How does sign language compare with gesture, on the one hand, and spoken language on the other? Sign was once viewed as nothing more than a system of pictorial gestures without linguistic structure. More recently, researchers have argued that sign is no different from spoken language, with all of the same linguistic structures. The pendulum is currently swinging back toward the view that sign is gestural, or at least has gestural components. The goal of this review is to elucidate the (...) relationships among sign language, gesture, and spoken language. We do so by taking a close look not only at how sign has been studied over the past 50 years, but also at how the spontaneous gestures that accompany speech have been studied. We conclude that signers gesture just as speakers do. Both produce imagistic gestures along with more categorical signs or words. Because at present it is difficult to tell where sign stops and gesture begins, we suggest that sign should not be compared with speech alone but should be compared with speech-plus-gesture. Although it might be easier (and, in some cases, preferable) to blur the distinction between sign and gesture, we argue that distinguishing between sign (or speech) and gesture is essential to predict certain types of learning and allows us to understand the conditions under which gesture takes on properties of sign, and speech takes on properties of gesture. We end by calling for new technology that may help us better calibrate the borders between sign and gesture. (shrink)

According to the Perceptual Symbols Theory of cognition (), modality‐specific simulations underlie the representation of concepts. A strong prediction of this view is that perceptual processing affects conceptual processing. In this study, participants performed a perceptual detection task and a conceptual property‐verification task in alternation. Responses on the property‐verification task were slower for those trials that were preceded by a perceptual trial in a different modality than for those that were preceded by a perceptual trial in the same modality. This (...) finding of a modality‐switch effect across perceptual processing and conceptual processing supports the hypothesis that perceptual and conceptual representations are partially based on the same systems. (shrink)

Early educators are in a bind. Teacher education programs are calling on them more and more to help students practice critical thinking and develop intellectual character ; yet school funding depends on meeting Common Core standards, which do not explicitly assess critical thinking until the high-school level. Add to that an over-engineered content curriculum, and thinking becomes a luxury that is quickly lost amid more immediate concerns. As a result, we are raising a generation of “excellent sheep” who flourish amid (...) standardized tests but are increasingly unable to think for themselves. The problem, we suggest, is that today’s teachers are in such a rush to give students the answers that they are not allowing them time to ask the questions. As a result, students cannot find the “deep structure” of issues. Bodies of knowledge thus strike them as disconnected facts, quickly forgotten. The solution, as suggested by recent work in cognitive science, is to teach critical thinking through teaching content. In what follows, we propose a way of organically integrating content and thinking through games, story books and art. With this, we put children into the driver’s seat, encouraging them to ask their own questions, to propose their own answers and to join their peers in joint inquiry through dialogue. In a word, we propose teaching children philosophy as early as possible. Tom Wartenberg has made considerable progress with his picture-book philosophy curriculum designed for elementary schools. But what of younger children? Combining the resources of Rollins College’s Philosophy Department and Child Development and Student Research Center, we set out to find “how low can we go?” Over four terms’ of trial and error, we have adapted and distilled Wartenberg’s methods into a model that works for the Center’s 4-year-olds, and we have tested this model on a larger scale through a one-term collaboration with the Winter Park Day Nursery. (shrink)

Hospital futility policies are ethically defensible, but they require the proper understanding of futility and should be embedded in a larger process for making decisions about limiting treatment.

This book returns the reader to an agenda for addressing equity in schools, emphasizing the need to reexamine past reform efforts and the work ahead for educational leaders in reshaping schools and schooling.

In an attempt to learn from COVID-19, this essay features six responses to the question: what did COVID-19 teach us, expose in us, or purge out of us when it comes to spiritual formation in Christ? Each response was written independently of the others by one of the coauthors. Diane J. Chandler focuses in on how COVID-19 exposed grievous inequities for ethnic groups in the American church and broader society. Kelly M. Kapic reminds us of the goodness of human (...) finitude and how COVID restrictions have forced many of us to embrace our limitations. Siang-Yang Tan reflects on eight lessons he has learned during this pandemic year in his role shepherding a local church. James C. Wilhoit calls us to consider the structures that are needed for local church leadership to make wise and godly decisions in times of crisis. Richard Peace draws our attention to what might be learned from the forced monasticism brought about by COVID-19 quarantines. Finally, Ruth Haley Barton pauses to consider the interdependence of human life that has been dramatically illustrated by this pandemic. While these six responses certainly do not exhaust all there is for the church to learn from COVID, we present them in the spirit of “O Lord, teach us what we do not see” and hope they will inspire your own reflections. (shrink)

This important text draws on decades of research, arguing that modern nursing germinated and grew an ethics from its own native soil, that is a rich, fulsome and philosophically informed; grounded in the tradition, and practice of nursing. This systematic and comprehensive book is an essential contribution for students and scholars of nursing ethics.

This article aims at achieving a detailed qualitative vision of the chronic disease in the adolescent population and its specific issues. To that end, a first-person experiential research based on significant events regarding healthcare pathways was developed. Six interviews were conducted with three practitioners. The results of this researchallow us to identify spaces of configuration in terms of parenthood, of therapeutic alliances and of negotiating care strategies between teenagers, parents and professionals.Which co-construction spaces should be built with the teenagers in (...) conflict or in rupture or with the suffering parents? Which positions should be adopted by practitioners to avoid or postpone chronicity? (shrink)

As national and state health care policy -making becomes contentious and complex, there is a need for a forum to debate and explore public concerns and values in health care, give voice to local citizens, to facilitate consensus among various stakeholders, and provide feedback and direction to health care institutions and policy makers. This paper explores the role that regional health care ethics committees can play and provides two contrasting examples of Networks involved in facilitation of public input into and (...) the development of health care policies and adoption of state-wide practices. (shrink)

Background: Notwithstanding near-universal agreement on the theoretical importance of truthfulness, empirical research has documented gaps between ethical norms and physician behaviors. Although prior research has explored situations in which physicians may not be truthful with patients, it has focused on contexts within specialty practice. In this article, we report on a qualitative study of truthfulness in primary care. Methods: We conducted a qualitative study during December 2014–March 2015 involving both focus groups and in-depth, semistructured interviews with 32 primary care physicians (...) from the Boston, MA, and Baltimore, MD, metro areas in three specialties: internal medicine, family practice, and pediatrics. Interviews and focus groups were led using a semistructured guide, which explored situations in which primary care physicians find it difficult to be honest with patients; factors shaping truthfulness; and rationales for truthful and untruthful communication. Results: While physicians described outright lying to patients as rare, other deviations from truthfulness were not uncommon, including slanting and deliberately withholding information. Physicians described a range of factors as influencing truthfulness, from patient-level characteristics such as educational background to societal considerations including avoiding unnecessary tests and procedures. Physicians described truthfulness as an ethical requirement, deviations from which required further justification. Perceived justifications included promoting patient well-being and avoiding harm. Conclusions: Our results suggest a potential need to augment opportunities for training in “everyday ethics” challenges, such as the appropriateness of deception in response to patient requests for inappropriate tests or pain medications. Furthermore, they indicate that, in various circumstances encountered in primary care, physicians perceive other moral duties as potentially in conflict with the duty of truthfulness. Further ethical analysis should focus on identifying when deviations from complete truthfulness do and do not serve patients' interests, to guide physicians in striking a reasonable balance among principles of medical ethics that may conflict with one another. (shrink)

Thirty-five stakeholder representatives and six observers from thirty organizations, interested in anticipating the adoption of energy efficiency for the Pacific Northwest, identified and described one hundred and seventy-eight national and regional trends extending to the year 2015 impacting energy efficiency, and proposed more than ninety actions for addressing these trends at the regional level. The representatives were engaged in a collaborative action planning workshop that was facilitated with the CogniScope methodology founded in the systems sciences. Convergence was achieved on eight (...) highly influential actions as the highest priority. (shrink)

In this article, we analyze the grammatical incorporation of demonstratives in a tactile language, emerging in communities of DeafBlind signers in the US who communicate via reciprocal, tactile channels—a practice known as “protactile.” In the first part of the paper, we report on a synchronic analysis of recent data, identifying four types of “taps,” which have taken on different functions in protacitle language and communication. In the second part of the paper, we report on a diachronic analysis of data collected (...) over the past 8 years. This analysis reveals the emergence of a new kind of “propriotactic” tap, which has been co-opted by the emerging phonological system of protactile language. We link the emergence of this unit to both demonstrative taps, and backchanneling taps, both of which emerged earlier. We show how these forms are all undergirded by an attention-modulation function, more or less backgrounded, and operating across different semiotic systems. In doing so, we contribute not only to what is known about demonstratives in tactile languages, but also to what is known about the role of demonstratives in the emergence of new languages. (shrink)

The concept of sustainable development is here revised in the light of a brief historical analysis, followed by a semantic analysis of the expressions development and sustainability. The authors criticize the common use of this concept in a loose way or in wide generalizations, to conclude, based on the principles of human ecology, that it is only possible to make it operational in limited spans of time and in limited spatial units.

Over the history of research on sign languages, much scholarship has highlighted the pervasive presence of signs whose forms relate to their meaning in a non-arbitrary way. The presence of these forms suggests that sign language vocabularies are shaped, at least in part, by a pressure toward maintaining a link between form and meaning in wordforms. We use a vector space approach to test the ways this pressure might shape sign language vocabularies, examining how non-arbitrary forms are distributed within the (...) lexicons of two unrelated sign languages. Vector space models situate the representations of words in a multi-dimensional space where the distance between words indexes their relatedness in meaning. Using phonological information from the vocabularies of American Sign Language and British Sign Language, we tested whether increased similarity between the semantic representations of signs corresponds to increased phonological similarity. The results of the computational analysis showed a significant positive relationship between phonological form and semantic meaning for both sign languages, which was strongest when the sign language lexicons were organized into clusters of semantically related signs. The analysis also revealed variation in the strength of patterns across the form-meaning relationships seen between phonological parameters within each sign language, as well as between the two languages. This shows that while the connection between form and meaning is not entirely language specific, there are cross-linguistic differences in how these mappings are realized for signs in each language, suggesting that arbitrariness as well as cognitive or cultural influences may play a role in how these patterns are realized. The results of this analysis not only contribute to our understanding of the distribution of non-arbitrariness in sign language lexicons, but also demonstrate a new way that computational modeling can be harnessed in lexicon-wide investigations of sign languages. (shrink)

Carta escrita por Gilda de Mello e Souza, remetida ao colega Oswaldo Porchat, que se encontrava em Berkeley, quando a ditadura civil-militar brasileira, recrudescida desde a implantação, em agosto de 1968, do AI-5, representava uma verdadeira ameaça a estudantes e docentes da Universidade de São Paulo, especialmente se lhe fizessem qualquer tipo de oposição. Porchat trocou uma sequência de cartas com Gilda nessa época, nas quais relata sua desilusão com a Faculdade de Filosofia, e com os acontecimentos políticos no (...) Brasil. Ao mesmo tempo, confessa estar encantado com a descoberta de novos elementos da Lógica, e com a atmosfera mais amena dos Estados Unidos. Porchat sabe que Gilda enfrenta momentos difíceis, tendo de assumir a Presidência do curso em meio à tentativa do reitor Miguel Reale de submetê-lo a um interventor. Enfrentando a dúvida sobre se valeria a pena retornar ao Brasil naquele momento, Porchat escreve à amiga. A carta a seguir expressa, dentro do que era possível na época, quando as correspondências eram vigiadas, o parecer de Gilda sobre as indagações do amigo, sobre os rumos da ditadura, e sobre o que ela pensava de sua própria atitude de resistência naquele contexto. A carta original, assim como a sequência de correspondências da qual faz parte, está depositada no Fundo Gilda de Mello e Souza, no Instituto de Estudos Brasileiros (IEB/USP). Agradeço à família de Gilda, especialmente a Ana Luisa Escorel e a Laura Escorel, pela disponibilização desse documento para a presente publicação. (shrink)

A. NATURAL. HISTORY. OF. THE. SENSES. “This is one of the best books of the year—by any measure you want to apply. It is interesting, informative, very well written. This book can be opened on any page and read with relish.... thoroughly  ...

(1997). The paradigm of expressive freedom: Its limits and paradoxes. The European Legacy: Vol. 2, Fourth International Conference of the International Society for the Study of European Ideas, pp. 515-522.

The widespread tendency, even within AI, to anthropomorphize machines makes it easier to convince us of their intelligence. How can any putative demonstration of intelligence in machines be trusted if the AI researcher readily succumbs to make-believe? This is (what I shall call) the forensic problem of anthropomorphism. I argue that the Turing test provides a solution. This paper illustrates the phenomenon of misplaced anthropomorphism and presents a new perspective on Turingʼs imitation game. It also examines the role of the (...) Turing test in relation to the current dispute between human-level AI and ‘mindless intelligence’. (shrink)