The ability to identify all legally salient properties within a complex situation is a subjective trait necessarily possessed by a lawful person. This ability is better explained as a type of perception. The paper puts forward an account of the perception of legally salient properties in which perception affords a preliminary ordering of the total information received while allowing for the formation of a remainder that explains the peripheral legal perception experienced legal practitioners develop over time. After this account of (...) legal perception is in place, the paper considers the relationship between this aspect of subjectivity and complete virtue, in particular, practical wisdom and lawfulness. (shrink)

This paper argues that the positive allocative decisions paradigmatically carried out by the application of legal rules are a necessary condition for arguments about particular justice (i.e., distributive and commutative justice) to make sense. If one shifts the focus from the distinction between distributive and commutative justice to what the two aspects of particular justice are for, namely, providing criteria to judge the allocation of goods, it becomes clear that the distinction is conceptually unstable. The paper argues that stabilizing the (...) distinction is worthwhile and that this can only be accomplished by the introduction of positive allocation schemes. (shrink)

Successful accounts of analogy in law have two burdens to discharge. First, they must reflect the fact that the conclusion of an argument by analogy is a normative claim about how to decide a certain case. Second, they must not fail to accord relevance to the fact that the source case was authoritatively decided in a certain way. We argue in the first half of this paper that the common view of the structure of analogical arguments in law cannot overcome (...) these hurdles. In the second half we develop an original account that aims to succeed where others failed. (shrink)

This short piece is the introduction to the Special Issue on ‘Virtue and the Law’ published by Jurisprudence in March 2019 (vol 9, issue 1). It explains the scope of the project and its place in the unfolding of virtue jurisprudence that has occurred in the past few decades, as well as introducing the topics addressed in the volume. In the first couple of pages the authors/editors outline a very brief genealogy of virtue jurisprudence and of its relation to both (...) legal theory and virtue theory. The rest of the text presents the contributions to the volume in turn, identifying some of the substantive issues addressed by each of them and their place in the investigation of the interface between virtue theory and legal theory. (shrink)

On the basis of arguments showing that none of the most influential analyses of Moore’s paradox yields a successful resolution of the problem, a new analysis of it is offered. It is argued that, in attempting to render verdicts of either inconsistency or self-contradiction or self-refutation, those analyses have all failed to satisfactorily explain why a Moore-paradoxical proposition is such that it cannot be rationally believed. According to the proposed solution put forward here, a Moore-paradoxical proposition is one for which (...) the believer can have no non-overridden evidence. The arguments for this claim make use of some of Peter Klein’s views on epistemic defeasibility. It is further suggested that this proposal may have important meta-epistemological implications. (shrink)

Este artículo analiza el proceso de integración del Mercosur en el que participan Argentina, Brasil, Paraguay y Uruguay y sus efectos sobre la ciudadanía política y social. En la primera parte del mismo los autores examinan los rasgos, el contexto de nacimiento y la filosofía del proceso de integración mercosureño. La segunda parte analiza la evolución de la democracia y de la justicia social durante el proceso de integración. Los autores llegan a la conclusión de que el modelo de integración (...) mercosureño no puede contrarrestar la crisis de la democracia y de la justicia social que tienen lugar especialmente en Argentina y Brasil. (shrink)

Psychotic-like experiences are a phenomenon that occurs in the general population experiencing delusional thoughts and hallucinations without being in a clinical condition. PLEs involve erroneous attributions of inner cognitive events to the external environment and the presence of intrusive thoughts influenced by dysfunctional beliefs; for these reasons, the role played by metacognition has been largely studied. This study investigates PLEs in a non-clinical population and discriminating factors involved in this kind of experience, among which metacognition, as well as psychopathological features, (...) seems to have a crucial role. The aim of this study was to extend the knowledge about the relationship between metacognition, psychopathology, and PLEs, orienting the focus on metacognitive functioning. The sample consisted of 207 Italian participants voluntarily recruited online, who gave consent to participate in the study. The average age of the sample was 32.69 years. Subjects affected by psychosis, neurological disease, and drug addiction were excluded from the analyses. The following scales were used to investigate PLEs: Peters et al. Delusions Inventory, Launay-Slade Hallucinations Scale-Extended Revised, Prodromal Questionnaire-Brief, and Revised Hallucination Scale. To assess general psychopathological features, the Behavior and Symptom Identification Scale was administrated. The Metacognition Self-Assessment Scale was chosen to evaluate metacognitive functioning. From hierarchical regression analyses, it emerged that the presence of anxiety, depression, and impulsive/addictive symptoms constitute a remarkable vulnerability factor for PLEs, in line with previous evidence regarding the relationship between general psychopathology and PLEs. Metacognition negatively predicts PLEs, and its presence does not affect the significance of psychopathological variables, suggesting that metacognitive abilities seem to play a protective role for the occurrence of PLEs among non-clinical individuals, and such ability operates as an independent predictor along with other variables. These results are explained by the role of metacognitive functions, which allow individuals to operate many mental processes such as interpreting sensorial events as real or illusory, understanding behaviors, thoughts, and drives of others, and questioning the subjective interpretation of facts. (shrink)

A filosofia política de Rousseau sugere que há uma ligação íntima entre a garantia da liberdade e uma constituição radicalmente democrática da sociedade, especialmente no que se refere ao processo de tomada de decisões coletivas. Este texto procura explorar alguns aspectos dessa ligação entre igualitarismo e liberdade como não dominação, a partir da teoria da democracia proposta por Rousseau no Contrato social.

The aim of this paper is to identify, given certain democratic normative standards regarding deliberation, some pros as well as cons of possible online deliberation designs due to variations in two key design dimensions: namely, asynchronicity and anonymity. In particular, we consider one crucial aspect of deliberative argumentation: namely, its reciprocity, which puts interaction centre stage to capture the back-and-forth of reasons. More precisely, we focus on two essential features of the deliberative interaction: namely, its listening widely and listening carefully. (...) We conclude that one sort of online deliberation that combines the two design features of anonymity and asynchronicity is likely to better promote the reciprocity required for democratic deliberation than both natural and designed offline deliberations and online simulations of them. (shrink)

En esta contribución se analizan dos grandes períodos de la obra intelectual de Pietro Barcellona. El primero se corresponde con sus originarias reflexiones sobre los distintos usos del derecho, en el sentido de la transformación-adecuación de las instituciones y del ordenamiento jurídico italiano de la postguerra con los principios de la Constitución de 1948. De este primer período hay que destacar sus investigaciones sobre el uso alternativo del derecho y de los lazos de funcionalidad existentes entre el Estado, la economía (...) y el derecho. En el segundo período, se analiza el tránsito del pensamiento barcelloniano hacia las cuestiones que deben enriquecer un concepto de democracia plena de sentido para un individuo cada vez más alienado, sometido a la lógica de lo económico y, por tanto, menos libre y autónomo. Barcellona afronta esta última cuestión analizando los fundamentos de la Modernidad, para comprender principalmente dos cosas: a) el destino del individuo en esta fase de la sociedad occidental, y b) saber cómo ha logrado la burguesía, a través de qué principios y formas, consolidar y reproducir su hegemonía social en la sociedad moderna. En esta etapa el siguiente trabajo se centra, en primer lugar, en su teoría del individualismo propietario y en la crítica al "derecho igual", para después, en un segundo momento, plantear sus propuestas acerca de la política y de la democracia como forma de vida. Todo el análisis de la obra de Barcellona, considerada por los autores del siguiente ensayo, como fundamental para entender diversos aspectos jurídico-políticos de las sociedades post-industriales, ha sido desarrollado respetando el orden cronológico de la producción intelectual de Barcellona a lo largo de los dos períodos tratados. (shrink)

Este artigo tem como objetico examinar a abordagem evolutiva do comportamento informacional e refletir acerca de algumas consequências trazidas por esta abordagem para as bases epistemológicas da biblioteconomia e ciência da informação (BCI) nos trabalhos de Amanda Spink e Armando Malheiro da Silva. Incorpora uma crítica de modelos de busca de conhecimento como o de Nicholas Belkin, por causa de seu resíduo tecnicista. Metodologia: Pesquisa bibliográfica e posterior análise das fontes recuperadas. Análise realizada através do exame argumentativo e conceitual de (...) textos considerados referenciais para cada parte do argumento. Resultados: Ressalta a distinção entre interpretações divergentes do termo “evolução”. Reconhece a exigência inevitável de uma atitude holística ou interdisciplinar para a compreensão do comportamento informacional. Destaca a valorização dos comportamentos humanos de caráter informal e lúdico em relação à informação. (shrink)

The T lymphocyte receptor for antigen, which operates in conjunction with gene products of the major histocompatibility complex (MHC), is a molecular complex comprised of five polypeptide chains. Both the 49 kDa alpha and 43 kDa beta chains are immunoglobulin‐like and thus contain variable domains responsible for ligand binding. In contrast, the 20–25 kDa T3 gamma, delta and epsilon chains are monomorphic structures presumably involved in transmembrane signalling. The alpha and beta subunits are disulfide bonded to each other and held (...) in noncovalent association with the T3 chains. T3‐Ti receptor crosslinking leads to conformational modification of a second T lineage specific molecule, termed the 50 kDa T11 structure which in turn leads to protein kinase C activation, elevation in intracytoplasmic free calcium and Na+/H+ antiport stimulation. (shrink)

Resumen: Asociadamente a la complejización del sistema educacional, toman forma procedimientos que buscan su regulación y que, al mismo tiempo, van dando forma a las metas a lograr. En el caso de Chile, en los últimos 50 años se ha constituido un dispositivo de evaluación del sistema educacional de gran alcance, que incluye pruebas nacionales como el SIMCE y la PSU, el Sistema de Evaluación Docente, el Sistema de Acreditación Universitario, la evaluación de la productividad académica, pruebas internacionales como PISA (...) y TIMSS, y la elaboración de rankings de instituciones educacionales. Este dispositivo es una tecnología clave de gubernamentalidad que posibilita regular la conducta de la población. En su constitución se entretejen conocimientos, teóricos y técnicos, provenientes de las ciencias sociales, con preocupaciones y estrategias que buscan el gobierno de la población. Se combinan ciencia social y poder. El dispositivo constituye una tecnología político moral con poderosos efectos performativos que dan forma a lo que asumimos, para todos los efectos prácticos, como la calidad educacional de las diferentes entidades del sistema -estudiantes, escuelas, programas, profesores, universidades, etc.- y que las valoriza en términos de tal calidad. El texto busca articular conceptualmente las operaciones de este dispositivo y sus derivaciones.: Associated with the increasing complexity of the educational system, procedures that seek its regulation take form and, at the same time, shape the goals to be achieved. In the case of Chile, in the last 50 years, a powerful evaluation device for the educational system has been established, which includes national tests such as SIMCE and PSU, the Teacher Evaluation System, the System of University Accreditation, the evaluation of the academic productivity, international tests such as PISA and TIMSS, and the elaboration of rankings of educational institutions. This device is a key technology of governmentality that makes possible to regulate the behavior of the population. In its constitution are interwoven theoretical and technical knowledge from the social sciences and concerns and strategies for the government of the population. Social science and power are combined. The device constitutes a moral and political technology with powerful performative effects that shape what we assume, for all practical purposes, as the educational quality of the different entities of the system -students, schools, programs, professors, universities, etc.-, which are valued in terms of such quality. The paper seeks to articulate theoretically the operations of this device and its derivations. (shrink)

“Austrian” (or “Austro-German”) philosophy of language is characterized, among other things, by the following two features: (1) Problems of language are considered within the broader framework of an intentionality-based philosophy of mind—or, to put it more precisely, questions of meaning are considered as involving a quite articulated theory of intentions; (2) several aspects of such an account are explicitly presented as inspired by or somehow already at work in the Medieval Scholastic tradition. In this study we follow the track indicated (...) by these two features and use some “Austrian” reflections on the articulation between meanings and intentions as a “heuristic filter”, as it were, to shed a new and different light on some Medieval debates in philosophy of language on the relationship between significare and intendere. It will be roughly divided into three parts. We begin by singling out some distinctive tenets of the “Austrian” strategy aimed at describing the relationship between meaning and intentions (section I), and then turn to various Medieval texts from the 13th and 14th century dealing with the two related notions of significatio and intentio (section II). The upshot of our investigation is to show how, for both “Austrian” and Medieval philosophers of language (and beyond their differences), a proper understanding of linguistic meaning—in the twofold sense of words or sentences having a lexical content and utterances having a determinate pragmatic function—presupposes an account of what one could call the “agentive intentionality”, i.e. the complex intentionality proper to practical goal-directed human behaviours. Some final remarks about outcomes, meaning, scope and perspectives opened by the method applied will conclude the study (section III). (shrink)

Moore′s paradox came of age when John N. Williams gave us a simple paradoxical argument according to which the Moorean believer must hold false belief while believing contingent propositions. Simplicity was key; it was groundbreaking for the topic. On Williams′s account, given only the notions of inconsistency and self‐refutation, the thesis that belief distributes over conjunction, and a tiny bit of classical logic, we can derive a paradox from the Moorean propositional schemata. But, as argued here, it′s easy to overestimate (...) the significance of his argument to a proper understanding of the problem. His fundamental claim can be established in a way that shows how the paradox arises for any propositional attitude that distributes over conjunction, which gives us the opportunity to reconsider the problem we have been calling “Moore′s paradox”, and to conclude that all of the available analyses of the problem are, at best, incomplete. On this new approach, we lose a little formal simplicity vis‐à‐vis Williams′s approach, but make conceptual economy, as we gain a farther‐reaching problem than the one we have known. (shrink)

This volume focuses on the interactions between mathematics, physics, biology and neuroscience by exploring new geometrical and topological modeling in these fields. Among the highlights are the central roles played by multilevel and scale-change approaches in these disciplines. The integration of mathematics with physics, molecular and cell biology, and the neurosciences, will constitute the new frontier and challenge for 21st century science, where breakthroughs are more likely to span across traditional disciplines.

Resumen En este artículo se examina el papel de la enseñanza de la filosofía de la educación en la formación inicial docente, tomando como punto de partida la tensión que es posible notar entre, por un lado, el discurso de la mayoría de las facultades encargadas de preparar profesores, que rescatan la necesidad de formar docentes críticos y reflexivos, y, por otro lado, la praxis de la formación docente que parece tener un acento marcadamente técnico. Ante este escenario, se argumenta (...) para mostrar que la filosofía de la educación sí resulta atingente en el contexto de la formación inicial docente, que lejos de desempeñar una función meramente complementaria en dicha formación, ésta debe cumplir un papel fundamental y, por tanto, articulador de los diversos saberes y competencias propios de un profesor, y que de nada sirve defender el valor fundamental de la filosofía de la educación, si éste no es comprendido como tal por los futuros profesores, por lo que resulta vital pensar cuidadosamente los contenidos, metodologías y momentos adecuados para impartir esta materia.This paper examines the role of the teaching of the philosophy of education in the initial teacher training, taking as a starting point the tension that can be noted between, on the one hand, the discourse of most of the faculties in charge to prepare teachers, who rescue the need to train critical and reflective teachers, and, on the other hand, the praxis of teacher training that seems to have a markedly technical accent. Given this scenario, it is argued to show that the philosophy of education is relevant in the context of initial teacher training, far from playing a purely complementary role in such training, it must play a fundamental role that lets it organize the diverse knowledge and competences of a teacher, and that it is useless to defend the fundamental value of the philosophy of education, if it is not understood as such by prospective teachers, so that it is crucial to think carefully about the contents, methodologies and appropriate moments to impart this subject. (shrink)

We review the organization and contents of the 20th Gatherings in Biosemiotics. As the organizers, we share our insights from organizing a community research project in the year where the Covid-19 pandemic halted international travel. We try to describe the challenges of putting together the yearly conference on Biosemiotics and the main content that was presented by the research community.

Possibilistic states of information are fuzzy sets of possible worlds. They constitute a complete lattice, which can be endowed with a monoidal operation (a t-norm) to produce a quantal. An algebraic semantics is presented which links possibilistic formulae with information states, and gives a natural interpretation of logical connectives as operations on fuzzy sets. Due to the quantal structure of information states, we obtain a system which shares several features with (exponential-free) intuitionistic linear logic. Soundness and completeness are proved, parametrically (...) on the choice of the t-norm operation. (shrink)

Reflexões sobre Professoralidade, Profissionalização, Profissionalidade, Profissionalismo e sua relação com o Desenvolvimento Profissional Docente Resumo: Várias são as categorias teóricas que guardam relação com o tema desenvolvimento profissional docente. Professoralidade, profissionalização, profissionalismo são algumas delas, mas geralmente não aparecem conjuntamente nem em relação do DPD. Por isto, este trabalho visa a analisar estes conceitos em relação ao DPD. A investigação foi desenvolvida a partir de metodologia baseada na pesquisa bibliográfica. Os argumentos evidenciaram que o DPD, na atualidade, perpassa questões da (...) professoralidade, da profissionalização, da profissionalidade e do profissionalismo, mesmo que em intensidades diferentes. Profissionalidade e professoralidade são aqueles que mais dizem respeito a uma estreita vinculação com o desenvolvimento profissional docente por se relacionarem de forma imbricada sem que se possa separar um do outro, ao passo que no profissionalismo e na profissionalização não existe uma relação de complementariedade ou espontânea, mas sem dúvida ambos os lados da relação podem se beneficiar um do outro.Palavras-chave: Desenvolvimento Profissional Docente, Professoralidade, Profissionalização, Profissionalidade, Profissionalismo. Reflections on professorality, professionalization, professionality, professionalism and its relationship with the teacher professional development: There are several theoretical categories that are related to the theme of teacher professional development. Professionality, professionalism, professorship, professionalization are some of them, but generally do not appear together in relation to the TPD. For this reason, this work aims to analyze these concepts in relation to the TPD. The investigation was developed based on a bibliographic research methodology. The arguments showed that the TPD, at present, runs through issues of teaching, professionalism, professionalism and professionalization, even if at different intensities. Professorship and professionality are those that most relate to a close link with the professional development of teachers because they relate in an interconnected way without being able to separate from each other, whereas in professionalism and professionalization there is no complementary or spontaneous relationship, but no doubt both sides of the relationship can benefit from each other.Keywords: Teacher Professional Development, Professorship, Professionalization, Professionality, Professionalism. Reflexiones sobre Profesoralidad, profesionalización, profesionalidad, profesionalismo y su relación con el desarrollo profesional de los docentes. Resumen: Existen varias categorías teóricas relacionadas con el tema del desarrollo profesional docente. Profesoralidad, profesionalización, profesionalidad, profesionalismo son algunos de ellos, pero generalmente no aparecen juntos o en relación con el DPD. Por esta razón, este trabajo tiene como objetivo analizar estos conceptos en relación con el DPD. La investigación se desarrolló en base a una metodología basada en la investigación bibliográfica. Los argumentos mostraron que el DPD, en la actualidad, atraviesa problemas de enseñanza, profesionalización, profesionalismo y profesionalismo, incluso a diferentes intensidades. La profesionalidad y la enseñanza son las que más se relacionan con un vínculo cercano con el desarrollo profesional de los docentes porque se relacionan de manera interconectada sin poder separarse entre sí, mientras que en el profesionalismo y la profesionalización no existe una relación complementaria o espontánea. Pero sin duda ambos lados de la relación pueden beneficiarse el uno del otro.Palabras clave: Desarrollo profesional docente, profesoralidad, profesionalización, profesionalidad, profesionalismo. Data de registro: 04/02/2020Data de aceite: 28/08/2020. (shrink)