What is the relation of philosophy and teaching? Do we start from philosophy and then work to close the gap through a process of application? Do we start from teaching, and work to create a space for philosophical reflection? Is it enough to include philosophical texts and activities in teacher education? Or perhaps we need to include teachers from the start as collaborators in the production of philosophical work. Of, in, for, with: it seems that every preposition has been proposed (...) to join teaching and philosophy–a perennial dilemma that philosophers of education are far too familiar with. These anxious efforts to close the gap only reinforce our narrow, lopsided images of each endeavor. The teacher turns outward; the philosopher inward. Teaching is mired in the quotidian; philosophy prone to pointless abstraction. Called to act, the teacher works within the constraints of institutions; called to question, the philosopher practices principled withdrawal. While there is a grain of truth here, such contrasts obscure a key fact: philosophy and teaching are deeply kindred practices. The contemporary tragedies unfolding in Gaza and Israel serve as an urgent reminder of the costs of cleaving contemplation from action. Indeed, we will argue that the alienation of teaching (a practical endeavor if ever there was one) and philosophy (the contemplative discipline par excellence) damages the integrity of each. In what follows, we explore three conceptual sites—the posing of questions, the act of walking together, and the effort to discover what is at stake—which demonstrate a welcome return, or reunion, between philosophy and teaching. (shrink)

Software vulnerabilities are the root cause for a multitude of security problems in computer systems. Owing to their efficiency and tight control over low-level system resources, the C and C++ programming languages are extensively used for a myriad of purposes, from implementing operating system kernels to user-space applications. However, insufficient or improper memory management frequently leads to invalid memory accesses, eventually resulting in memory corruption vulnerabilities. These vulnerabilities are used as a foothold for elaborated attacks that bypass existing defense methods. (...) In this paper, we summarise the main memory safety violation types (i.e. memory errors), and analyse how they are exploited by attackers and the main mitigation methods proposed in the research community. We further systematise the most relevant techniques with regards to memory corruption identification in current programs. (shrink)

Open peer commentary on the article “Design Research as a Variety of Second-Order Cybernetic Practice” by Ben Sweeting. Upshot: It is suggested that the main arguments of the target article could be constructed in an easier way and would become even more compelling if a radical consideration of the systemic nature of design were taken into account.

O discurso didático que a escola vem construindo ao longo da história da educação brasileira tem em seu bojo o centralismo epistemológico eurocêntrico institucionalizado. Sendo assim, entendemos ser necessário a constante problematização em torno desses discursos na ação docente. Neste artigo, temos como objetivo analisar a forma como são discursivizadas a História e Cultura Afro-Brasileiras, Africanas, e Indígenas no discurso didático do livro de Física do Ensino Médio Integrado ao Técnico em uso no IFBA, campus Eunápolis. Realizamos uma pesquisa bibliográfica (...) por meio da análise de um corpus constituído de materialidades advindas da coleção, Compreendendo a Física, Alberto Gaspar – 3. ed. – São Paulo: Ática, 2016. Para isso mobilizamos a análise do discurso de linha francesa, as teorias fundantes desta pesquisa de perspectiva multicultural e decolonial, bem como discussões acerca do Livro Didático, esse aparato didático tão presente nas salas de aula e tão pouco consensual. Os resultados apontam que o discurso didático da coleção analisada, não se movimenta para a efetivação de fato da legislação específica do Ensino de História e Cultura Afro-brasileira na rede regular de educação básica. Por isso podemos afirmar que há necessidade de ampliação no plano conceitual e epistemológico do que significa construir uma proposta didática sob a perspectiva racial, que considere para o ensino de Física, as epistemologias africanas e indígenas que potencializam a descolonização deste artefato cultural. Palavras-chave: Relações étnico-raciais. Livro didático. Descolonização. Discurso didático. (shrink)

El artículo pretende ofrecer algunas claves interpretativas de la Axiología y Práctica materiales de Husserl. El estudio de la primera parte se centra en la cuestión de la verdad y el cumplimiento de los actos no objetivantes. La segunda parte analiza los sentidos que en Husserl tiene la noción práctica de fin y pone en conexión la verdad práctica con el imperativo categórico en su versión husserliana de actuar según el mejor saber y la mejor conciencia, aplicado tanto a las (...) acciones particulares como a la voluntad común de perfeccionamiento que las preside. Se termina con unas conclusiones valorativas. The aim of this article is to offer some interpretative keys of Husserl´s material Axiology and Practice. The study of the former focuses on the fulfilment and truth in not objectivant acts. The latter analyzes the meanings that the notion of end acquires in Husserl and connects the practical truth with the categorial imperative in its Husserlian version, that says "act according to the best knowing and the best conscience", applied to both particular actions and the common will of perfecting that presides over them. The article ends with valuation. (shrink)

O referente trabalho tem por objetivo descrever parte das experiências obtidas mediante a participação na extensão em “Educação e Cultura Afro” desenvolvida pelo Órgão de Educação e Relações Étnicas – ODEERE. Na oportunidade, refletimos sobre as discussões obtidas nos dez módulos do curso e como essas pautas influíram diretamente nas concepções pressupostas acera da cultura afro. Em vista de se perceber o legado africano assumindo metodologias de resistência na contemporaneidade, a formação docente e discente deve procurar reaver e fortalecer de (...) forma diversificada sua identidade e seu território para combater a discriminação racial. Dessa forma, o presente trabalho discorre sobre a importância do curso para alunos, professores e a comunidade em busca de melhor formação e rompimento do status quo étnico. Entretanto, aprendendo a respeitar e valorizar a cultura, o legado africano, a educação étnico-racial, por meio de práxis realmente efetivas em seus respectivos territórios de identidade. Palavras-chave: Educação; Cultura; Afro; Saberes. (shrink)

O presente trabalho objetiva discutir e analisar criticamente a representação de mulheres nos espaços de poder. O estudo adota como ferramenta analítica a standpoint theory, epistemologia feminista crítica às concepções tradicionais da teoria do conhecimento, e tem por marco teórico as reflexões trazidas pela teoria democrática sobre inclusão social nos espaços de poder.

In this article we aim to provide insights about the challenges stakeholders in Portugal and across the globe may face throughout the Coronavirus Disease 2019 pandemic to reorganize coach training programs and suggest strategies to help coaches learn. Such reflection may help stakeholders across socio-cultural contexts consider the consequences of the changes made to coach training programs, the rationale for these decisions and the need to acknowledge existent challenges such as lower course completion rates, pressures to deliver the curriculum and (...) dilemmatic decisions about course format. Furthermore, we also suggest pathways for stakeholders to develop strategies that consider contextual variables and contribute to meaningful learning. Based on the Portuguese context, several issues are discussed. (shrink)

For John Buridan, truth-bearers are assertions. This fact explains why the inference ‘p is true, therefore p’ may fail. On the one hand, the tense of the verb plus the time of utterance do not determine the time about which a sentence is intended to be true: the intention of the speaker is needed. On the other hand, since the meaning of vocal and written words is conventional, it may seem that they can be used with different meanings on each (...) side of the inference. While the antecedent may talk about a situation different from the present one, this doesn’t make it the actual situation of utterance, and the words have meanings only in the actual situation of use. Although such situations are different, in both of them we are asked to see the importance of identifying features of which the disquotational schema doesn’t keep track and that can only be specified in the context of use. (shrink)

Complexe significabilia are the significate of whole sentences, irreducible to what is signified by categorematic sub-sentential components. It has been propounded firstly by Adam Wodeham. Wodeham construes his argument for the postulation of complexe significabilia as a middle way between William of Ockham and Walter Chatton. According to Wodeham, Ockham’s view implies a reflexive theory of mental acts, which goes against the phenomenology of the act of assent. Moreover, it leads to an anti-realist epistemology. We need therefore things outside the (...) mind to be object of the act of assent, which is also the conclusion reached by Chatton. However, against Chatton, Wodeham argues that things signified by the categorematic component of sentences cannot be the object of assent. In effect, sentences with different syncategorematic structures, but with the same categorematic components, would correspond to the same propositional attitude in Chatton’s framework, which is an unwelcome consequence. The result is that we need to postulate that the objects of assent are outside the mind, contra Ockham, that are not signified by sentential categorematic components, contra Chatton, but are irreducibly signified by the whole sentences. (shrink)

Resumo: Ainda que predomine uma visão tecnicista e antifilosófica do ensino de Filosofia no Brasil, os problemas do chão da escola insistem em desafiar o cotidiano escolar de docentes e estudantes. Nesse artigo, temos como objetivo mostrar a importância de um ensino de Filosofia filosófico e que esteja atento aos problemas da realidade escolar e brasileira para a descolonização dos conhecimentos, mas também para o enfrentamento das exclusões e opressões tão presentes no Brasil. Primeiramente apontaremos aspectos de colonialidade na formação (...) e no ensino de Filosofia hegemônico no que diz respeito aos currículos, metodologias, conceitos e problemas. Em um segundo momento, a partir de nossas experiências como docentes da Educação Básica pública, discutiremos vivências nesses espaços que nos forneçam um olhar sobre possíveis problemas filosóficos que envolvam nosso território, tais como o racismo, a misoginia, a fome, entre outros. Por fim, apresentaremos alguns desafios para um ensino de Filosofia conectado ao território. A proposta que defenderemos consiste em conceber os problemas que surgem no chão da escola como os temas a serem tratados na disciplina de Filosofia, promovendo um ensino filosófico e sensível às demandas e sujeitos locais. Palavras-chave: Ensino de Filosofia; Descolonização; Território; Problemas Filosóficos The relationship between the teaching of philosophy and problems on the school floor as a form of decolonization Abstract: Even though a technicalist and anti-philosophical view of Philosophy teaching in Brazil predominates, problems on the school floor insist on challenging the daily school life of teachers and students. In this article, we aim to show the importance of philosophical Philosophy teaching that is attentive to the problems of the school and Brazilian reality for the decolonization of knowledge, but also for confronting the exclusions and oppressions that are so present in Brazil. Firstly, we will point out aspects of coloniality in the formation and teaching of hegemonic Philosophy with regard to curricula, methodologies, concepts and problems. In a second moment, based on our experiences as public Basic Education teachers, we will discuss experiences in these spaces that provide us with an insight into possible philosophical problems involving our territory, such as racism, misogyny, hunger, among others. Finally, we will present some challenges for teaching Philosophy connected to the territory. The proposal we will defend consists of conceiving the problems that arise on the school floor as themes to be addressed in the Philosophy discipline, promoting philosophical teaching that is sensitive to local demands and people. Keywords: Teaching Philosophy; Decolonization; Territory; Philosophical Problems La relación entre la enseñanza de la filosofía y los problemas desde el piso de la escuela como forma de descolonización Resumen: Aunque predomina una visión tecnicista y antifilosófica de la enseñanza de la Filosofía en Brasil, los problemas desde el piso de la escuela insisten en desafiar la vida escolar diaria de profesores y estudiantes. En este artículo, pretendemos mostrar la importancia de una enseñanza de la Filosofía atenta a los problemas de la escuela y de la realidad brasileña para la descolonización del conocimiento, pero también para enfrentar las exclusiones y opresiones tan presentes en Brasil. En primer lugar, señalaremos aspectos de la colonialidad en la formación y enseñanza de la Filosofía hegemónica en lo que respecta a planes de estudio, metodologías, conceptos y problemas. En un segundo momento, a partir de nuestras experiencias como docentes de Educación Básica pública, discutiremos experiencias en estos espacios que nos permitan vislumbrar posibles problemáticas filosóficas que involucran nuestro territorio, como el racismo, la misoginia, el hambre, entre otras. Finalmente, presentaremos algunos desafíos para la enseñanza de la Filosofía conectada al territorio. La propuesta que defenderemos consiste en concebir los problemas que surgen en el ámbito escolar como temas a abordar en la disciplina Filosofía, promoviendo una enseñanza filosófica sensible a las demandas y personas locales. Palabras clave: Ensino de Filosofia; Descolonização; Território; Problemas Filosóficos Data de registro: 30/07/2024 Data de aceite: 25/09/2024. (shrink)

Este artículo pretende analizar cómo el arte, para Heidegger, se muestra a sí mismo como una manifestación del ser contrafactual al modo de ser de la tecnología, entendida como la época final de la metafísica. Para ello, será necesario analizar la noción griega de tecnología y cómo esta noción está inicialmente vinculada tanto al conocimiento de la producción de utensilios como al conocimiento de la producción artística. De esta manera, veremos cómo la tecnología griega, entendida como un conocimiento, se convierte, (...) con el predominio de la metafísica, en una acción que se desarrolla a lo largo de la historia hasta el momento de la tecnología moderna. Desde la consumación de la metafísica en la era de la tecnología que pretendemos mostrar, centrándonos en el ensayo El origen de la obra de arte (1936), ese arte, para Heidegger, que es a la vez consanguíneo y ajeno a la técnica moderna, nos muestra una Relación más original con el ser y con nociones que se le atribuyen, como verdad y origen. (shrink)

IntroductionPrevious studies on metacognitive ability were explored using self-report questionnaires that are difficult to adequately measure and evaluate when the capacity for self-reference is undeveloped. This study aimed to validate the Congruency-based Metacognition Scale to measure metacognition and the feeling of confidence abilities and to investigate the development of metacognition during adolescence.MethodsThe CMS was administered to 633 child–parent pairs in Japan. The CMS metacognition score was assessed based on congruency scores between the self-report of the child from a third-person perspective (...) and the parent’s report from the first-person perspective. The CMS self-judgment accuracy score was assessed by the congruency scores between the children’s self-report from the 1PP and 3PP. For both measures, the more distant the 3PP on the self-report was from the 1PP on the parent’s report and child self-report means low ability. An exploratory factor analysis was conducted to examine construct validity and then a confirmatory factor analysis was used. Criterion validity was examined by calculating Pearson’s correlation coefficients with scores on the Beck Cognitive Insight Scale and Autism Quotient. We used intraclass correlation and Cronbach’s alpha to examine the test–retest and internal consistency reliability.ResultsBased on the results of the EFA and CFA, we adopted one factor structure with five items. The CMS metacognition and CMS self-judgment accuracy showed evidence criterion validity, exhibiting significant correlations with the BCIS self-reflectiveness and self-certainty scores, respectively. Regarding to the AQ, only the CMS metacognition score had significant correlations with the social skills and total scale score. The test–retest reliability showed adequate. Adolescents were found to have significantly lower metacognitive ability compared to young adults.ConclusionCMS could be a valid and reliable measure to examine metacognitive abilities for adolescents. (shrink)

This article analyses the relation between ethics and lived body based on Maurice Merleau-Ponty’s works. It is true that the philosopher did not elaborate an ethic. Neither does the present text propose to do so. However, it intends to demonstrate that the Merleau-Ponty contraposition of his existential ontology to the metaphysical anthropological perspectives provides the indications and paths necessary for a possible ethics that takes the radically integral phenomenon of human existence as an inexóráble source.

As Social Economy financial institutions, credit unions have traditionally been considered less efficient than traditional banking entities. However, like banks and savings banks, they have to be as efficient and competitive as possible to survive in today’s business environment, especially at times of crisis. To date, there have been very few studies on their efficiency and practically none for the crisis period. Moreover, almost all the existing studies assess only financial efficiency, without considering their social function. This study examines the (...) levels of both financial and social efficiency in Spanish credit unions as well as their main determinants during the recent crisis. We apply the two-stage double bootstrap data envelopment analysis methodology based on panel data corresponding to all the credit unions active in Spain between 2008 and 2013. The empirical results indicate that financial and social efficiency achieved an acceptable level, although on average the former was slightly greater than the latter. We also find that both age and merger and acquisition activity were positively influential on the financial efficiency of credit unions but had a significant negative effect on their social efficiency. Moreover, the regional location of such entities and the financial crisis were also crucial determinants of both types of efficiency. Our findings are therefore useful for all the stakeholders of credit unions to know if these entities have been efficient according to a double bottom line accounting in the crisis period and hence to maintain successful social management that is compatible with satisfactory financial efficiency. (shrink)

Neste artigo, pretende-se mostrar que a fenomenologia husserliana, em sua fase transcendental, dos anos vinte, e a hermenêutica de Dilthey enfrentam dificuldades comuns, com recursos similares, apesar das diferenças quanto ao método e em relação às propostas centrais da corrente que cada autor estabeleceu na história do pensamento contemporâneo. As diferenças e as convergências entre os autores, no que tange à epistemologia das ciências do espírito, têm como ponto de fuga a problemática do sentido. Será defendido, aqui, que esse tema (...) mostra a similitude entre os autores principalmente no uso do conceito de visão de mundo e no de intencionalidade constitutiva. (shrink)

Este artigo disserta, sob o ponto de vista dos estudos de ‘exegese bíblica’, sobre um antigo e intrincado conceito que foi transmitido ao Cristianismo Primitivo, no primeiro século cristão, pela tradição hebraica, através da famosa tradução da “Septuaginta”, no IV século a.C. no Egito Ptolomaico, onde vivia e rezava uma grande Comunidade Judaico-Helenista. A Verdade’ constituiu-se um conceito-chave para as experiências religiosas desde o Mito até as mais sofisticadas pretensões de revelação divina, como o Judaísmo, o Cristianismo e o Islamismo. (...) Enfocamos aqui, em particular, a proximidade semântica destes ambientes helenizados na ‘Ásia Menor’ com a terminologia utilizada nos textos das Tradições de S.Paulo e, especialmente de S.João (Evangelho e Cartas), que relacionam Cristo, Espírito e Igreja ao âmbito da ‘verdade’. (shrink)

The theme of the writing is the multidimensionality of the human being from the perspective of two authors: Max Scheler and Viktor Frankl. Regarding this, we ask: how does the notion of person enable an understanding of the unity of the human from the multiplicity of its dimensions? An essay responding to this problem is linked to Scheler philosophical anthropology and Frankl's dimensional ontology. Here the referred multiplicity is investigated from Frankl's understanding of the human under the influence of Scheler. (...) Therefore, we will begin with a presentation about the “person” in Scheler, treating it as the center of intentional acts. Still with this thinker, we will indicate the human as a phenomenon that surpasses its natural determinants. Afterwards, an attempt is made to characterize the related concept of human self-transcendence, originating from Frankl's thought. Finally, it is worth pointing out how multidimensional the human being is based on the Franklian appropriation and how this adds to the intuitions of Scheler's philosophy. We assume we can state that, in both authors, the intuition of a unitas multiplex is present. (shrink)

Para Unamuno, que concibe al catedrático como un “fraguador de doctrinas”, la asignatura universitaria, ubicada en las antípodas de su concepción en la enseñanza secundaria, debería ser una expresión de una “ciencia viva” o in fieri, y no un repositorio de conocimientos. Con dicha toma de posición, el rector salmantino terminó por oponerse a la ciencia oficial y al dogma científico a favor de una enseñanza de procedimientos. El presente trabajo procura recuperar dicha concepción de asignatura, intentando desvelarla en sus (...) varias dimensiones con vistas a aportar al espacio de la reflexión pedagógica contemporánea las sui generis ideas educativas unamunianas que, por su densidad y sentido, permiten enfocar la asignatura académica no como un espacio de mera instrucción, sino como un momento de investigación de “hipótesis y utopías”. Utilizaremos como metodología de investigación la lectura, el análisis y el comentario del texto unamuniano, cuya contextualización filosófica, educativa e histórica se hace a partir de la oposición que el autor mantiene, dentro de su obra, hacia la pedagogía escolástica, presente en la universidad de su época en la figura del profesor/lector. La gran propuesta unamuniana es, pues, la de que docente y estudiante pierdan sus características clásicas, que les definen como un “templo del saber” y un “botijo vacío”, respectivamente, a favor de una concepción más adaptada a los nuevos tiempos académicos, en que el perenne desarrollo científico y cultural hace obsoletos los contenidos asimilados ayer. (shrink)

This paper analyses how the epistemological foundation proposed by Alfred Schutz, especially his notion of system of relevance, can adequately inform interpretive social research that adopts biographical narrative interviews and the method of biographical case reconstruction. We exemplify this adequacy between Schutz’s theory and the interpretive biographical approach by exploring a research project conducted in favelas of Rio de Janeiro, Brazil. We claim that social research on urban development and social inequalities can greatly benefit from this type of phenomenologically based (...) perspective because it offers a longitudinal and in-depth understanding of individuals’ life courses and experiences in urban everyday life and how they unfold always intertwined with a wide range of different historical and cultural experiences, contexts, and meanings. (shrink)

In this article an attempt is made to bring out the presuppositions of the first formulation of ethical realism held by Antonio Millán-Puelles in his recently published work, La libre afirmación de nuestro ser. Una fundamentacíon de la ética realista. These presuppositions show that the central problem in moral philosophy, known as the "Is-Ought" question, is dealt with in a very positive way by pointing out the intrinsic relation that there is between human nature and human freedom.

Resenha: SANTOS, Boaventura de Sousa. A difícil democracia: reinventar as esquerdas. São Paulo: Boitempo, 2016. ISBN 978-85-7559-509-1.

O texto fala das novas maneiras de expressão que estão ocorrendo na sociedade. Parte de uma crítica ao entendimento fechado e pessimista dos efeitos das novas tecnologias na sociedade e, embora não os negando, aponta para as múltiplas situações relacionais oportunizadas exatamente pelo emprego dessas mesmas tecnologias, mostrando que comunicação e sociedade estão visceralmente imbricadas. Trata-se de uma leitura da sociedade onde a utilização das novas tecnologias oportuniza novas formas de expressão, procurando evidenciar um cenário essencialmente comunicacional.

O presente trabalho reflete sobre a significativa e desigual morte de jovens negros no País. Para tanto, a produção traz uma discussão sobre o teórico martinicano Frantz Fanon que, com suas ideias sobre racismo e colonialismo, nos ajuda a reconhecer o racismo brasileiro e a condição em que vivem os jovens negros do Brasil. Apesar de Fanon afirmar que suas considerações se referem apenas ao momento histórico em que escreve e aos estudos de colonialismo, acreditamos ser fácil fazer um paralelo (...) entre sua obra e o momento histórico brasileiro quanto à morte de jovens negros. Analisamos as três formas de violência trazidas pelo teórico: psicológica, estrutural, e física, dentro das quais vivem e morrem tais jovens. Buscamos, ainda, refletir sobre a construção das identidades e juventudes negras para compreender, onde e de que forma, estão inseridas na sociedade brasileira. Para tanto, acreditamos ser necessário analisar de que modo se dá o racismo brasileiro e conhecer o que denominamos de falso mito da igualdade racial, contra o qual lutamos constantemente, em busca de reconhecimento do problema, para que possamos buscar soluções. O trabalho aborda a Lei n. 10.639/2003 que versa sobre a obrigatoriedade de se trabalhar na escola a cultura africana e afro-brasileira. Consideramos a lei uma importante política pública na promoção de igualdade racial, através da valorização da cultura vinda do continente africano. Acreditamos que a implementação efetiva dessa lei apoia a construção de identidades negro-positivas tanto para negros quanto para não negros e que essa valorização das identidades serve como importante ferramenta na luta contra a significativa morte de jovens negros no País. (shrink)