Argues that affirming the irreducible differences between men and women can lead to more transformative politics than the struggle for abstract equality between the sexes. In The Symbolic Order of the Mother Luisa Muraro identifies the bond between mother and child as ontologically fundamental to the development of culture and politics, and therefore as key to achieving truly emancipatory political change. Both corporeal development and language acquisition, which are the sources of all thinking, begin in this relationship. However, Western (...) civilization has been defined by men, and Muraro recalls the admiration and envy she felt for the great philosophers as she strove to become one herself, as well as the desire for independence that opposed her to her mother. This conflict between philosophy and culture on the one hand and the relationship with the mother on the other constitutes the root of patriarchy’s symbolic disorder, which blocks women’s (and men’s) access to genuine freedom. Muraro appeals to the feminist practice of gratitude to the mother and the recognition of her authority as a model of unconditional nurture and support that must be restored. This, she argues, is the symbolic order of the mother that must overcome the disorder of patriarchy. The mediating power of the mother tongue constitutes a symbolic order that comes before all others, for both women and men. Luisa Muraro is Professor Emeritus of Philosophy at the University of Verona, Italy. Francesca Novello is an instructor at the University of Oklahoma. Timothy S. Murphy is Houston-Truax-Wentz Professor and Regents Professor of English at Oklahoma State University. (shrink)

Partant du constat d'une école en souffrance qui affecte les élèves, les enseignants et les parents, Dorothée Muraro analyse à travers des situations concrètes les effets pervers d'un système scolaire capable de provoquer le décrochage comme les difficultés d'apprentissage. L'orthopédagogie, la philosophie et la psychanalyse permettent de quitter les préjugés liés aux ratages, aux erreurs et aux incompétences de chacun pour repenser le courage de l'héroïsme, le sens de la responsabilité et le goût de l'inventivité indispensables pour apprendre et (...) progresser. Car enseigner et apprendre relèvent d'un droit de grandir, de dire. Ils posent un acte civilisateur que l'on peut appeler un acte pédagogique. (shrink)

This paper investigates whether 'even if A, B' is pragmatically polysemic, so that a nonconcessive conditional may have 'even if', and whether concessive conditionals, pragmatically defined, can fail to have 'even if' or a non-temporal 'still'. Different paraphrases are used to help elucidate pragmatic meanings. A theory of the pragmatic meanings of concessive and implicative conditionals is presented. The semantic meaning of 'even if' and the question of whether concessive conditionals imply the truth of their consequents are also discussed.

An extended examination of Libet's works led to a comprehensive reinterpretation of his results. According to this reinterpretation, the Minimum Train Duration of electrical brain stimulation should be considered as the time needed to create a brain stimulus efficient for producing conscious sensation and not as a basis for inferring the latency for conscious sensation of peripheral origin. Latency for conscious sensation with brain stimulation may occurafterthe Minimum Train Duration. Backward masking with cortical stimuli suggests a 125-300 ms minimum value (...) for the latency for conscious sensation of threshold skin stimuli. Backward enhancement is not suitable for inferring this latency. For determining temporal relations between stimuli that correspond to subjects' reports, theendof cerebral Minimum Train Duration should be used as reference, rather than its onset. Results of coupling peripheral and cortical stimuli are explained by a latency after the cortical Minimum Train Duration, having roughly the same duration as the latency for supraliminal skin stimuli. Results of coupling peripheral stimuli and stimuli to medial lemniscus (LM) are explained by a shorter LM latency and/or a longer peripheral latency. This interpretation suggests a 230 ms minimum value for the latency for conscious sensation of somatosensory near-threshold stimuli. The backward referral hypothesis, as formulated by Libet, should not be retained. Long readiness potentials preceding spontaneous conscious or nonconscious movements suggest that both kinds of movement are nonconsciously initiated. The validity of Libet's measures of W and M moments (Libet et al., 1983a) is questionable due to problems involving latencies, training, and introspective distinction of W and M. Veto of intended actions may be initially nonconscious but dependent on conscious awareness. (shrink)

O presente ensaio se empenha em problematizar elementos contidos nos conceitos de illness e disease proposto pelo Dr. Arthur Kleinman ; especificamente no capítulo II do seu livro “The illness narratives: surfering, healing and the human condition. Nesta obra Kleinman vai dissecar o fenômeno da enfermidade e suas aflições tendo reflexos nas reações psicológicas e sociais. Ou seja, a disease tendo desdobramento na illness. A questão fundamental a que esse ensaio propõe é pensar uma inversão e refletir se illness altera (...) disease? Minha proposta é adentrar neste caminho pela via das reações emocionais e homeostasia. (shrink)

Este artigo analisa a concepção de infância como crescimento por meio de um estudo bibliográfico das obras de John Dewey. A condição do crescimento é a potencialidade positiva da imaturidade, interdependência e plasticidade do ser humano. Assim, a vida humana é crescimento como um processo contínuo e interativo de experiência que realiza e renova o poder de pensar, de aprender, da liberdade e da democracia. Infância é este poder de crescimento ou poder da vida.

Jana Sawicki uses the work and methods of Foucault to explore the possibility of a politics of difference. I argue that Foucault may help us overcome some forms of dogmatism inherited from men's political philosophy of the past, but Foucault is otherwise useless, or worse: misleading. Because Sawicki presents a politics of diversity among women regardless of, and independent from, a politics of sexual difference, I believe Foucault is misleading.

O debate sobre o ensino de Filosofia no Brasil tem se pautado em torno de uma argumentação voltada preponderantemente para a defesa daquilo que pode ser chamado de transmissão da “tradição filosófica ou, de forma mais divergente, o desenvolvimento de habilidade de pensamento. Invariavelmente essas abordagens da filosofia se convertem num exercício retórico reduzindo o filosofar numa arte literária fechada que não ilumina nem dirige a confusão que a criança e o jovem encontram-se imersos em suas experiências de vida. Pretendemos (...) argumentar nesse artigo que a educação filosófica pode ser pensada sob outro patamar, ou seja, estabelecendo como seu objeto primário o campo contínuo, interconectado e conflituoso da experiência de vida. Para desenvolver nossa argumentação tomaremos como referência a compreensão da filosofia como uma atividade de pensamento reflexivo no âmbito social e cultural de valor indispensável uma vez que ela tem a tarefa de pensar os problemas da experiência presente tal como podemos encontrar nas principais obras de John Dewey. A filosofia passa a habitar a experiência gerando e vitalizando os sentidos lógicos, éticos, políticos. (shrink)

Este artigo tem por objetivo relatar a experiência com o Projeto de educação filosófica denominado Ética e Educação para o Pensar a partir da Literatura Infantil, abordando a história da sua criação, algumas referências teóricas e metodológicas, a estrutura do projeto e o desenvolvimento através de parceria entre o Instituto Sadia, Fundação Sidónio Muralha, Instituto de Filosofia e Educação para o Pensar e seis secretarias de educação. O foco do projeto é a educação ética através da comunidade de investigação, enfatizando (...) a abordagem dialógica dos valores, procurando trabalhar na direção da autonomia moral e cognitiva das crianças. O projeto foi desenvolvido com professores e alunos da Educação Infantil e Ensino Fundamental I. No final do artigo são apresentadas algumas produções dos alunos desenvolvidas como parte do projeto e depoimentos dos professores sobre o mesmo. (shrink)

Venant de Belgique, où elle poursuit des recherches comparatives de longue durée sur les femmes dans les mouvements mystiques médiévaux, dans lesquels les béguines anversoises ont joué un rôle décisif, Luisa Muraro s’est arrêtée à Paris et le séminaire qu’elle a donné à la Maison des sciences de l’Homme, le 25 mars 1999, fut l’occasion d’une rencontre avec une personnalité exceptionnelle, dont l’itinéraire, l’expérience, le non-conformisme, la recherche inquiète soucieuse de prendre à bras-l...

"Tough, smart, superbly engaging, The Material Ghost is a terrific book." -- Edward W. Said In The Material Ghost , Gilberto Perez draws on his lifelong love of the movies as well as his work as a film scholar to write a lively, wide-ranging, penetrating study of films and filmmakers and the nature of the art form. For Perez, film is complex and richly contradictory, lifelike and dreamlike at once, a peculiar mix of reality and imagination. "The images on (...) the screen," he writes, "carry in them something of the world itself, something material, and yet something transposed, transformed into another world: the material ghost." "Dazzling... The sheer intelligence at work in these lucid pages is exhilarating." -- Alfred Guzzetti, Boston Book Review "A pleasure. Gilberto Perez is one of the smartest film critics writing anywhere." -- Jonathan Rosenbaum "Strikes an ideal balance between insightful analysis and graceful writing... A model of thoughtful criticism." -- David Sterritt, Christian Science Monitor "Brilliantly polemical in his critique of cynical reason ('the official philosophy of late capitalism'), no less passionate in defending the truth-value of cinema, Perez seems to be the clearest heir to the great humanist critic André Bazin." -- Sight & amp Sound "The chapters on Keaton and Renoir are stunning, full of perceptive remarks the chapter on Godard is a persuasive rehabilitation none of the chapters is without memorable insights." -- Michael Wood, London Review of Books "Gilberto Perez's ambitious, abundant, and cultivated book--the fruit of decades of thinking and teaching -- accompanies readers on a journey of discovery into the wonder of film." -- Stanley Cavell "Few books of film criticism in the past twenty-five years have been so enjoyable or instructive... [Perez] has excellent things to say about authorship, about documentaries, about popular genres, about cinematic point of view and narrative technique, about actors, and above all about camera style... He makes us want to look once more at the remarkable pictures he discusses." -- James Naremore, Cineaste. (shrink)

Muraro’s article begins from the philosophical question of the ‘unthought’, and asks how our very image of thought is transformed when the thinking subject is a woman, and her thought is specifically linked to the experience of a body. On the basis of a feminist interrogation of sexual difference which reveals the forms of violence inherent in certain claims to universality, Muraro tries to develop a thinking of politics which would rest on its symbolic distance or independence from (...) power. Through readings of Freud, Macbeth, Saint Paul and women’s narratives, Muraro investigates the dangers borne by the fusion of power and politics and explores the ways in which they could be disjoined. (shrink)

Claims that necessary and sufficient conditions are not converse relations are discussed, as well as the related claim that If A, then B is not equivalent to A only if B . The analysis of alleged counterexamples has shown, among other things, how necessary and sufficient conditions should be understood, especially in the case of causal conditions, and the importance of distinguishing sufficient-cause conditionals from necessary-cause conditionals. It is concluded that necessary and sufficient conditions, adequately interpreted, are converse relations in (...) all cases. (shrink)

A theory of necessary and sufficient conditions is presented, as well as a theory of necessary and sufficient causes and effects, viewed as a particular case of the former. Ambiguities of the terms 'condition' and 'necessary condition' are explored, and a neutral meaning for 'condition' is favoured. The relation between necessary and sufficient conditions and implicative conditionals (including counterfactuals) is also discussed. Two problems of counterfactual theories of causal explanation are indicated, concerning (i) how to account for causes that are (...) not necessary and (ii) how to interpret the counterfactual from the negation of the effect to the negation of the cause. Application of the theory of necessary and sufficient conditions to Euler’s explanation of the Königsberg bridge problem is discussed. The theory of necessary and sufficient causes and effects is then applied to the flagpole shadow explanation and to two biological explanations, one involving a sufficient but not necessary cause and the other a necessary but not sufficient cause. Causes that are neither sufficient nor necessary are also recognized. Finally, a probabilistic approach to causes that are either not sufficient or not necessary is explored, including its application to examples of such cases. (shrink)

Cinema is commonly hailed as "the universal language," but how does it communicate so effortlessly across cultural and linguistic borders? Drawing on a lifetime's worth of viewing an reviewing, influential critic Gilberto Perez invokes a dizzying array of masters past and present includin Chaplin, Ford, Kiarostami, Eisenstein, Malick, Mizoguchi, Haneke, Hitchcock, and Godard--to explore the transaction between filmmaker and audience. The Eloquent Screen shows how cinema, as the consummate contemporary art form, establishes a thoroughly modern rhetoric in which different (...) points of view are brought into clear focus.". (shrink)

In the Poetics of Aristotle there is a definition of the human being that perhaps has not yet been well considered in educational theory and practice. This definition calls into question a dynamism that according to Plato was unavoidable for an appropriate understanding of the educational process that turns a human being into a beautiful, good and just citizen: mimesis. The paper's intent is to reconsider the definition of the human being, centred on mimesis, presented by Aristotle in the Poetics (...) to demonstrate if, and how, it might establish new paradigms for human coexistence. Aristotle's anthropological statement is included in a much wider discourse concerning philosophy of art; but if isolated from the context, it is an essential definition of human beings that can be synthesised as follows: human beings are the mimetic animal par excellence, and their process of understanding has a fundamental connection with such excellence. Ignorance and/or negligence of how relevant mimesis might be in the educational process may have decisively contributed to separate human beings from this core aspect of their humanity and therefore produced painful consequences in human coexistence. As long as education does not pay attention to the pedagogical implications of the definition taken from the Poetics, how can human flourishing be safeguarded? I argue that recognition of the centrality of mimesis in the educational process allows human edification to proceed devoid of ideological basis, be it secular or confessional; and overcomes the risk of relativism. Mimesis, formerly recognised by Plato as a link between what is expressed and what really is, is masterfully reinterpreted by Aristotle. Aristotle recognised its positive pedagogic value in the Poetics, and nowadays we can recognise how it offers existential dynamics that restore the vital human relationship between self and other. The sense of this proposal lies in giving mimesis the role it deserves in education, by raising the significance of how coexistence might benefit from a vast human dimension, capable of recognising our humanity beyond our rational capacity. (shrink)

The free will problem is defined and three solutions are discussed: no-freedom theory, libertarianism, and compatibilism. Strict determinism is often assumed in arguing for libertarianism or no-freedom theory. It assumes that the history of the universe is fixed, but modern physics admits a certain degree of randomness in the determination of events. However, this is not enough for a compatibilist position—which is favored here—since freedom is not randomness. It is the I that chooses what to do. It is argued that (...) the core of the free will problem is what this I is. A materialist view is favored: The I is an activity of the brain. In addition to absence of external and internal compulsion, freedom involves absence of causal sufficiency of influences acting on the I. A more elaborate compatibilist view is proposed, according to which causal determination is complete when we add events occurring in the I (of which the subject is not conscious). Contrary to what several authors have argued, the onset of the readiness potential before the decision to act is no problem here. The experience of agency is incomplete and fallible, rather than illusory. Some consequences of different views about freedom for the ascription of responsibility are discussed. (shrink)

It is argued that contraposition is valid for a class of natural language conditionals, if some modifications are allowed to preserve the meaning of the original conditional. In many cases, implicit temporal indices must be considered, making a change in verb tense necessary. A suitable contrapositive for implicative counterfactual conditionals can also usually be found. In some cases, the addition of certain words is necessary to preserve meaning that is present in the original sentence and would be lost or changed (...) in the contrapositive without them. A distinction is made between adding new meaning and adding new words to preserve existing meaning. For concessive conditionals and relevance conditionals, however, no valid contrapositive can be found. They do not belong to the class of contraposable conditionals, which can be independently defined. Difficult cases are also discussed in which the contradictory of the consequent semantically entails the truth of the antecedent. In such cases the content of the antecedent is implicit in the meaning of the consequent. Contraposition becomes possible if what is implicit in the original consequent is made explicit in the contrapositive antecedent. (shrink)

Since the mid-20th century, human beings have become aware of the negative changes that planet Earth is undergoing, some of them produced by themselves and which endanger their existence. One of these changes is the increase in the average temperature caused by the greenhouse effect. The United Nations has taken care of this problem and organized 25 summits on global warming. In 2021, the World Economic Forum proposed leveraging the crisis that the world is experiencing due to COVID-19 for a (...) “great reset” within a globalist agenda that guides the next meeting on climate change. From a bioethical perspective, some components and strategies of this agenda are analyzed, and reflections and recommendations are made. We conclude that climate change is a real issue but magnified by pseudoscience and permeated by politics. Mitigation and adaptation strategies are needed to combat it, including techno-scientific advances, political will, and changes in human behavior. (shrink)

Assisted Reproductive Technologies, as a solution to the issues of human infertility, have been developed since the mid-twentieth century. The development of these techniques, their progress and results have occurred simultaneously with two events related to ART: the establishment of new rights that have contributed to their endorsement, and the birth of bioethics that have allowed the recognition of their limits. The cultural change due to the coming of ART is characterized by three topics that are discussed in this article (...) and which are all included in the so-called gender ideology: the concept of woman and the control of her body, kinship and parentage, and the idea of autonomy. Some considerations on these topics are presented as well as some alternatives to ART, which include learning to redirect their work based on criteria pointed out by bioethical reflection. Such criteria reveal the profound meaning of preserving the dignity of every single person within a true human framework. (shrink)

El texto presenta una clasificación de los principales movimientos sociales populares de América Latina y aborda problemas del eje diversidad, identidad y articulación entre ellos. Se analizan algunos de los problemas presentes en el nuevo escenario y territorio político regional marcado por las políticas posneoliberales y la emergencia del movimiento social popular frente a la civilización excluyente, patriarcal, discriminatoria y depredadora del capital.

Hablar de emancipación en la sociedad neoliberal, es cuestionar ciertos principios y valores de democracia participativa donde la noción de ciudadanía pública debe ser ampliada más allá de la mera discusión de carácter ético; precisamente, porque la democracia ciudadana es un concepto que defi..

The analysis is restricted to the architectural aspect. It puts in evidence a dialectical procedure which makes the gnoseological importance of the verb to look stand out clearly. The pharisee's knowledge is based on religious convictions ; that of the blind man on his experience.

Resumo: Este trabalho analisa a recepção do paradigma de ensino de filosofia de Matthew Lipman no Brasil e sua contribuição para a constituição de um campo de investigação de ensino de filosofia. O conceito de paradigma de Thomas Kuhn (2006) serve de base para caracterizar a concepção de filosofia para criança de Lipman como iniciadora de um campo de investigação sobre ensino de filosofia. A recepção do paradigma de Lipman no Brasil iniciou pelo campo escolar a partir da década de (...) 1990 e passou a ser estudado academicamente por meio de pesquisas de mestrado e doutorado, sobretudo, nas duas primeiras décadas deste século. Este estudo se concentra na análise destas produções buscando compreender as apropriações das concepções de Lipman, as críticas e as possíveis influências no movimento nacional de constituição de um campo científico denominado Ensino de Filosofia. Em termos metodológico, a pesquisa é de natureza bibliográfica, com abordagem quantitativa e qualitativa que orientam o levantamento e análise da produção acadêmica de dissertações e teses sobre o paradigma de Lipman. Como resultado, a pesquisa encontrou substantiva quantidade (102) e qualidade de produções justificando a contribuição do paradigma de Lipman para a constituição do campo de investigação de ensino de filosofia. Palavras-chave: Matthew Lipman; Filosofia da Infância; Pensamento; Comunidade De Inquirição/Investigação; Filosofia para Crianças Teaching Philosophy at the initial levels of Basic Education: the reception of Matthew Lipman's paradigm in Brazil Abstract: This work analyzes the reception of Matthew Lipman's philosophy teaching paradigm in Brazil and its contribution to the constitution of a field of investigation of philosophy teaching. Thomas Kuhn's concept of paradigm serves as a basis for characterizing Lipman's conception of philosophy for children as the initiator of a field of investigation on philosophy teaching. The reception of Lipman's paradigm in Brazil began in the school field in the 1990s and began to be studied academically through master's and doctoral research, especially in the first two decades of this century. This study focuses on the analysis of these productions, seeking to understand the appropriations of Lipman's conceptions, the criticisms and possible influences on the national movement for the constitution of a scientific field called Philosophy Teaching. In methodological terms, the research is of a bibliographic nature, with a quantitative and qualitative approach that guide the survey and analysis of the academic production of dissertations and theses on Lipman's paradigm. As a result, the research found substantial quantity (102) and quality of productions justifying the contribution of Lipman's paradigm to the constitution of the field of investigation of teaching philosophy. Key-words: Matthew Lipman; Childhood Philosophy; Thought; Community of Inquiry/Research; Philosophy for Children La enseñanza de la filosofía en los niveles iniciales de la Educación Básica: la recepción del paradigma de Matthew Lipman en Brasil Resumen: Este trabajo analiza la recepción del paradigma de la enseñanza de la filosofía de Matthew Lipman en Brasil y su contribución para la constitución de un campo de investigación de la enseñanza de la filosofía. El concepto de paradigma de Thomas Kuhn (2006) sirve de base para caracterizar la concepción de la filosofía para niños de Lipman como iniciadora de un campo de investigación sobre la enseñanza de la filosofía. La recepción del paradigma de Lipman en Brasil se inició en el campo escolar en la década de 1990 y pasó a ser estudiado académicamente a través de investigaciones de maestría y doctorado, especialmente en las dos primeras décadas de este siglo. Este estudio se centra en el análisis de estas producciones, buscando comprender las apropiaciones de las concepciones de Lipman, las críticas y posibles influencias en el movimiento nacional por la constitución de un campo científico denominado Enseñanza de la Filosofía. En términos metodológicos, la investigación es de carácter bibliográfico, con enfoque cuantitativo y cualitativo que orientan el levantamiento y análisis de la producción académica de disertaciones y tesis sobre el paradigma de Lipman. Como resultado, la investigación encontró cantidad sustancial (102) y calidad de producciones que justifican la contribución del paradigma de Lipman a la constitución del campo de investigación de la enseñanza de la filosofía. Palabras clave: Matthew Lipman; Filosofía de la Infancia; Pensamiento; Comunidad de Indagación/Investigación ; Filosofía Para Niños Data de registro: 20/01/2023 Data de aceite: 24/01/2024. (shrink)

O presente artigo tem por objetivo analisar o problema epistemológico na obra de Dewey. Abordaremos a crítica aos pressupostos da epistemologia tradicional e sua tentativa de reconstruir uma posição distinta por meio da lógica da investigação. O estudo de caráter filosófico, qualitativo na análise de conceito envolvendo o campo do conhecimento, mostra que este pensador tomou posição crítica diante do que chamou de epistemologia, termo que designa o conjunto de filosofias construídas sobre dualismos como sujeito e objeto, teoria e prática, (...) mente e corpo, espírito e matéria. Tais dualismos surgem da divisão social de classes e servem para a sustentação delas, impedindo a liberdade de criação e comunicação da experiência. Contrapondo-se a este entendimento de epistemologia, Dewey argumenta pela necessidade da lógica como investigação da investigação, ou conhecimento do conhecimento. A contribuição da lógica filosófica da investigação, sua versão da epistemologia, é a de analisar os processos de investigação para abstrair as leis da experiência reflexiva e reorientar o trabalho da filosofia em todas as áreas, inclusive nessa mesma, a lógica. Dewey depreende uma lógica da investigação como processo voltado para a continuidade da vida. O pensamento parte de uma situação indeterminada e culmina na transformação dessa situação por meio de etapas intermediárias de observação, reflexão e ação inteligentemente orientada. A lógica da investigação tem por base a matriz biológica-cultural. Assim, Dewey desenvolve a lógica da experiência que atinge as mais diversas dimensões como a moral, a política e a educação. (shrink)

This paper compares two logical conditionals which are strengthenings of the strict conditional and avoid the paradoxes of strict implication. The logics of both may be viewed as extensions of KT, and the two conditionals are interdefinable in KT. The implicative conditional requires that its antecedent and consequent be both contingent. The consequential conditional may be viewed as a weakening of the implicative conditional, insofar as it also admits the case in which the antecedent and the consequent are strictly equivalent (...) (either both necessary or both impossible). The two conditionals share a number of properties, among them Transitivity, Contraposition, Aristotle’s Thesis, Weak Boethius’ Thesis and Aristotle’s Second Thesis. They also share some restricted principles such as Possibilistic Monotonicity, Possibilistic Simplification and Possibilistic Right Weakening. They differ in relation to Identity, which is validated by consequential implication, while the implicative conditional only validates the restricted principle of Possibilistic Identity. The relations between the two conditionals are represented by two Aristotelian cubes of opposition, one involving the contrariety between If A, then B and If A, then ¬B, according to Weak Boethius’ Thesis, and the other the contrariety between If A, then B and If ¬A, then B, according to Aristotle’s Second Thesis. We also explore the relations between the two logical conditionals and natural language conditionals, emphasizing the dependence of the latter on the context, and the need to distinguish natural language conditionals which may be viewed as consequential or implicative, on one side, and concessive and some other types of conditionals, on the other. (shrink)

1. Introduction The readiness potential was found to precede voluntary acts by about half a second or more (Kornhuber & Deecke, 1965). Kornhuber (1984) discussed the readiness potential in terms of volition, arguing that it is not the manifestation of an attentional processes. Libet discussed it in relation to consciousness and to free will (Libet et al. 1983a; 1983b; Libet, 1985, 1992, 1993). Libet asked the following questions. Are voluntary acts initiated by a conscious decision to act? Are the physiological (...) facts compatible with the belief that free will determines our voluntary acts? What is the role of consciousness in voluntary action? In this paper I will discuss these questions and the answers that Libet gave to them. (shrink)

An examination of conditionals in di¤erent languages leads to a distinction of three types of conditionals instead of the usual two (indicative and subjunctive). The three types can be explained by the degree of acceptance or as-if acceptance of the truth of the antecedent. The labels subjunctive and indicative are shown to be inadequate. So-called indicative conditionals comprise two classes, the very frequent uncertain-fact conditionals and the quite rare accepted-fact conditionals. Uncertain-fact conditionals may have a time shift in contemporary English (...) and the future subjunctive in Portuguese (though not all of them do). Moreover, paraphrases of if with in case or supposing are usually possible with approximately the same meaning. Accepted-fact conditionals never have these features. (shrink)

A commentary is given on Trevena and Miller . The comparability of their experimental task and of the potential they recorded with those used and recorded by Libet, Gleason, Wright, and Pearl is questioned. An interpretation is given for the similarity of event-related potentials recorded when subjects decided to move and when they decided not to move.

Libet's (2000) arguments in defense of his interpretation of his experimental results are insufficient. The claims of my critical review (Gomes, 2008) do not suffer with his new statements.

A commentary on articles by Klein, Pockett, and Trevena and Miller, in this issue, is given. Average shift in the point of subjective equality , calculated by Klein on Libet's data, and corresponding change in mean shift, calculated by Libet et al. , may be “corrected,” taking as a reference point the end of the minimum train duration. Values obtained, if significant, indicate a latency for conscious sensation of the skin stimulus of at least 230 ms. Pockett's main conclusions are (...) favored, but her explanation of peripheral–lemniscal couplings is found to be unconvincing. Trevena and Miller's article unsuccessfully tries to rescue a dualist interactionist view. Libet's method of timing intentions is thoroughly criticized. (shrink)

Después de casi medio siglo fue derogada la sentencia del caso Roe vs. Wade por la Corte Suprema de los Estados Unidos, lo que puede suponer el fin del aborto en ese país. Se mencionan algunos antecedentes, hitos históricos, arreglos y el contexto de la situación que desembocó en la sentencia mediante la cual se estableció el derecho constitucional al aborto (Roe vs. Wade), se mantuvo la decisión tomada (Planned Parenthood vs. Casey) y finalmente cómo se revocaron las sentencias anteriores (...) (Dobbs vs. Organización de Salud Femenina Jackson). Se concluye, desde una perspectiva biojurídica, que se corrigió un fallo no solo controvertido en su aplicación, sino sobre todo en su génesis, donde queda claro que el aborto no es un derecho constitucional y que los organismos judiciales no son competentes para regular sobre esa materia y sobre otras análogas. Desde el punto de vista bioético, es un fallo revocatorio histórico, que rectificó una de las mayores injusticias contemporáneas, que puso por encima la autonomía individual sobre el hecho biológico incontrovertible de una nueva vida humana y el cuidado que demanda su dignidad ontológica: Roe vs. Wade costó la vida a millones de embriones, en los Estados Unidos y en el resto del mundo. (shrink)

Post-pandemic: Triple Agenda for a New RealityPós-pandemia: tripla agenda para uma nova realidadeNew fields for applying bioethics have emerged out of the SARS-Cov-2 pandemic, but many bioethical challenges remain; so, it is necessary to reflect on the reality that human beings will have to live after that. This reflection builds on a triple agenda: challenges, warnings, and guidance. The challenge agenda deals with upcoming scientific and biotechnological developments, adjustments to work and study, sustainable development reorientation, and changes in businesses and (...) entertainment companies. These challenges could be summarized as development paradigm shifts. The warning agenda includes the management of wild species, mistrust in political leaders, unsupportive and criminal human behavior, information overabundance, the emulation of pharmaceutical industries, and the determining factors of the culture of death. These warnings could be condensed in the importance of promoting the culture of life. The guidance agenda comprises a series of principles such as the human person’s dignity, the common good, the preferential option for the poor, the universal allocation of goods, solidarity, subsidiarity, and the care for our common home. This guidance points to a fundamental and existential environmental transformation. All these changes will be possible because of human resilience, professionalism, and social solidarity, shaping an actual comprehensive human development project.Para citar este editorial / To reference this editorial / Para citar este editorialGamboa Bernal GA. Pospandemia: triple agenda para una nueva realidad. Pers Bioet. 2020;24:127-135. DOI: https://doi.org/10.5294/pebi.2020.24.2.1Publicado: 27/11/2020. (shrink)

Bergson em As duas fontes da moral e da religião se propõe a investigar a origem da moralidade e da religiosidade humana, encarando-as como formas criadas pelo élan vital no curso do desenvolvimento da vida. Bergson concebe o surgimento da sociedade como algo natural, isto é, como um artifício da natureza para que o homem pudesse perseverar no mundo; assim, sua pesquisa visa encontrar e analisar os caminhos que a vida mesma armou no interior do humano, em sua constituição biológica, (...) para que ele pudesse se apegar de diversas formas à existência. Descortinando os motivos pelos quais as variadas sociedades, bem como suas mais diferentes morais se constituem como fechadas ou visando aos interesses da espécie, e abertas, tendo na humanidade uma referência por onde o amor criativo passaria, o filósofo nos mostra como determinados homens, excepcionais, vêm ao mundo encarnado em múltiplos sentidos uma nova atitude criadora, ainda não expressa, que se revela através de uma intuição despertada por uma emoção profunda. Dessa forma, a relação entre moral, vida e emoção é o que cumpre aqui estabelecer, uma vez que as leis morais seguidas pela humanidade são, no limite, necessidades vitais colocadas pela natureza e que só alcançam um desenvolvimento melhor graças à inteligência humana que, mesmo atrelada à necessidade imposta, também pode encontrar dentro de si a abertura para uma liberdade possível. (shrink)

Em sua última obra, As Duas Fontes da Moral e da Religião, Henri Bergson investiga as origens, o desenvolvimento e a manutenção da sociedade humana por meio da distinção entre a sociedade fechada, baseada nos instintos primitivos de conservação da vida, e a sociedade aberta, fundada sobre a aspiração que impulsiona o homem à construção de uma vida em sociedade mais harmoniosa. Segundo o autor, os ideais democráticos são frutos da abertura de que as sociedades necessitam para seu progresso, o (...) qual, aos poucos, abrandaria a pressão das exigências impostas pela natureza para a conservação da vida em sociedade e possibilitaria aos homens conviverem mais livremente e mais afetuosamente com vistas a uma sociedade mais justa e sem tantos conflitos e mortes. Contudo, como escapar às determinações que a natureza impôs para que a vida em sociedade se mantivesse e conseguir que os homens se abram a outro tipo de vivência em conjunto? É esta a questão que o presente artigo procura investigar. Palavras-chave: Bergson, moral, política, mística. (shrink)

O objetivo deste trabalho é apresentar o processo de criação de material para ensino de filosofia para crianças. A produção é resultado das atividades de grupo de pesquisa. O trabalho adotou como referencial a concepção de democracia como modo de vida ético e político e suas relações com a educação a partir do pensamento de Dewey e Lipman. Nesta perspectiva, o modo de vida democrático se consubstancia no agir guiado por valores éticos e no exercício político. A atitude filosófica é (...) entendida como uma prática educativa na e para a democracia. O principal resultado é a criação de uma narrativa filosófica sobre democracia para crianças a partir da linguagem metafórica. A metáfora criada para ambientar o conceito de democracia está ancorada na experiência da casa habitada por personagens conceituais relacionados à democracia como liberdade, justiça, poder, direitos, voto e educação. Estes conceitos são discutidos sob diferentes perspectivas filosóficas. (shrink)

O objetivo deste trabalho é abordar o problema dos refugiados como atividade filosófica e educacional. A questão colocada para o debate é a seguinte: a filosofia tem algo a dizer acerca dos refugiados? Outra indagação subjacente pode ser expressa desta forma: como preparar um trabalho filosófico-pedagógico de ensino de filosofia com o aluno de graduação tendo em vista a discussão do problema dos refugiados no Ensino Médio? O procedimento filosófico adotado, com apoio na metodologia de caráter bibliográfico, ocupa-se de discutir (...) conceitos referenciados no pensamento de Adorno como forma de penetrar, compreender e buscar alternativas diante dos problemas colocados. Explora-se o conceito de Auschwitz como razão bárbara, experiência anticivilizatória e desumana e a alternativa proposta pelo autor na forma de educação para a emancipação pessoal e social por meio da reflexão e esclarecimento como base para o processo democrático e desbarbarizador. Do ponto de vista do ensino de filosofia a partir de problemas, o texto pretende fazer um percurso-aula na forma de uma caminhada aberta, dialógica e problematizadora. Para isso, utiliza de início uma poesia que alavanca a possibilidade de tratar o conceito refugiado a partir de uma experiência empática de expressão do seu grito no contexto da experiência da barbárie. Na sequência, a caminhada busca explorar os conceitos mencionados caminhando pela leitura do texto de Adorno com relação à educação e democracia. A análise destes conceitos abre novos questionamentos que convidam a continuar a reflexão criando novas experiências de pensar e compartilhar questões relacionadas aos refugiados. Nesta perspectiva, apontamos que a aula pode ser uma experiência de práxis de pensar e repensar problemas e conceitos como processo formativo da consciência crítica, da emancipação e autonomia. Palavras-chave: Refugiados. Filosofia. Ensino. Experiência. Emancipação. (shrink)