Background Previous research mainly focuses on how to support nursing students in caring for the patient and on educators’ views of students’ development as professional caring nurses. Against this background, it is important to further investigate nursing students’ perspectives on what it means to become a professional caring nurse. Research aim This qualitative systematic review study aims to identify and synthesize nursing students’ perceptions on the meaning of becoming a caring nurse. Research design and data sources Systematic data searches were (...) conducted by using the electronic databases MEDLINE (Ovid), CINAHL (EBSCO), Academic Search Premiere (EBSCO), and Philosopher`s Index. In total, 13 studies met the inclusion and quality criteria. The articles were analyzed by a systematic review and a thematic synthesis according to Thomas and Harden. Ethical consideration The study followed good ethical practice guidelines outlined in the Northern Nurses’ Federation. Findings The analysis resulted in eight descriptive themes and finally in three analytical themes: Becoming is to get in touch with one’s inner ethic or ethos, Becoming is a movement between courage, understanding, and being touched, and Becoming is strengthened through caring role models and a learning culture. Conclusions Becoming a professional caring nurse is seen as an ongoing movement toward a deeper understanding of oneself and one’s being and bearing. This movement is enabled when nursing students have a sense of self-awareness, courage to stand in their vulnerability, and reflect on their responsibility, caring attitude, and inner values and ethics. The force of becoming is that the attention is directed beyond self to care for and feel empathy for others in a caring manner. Becoming is released through a caring relationship, external confirmation, and good role models. A lack of external support in the movement can potentially prevent the students from becoming a professional caring nurse. (shrink)

The student movement today is the one organized, significant segment of the intellectual community that has a real and active commitment to the kind of social change that our society desperately needs. Developments now taking place may lead to its destruction, in part through repression, in part through what I think are rather foolish tactics on the part of the student movement itself. I think this would be a great, perhaps irreparable, loss. And I think if it does (...) take place the blame will largely fall on the liberal enlightened community that has permitted a situation to arise in which the most committed, sincere, and most socially active of young people are perhaps working themselves into a position at the end of a limb, from which they may be sawed off at great cost to all of us and to society as a whole. (shrink)

In Bangladesh, opposition parties like BNP and JI have struggled to mobilize support despite their claims of championing democracy. The 2024 Anti-Discrimination Student Movement, however, succeeded where these parties failed, uniting people across political divides. Though BNP and JI offered covert support, they hesitated to openly join the movement, reflecting deeper issues in their strategies. This commentary argues that the movement’s success highlighted public disillusionment with traditional politics and the need for trust and accountability in future political mobilization, showing (...) a path to genuine, inclusive change. (shrink)

A comparison of the analyses of West German society in the 1960s in Dahrendorf's Society and Democracy in Germany and in the 1980s in Beck's Risk Society provides the historical frame for a reconsideration of the student movement of the late 1960s in terms not of its own self-understanding but of its place and role in the larger processes of social and cultural change in the Federal Republic. The idea of cultural revolution - one of the central, defining themes (...) of the student movement - and its outcome are examined with reference to Schulze's cultural sociology of postwar German society. (shrink)

As contemporary universities become increasingly deregulated and neoliberalised structures, how is grassroots student political organising to adapt? What role could student organisers, working in coalition with academics, unions and communities, play in shaping the Future University? We argue that student organising has an even more crucial place in the site of the neoliberal university, working against both the corporatisation of the contemporary university, as well as rising neoliberal conditions in the broader communities within which tertiary education is (...) embedded. These conditions, without doubt, have the potential to stultify student movements by burdening students with ever-increasing debt, and packaging degrees as a commodity with a market-determined value. However, we argue, the neoliberalisation of education also engenders an opportunity for students in shaping the Future University, through grassroots advocacy for staff working conditions, and for critical pedagogies that enable the integration of transformative social justice movements with academic theory. For us, the Future University is a space that nourishes critical and creative thinking, and produces students that are able to integrate theory with radical praxis. However, for this to be realised, the ideological function of the university, in justifying and naturalising hegemonic power structures, and the very meaning of public education, must be exposed and critiqued from the ground up. (shrink)

In this commentary, I explain how a student movement evolved from a social movement for quota reform into a political movement demanding regime change. I argue that the key factor enabling this transformation was its ability to unite various factions, which shifted public sentiment from addressing specific grievances to mounting a broader challenge to the regime.

Resumen: El presente trabajo investiga la forma en que las ciencias sociales, principalmente chilenas, están respondiendo a las dispares demandas que reciben actualmente y que consisten en aportar a la comprensión crítica de fenómenos relevantes para la sociedad y adecuarse a las recientes transformaciones en la forma de producir y comunicar conocimiento científico incorporando mayores niveles de internacionalización, globalización, especialización y complejización. Para ello se realiza una revisión sistemática de la producción científica publicada sobre el movimiento estudiantil chileno, que constituye (...) uno de los movimientos sociales más relevantes de la historia reciente de Chile. Se sistematizaron 149 publicaciones editadas entre el año 2000 y el 2016. Los resultados muestran que la capacidad de las ciencias sociales chilenas para abordar estas demandas contradictorias es parcial, pues sus análisis críticos tienden a ser uniformes y de alcance temporal limitado, mientras que sus estudios empíricos no siempre poseen los niveles de internacionalización y complejidad demandados actualmente para participar en los circuitos internacionales de publicación.: The present work investigates the way in which social sciences, mainly Chilean, are responding to different demands that they are currently receiving and that consist of contribute to the critical understanding of phenomena relevant to society and adapt to recent transformations in the way of producing and communicating scientific knowledge, incorporating higher levels of internationalization, globalization, specialization and complexity. To this end, a systematic review of the scientific production published on the Chilean student movement is made. This movement is one of the most relevant in Chile's recent history. 149 publications were systematized, published between 2000 and 2016. The results show that the capacity of the Chilean social sciences to deal with these contradictory demands is partial, since their critical analyzes tend to be uniforms and limited in time, while their empirical studies do not always have the levels of internationalization and complexity currently demanded in international publishing circuits. (shrink)

Introduction: -/- Walking, illegally, down main Montreal thoroughfares with students in nightly demonstrations, with neighbors whom I barely knew before, banging pots and pans, and with tens, if not hundreds, of thousands of people on every 22nd of the month since March—this was unimaginable a year ago.1 Unimaginable that the collective and heterogeneous body, which is the “manif [demonstration]”, could feel so much like home, despite its internal differences. Unimaginable that this mutual dependence on one another could enable not only (...) collective protection from traffic and police but the affective strength and audacity to take back the street—a mutual dependence that includes the masked demonstrators ready to help when gassed by police. Unimaginable too that we would be breaking the law daily,2 that blocking traffic and seeing the city from the center of the street would become habit, and that as the “printemps érable” becomes summer, we would be investing our time in neighborhood assemblies, in weaving social bonds, and in sustaining and deepening the mobilization. -/- I say these actions were unimaginable not merely because the context that motivated the enlargement of the student movement into a popular struggle combines a number of unique features. Nor were they simply unimaginable because the Quebec I previously knew was marred by the Islamophobia and cultural racism made visible during the reasonable accommodation debates, a society whose mapping excluded me and for whose sake it would have been difficult to protest.3 Rather, I say these actions were unimaginable because the possibility of this popular and inclusive mobilization had not yet been created. It is this possibility that the Quebec student movement has created, I argue, not only in quantitative terms by engaging so many, but at the level of lived subjectivities and intercorporeal solidarity. The evolution of the movement should be understood, then, both as a swelling of its popular base and as an intensification and qualitative transformation of ways of life. (shrink)

Postural instability marks a prevalent symptom of Parkinson’s disease. It often manifests in increased body sway, which is commonly assessed by tracking the Center of Pressure. Yet, in terms of postural control, the body’s Center of Mass, and not CoP is what is regulated in a gravitational field. The aim of this study was to explore the effect of early- to mid-stage PD on these measures of postural control in response to unpredictable visual perturbations. We investigated three cohorts: 18 patients (...) with early to mid-stage PD [Hoehn & Yahr stage ; 1.94 ± 0.70]; a group of 15 age-matched controls ; and a group of 12 young healthy adults. Participants stood on a force plate to track their CoP, while the movement of their entire body was recorded with a video-based motion tracking system to monitor their CoM. A moving room paradigm was applied through a head-mounted virtual reality headset. The stimulus consisted of a virtual tunnel that stretched in the anterior-posterior direction which either remained static or moved back and forth in an unpredictable fashion.We found differences in mean sway amplitude and mean velocities of CoP and CoM between the groups under both conditions, with higher MSA of CoP and CoM for PD and higher mean velocities of both variables for PD and ECT when compared with YCT. Visual perturbation increased mean CoP velocity in all groups but did not have effects on mean CoM velocity or MSA. While being significantly lower for the young adults, the net effect of visual perturbation on mean CoP velocity was similar between patients with PD and age-matched controls. There was no effect of the visual perturbation on mean CoM velocity for any of the groups.Our simultaneous assessment of CoP and CoM revealed that postural control is reflected differently in CoM and CoP. As the motion of CoM remained mostly unaffected, all groups successfully counteracted the perturbation and maintained their balance. Higher CoP velocity for PD and ECT revealed increased corrective motion needed to achieve this, which however was similar in both groups. Thus, our results suggest increased effort, expressed in CoP velocity, to be an effect of age rather than disease in earlier stages of PD. (shrink)

More than three centuries after Baruch Spinoza's excommunication from the Jewish community of Amsterdam, his legacy remains contentious. Born in 1632, Spinoza is one of the most important thinkers of the Enlightenment and arguably the paradigm of the secular Jew, having left Orthodoxy without converting to another faith. One of the most provocative critiques of Spinoza comes from an unexpected source, the influential twentieth-century political philosopher, Leo Strauss. Though Strauss was not an Orthodox Jew, in a well-known essay that prefaced (...) his study of Spinoza, he critically examines modern philosophy's challenge to traditional religion. There he argues that while the Enlightenment had failed to decisively refute Orthodoxy, at the same time, Orthodoxy could only claim to believe its core tenets were true but could not claim to know they were true. Strauss leaves the question at an impasse; both the Enlightenment and Orthodoxy rest on axioms that neither side can fully prove or fully refute. Curiously, Strauss never asks Orthodox Jewish thinkers if his approach to defending Judaism against the claims of the Enlightenment is the same as theirs. This volume poses the question to a group of serious Orthodox Jewish thinkers in an attempt to find out if Orthodoxy has a better answer to the questions raised by Strauss than the one Strauss advanced on its behalf. The seventeen essays in this volume use a variety of approaches, drawing on traditional primary Jewish sources like Scripture, Talmud, and Midrash; medieval rationalists like Maimonides; Enlightenment-era Orthodox sources; Jewish mystical writings like Kabbalah and Chasidut; modern philosophical movements including postmodernism and analytic philosophy; and contemporary Jewish Bible interpretation. While the answers differ, what unites these essays is the willingness to take Strauss' question seriously and to provide "inside" answers, that is, answers given by Orthodox Jews. Much of modern thought tries to square the circle of how to live in a world without belief. The better question is whether it is possible to recover authentic religious belief in the modern world. This volume is an Orthodox Jewish attempt to answer that question, one that no serious person can approach with indifference. (shrink)

Os movimentos juvenis tiveram papel destacado nas transformações do campo protestante no Brasil durante as décadas de cinquenta e sessenta. Neste artigo, enfocamos especialmente a história dos grupos evangélicos que exerceram o trabalho religioso dentro das universidades: a Associação Cristã Acadêmica e a Aliança Bíblica Universitária do Brasil. Para compreender melhor as inovações que trouxeram, traçamos primeiramente um quadro do protestantismo brasileiro após a Segunda Guerra Mundial. Em segundo lugar, fazemos uma história das organizações estudantis de tradição evangélica, enfatizando suas (...) diferenças identitárias e sua busca de penetração nas instituições eclesiásticas. Por fim, analisamos o contexto repressivo dentro e fora das igrejas após golpe civil-militar ocorrido em abril de 1964. Apresentamos, assim, as diferentes propostas teológicas, as práticas inovadoras e os embates surgidos com as instituições na tentativa de articulação feita pelos jovens entre as exigências confessionais do meio protestante, o engajamento sócio-político e o ambiente universitário da década de sessenta. Palavras-Chave: Universidade. Movimento Estudantil. Engajamento Social. Política.: The youthful movements has a paper detached in transformations of Brazil’s protestant field during the 50’s and 60’s decades. In this article, we look at the history of evangelical groups inside the universities with religious work: the Academic Christian Association and the University Biblical Alliance of Brazil. To better understand the innovations, we, first, traced a picture of the Brazilian’s Protestantism after World War II. In second place, we make an history of student’s organizations in evangelical tradition, emphasizing its identities, differences and search of presence although ecclesiastical institutions. Finally, we analyze a repressive context inside and outside of protestant churches after military government since April of 1964. We present, thus, different theological proposals, the innovator’s practices and strikes appeared with ecclesiastical institutions in attempt of joint, by young men and women ones, the confessional requirements of churches, the social political paper and the university environment of Sixties. Keywords: Evangelicals. University. Student. Social Engagement. Politics. (shrink)

Producing content-related gestures has been found to impact students’ learning, whether such gestures are spontaneously generated by the learner in the course of problem-solving, or participants are instructed to pose based on experimenter instructions during problem-solving and word learning. Few studies, however, have investigated the effect of (a) performing instructed gestures while learning concepts or (b) producing gestures without there being an implied connection between the gestures and the concepts being learned. The two studies reported here investigate the impact of (...) instructed hand movements on students’ subsequent understanding of a concept. Students were asked to watch an instructional video—focused on the concept of statistical model—three times. Two experimental groups were given a secondary task to perform while watching the video, which involved moving their hands to mimic the placement and orientation of red rectangular bars overlaid on the video. Students were told that the focus of the study was multitasking, and that the instructed hand movements were unrelated to the material being learned. In the content-match group the placement of the hands reinforced the concept being explained, and in the content-mismatch group it did not. A control group was not asked to perform a secondary task. In both studies, findings indicate that students in the content-match group performed better on the posttest, and showed less variation in performance, than did students in the content-mismatch group, with control students falling in between. Instructed hand movement—even when presented as an unrelated, secondary task—can affect students’ learning of a complex concept. (shrink)

This article gives voice to student activists who participated in the 2014 Hong Kong pro-democracy Occupy movement, also known as the Umbrella Movement. It provides an alternative perspective from which to view those events. We want to examine how the activism impacted students’ understanding of their involvement and identity. We argue that it is necessary to interpret the experiences and voices of the leaders of the movement in light of other Asian student movements. We start by establishing (...) parallels with various student movements across Asia over the last century: the May Fourth student movement ; the Beijing student movement preceding the Tiananmen incident ; the Sunflower Movement of Taiwan and its rejection of the very notion of ‘Cross-Strait’; and the Hong Kong Umbrella Movement. We argue that civil disobedience by Hong Kong students existed before the street barricades of the Umbrella Movement, and already constituted a public, in a Deweyan sense. We further argue... (shrink)

In the current research, sleep duration, sedentary behaviour, physical activity, and their relationship with several anxiety symptoms among college students were examined. This study was a cross-sectional study, and study respondents were recruited from college students. A total of 1,475 of college students were included for analysis. Sedentary behaviours and physical activity were assessed by the International Physical Activity Questionnaire Short Form, while sleep duration was assessed by the Chinese version Pittsburgh Sleep Quality Index. To assess the anxiety symptoms of (...) study respondents, the Generalised Anxiety Disorder-7 was used. The compositional data was analysed in R to estimate the associations between replacements among physical activities, sedentary behaviours, and sleep and anxiety symptoms. Results indicated a greater impact was imposed on the alleviation of anxiety symptoms by substituting sedentary behaviours with physical activity at moderate to vigorous intensity. In the current research, the significance of moderate to vigorous physical activity should be highlighted in preventing anxiety among Chinese college students. (shrink)

This paper argues that Hans Blumenberg’s theory illuminates a novel interpretation of the phenomenological concept of the lifeworld—as a world sustained by myths and their receptions. This paper combines two central themes in Blumenberg’s philosophy: his interpretation of Edmund Husserl and his aesthetics, especially his theory of the novel and of myth. My claim to originality is to offer a mythology of the lifeworld with the help of one of Blumenberg’s less-known texts, “Wirklichkeitsbegriff und Wirkungspotential des Mythos.” In the first (...) part, I will examine a crucial aspect in Blumenberg’s reading of Husserl’s notion of the lifeworld, namely the unorthodox view that the lifeworld, as the foundation for sciences and their logos, itself has no need to resort to language. To put it mythically: the lifeworld is an expressionless state of naivety. To support this deconstructive reading, I will then turn to Blumenberg’s theory of the novel. As has been noticed by Blumenberg and his colleagues, the underlying meaning structure of the novel, or its “concept of reality,” has a typically modern character, and largely overlaps with the phenomenological idea of the world and lifeworld. However, in the second part, I will radicalize Blumenberg’s discussions about reality, and show that the novelistic reality can never fully supersede that of myth. Mythology has a persistent existence, and, in Blumenberg’s argument, the history of mythical reception reveals a perpetual movement of human struggle against terror. In this Blumenbergian philosophy of mythology, a new image of the lifeworld presents itself, a world made by the myth-telling humans, by their active and aesthetic use of words, instead of slumbers of naivety. (shrink)

The problem of the research was represented by the lack of interest of many teachers in the use of diversification and change in various exercises, despite the positive role it plays in generalizing the motor program for any fencing skill, even though most of its skills are characterized by difficulty in performing them, which requires providing the largest number of motor programs in order to be The learner has full readiness and preparedness, and the research aims to prepare various exercises (...) to develop sensory perception and accuracy in performing complex attack skills and the stabbing movement. And to identify the effect of various exercises in developing the students’ kinetic awareness and accuracy of combined attack skills and stabbing movements in fencing. Use the researcherthatThe experimental approach with two equal groups. The research sample represented the students of the third stage of the Department of Physical Education and Sports Sciences at the Islamic University for the academic year 2022-2023 AD, and they numbered (50) students. They were selected by a simple random method, and were divided into two groups (experimental and control), and the number of each group was (25). ) student. The experimental group applied the various exercises prepared by the researcherthatAccording to the stages of building the motor program for learning epee skills in fencing, it was included among the educational units approved in colleges of physical education for third-year students, at the rate of one educational unit per week, amounting to (6) educational units. The time of the educational unit was (90/min), and the time of the educational unit was divided into the preparatory section. (15/d), the main section (65/d), and the final section (10/d). The most important conclusions were that there was a significant effect of the various exercises in developing sensory-motor perception and accuracy of performance in learning fencing skills. The most important recommendations are the need to pay attention to various exercises during educational units because they help learners expand their educational awareness and thus reflect on their performance of skills. (shrink)

The essay focuses on the impact of Marcuse’s Eros and Civilization in Germany in 1968. First, the essay discusses how Freud’s theory was used in the late twenties at the Institute for Social Research in Frankfurt. Then, it focuses on how certain of Adorno and Horkheimer’s ideas were developed in Eros and Civilization . Finally, it shows how Marcuse’s work became relevant for the intellectual development of the student movement in Germany.

O presente artigo visa analisar a atuação da União dos Estudantes Secundaristas do Amapá, durante a ditadura civil-militar no Brasil, em específico, como se deu a deliberação de apoio da entidade ao golpe. Para tanto, foi necessário analisar as peculiaridades da recepção do regime autoritário no então Território Federal do Amapá, o Movimento Estudantil de forma ampla, os aspectos constitutivos da União dos Estudantes Secundaristas do Amapá, suas divisões e seu desenvolvimento diante do golpe. O objetivo com isso, foi traçar (...) as correspondências existentes entre esses aspectos e as ações de apoio que se sucederam em nome da entidade. O artigo baseou-se em fontes bibliográficas sobre o tema e em depoimentos cedidos pela Comissão Estadual da Verdade do Amapá, disponibilizados durante a construção do relatório publicado no ano de 2017. Dentre os resultados, foi possível visualizar que a atuação da União dos Estudantes Secundaristas do Amapá foi bem mais do que um apoio ao regime militar, mas fora heterogênea, e teve sua trajetória ligada a características do território, ao poder, ao regionalismo, às classes e muitos outros aspectos que influenciaram a tomada de decisões de grupos dentro da entidade. This article aims to analyze the performance of the Amapá Union of Secondary Students during the civil-military dictatorship in Brazil, specifically, how the deliberation of support of the entity to the coup took place. For that, it was necessary to analyze the peculiarities of the reception of the authoritarian regime in the then Federal Territory of Amapá, the Student Movement in a broad way, the constitutive aspects of the Amapá Union of Secondary Students, its divisions and its development in the face of the coup. The objective was to trace the correspondence between these aspects and the support actions that followed on behalf of the entity. The article was based on bibliographic sources on the subject and on testimonials provided by the Amapá State Truth Commission, which were made available during the construction of the report published in 2017. Among the results, it was possible to visualize that Amapá Union of Secondary Students performance was much more than a support to the military regime, but it had been heterogeneous and had its trajectory linked to characteristics of the territory, power, regionalism, classes and many other aspects that influenced the decision making of groups within the entity. (shrink)

The present work aims to efficiently carry out life-death education for college students, improve their psychological problems, and reduce suicide accidents by combining LDE with Dance Movement Therapy. DMT is a psychosomatic cross therapy that treats mental or physical diseases through dance or improvisation. Firstly, this paper introduces LDE and DMT and designs the activities of DMT intervention. Secondly, the relationship between DMT and LDE is analyzed. Finally, a questionnaire survey is conducted on the research objects. The research objects are (...) divided into the experimental group receiving DMT intervention, the control group participating in sports dance courses, and the benchmark group. The research data show no significant difference in interpersonal skills and emotional psychology among the three groups. The DMT intervention group has substantial changes in other factors except for the conflict control ability before and after the intervention. In addition, the questionnaire survey results after the intervention demonstrate that the DMT intervention group gets a significantly higher score in the interpersonal relationship, interpersonal relationship building ability, moderate rejection ability, self-disclosure ability, and emotional support ability. Therefore, DMT intervention positively impacts college students’ interpersonal relationships. After the sports dance course, there are differences in the total score of interpersonal ties and scores of interpersonal relationships building ability, self-disclosure ability, and emotional support ability in the control group, but with no significant difference in moderate rejection ability and conflict control ability. Therefore, compared with traditional psychotherapy methods, the DMT method reported here is conducive to releasing pressure and alleviating physical and mental anxiety. The research content provides new ideas for psychological education in colleges and universities and contributes to improving college students’ suicidal tendencies and helping college students grow up healthily. (shrink)

Volunteering by higher education students in the UK has a long history which remains largely unexplored despite recent research and policy attention. This article offers a brief overview of the development of student volunteering before the 1960s and then discusses a shift from student social service to Student Community Action in the late 1960s and early 1970s. It argues that this shift was underpinned by a growing student movement in support of volunteering overseas; the perceived failures (...) of the ‘youth volunteer boom' of the 1960s and by the wider questioning of the values of higher education. The article then considers the rapid growth of Student Community Action across universities and colleges in the UK before reflecting upon the success and challenges of the movement. (shrink)

In 2015 students in South Africa mobilized to decolonize universities and to struggle for free higher education. This article discusses these developments in the context of contemporary theories of remembrance, repression and denial and current debates around decolonization and “talking race” in post-apartheid South Africa. The current South African student movement challenge apartheid legacies and white colonial culture, contending that campuses are still dominated by racist symbolic and economic orders. They argue, “As we learn we need to unlearn and (...) develop new epistemologies.” This article analyses this process as it unfolds and looks at the unfolding intergenerational tensions and discusses how a lack of affirmative labor of remembrance on the side of the white South African population complicates notions of decolonization in relation to a gendered black nationalism. A point of conceptual reference is the 1968 student protest movement in West Germany, which forcefully broke the silence surrounding fascist continuities within the newly democratized institutions that was “unable to mourn” and remember. (shrink)

En el texto se hace hincapié en los tenebrosos elementos sacrificiales que le ha acarreado al movimiento estudiantil perteneciente a la combativa Escuela Normal Rural de Ayotzinapa, situada en el Estado mexicano de Guerrero, dominado por el narcotráfico y un gobierno municipal que actúa en complicidad con este último. Se trata de un establecimiento que, además de formar maestros populares, se halla enrolado en las luchas sociales y políticas. A fines de 2014 fueron reprimidos brutalmente y objeto de desaparición forzosa (...) unos 43 alumnos de esa Escuela, lo cual dio lugar a una ininterrumpida protesta civil con muy diversos ribetes internos y mundiales cuyas múltiples expresiones procuran explicitarse en el trabajo. Por otra parte, se incursiona en el trasfondo ideológico que viene acompañando el devenir institucional mexicano bajo el manto del neoliberalismo -al cual el autor ha optado por reconceptuar como neuroliberalismo en distintos ensayos suyos y en colaboración. Conjuntamente, se enfoca la problemática en cuestión desde un ángulo doctrinario y existencial específico: el del necropoder y el pensamiento crítico. Entre los referentes bibliográficos principales pueden citarse desde Foucault y Mbembe a Holloway y González Casanova. The paper deals with the engagement of mexican student movement in Ayotzinapa Rural College and the repressive way that the local goverment and the narco-maffia fought against those students, with the disappearance and destruction of their bodies and cadavers, around september 2014. The case has an enormous influence in world and local public opinion, with different movilizations and artistic expressions that have a very critical reading of Mexican treatment in the field of Human Rights. Mexican and international neoliberalism, as well as bio and necropolitics, has been specially analyzed with the auxiliary tool of critical thinking. Between the theoretical authors that are close involved in these approaches, we can find Michel Foucault, Achille Mbembe, John Holloway and Pablo González Casanova. (shrink)

Virtuosity in music performance is often associated with fast, precise, and efficient sound-producing movements. The generation of such highly skilled movements involves complex joint and muscle control by the central nervous system, and depends on the ability to anticipate, segment, and coarticulate motor elements, all within the biomechanical constraints of the human body. When successful, such motor skill should lead to what we characterize as fluency in musical performance. Detecting typical features of fluency could be very useful for (...) technology-enhanced learning systems, assisting and supporting students during their individual practice sessions by giving feedback and helping them to adopt sustainable movement patterns. In this study, we propose to assess fluency in musical performance as the ability to smoothly and efficiently coordinate while accurately performing slow, transitionary, and rapid movements. To this end, the movements of three cello players and three drummers at different levels of skill were recorded with an optical motion capture system, while a wireless electromyogrphy (EMG) system recorded the corresponding muscle activity from relevant landmarks. We analyze the kinematic and coarticulation characteristics of these recordings separately and then propose a combined model of fluency in musical performance predicting music sophistication. Results suggest movements from expert performers' are characterized by consistently smooth strokes and scaling of muscle phasic coactivation. The explored model of fluency as function of movement smoothness and coarticulation patterns was shown to be limited by the sample size but serves as a proof of concept. Results from this study show the potential of a technology-enhanced objective measure of fluency in musical performance, which could lead to improved practices for aspiring musicians, instructors, and researchers. (shrink)

This is a work of critical theory in the deconstructionist tradition. It investigates the impact and role of visual art practice in cultural dispensation. Its central argument is that conceptions of 'leadership' and of 'being a subject' (or subjugation) play a formative role in the manner with which cultural ideas are appropriated and spread out in organic interactions within the community. The arguments advanced in this work demonstrate that leadership conceptions are disseminated as 'signs' (a conceptual term for how ideas (...) and their significance are understood in the context of cultural dispensation) and that signs have historical roots and connotations. Using deconstructionist techniques like différance, this work concretises the critical in the discourse which states that 'signs' in the cultural dispensation are in constant interaction with each other in terms of defining their historic, epistemic and contemporary 'meaning'. The Discourse of Acknowledgements and Distinctions introduces three concepts that account for themselves through the infinite propensities of social contexts and the 'signs' that anchor them for referral. These are the notions of Cerebrinity, Hysteridence and Remembrance. The use of psychoanalysis - and of the perspectives of Kristeva, Jung and Freud - distinguishes this book from other works of critical theory that deal with art and art movements. The book aims to illuminate on the propensity of the community to participate in its own subjugation in the context of Modernity. It is concise and incorporates critical theory perspectives by writers like Baudrillard, Lyotard, Kristeva and Spivak. It can be appreciated by art students interested in the intersection between visual art, critical theory and psychoanalysis -- page 4 of cover. (shrink)

Since 1984, the philosophy for children (p4c) Hawai‘i movement, a partnership between the University of Hawai‘i at Mānoa (UHM) and Hawai‘i’s public schools, has experienced success in creating a more philosophical schooling experience. UHM’s Uehiro Academy for Philosophy and Ethics in Education supports this movement by offering a ‘Philosopher in Residence’ who aids teachers in bringing philosophical inquiry into practice (Lukey 2013). Philosophers in Residence continue to support p4c Hawai‘i at Kailua High School, Waimānalo Intermediate and Elementary School, and Waikīkī, (...) Ka‘elepulu, and Sunset Beach Elementary Schools. As the movement grows, we continually ask, how can we support teachers in making p4c a ‘living and reliable educational option’ (Lipman 1988, p. vii) with limited resources? One solution is the philoSURFER Internship Project, where pre-college students intern with university Philosophers in Residence and assist kindergarten through to ninth grade teachers in ‘doing’ philosophy with students. Kailua High School started their first philoSURFERS cohort in the fall of 2015, and Sunset Beach Elementary School adapted the model and had their first cohort of philoSURFERS in the fall of 2021. Since 2015, 151 philoSURFERS have supported over 65 teachers and thousands of students at eight schools to engage in philosophical inquiry. The aim of this academic reflection is to share the lessons the five authors and project coordinators have learned over the last eight years of this school-university partnership for other organisations interested in utilising pre-collegiate students as catalysts for making philosophy an integral aspect of our schools. (shrink)

The article analyzes the social representations of ICTs’ appropriation for community empowerment by social movements. The study includes two recent Latin American student social movements: the Mexican #YoSoy132 and the Chilean student movement. Discourse analysis was used to examine interviews with participants in these social movements as well as other texts associated with their episodes of collective action. The discourse analysis was focused on four main dimensions of the social representations of ICTs’ appropriation: (1) the (...) interrelationships between the technological and the socio-political and cultural dimensions; (2) the tension between a visibility-centered and an articulating-focused use of ICTs; (3) the tension between the individual and the collective dimensions; and (4) the articulation between ICTs-based collective action and offline one. The findings indicate that the online/offline and the visibility/articulation tensions are relevant dimensions, in an articulated way, of the social representation of ICTs’ appropriation for collective empowerment. The results also indicate that the sociopolitical goals of the social movements are a central mediation for the process of configuration of the social representation, as it is proved by the importance of the individual/collective tension for the process. (shrink)

The topic of developing professionalism dominated the content of many academic medicine publications and conference agendas during the past decade. Calls to address the development of professionalism among medical students and residents have come from professional societies, accrediting agencies, and a host of educators in the biomedical sciences. The language of the professionalism movement is now a given among those in academic medicine. We raise serious concerns about the professionalism discourse and how the specialized language of academic medicine disciplines has (...) defined, organized, contained, and made seemingly immutable a group of attitudes, values, and behaviors subsumed under the label of "professionalism." In particular, we argue that the professionalism discourse needs to pay more attention to the academic environment in which students are educated, that it should articulate specific positive behaviors, that the theory of professionalism must be constructed from a dialogue with those we are educating, and that this theoretical and practical discourse must aim at a deeper understanding of social justice and the role of medicine within a just society. (shrink)

Although the body has been the focus of much contemporary cultural theory, the models that are typically applied neglect the most salient characteristics of embodied existence—movement, affect, and sensation—in favor of concepts derived from linguistic theory. In _Parables for the Virtual_ Brian Massumi views the body and media such as television, film, and the Internet, as cultural formations that operate on multiple registers of sensation beyond the reach of the reading techniques founded on the standard rhetorical and semiotic models. Renewing (...) and assessing William James’s radical empiricism and Henri Bergson’s philosophy of perception through the filter of the post-war French philosophy of Deleuze, Guattari, and Foucault, Massumi links a cultural logic of variation to questions of movement, affect, and sensation. If such concepts are as fundamental as signs and significations, he argues, then a new set of theoretical issues appear, and with them potential new paths for the wedding of scientific and cultural theory. Replacing the traditional opposition of literal and figural with new distinctions between stasis and motion and between actual and virtual, _Parables for the Virtual _tackles related theoretical issues by applying them to cultural mediums as diverse as architecture, body art, the digital art of Stelarc, and Ronald Reagan’s acting career. The result is an intriguing combination of cultural theory, science, and philosophy that asserts itself in a crystalline and multi-faceted argument. _Parables for the Virtual_ will interest students and scholars of continental and Anglo-American philosophy, cultural studies, cognitive science, electronic art, digital culture, and chaos theory, as well as those concerned with the “science wars” and the relation between the humanities and the sciences in general. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.1 (2003) 54-63 [Access article in PDF] Movement Class as an Integrative Experience:Academic, Cognitive, and Social Effects Svetlana Nikitina I believe the benefits of this type of course reach beyond the obvious possibilities of professional and academic achievement. The degree of personal discovery, creativity, self-development and insight are immeasurable. I am particularly referring to my experience here at Harvard. Claire Mallardi, from course syllabus (...) Performing arts courses at research institutions such as Harvard University are often seen as extracurricular with only tangential or imperceptible effect on students' academic interests. Yet, when I interviewed biology, math, or neuroscience concentrators who took Claire Mallardi's Movement for Actors and Directors course at Harvard in the spring of 2000, most of them told me that it was one of the most meaningful experiences in their academic development, and, according to one psychology concentrator, "the best psychology course" she ever took. In spite of boundaries separating the arts courses from hard and soft sciences, in students' experience the connections run deep. What were those connections that students made from their dance class experience to their academic and social development? And, what in the teaching and nature of the course supported this highly integrative experience that allowed students to reach beyond mastering an artistic medium and become better learners in general? These were the two major questions that guided this study.Why am I interested in the integrative quality of arts education? I am highlighting the academic importance of performing arts programs to suggest to university administrators and instructors in other disciplines the "immeasurable" personal and academic value of such courses whose place is often seen as marginal. Perhaps also, pedagogy used for integration in this course into the academic fabric of the institution could provide models for other courses and curricula that are trying to be integrative or interdisciplinary in a more self-conscious way. And, there are more and more such [End Page 54] courses on every college campus these days. Moriel Blaisdell in Preparing Faculty for the New Conceptions of Scholarship for example, cites "integrative studies" programs among most important trends in higher education today with their goal "to synthesize, to look for new relationships between the parts and the whole, to relate the past and future to the present, and to ferret out patterns of meaning that cannot be seen through traditional disciplinary lenses." 1One of the most daring experiments in universities now, and the one to which the integrative dance course could speak directly, is interdisciplinary teaching in neuroscience, for example. Neuroscience proceeds from the belief in the inherent unity of mind and body and attempts to discover the nature of the relationship between them. In a different way and with a different goal than arts courses, neurosciences also try to cross the boundary of subjective and objective experience, mind and body, physical technique and personal interpretation, which are at the heart of teaching and learning in the performing arts. While not being prescriptive, I would like to suggest that perhaps close attention to the pedagogy and integrative experiences of students in the performing arts courses could provide some insights for pioneering bridge-making in other academic areas as well.I would like to propose that what lies at the core of integrative capacity of a performing arts course, like the one Claire Mallardi teaches at Harvard, is the inherent tendency of the arts to transcend the boundary of body with the mind, and to seek unity of self as both the subject and the object. In a dance, in the words of Margaret H'Doubler, the body is seen "as the outer aspect of personality, for it is the agent through which we receive impressions from the external world and by which we communicate our meaning." 2 This basic translation between body and mind, mental and physical, artistic and academic that went on in Mallardi's class, resulted in integrative and transformational experiences for her students. "I never until this class — comments one student — equated emotions with movement or... (shrink)

The present attempt to introduce the general philosophical reader to the Phenomenological Movement by way of its history has itself a history which is pertinent to its objective. It may suitably be opened by the following excerpts from a review which Herbert W. Schneider of Columbia University, the Head of the Division for Internc.. tional Cultural Cooperation, Department of Cultural Activities of Unesco from 1953 to 56, wrote in 1950 from France: The influence of Husser! has revolutionized continental philosophies, not (...) because his philosophy has become dominant, but because any philosophy now seeks to accommodate itself to, and express itself in, phenomenological method. It is the sine qua non of critical respectability. In America, on the contrary, phenomenology is in its infancy. The aver age American student of philosophy, when he picks up a recent volume of philosophy published on the continent of Europe, must first learn the "tricks" of the phenomenological trade and then translate as best he can the real import of what is said into the kind of analysis with which he is familiar....... No doubt, American education will gradually take account of the spread of phenomenological method and terminology, but until it does, American readers of European philosophy have a severe handicap; and this applies not only to existentialism but to almost all current philosophicalliterature. (shrink)