se presentan al mismo tiempo como terapias pero también como instrumentos de prevención únicos, Las mismas características que hacen peculiar eL empLeo de las nano tecnologías en medicina, sugieren también precauciones: por una parte la dimensión mínima de las nanopartículasfacilita su ingreso en el organismo humano, traspasando las defensas naturales del organismo, agilizando una distribuciÓn de los fármacos altamente precisa. Por otra parte, estas mismas características pueden revelarse dañinas para el organismo humano .Dado que se trata de tecnología en rápida progresiÓn cuyos adelantos no son fáciles de predecir. los riesgos, aunque sÓlo aquellos potenciales, deben ser cuidadosamente valorados ya sea para las aplicaciones presentes como para aquellas futuras.Por tanto, encuadrar las implicaciones bioéticas de las nanotecnologías significa comprender y valorar su impacto sobre la salud humana. (shrink)

Between 1942 and the late 1950s, atomic piles (nuclear chain-reactors) were industrialized, initially to generate plutonium for the first atomic weapons and later to serve as copious sources of neutrons, radioisotopes and electrical power. These facilities entrained a new breed of engineering specialist adept at designing, operating and maintaining them. From the beginning, large companies supplied the engineering labor for this new technology, and played an important role in defining the nature of their nuclear expertise. In the USA, the most (...) influential company of the period was DuPont, which assumed responsibility for the first plutonium production reactors at Oak Ridge TN and Hanford WA between 1942-6, and of the postwar production facilities at Savannah River SC 1950-87. This paper explores the transition of authority from so-called “atomic scientists” to nuclear engineers at these sites, and the role played by DuPont in consolidating this new technical profession. (shrink)

In the 21st century, the educational landscape has been substantially altered by the rapid advancements in technology, globalization, and the changing demands of the workforce. An increasing number of people believe that the traditional educational paradigms, which place a strong emphasis on rote memorization and standardized testing, fall short of adequately educating pupils for the complexity of today's society. The 21st-century education model emphasizes the pursuit of communication, collaboration, creativity, and critical reasoning. The purpose of this investigation is to investigate (...) the incorporation of Professional Learning Communities (PLCs) and John Hattie's Visible Learning principles in the establishment of a 21st-century, model school. Visible Learning emphasizes the transparency and quantifiability of student learning processes, whereas PLCs cultivate an environment of ongoing professional development and improvement among educators. The results indicate that the combined approach fosters a supportive, data-driven, and student-centered learning environment, as well as improves student engagement, critical thinking, and academic performance. Increased job satisfaction, professional development, and structured collaboration are advantages that teachers experience. Despite the necessity of ongoing professional development and resistance to change, this integrated model is a scalable and replicable framework for educational excellence that addresses the imperative need for educational reform and prepares students for the 21st century. (shrink)

This study explores the implementation of John Hattie’s Visible Learning framework in Thai model schools, aimed at enhancing educational quality and preparing learners for the 21st century. The research identifies four critical elements of the framework: data-driven instruction, clear learning goals, effective teacher-student interactions, and fostering a culture of self-improvement. These components, when applied in Thai schools, have led to significant improvements in student outcomes, critical thinking, and engagement by making the learning process more transparent and measurable. The framework (...) promotes continuous reflection, active learning, and self-assessment, equipping students with essential skills for lifelong learning. Additionally, the study emphasizes the need for tailored feedback, professional development for teachers, and the integration of modern technology to enhance classroom learning experiences. Recommendations are made for expanding the framework’s adoption to address educational challenges in Thailand, such as unequal access to quality education and inconsistent teaching standards. The findings suggest that the broader application of Visible Learning could improve both educational equity and student preparedness for future success. Future research should focus on long-term impacts, comparative analysis, and the role of community and administrative support in sustaining the framework. (shrink)

The purpose of this paper is to investigate the development and execution of a training package that is designed to provide Thai educators with the necessary skills and knowledge to effectively implement the principles of Visible Learning. This framework, which was developed by John Hattie, emphasizes the transparency and quantifiability of student learning in order to improve educational outcomes. By incorporating Visible Learning principles, the training program endeavors to address the distinctive challenges encountered by Thai educators and enhance (...) student engagement and achievement by implementing evidence-based instruction, reflective teaching practices, and effective feedback mechanisms. The program is also in accordance with the educational requirements of the 21st century, emphasizing critical thinking, creativity, collaboration, and communication skills (4Cs), and is specifically designed to accommodate the cultural, social, and educational contexts of Thailand. The manuscript aims to enhance the quality of education in Thailand, equipping students with the skills necessary to succeed in a multifaceted, interconnected world. (shrink)

This research aimed to develop and evaluate a training kit for Thai teachers in the 21st century, utilizing the Visible Learning concept to improve the quality of educational management in schools across the five southern border provinces of Thailand. The study focused on three areas: the efficiency of the training kit, comparative achievement of participants before and after training, and the satisfaction of teachers and educational personnel with the training program. The training kit was designed to help teachers implement (...) the Visible Learning framework,asizing student-centered learning, effective teaching strategies, and continuous assessment. The results of the efficiency test showed that the training kit achieved an efficiency value of 84.54/87.33, exceeding the standard criteria, demonstrating its effectiveness in enhancing teachers' competencies. Comparative achievement analysis between pre-test and post-test scores indicated significant improvement (value = 19.745, p < 0.001), confirming that the training had a positive impact on teachers' skills in educational management. Additionally, the satisfaction survey revealed that teachers and educational personnel were highly satisfied with the training, especially in areas related to content clarity, participation, and post-training support. In conclusion, the study found that the training kit based on the Visible Learning concept was effective in improving teacher skills and educational management in schools. The kit holds potential as a valuable tool for teacher development, particularly in the southern border provinces of Thailand, and could contribute to educational reform efforts in the country. (shrink)

This study investigates the implementation of a learning ecosystem within classrooms to enhance pedagogy through the lens of Visible Learning. Grounded in Hattie's (2009) framework, which emphasizes the importance of making learning visible and impactful, this research explores integrating diverse educational elements into the classroom environment. The study examines how a dynamic learning ecosystem, comprising interactive technologies, collaborative activities, formative assessments, and targeted feedback mechanisms, supports effective teaching methods. By utilizing Hattie's principles, this research aims to unveil the (...) nuances of Visible Learning within this ecosystem, shedding light on its impact on student engagement, understanding, and achievement. The findings not only contribute to the theoretical understanding of Visible Learning but also offer practical implications for educators striving to create optimal learning environments. (shrink)

Accordingly, if the antennas used in nano-components are to be within this range, it should be expected that the electromagnetic waves used in the communications of these systems and devices will be around several tens of terahertz, which will include wavelengths in the infrared, visible, and ultraviolet regions. -/- .

This paper applies Judgemental Philosophy to the discourse on neurodivergence, particularly conditions such as autism spectrum disorder (ASD), ADHD, and borderline personality disorder (BPD). We argue that these states should be understood not merely as behavioral differences or deficits, but as structural variations or collapses within the Judgemental Triad—Constructivity, Coherence, and Resonance. Neurodivergent conditions often reveal distinct patterns or difficulties in how judgements are formed (Constructivity), maintained consistently (Coherence), or returned meaningfully (Resonance). We explore how society tends to pathologize ways (...) of being it cannot structurally resonate with, often mistaking structural differences for individual failings. This paper proposes an alternative view: neurodivergence signals not necessarily a deficit, but a deviation or unique configuration in the architecture of cognitive and ethical judgement. The paper concludes with reflections on reconceptualizing recovery not as normalization, but as the restoration of functional Resonance loops and the creation of environments that can accommodate structural diversity in judgement. (shrink)

Recent decades have witnessed the rise of chefs to a position of cultural prominence. This rise has coincided with increased consciousness of ethical issues pertaining to food, particularly as they concern animals. We rank cookbooks by celebrity chefs according to the minimum number of sentient animals that must be killed to make their recipes. On our stipulative definition, celebrity chefs are those with their own television show on a national network in the United States, the United Kingdom, Canada or Australia. (...) Thirty cookbooks by 26 such chefs were categorized according to the total number of cows, pigs, chicken, fish and other species they included as ingredients. The total number of animals killed was divided by the number of non-dessert recipes to generate an average number of animal deaths per recipe for each book. We outline the rationale for our project and its methodology before presenting a ranked table of 30 cookbooks by celebrity chefs. This method generates several interesting findings. The first concerns the wide variation in animal fatalities among cookbooks. The chef with the heaviest animal footprint killed 5.25 animals per recipe, while the omnivorous chef with the smallest footprints killed 0.19 per recipe. Clearly, not all approaches to meat eating are equal when it comes to their animal mortality rate. Pigs and large ruminants are all substantially bigger than poultry, which are themselves bigger than many fish. The prime determinant of a chef’s place in the index was the number of small animals his or her recipes required. Whether a chef cooked in the style of a particular cuisine (Italian, French, Mexican etc.), by contrast, had no discernible influence on his or her ranking. We analyze how different chefs present themselves—as either especially sensitive or insensitive to ethical issues involving animals and food—and note cases where these presentations do or do not match their index ranking. -/- . (shrink)

History appears already to the young Gramsci as a system of forces in unstable balance, which struggle to position themselves on the side of history, to identify with it. For this reason, in his reading of Marxism, the unity of history is a result, the product of a successful strategy of hegemony building. This article reviews the Gramscian theory of hegemony and tries to show its coherence with the philosophy of praxis, that is, with the notion of the fundamentally practical (...) nature of reality. In particular, it is argued that, on the one hand, a crisis of hegemony must be understood as disintegrating a hegemonic system, which allows subordinated hegemonic moments to emerge; on the other hand, the crisis itself is determined by the formulation of hegemonic discourses that try to escape their condition of subordination. (shrink)

The present article has as its purpose to analyze the “spectacle” (ὄψις), from the conceptions developed in the Poetics of Aristotle, as a fundamental part in the tragic conception of Sophocles, in the work Oedipus Tyrannus. The analysis focused on the exodus of the play to demonstrate how aspects of theatrical representation are present in the tragic text.

The right to a dignified death is largely overlooked by Brazilian law. This neglect of the end-of-life process and its ramifications is the focus of this study, which aims at an exploratory survey to identify pertinent aspects requiring development to ensure a dignified end-of-life experience. In total, 50 publications were examined with online and physical surveys of works published up to March 2023. They express concerns regarding ethical dilemmas in caring for individuals nearing the end of life, yet they do (...) not delve into existing mechanisms for safeguarding end-of-life dignity or identify areas that still lack standardization to ensure effective care. This study should contribute to the enhancement of critical perspectives on the issue of end-of-life experiences, considering current safeguards, the legal boundaries set by the State, and potential future strides toward advancing studies aimed at the practical update of the Brazilian legal system. (shrink)

The Human Genome Project is regarded by many as one of the major scientific achievements in recent science history, a large-scale endeavour that is changing the way in which biomedical research is done and expected, moreover, to yield considerable benefit for society. Thus, since the completion of the human genome sequencing effort, a debate has emerged over the question whether this effort merits to be awarded a Nobel Prize and if so, who should be the one to receive it, as (...) no more than three individuals can be selected. In this article, the HGP is taken as a case study to consider the ethical question to what extent it is still possible, in an era of big science, of large-scale consortia and global team work, to acknowledge and reward individual contributions to important breakthroughs in biomedical fields. Is it still viable to single out individuals for their decisive contributions in order to reward them in a fair and convincing way? Whereas the concept of the Nobel prize as such seems to reflect an archetypical view of scientists as solitary researchers who, at a certain point in their careers, make their one decisive discovery, this vision has proven to be problematic from the very outset. Already during the first decade of the Nobel era, Ivan Pavlov was denied the Prize several times before finally receiving it, on the basis of the argument that he had been active as a research manager rather than as a researcher himself. The question then is whether, in the case of the HGP, a research effort that involved the contributions of hundreds or even thousands of researchers worldwide, it is still possible to “individualise” the Prize? The “HGP Nobel Prize problem” is regarded as an exemplary issue in current research ethics, highlighting a number of quandaries and trends involved in contemporary life science research practices more broadly. (shrink)

Drawing on Aristotle’s conception of the vices and virtues related to bodily pleasures, I argue that temperance and carnal wisdom, understood as practical wisdom about the conditions of bodily flourishing, are necessary for “mutual visibility” (full mutual perceptiveness and responsiveness in sex), as well as for treating ourselves and others as ends. Intemperance, “insensibility”, and carnal foolishness block mutual visibility by devaluing sensuous pleasures. Intemperance does this through objectification, insensibility through “disembodiment.” Since Aristotle has little to say about sex as (...) such, I extrapolate from his discussion of the virtues and vices in eating and drinking to sex, focusing on a feature of intemperance that is neglected in contemporary discussions but that is central to Aristotle’s own account of intemperance, viz., taking the wrong sort of pleasure in sex. (shrink)

The Foucault’s conception of power, so as those instructions that lead to think the body as a surface or exteriority, enable to suppose that body transcends the restrictive context with the one usually associated with. For that, it’s necessary to inquire into the Foucault’s form to think about the exteriority; principally the one that persists between visibility and enunciation. This subject will be analyzed starting from the multiples forms with which they appear in the foucaultian’s proposition, especially about the clinic (...) and the explanation of the passage from classic to modern culture. (shrink)

This chapter contains sections titled: The Sexual Citizen, Rights to Recognition, and Visibility as a Strategy.

In a recent article on Reid’s theory of single and double vision, James Van Cleve considers an argument against direct realism presented by Hume. Hume argues for the mind-dependent nature of the objects of our perception from the phenomenon of double vision. Reid does not address this particular argument, but Van Cleve considers possible answers Reid might have given to Hume. He finds fault with all these answers. Against Van Cleve, I argue that both appearances in double vision could be (...) considered visible figures of the object, and show how this solution might preserve Reid’s direct realism. However, this solution is not compatible with the single appearance of an object predicted by Reid’s theory of single and double vision. This consequence will appear evident once we consider the critique of Reid’s theory of single and double vision formulated by William Charles Wells (1757-1817). Wells argues that Reid’s theory is either incomplete or incompatible with other claims made by Reid. It is incomplete since it fails to specify the unique direction in which we the object in single vision; if it not incomplete and is compatible with the law of monocular direction given by Reid, then it is incompatible with Reid’s claim that we do not perceive immediately distance by sight. (shrink)

The role of the cultural assets as one of the pillars of sustainable development is undeniably of great significance in the cultural sustainability of cities. Indeed, the way users understand and interpret cultural heritage sites would be highly critical to managing cultural organizations properly. It means by improving users’ perception of these sites, it can expect a fair distribution of comprehensive awareness among generations about the values of cultural assets. Past studies in spatial psychology have demonstrated that environmental properties can (...) positively Influence human emotions. On the other hand, using computational–mathematical methods used to examine spatio-visual properties have rarely been compared to human perceptions. This paper examines the impact of spatio-visual properties on human perception as a clever cultural management strategy to promote cultural sustainability. It is discussed how environmental features in general, and visibility in particular, can shape the way users interpret cultural heritage. Results indicate that not only visibility of users’ paths within cultural heritage sites can be an influential factor for the development of users’ perception, but also the visibility of the entrance of these complexes can change their understanding. This means that decision-makers, architects, and managers of the cultural organizations can apply these findings as cultural management framework by defining predefined paths in these sites in the way that they possess high visibility and visible entrance. Consequently, the distribution of public awareness among generations can be improved to strengthen the role of cultural aspects in sustainable development. (shrink)

In recent years, a rising interest in scientific imaging has become apparent, in art production and in thematic exhibitions, as well as in popular media and advertising. Images captured by, and supposedly read through, machines open up a new era – not only for an as-yet-undefined aesthetic journey, but also to reveal insight into a normally invisible layer of reality. A wide range of techniques is already well established – not only in science, but also in an artistic context. Based (...) on an overview of different media and their applications, the term phasmagraphy is introduced to be applied to the expanded boundaries of the visible photographic spectrum to the adjacent wavelengths beyond full-spectrum photography. (shrink)

In his late works, Maurice Merleau-Ponty attempts to show the direction for the development of a new phenomenology. While analysing the intertwining of the visible and the invisible, he raises a question about the way we participate in Being. For Merleau-Ponty, experiencing a work of art is a representative example of our participation in the flesh (la chair). This article will analyse the broadly understood idea of visibility in art and its ability to transcend its apparent aesthetics into its (...) invisible side, which is the source of all appearance and self-knowledge of existence. (shrink)

Investigators increasingly need high quality face photographs that they can use in service of their scholarly pursuits—whether serving as experimental stimuli or to benchmark face recognition algorithms. Up to now, an index of known face databases, their features, and how to access them has not been available. This absence has had at least two negative repercussions: First, without alternatives, some researchers may have used face databases that are widely known but not optimal for their research. Second, a reliance on databases (...) comprised only of young white faces will lead to science that isn't representative of all the people whose tax contributions, in many cases, make that research possible. The “Face Image Meta-Database” (fIMDb) provides researchers with the tools to find the face images best suited to their research, with filters to locate databases with people of a varied racial and ethnic backgrounds and ages. Problems of representation in face databases are not restricted to race and ethnicity or age – there is a dearth of databases with faces that have visible differences (e.g., scars, port wine stains, and cleft lip and palate). A well-characterized database is needed to support programmatic research into perceivers' attitudes, behaviors, and neural responses to anomalous faces. The “ChatLab Facial Anomaly Database” (CFAD) was constructed to fill this gap, with photographs of faces with visible differences of various types, etiologies, sizes, locations, and that depict individuals from various ethnic backgrounds and age groups. Both the fIMDb and CFAD are available from cliffordworkman[dot]com/resources/. (shrink)

In scientific and analytical research, Ultraviolet-visible spectroscopy, Fourier Transform Infrared spectroscopy, and Nuclear Magnetic Resonance spectroscopy have widely been used to analyze and characterize various substances. Ultraviolet, infrared, and Nuclear Magnetic Resonance spectroscopy were studied for diastereoisotopic protons of dorzolamide, which is used to treat glaucoma and ocular hypertension. Methanol was used as a solvent in Ultraviolet and we obtained three wavelengths: 203 nm, 253 nm, and 257 nm, where Ultraviolet spectroscopy was employed for stability testing of pharmaceuticals. By (...) analyzing the Fourier Transform Infrared spectrum, we also can determine the presence or absence of specific functional groups in a compound, helping to identify the compound or confirm its structure in analyzing the Nuclear Magnetic Resonance spectrum. It can determine the types and numbers of hydrogen (proton) and carbon atoms in a molecule and their chemical environment, which helps elucidate the molecular structure. (shrink)

In pedestrian detection, occlusions are typically treated as an unstructured source of noise and explicit models have lagged behind those for object appearance, which will result in degradation of detection performance. In this paper, a hierarchical co-occurrence model is proposed to enhance the semantic representation of a pedestrian. In our proposed hierarchical model, a latent SVM structure is employed to model the spatial co-occurrence relations among the parent–child pairs of nodes as hidden variables for handling the partial occlusions. Moreover, the (...) visibility statuses of the pedestrian can be generated by learning co-occurrence relations from the positive training data with large numbers of synthetically occluded instances. Finally, based on the proposed hierarchical co-occurrence model, a pedestrian detection algorithm is implemented to incorporate visibility statuses by means of a Random Forest ensemble. The experimental results on three public datasets demonstrate the log-average miss rate of the proposed algorithm has 5% improvement for pedestrians with partial occlusions compared with the state-of-the-arts. (shrink)

Metacontrast is a visual illusion in which the visibility of a target stimulus is virtually lost when immediately followed by a nonoverlapping mask stimulus. For a colored target, metacontrast is color-selective, with target visibility markedly reduced when the mask and target are the same color, but only slightly reduced when the colors differ. This study investigated neural correlates of color-selective metacontrast for cone-opponent red and green stimuli in the human V1, V2, and V3 using functional magnetic resonance imaging. Neural activity (...) was suppressed when the target was rendered less visible by the same-colored mask, and the suppression was localized in the cortical region retinotopically representing the target, correlating with the perceptual topography of visibility/invisibility rather than the physical topography of the stimulus. Retinotopy-based group analysis found that activity suppression was statistically significant for V2 and V3 and that its localization to the target region was statistically significant for V2. These results suggest that retinotopic color representations in early visual areas, especially in V2, are closely linked to the visibility of color. (shrink)

With increased visibility of trans people comes increased philosophical interest in gendered language. This chapter aims to look at the research on gendered language in analytic philosophy of language so far, which has focused on two concerns: (1) determining how to define gender terms like ‘man’ and ‘woman’ such that they are trans inclusive and (2) if, or to what extent, we should use gendered language at all. We argue that the literature has focused too heavily on how gendered language (...) can harm trans people, and has not considered how trans people use gendered language to create meaning and joy for ourselves. Pulling from the literature in sociolinguistics, we look at examples of how trans people use language to make their lives better by gaining recognition, playing with gendered language, finding joy in gendered language, and taking control of definitional power, concluding that debates about gendered language need to consider not only how such language harms trans people but also how trans people use it for our own liberation. (shrink)

One of the more visible recent developments in philosophical methodology is the experimental philosophy movement. On its surface, the experimentalist challenge looks like a dramatic threat to the apriority of philosophy; ‘experimentalist’ is nearly antonymic with ‘aprioristic’. This appearance, I suggest, is misleading; the experimentalist critique is entirely unrelated to questions about the apriority of philosophical investigation. There are many reasons to resist the skeptical conclusions of negative experimental philosophers; but even if they are granted—even if the experimentalists are (...) right to claim that we must do much more careful laboratory work in order legitimately to be confident in our philosophical judgments— the apriority of philosophy is unimpugned. The kinds of scientific investigation that experimental philosophers argue to be necessary involve merely enabling sensory experiences. Although they are not enabling in the sense of permitting concept acquisition, they are enabling in another epistemically significant way that is also consistent with the apriority of philosophy. (shrink)

Despite its public visibility and impact on policy, the activity of expert communication rarely receives more than a passing mention in codes of scientific integrity. This paper makes the case for an ethics of expert communication, introducing a framework where expert communication is represented as an intrinsically ethical activity of a deliberative agent. Ethical expert communication cannot be ensured by complying with various requirements, such as restricting communications to one's area of expertise or disclosing conflicts of interest. Expert communication involves (...) morally laden trade‐offs that must be weighed by a deliberative agent. A basic normative framework is introduced, and concrete provisions are proposed for codes of scientific integrity. (shrink)

When looking at a scene, observers feel that they see its entire structure in great detail and can immediately notice any changes in it. However, when brief blank fields are placed between alternating displays of an original and a modified scene, a striking failure of perception is induced: identification of changes becomes extremely difficult, even when changes are large and made repeatedly. Identification is much faster when a verbal cue is provided, showing that poor visibility is not the cause of (...) this difficulty. Identification is also faster for objects mentioned in brief verbal descriptions of the scene. These results support the idea that observers never form a complete, detailed representation of their surroundings. In addition, results also indicate that attention is required to perceive change, and that in the absence of localized motion signals it is guided on the basis of high-level interest. (shrink)

I suggest that the recent, highly visible, and often heated debate over failures to replicate the results in the social sciences reveals more than the need for greater attention to the pragmatics and value of empirical falsification. It also is a symptom of a serious issue -- the underdeveloped state of theory in many areas of psychology. While I focus on the phenomenon of “social priming” -- since it figures centrally in current debate -- it is not the only (...) area of psychological inquiry to which my critique applies. I first discuss some of the key issues in the “social priming” debate and then attempt to show that many of the problems thus far identified are traceable to a lack of specificity of theory. Finally, I hint at the possibility that adherence to the materialist tenets of modern psychological theory may have a limiting effect on our full appreciation of the phenomena under scrutiny. (shrink)