"The thesis is radical," writes Marshall Sahlins of this landmark text in anthropology and political science. "We conventionally define the state as the regulation of violence; it may be the origin of it. Clastres's thesis is that economic expropriation and political coercion are inconsistent with the character of tribal society - which is to say, with the greater part of human history."Can there be a society that is not divided into oppressors and oppressed, or that refuses coercive state apparatuses? In (...) this beautifully written book, Pierre Clastres offers examples of South American Indian groups that, although without hierarchical leadership, were both affluent and complex. In so doing he refutes the usual negative definition of tribal society and poses its order as a radical critique of our own Western state of power.Born in 1934, Pierre Clastres was educated at the Sorbonne; throughout the 1960s he lived with Indian groups in Paraguay and Venezuela. From 1971 until his death in 1979 he was Director of Studies at the fifth section of the Ecole Pratique des Hautes Etudes in Paris and held the Chair of Religion and Societies of the South American Indians there.Robert Hurley is the translator of the History of Sexuality by Michel Foucault and cotranslator of Anti-Oedipus by Gilles Deleuze and Felix Guattari. (shrink)

The division of cognitive labor is fundamental to all cultures. Adults have a strong sense of how knowledge is clustered in the world around them and use that sense to access additional information, defer to relevant experts, and ground their own incomplete understandings. One prominent way of clustering knowledge is by disciplines similar to those that comprise the natural and social sciences. Seven studies explored an emerging sense of these discipline‐based ways of clustering of knowledge. Even 5‐year‐olds could cluster knowledge (...) in a manner roughly corresponding to the departments of natural and social sciences in a university, doing so without any explicit awareness of those academic disciplines. But this awareness is fragile early on and competes with other ways of clustering knowledge. Over the next few years, children come to see discipline‐based clusters as having a privileged status, one that may be linked to increasingly sophisticated assumptions about essences for natural kinds. Possible mechanisms for this developmental shift are examined. (shrink)

The United States has recently made significant and positive civil rights gains for LGB people, including expanded recognition of marriages between people of the same sex. Among the central tropes that have emerged in the struggle for the rights of LGB people are that they are “born that way,” that sexual orientations cannot change, and that one's sexual orientation is not affected by choice. Writer Andrew Sullivan put it this way: “[H]omosexuality is an essentially involuntary condition that can neither be (...) denied nor permanently repressed.… [S]o long as homosexual adults as citizens insist on the involuntary nature of their condition, it becomes politically impossible to deny or ignore the fact of homosexuality.… [The strategy for obtaining LGB rights is to] seek full public equality for those who, through no fault of their own, happen to be homosexual.”This idea of linking LGB rights to empirical claims about sexual orientations has become so central that casting doubt on these claims is, in many circles, tantamount to opposing LGB rights. Nonetheless, claims about innateness, immutability, and lack of choice about sexual orientation should not be the primary basis for LGB rights. (shrink)

A substantial portion of the knowledge base of psychology is based on subjective reports with a risk of information bias. The objective of the present study was to elucidate one contextual source of variance and potential bias in subjective reports: the influence of affective state at the time of responding to questionnaires. Employees were subjected to mood-induction procedures in the laboratory. Neutral, positive, and negative moods were induced by combinations of pictures from the international affective picture set and music. The (...) subjects responded to questions on visual analog scales in order to optimize sensitivity and attenuate short-term memory effects. Most subjects exhibited significant affective-state inductions with no change in arousal. The analyses took affective response to the manipulation into account. Only four of 20 questions were somewhat influenced by induced affective state: job overload, social support from co-workers, satisfaction with getting to develop personally, and an item measuring agreeableness. In general, responding to questions of work that were phrased for valence was little or insignificantly influenced by induced affective state. (shrink)

Epistemic theories of truth, such as those presumed to be typical for anti-realism, can be characterised as saying that what is true can be known in principle: p → ◊Kp. However, with statements of the form “p & ¬Kp”, a contradiction arises if they are both true and known. Analysis of the nature of the paradox shows that such statements refute epistemic theories of truth only if the the anti-realist motivation for epistemic theories of truth is not taken into account. (...) The motivation in a link of understandability ans meaningful- ness suggests to change the above principle and to restrict the theory to logically simple sentences, in which case the paradox does not arise. This suggestion also allows to see the deep philosophical problems for anti-realism those counterexamples are pointing at. (shrink)

This paper explores early Australasian philosophy in some detail. Two approaches have dominated Western philosophy in Australia: idealism and materialism. Idealism was prevalent between the 1880s and the 1930s, but dissipated thereafter. Idealism in Australia often reflected Kantian themes, but it also reflected the revival of interest in Hegel through the work of ‘absolute idealists’ such as T. H. Green, F. H. Bradley, and Henry Jones. A number of the early New Zealand philosophers were also educated in the idealist tradition (...) and were influential in their communities, but produced relatively little. In Australia, materialism gained prominence through the work of John Anderson, who arrived in Australia in 1927, and continues to be influential. John Anderson had been a student of Henry Jones, who might therefore be said to have influenced both main strands of Australian philosophical thought. (shrink)

The article presents the construction and structuring phases of an action research project, which involves indigenous populations, approved by the Abdias Nascimento Academic Development Program. The proposal aims to foster national and international cooperation, aimed at emancipatory and intercultural education and the promotion of racial equality and inclusion, focusing on social vulnerability and valuing the sociocultural and linguistic specificities of indigenous populations. The intention is to analyze the relationship between traditional care practices in the pregnancy-puerperal cycle of indigenous women and (...) the behaviors adopted at different levels of health care; identify social determinants of indigenous maternal and infant mortality; validate simple and digital sociocultural educational technologies; and provide evidence for the formulation of inclusive and affirmative public policies that contribute to the reduction of indigenous maternal and child morbidity and mortality. Methodologically, it is an action research, of a collaborative nature, with characteristics of social technology that seeks to bring the researcher closer to the participants and the object of investigation, producing knowledge through the active participation of researchers in the investigation and intervention. Therefore, this essay shows the potential of this research project, which is to encourage discussion and development of actions that promote social inclusion and emancipatory education for indigenous peoples. (shrink)

Neste estudo nos referimos à Educação Matemática como perspectiva para uma abordagem coerente, crítica e reflexiva da Matemática, concebida como uma dimensão do conhecimento comprometida com a formação de pessoas questionadoras e participantes no processo de mudança da realidade, ou seja, matematicamente letradas. Baseado neste entendimento, o artigo aborda as perspectivas subjacentes à Base Nacional Comum Curricular (BNCC) para os anos iniciais do ensino fundamental na direção da concretização da alfabetização e do letramento matemático. A análise, de natureza qualitativa, consistiu (...) em um estudo documental sobre as orientações da BNCC para o ensino da Matemática, tomando por base teórica os princípios da alfabetização e letramento pelo viés da Educação Matemática, a partir da qual foram evidenciadas três perspectiva associadas ao ensino da Matemática na Educação Básica: pragmática, emancipatória e perspectiva intrínseca à própria matemática. A perspectiva pragmática propõe o ensino voltado para o desenvolvimento de habilidades e competências requeridas por uma educação mercantilista e bancária, podendo sua concretização não produzir mudanças qualitativas no ensino da Matemática. A perspectiva emancipatória ocupa-se em promover uma abordagem de cunho reflexivo e emancipatório, a qual se mostra como uma possibilidade de superação da tradição curricular conteudista. A perspectiva intrínseca à Matemática está voltada para a própria Matemática na medida em que a BNCC traz orientações que tencionam o ensino da Matemática para ela mesma. Em face destas perspectivas, o estudo aponta a necessidade de maior coerência entre as diretrizes curriculares instituídas e os resultados de pesquisa, pois a BNCC contempla parcialmente aspectos teóricos e metodológicos da Educação Matemática, especialmente no que diz respeito à efetivação da alfabetização e do letramento em Matemática, evidenciados em pesquisas na área. (shrink)

Readers of the Phenomenology face an abundance of different philosophical presuppositions, research strategies and hermeneutic efforts.To enable better orientation within the interpretative landscape, this volume summarizes, contextualizes and critically comments on contemporary Phenomenology scholarship.

A growing international movement, called educational neuroscience, aims to inform educational research, policy, and practice with neuroscience and cognitive science research. The research brings a powerful capability to directly intervene in children's biological makeup, stirring ethical questions about the very nature of child rearing, and the role of education in this process. This study argues that designing children is ethically unacceptable and presents a few case studies to highlight important ethical issues. This article focuses on a central issue—the distinction between (...) two general types of educational interventions informed by neuroscience, designing children versus raising children. These scenarios envision educational reforms that might follow in the wake of advances in understanding the biological bases of ethical behaviors. It hopes to provoke others to consider emerging ethical issues in mind, brain, and education, and to take preemptive action to protect children's right to participate in their own development. (shrink)

We routinely take diminished capacity as diminishing moral responsibility (as in the case of immaturity, senility, or particular mental impairments). The prospect of enhanced capacity therefore poses immediate questions with regard to moral responsibility. Of particular interest are those capacities that might allow us to better avoid serious harms or wrongdoing. We can consider questions of responsibility with regards to enhancement at various removes. In the first instance: where such (safe and effective) interventions exist, do we have an obligation to (...) undergo such enhancement? Secondly: once enhanced, would the ambit of our responsibility therefore increase? Some philosophers have argued that enhanced capacities potentially generate “hyperresponsibility.” Hyperresponsible people would be held to a different and higher moral standard than those of us with more ordinary human capacities, and are liable to be more blameworthy for wrongdoing than ordinary agents. This chapter discusses the implications of enhancement for three central views of responsibility, namely: capacity-based, control-based and revelation-based views. Debates around moral responsibility have primarily concerned diminished capacities; as such the prospect of enhancement introduces new terrain—and potentially new fault-lines and complexities—in which to interrogate our theoretical conceptions of the foundations (and limits) of moral responsibility. (shrink)

Genre theory, as it has developed in the last forty years, has made use of what I call a constitutive concept of genre, a concept that has built into it the assumption that genre plays a central epistemic role in the interpretation of verbal discourse. In this paper I argue that there are theoretical problems with such a concept that have not been recognized and that make it unsuitable as a critical instrument in literary history and literary studies. A fruitful (...) concept of literary genre needs to be pragmatic with only a heuristic and not an epistemic function. As an example, the article looks at the criticism produced in connection with the picaresque novel and in particular at the account given of the origin of the genre, an account that could not have been given if one had employed a constitutive concept of genre. (shrink)

Exploring the current clash between the prevailing conceptions of heritage as, on the one hand, something valued and thus worth saving and, on the other, a haunting and unwanted legacy, this book urges a radical reconsideration of our understanding of heritage in line with the notion of an unruly legacy. The fundamental argument is based on a less anthropocentric and more ecologically focussed perspective, where case studies are presented on the following countries: Canada, Iceland, Japan, Norway, Poland, Sweden and the (...) United States. (shrink)

Holtby, Allen and Fairchild are both recent and revolutionary decisions that address an important aspect of the indeterminate causation problem that frequently arises in tort litigation. In Holtby and Allen, the Court of Appeal departed from the traditional binary approach, under which a tort claimant either recovers compensation for his or her entire injury or is altogether denied recovery—depending on whether his or her case against the defendant is more probable than not. Holtby and Allen substituted this approach by the (...) proportionate recovery principle, under which the defendant compensates the claimant for a fraction of his or her injury that represents the defendant's statistical share in that injury. This article analyses this development within the particular domain of indeterminate causation, over which the proportionate recovery principle has been licensed to exercise control. The article claims that this development would constitute an improvement of the law from the perspectives of both optimal deterrence and corrective justice, if the courts properly formulate its scope. First, the proportionate recovery principle needs to be explicitly confined to cases that deal with recurrent wrongs. Second, determination of the defendant's share in the claimant's injury ought to be grounded on the probability of causation, rather than the risk of inflicting that injury. Third, judges must not apply unarticulated intuitions in determining the magnitude of the relevant risk or probability: their decisions in that area would be better informed by the statistical principle of ‘insufficient reason’, also known as the ‘indifference principle’. Fourth, courts are yet to relieve the doctrinal tension between the proportionate recovery principle, as recognized in Holtby and Allen, and the previous rejection of that principle by the House of Lords. Subsequently, the article analyses the House of Lords' decision in Fairchild—yet another instance of indeterminate causation in which proportionate recovery is preferable to the ‘all or nothing’ approach. In this case, the House of Lords allowed the claimants full recovery. This holding was grounded in the Law Lords' innovative approach to indeterminate causation, and the article unfolds the problematics of this approach. Finally, the article offers an adoption of yet another legal mechanism—the ‘evidential damage doctrine’—that replaces liability under uncertainty with liability for uncertainty. (shrink)

This book explores the many and diverse ways in which nothingness is weaved into the fabric of our existence. It can express the very ground of reality or a cessation of mind: a winking out, as well as being a guide for painting meditative states. It is inescapably linked with the divine in many traditions as a precondition of our existence. It is the Pleroma before consciousness and the gateway to enlightenment. While these essays are indeed wide ranging and eclectic, (...) they share one theme in common: nothingness is not nothing. (shrink)

Abe Kobo (1924-1993) was one of Japan's greatest postwar writers, widely recognized for his imaginative science fiction and plays of the absurd. However, he also wrote theoretical criticism for which he is lesser known, merging literary, historical, and philosophical perspectives into keen reflections on the nature of creativity, the evolution of the human species, and an impressive range of other subjects. Abe Kobo tackled contemporary social issues and literary theory with the depth and facility of a visionary thinker. Featuring twelve (...) essays from his prolific career--including "Poetry and Poets (Consciousness and the Unconscious)," written in 1944, and "The Frontier Within, Part II," written in 1969--this anthology introduces English-speaking readers to Abe Kobo as critic and intellectual for the first time. Demonstrating the importance of his theoretical work to a broader understanding of his fiction--and a richer portrait of Japan's postwar imagination--Richard F. Calichman provides an incisive introduction to Abe Kobo's achievements and situates his essays historically and intellectually. (shrink)

The study aimed to identify the relationship between correcting the deviations in the measurement of performance and achieving the objectives of control and the performance of the job at the Islamic University in the Gaza Strip. To achieve the objectives of the research, the researchers used the descriptive analytical approach to collect information. The questionnaire consisted of (20) statements distributed to three categories of employees of the Islamic University (senior management, faculty members, their assistants and members of the administrative board). (...) A random sample of 314 employees was selected and 276 responses were retrieved with a recovery rate of 88.1%. The Statistical Analysis Program (SPSS) was used to enter, process, and analyze the data. The results of the study showed a positive relationship between correcting deviations in performance measurement and achieving the control objectives represented by the functional performance in the Islamic University from the point of view of the members (senior management, faculty and their assistants, and the administrative board), where the relative weight of all the paragraphs was (74.25%). The study recommended the need to ensure that the actual performance of the planned performance is matched and decisions are taken to correct the serious deviations and take the necessary measures in terms of retraining and change in regulations, wages and bonuses and punishment of the culprit, neglect and negligence by mistake. (shrink)