The blind bandit -- Zuko alone -- The chase -- Bitter work -- The library.

Nesse artigo temos como objetivo analisar a representação do conceito de liberdade na primeira temporada da série “Merli”, veiculada no canal de streaming Netflix. Nela, pretendemos verificar como o professor de Filosofia Merli Bergeron trabalha conceitos libertários e suscita reflexões críticas em seus alunos sobre os padrões de convívio socialmente impostos pelas instituições primárias e secundárias. Ao mesmo tempo, pretendemos abordar a personalidade do professor, discutindo sobre o convívio que ele mantém com os colegas de trabalho e seus alunos, assim (...) como em sua vida particular, para visualizarmos se, de fato, ele pratica aquilo que discursa aos estudantes durante suas aulas. Haverá um foco maior na relação dele com o aluno Ivan Basco, que sofre com agorafobia e recebe aulas particulares de Merli para superar sua situação de isolamento. Em um primeiro momento, com caráter introdutório, iremos discutir sobre a importância da discussão de liberdade na contemporaneidade. A seguir, exporemos conceitos formulados por diversos pensadores acerca do que é a liberdade e sua importância para a emancipação humana. A partir disso, serão abordadas informações básicas sobre a produção da série, como os diretores, veiculadores e atores envolvidos para, por fim, executarmos a análise dos capítulos do seriado e apresentarmos nossas considerações finais. Diversos teóricos pertinentes a esse trabalho serão utilizados na revisão bibliográfica. Como metodologias de análise fílmica usaremos, para verificação estrutural do filme, a metodologia de análise fílmica de Manuela Penafria e, para visualização das formas simbólicas, a Hermenêutica de Profundidade, proposta por John Thompson em “Ideologia e Cultura Moderna”. (shrink)

Durante a Guerra Civil Espanhola, o governo regional basco começou a evacuar a população infantil para outros países europeus. A memória desse exílio infantil começou a se recuperar nos anos 60, tanto na Espanha quanto no exterior. Este artigo estabelece uma comparação entre as duas primeiras representações do exílio infantil basco na tela. Por um lado, analisa-se o romance, A outra árvore de Guernica, que reflete o discurso gerado nesse exílio em particular na Espanha de Franco. Por outro (...) lado, é analisado um capítulo de 1963 da série de televisão norte-americana Route 66, cujos protagonistas eram crianças exiladas bascas. Na comparação entre ambas as representações são identificadas as semelhanças e diferenças, bem como os diferentes conteúdos políticos em que se encaixam. (shrink)

Animals, Equality and Democracy examines the structure of animal protection legislation and finds that it is deeply inequitable, with a tendency to favor those animals the community is most likely to see and engage with. Siobhan O'Sullivan argues that these inequities violate fundamental principle of justice and transparency.

Study of Umāsvātī's Tattvārthādhigamasūtra, 2nd century aphoristic work, with autocommentary, on the basic tenets of Jaina philosophy.

If we can wrong a work of art, then it has moral status. This paper considers two examples of putative wrongings of works of art, but in both cases, the claim that the work of art itself is wronged cannot be vindicated. The sense that a work of art has been wronged arises when that work has a special meaning for us or has a special standing in a cultural context. There is nothing intrinsic to works of art that can (...) confer moral status upon them, and so they are not moral patients. (shrink)

Este estudio bibliográfico y crítico es un apéndice correspondiente al ensayo de P. Badillo titulado "Scienza Nuova y The New Science of Politics: Proyección del pensamiento viquiano en la obra de Eric Voegelin" , donde ahora el mismo autor extiende sus reflexiones a propósito de la reciente edición del libro de Voegelin titulado La ‘Scienza Nuova’ nella storia del pensiero politico. This bibliographical and critical study is an appendix to P. Badillo’s paper "Scienza Nuova y The New Science of Politics: (...) Proyección del pensamiento viquiano en la obra de Eric Voegelin" in which the same author expands his reflections on the event of the recent publication of Voegelin’s book La ‘Scienza Nuova’ nella storia del pensiero politico. (shrink)

In this paper, we study when a set-continuous operator has a fixed-point that is the intersection of a directed family. The framework of our study is the Kelley-Morse theory KMC– and the Gödel-Bernays theory GBC–, both theories including an Axiom of Choice and excluding the Axiom of Foundation. On the one hand, we prove a result concerning monotone operators in KMC– that cannot be proved in GBC–. On the other hand, we study conditions on directed superclasses in GBC– in order (...) that their intersection is a fixed-point of a set-continuous operator. Finally, we illustrate our results with a solution to the liar paradox and a construction of maximal bisimulations. (shrink)

_History of Psychology: A Cultural Perspective_ easily distinguishes itself from other texts in a number of ways. First, it examines the field within the rich intellectual and cultural context of everyday life, cross-cultural influences, and contributions from literature, art, and other disciplines. Second, it is a history of ideas, concepts, and questions, instead of dates, events, or great minds. Third, the book explores the history of applied, developmental, clinical, and cognitive psychology as well as experimental psychology. Conveyed in a lively (...) writing style, this text tells a gripping story that continues to the present day. Its current perspective allows students to connect the history of the field to the work being published in current journals. O’Boyle writes in the “historical present”, giving readers a sense of immediacy and aliveness as they journey through history. Her account uses imaginative new features, including “The Times”, which gives readers a feel for what everyday life was like during the age discussed in the chapter. Descriptions of ordinary life, as well as information about important issues influencing their lives such as wars, social movements, famines, and plagues, pique students' interest. "Stop and Think" questions, scattered throughout, enhance retention and encourage critical thinking. An ideal text for a history of psychology or history and systems of psychology course, this creative new book will also appeal to those with a general interest in the field. The Instructor’s Resource CD, written by the text author, includes class activities and demonstrations, suggestions for small group and class discussions, a list of films and videos related to the material in each chapter, and a test bank with objective and essay questions. (shrink)

THIS article concerning Mr. Marshall's open letter to Governor Smith does not pretend to be an answer. It suggests some philosophical considerations on the point at issue. The Editor.

The course of German Idealism, which lasted from Kant to Schelling, is one of the most important and influential periods in the history of philosophy. _The Routledge Handbook of German Idealism_ is a superb resource for all students and scholars of the movement. Its twelve specially commissioned thematic chapters, all written by experts in the area, cover the essential aspects of German idealism, including Knowledge, nature, freedom and morality, law, history, religion, art and the European legacy of German idealism. In (...) addition to providing essential background to the thought of the period’s most important philosophers, Kant, Hegel, Fichte and Schelling, it also covers philosophers such as Herder, Holderlin, and Schleiermacher. Clearly written, it is accessible to any student of philosophy as well as those in other disciplines with an interest in German idealism, nineteenth century philosophy and continental philosophy. (shrink)

This essay will provide a comparative analysis of themes at work in both Jacques Derrida and Félix Ravaisson. By putting these thinkers in dialogue will I believe offers valuable insights into questions of deconstruction and vitalism. I will examine Derrida’s remarks on Ravaisson in On Touching: Jean Luc Nancy, and use his thoughts as a way of explaining the similarities and differences between Derrida and Ravaisson and thus of Derrida’s proximity to and distance from the vitalist tradition. I will also (...) be able to demonstrate the conceptual requirements and conditions for thinking how deconstruction operates, casting light on the ways in which deconstruction offers the conceptual resources to think a general theory of bodies and identities. (shrink)

Despite an enormous amount of literature on St Augustine of Hippo, this work provides the first examination of what he taught about the resurrection of Jesus Christ. Augustine expounded Christ's resurrection in his sermons, letters, Answer to Faustus the Manichean, the City of God, Expositions of the Psalms, and the Trinity. Saint Augustine on the Resurrection of Christ: Teaching, Rhetoric, and Reception explores what Augustine held about the centrality of Christ's resurrection from the dead, the agency of Christ's resurrection, and (...) the nature of his risen existence. Leading scholar, Gerald O'Collins, investigates the impact of his resurrection on others and his mediatory role as the risen High Priest. O'Collins then unpicks Augustine's rhetorical justification for the resurrection of Christ: evidence from creation, human history, and the desires of all human beings. This groundbreaking study illustrates the enduring significance of Augustine's teaching on and apologetic for the resurrection, and updates, augments, and corrects what Augustine held. (shrink)

Contemporary educational policies have recently prioritised the development of generic, core, and transferable skills. This essay reflects on this tendency in the context of the ‘algorithmic condition’ and those discourses that tend toward an image of education that privileges dematerialised skills, practices, and knowledge. It argues that this turn towards dematerialisation is resonant with shifts in a number of diff erent domains, including work, and explores some of the implications of this shift. Instead I suggest an approach to education that (...) understands it as turning towards the world, loving the world, and creating a common world. In order to understanding thinking and knowing as material practices, the concept of ‘material thinking’ is developed that refuses binaries of theory and practice, but that instead understands thinking, particularly in educational contexts, as material and a practice of thinking with something, and a turning towards the world. I draw upon the work of Susan Oyama, Elizabeth Grosz, Tim Ingold and Isabelle Stengers, and explore the example of Barbara McClintock’s research as a cytogeneticist researching maize. Here I am particularly interested in the importance of deep engagement with a subject matter in terms of developing the skilfulness that is associated with what I am calling ‘material thinking’. This allows us to think about education in a way that pays attention to the plurality of practices of material thinking that engage with the natural history of humankind, and the story of the world. (shrink)

First published in 1973, this title offers a concise and readable account of Burke's political philosophy. As well as examining the foundation for Burke's thought, the book also provides much needed connections between the fields of history and political theory. Critical comment and analysis of Burke's attitudes to the problems of the second half of the eighteenth century are also included.

This volume is based on the lectures given in The Royal Institute of Philosophy's annual lecture series in London for 2015-2016. The papers collected here relate to action in contemporary philosophy. Issues discussed relate to freedom and responsibility, the relation between action and causation, and the connection between considerations of virtue and ethical concepts as applied to the notion of action.

In his book, Reason and Morality, Gewirth has defended the principle of generic consistency as logically and materially necessary: “Act in accord with the generic rights of your recipients as well as of yourself.” This paper argues that Gewirth can make a good response to the evaluation of Adams that Gewirth gives “no conceptual analysis of ‘X is a necessary good’ and ‘X is a right’ that reveals... an entailment.” The paper also argues that Gewirth has not shown that one (...) who would claim superior rights because of superior intelligence necessarily involves himself in a logical self-contradiction. Finally, the paper considers how the positions of Gewirth and Adams could be used to provide an existentialist, assertoric foundation of morality and suggests how Gewirth would evaluate such a foundation. (shrink)