In standard times, approximately 20% of children and youth experience significant emotional, behavioral, or social challenges. During COVID-19, however, over half of parents have reported mental health symptoms in their children. Specifically, depressive symptoms, anxiety, contamination obsessions, family well-being challenges, and behavioral concerns have emerged globally for children during the pandemic. Without treatment or prevention, such concerns may hinder positive development, personal life trajectory, academic success, and inhibit children from meeting their potential. A school-based resiliency program for children for children (...) was developed, and the goal of this study was to collaborate with stakeholders to translate it into an online-live hybrid. Our team developed a methodology to do this based on Knowledge Translation-Integration, which incorporates stakeholder engagement throughout the entire research to action process. KTI aims to ensure that programs are acceptable, sustainable, feasible, and credible. Through collaboration with parents and school board members, qualitative themes of concerns, recommendations and validation were established, aiding in meaningful online-live translation. Even though the original program was developed for intellectually gifted children, who are at greater risk for mental health concerns, stakeholders suggested using the program for both gifted and non-gifted children, given the universal applicability of the tools, particularly during this pandemic time period when mental health promotion is most relevant. An online-live approach would allow students studying at home and those studying in the classroom to participate in the program. Broader implications of this study include critical recommendations for the development of both online-live school programs in general, as well as social-emotional literacy programs for children. (shrink)

“Dance” has been associated with many psychophysiological and medical health effects. However, varying definitions of what constitute “dance” have led to a rather heterogenous body of evidence about such potential effects, leaving the picture piecemeal at best. It remains unclear what exact parameters may be driving positive effects. We believe that this heterogeneity of evidence is partly due to a lack of a clear definition of dance for such empirical purposes. A differentiation is needed between (a) the effects on the (...) individual when the activity of “dancing” is enjoyedas a dancerwithindifferent dance domains(e.g.,professional/”high-art”type of dance,eroticdance,religiousdance,clubdancing,Dance Movement Therapy(DMT), and what is commonly known ashobby, recreationalorsocialdance), and (b) the effects on the individual within these different domains, as a dancer of thedifferent dance styles(solo dance, partnering dance, group dance; and all the different styles within these). Another separate category of dance engagement is, not as a dancer, but as a spectator of all of the above. “Watching dance” as part of an audience has its own set of psychophysiological and neurocognitive effects on the individual, and depends on the context where dance is witnessed. With the help of dance professionals, we first outline some different dance domains and dance styles, and outline aspects that differentiate them, and that may, therefore, cause differential empirical findings when compared regardless (e.g., amount of interpersonal contact, physical exertion, context, cognitive demand, type of movements, complexity of technique and ratio of choreography/improvisation). Then, we outline commonalities between all dance styles. We identify six basic components that are part of any dance practice, as part of a continuum, and review and discuss available research for each of them concerning the possible health and wellbeing effects of each of these components, and how they may relate to the psychophysiological and health effects that are reported for “dancing”: (1) rhythm and music, (2) sociality, (3) technique and fitness, (4) connection and connectedness (self-intimation), (5) flow and mindfulness, (6) aesthetic emotions and imagination. Future research efforts might take into account the important differences between types of dance activities, as well as the six components, for a more targeted assessment of how “dancing” affects the human body. (shrink)

Assessing maturity is one of the main ethical challenges for bioethics. It is even more complex when it comes to adolescents, as they are still in their maturing process. Three difficulties emerge: a conceptual difficulty as maturity is related to autonomy, competence and capacity; a methodological difficulty regarding which indicators should be used to assess it; and a practical difficulty in how to properly deal with it, as it is not easy to respect a maturity that only for a little (...) while now is being recognized and promoted. This paper begins by answering the question of why it is important to assess and promote maturity. Then, a chronology will be offered of the evolution of maturity attribution to minors as well as of the main variables that have been defined to asses it. Finally, some concepts will be clarified in order to develop an agglutinating proposal on indicators, requirements and conditioning factors of mature decision-making processes. (shrink)

Teaching is a highly demanding profession that requires handling multiple and potentially contradictory goals. Therefore, it is likely that teachers experience conflict between work-related goals on a daily basis. Intraindividual goal conflict may occur when individuals pursue multiple goals drawing on the same limited resources, or when two or more goals are incompatible in terms of goal attainment strategy or desired end states. Because goal conflict is typically associated with negative effects such as attenuated motivation and wellbeing, teacher goal conflict (...) may jeopardize teaching motivation. This cross-sectional study investigated the effects of in-service teachers’ goal conflicts on their autonomous and controlled teaching motivation and tested the satisfaction of teachers’ basic need for autonomy, competence, and relatedness as mediators. In line with our hypotheses, results from structural equation modeling showed that frequently experiencing resource-based goal conflict leads to a lower satisfaction of the basic need for autonomy, which, however, was unrelated to teaching motivation. In contrast, frequently experiencing inherent goal conflict attenuates the satisfaction of the basic need for competence, which, in turn, positively predicted autonomous teaching motivation and negatively predicted extrinsic regulation. As expected, relatedness was not associated with the experience of goal conflict. The discussion focuses on differential effects of the two types of goal conflict on teaching motivation and on the relevance to expand research on teachers’ intraindividual goal conflicts. (shrink)

Jointly coordinated affective activities are fundamental for social relationships. This study investigates a naturally occurring interaction between two women who produced reciprocal emotional stances towards similar past experiences. Adopting a microanalytic approach, we describe how the participants re-enact their past experiences through different but aligning synchronized gestures. This embodied dialogue evolves into affective flooding, in which participants co-produce their body memories of pulling down window blinds to block out sunshine. We show how the participants live this moment intercorporeally and how (...) multiple timescales are tied together in gesture, which is both an incarnation of body history and a novel expression of it. Thus, collaborative gesturing is a resource for experiencing together emotions re-enacted from body memories. Contributing to our understanding of the intercorporeality of human action, we provide an empirical investigation into how emotions and multiple timescales are nested in cooperative gestures. Data are in Finnish with English translations. (shrink)

ABSTRACT This article seeks to draw parallels between today’s transmodern reality and the events recounted in Margaret Atwood’s The Testaments and in The Handmaid’s Tale Hulu TV series, particularly Seasons 2 and 3. Addressing issues such as controlled reproduction, violence, corporeal subjection of women, and environmental injustice, I focus on the body as a site of social construction, vulnerability and control. Drawing on the work of various scholars, I argue that the body is simultaneously a site of vulnerability and of (...) resistance that exceeds totalitarian categories, thus allowing for empowering “modes of heterogeneity,” fluidity, diversity, environmental as well as transcorporeal. In Gilead, the totalitarian state where Atwood’s two novels are set, it is the body that is acted upon, with massive repression and violence, and it is the body that resists by forming alternative relations and practices, which eventually facilitate the fall of Gilead from within. Throughout my analysis, I draw on the transmodern concept, while widening it toward the corporeal enmeshment with others in order to demonstrate that it is the interdependence of vulnerability and empowerment that reveals transmodernity’s “new visions of justice.”. (shrink)

In her historicisation of the concept of the ‘Sattelzeit,’ Julia Angster argues that the term does not represent a meaningful definition of a specific historical epoch. Instead, it serves as source material for analysing the notions of West German historians during the 1970s. Although their conception of the ‘Sattelzeit’ built on the work of R. Koselleck, it simplifies his concept by transforming an analytical tool of conceptual history into a starting point for social history. It enabled the conception of (...) the Western world, understood as the epitome of ‘modernity’, as a counterpart to a non-modern other. This, in turn, was influenced by modernisation theories developed by US sociology in the 1950s, ultimately aimed at guiding US policies in the ‘development’ of the ‘Third World’. Modernity thus became a political goal and a result of economic development, to be perceived in the European past as well as in the present of the ‘developing world’. In the 1970s, this understanding of ‘modernity’ was crucial for West German historiography and politics, both trying to inscribe themselves into the modern world of the West. (shrink)

In the Stoics we find a combination of two perspectives which are commonly thought to conflict: the embedded perspective from within one's social context, and the universal perspective of the member of the moral community of rational beings. I argue that the Stoics do have a unified theory, one which avoids problems that trouble some modern theories which try to unite these perspectives.

Gottfried Wilhelm Leibniz (1646-1716) was a true polymath: he made substantial contributions to a host of different fields. Within the philosophy of mind, his chief innovations include his rejection of the Cartesian doctrines that all mental states are conscious and that non-human animals lack souls as well as sensation.

This paper traces back on a personal tone a provocative evocation of Jean-Paul Sartre and Simone de Beauvoir. The author considers existentialism as a laboratory of existence that influenced a generation's manner of living and writing and made one's existential desires into historical and political acts. Its most representative mode of expression, literature, was as an indicator of the presence of the private throughout the public world and time. In this view, de Beauvoir's presence is approached both from the perspective (...) of her understanding of the female, and from the particular kind of couple she formed with Sartre. (shrink)

Philip Kitcher’s account of scientific realism in 'The Advancement of Science' (AS) differs from his account in 'Science, Truth and Democracy' (STD). We demonstrate that (1) contrary to appearance, Kitcher in AS proposes a so-called Kantian realism that is accompanied not by a correspondence theory, but by a hybrid conception of truth. (2) Also, we point out that Kitcher does not pertain to the “promiscuous realism” proposed in STD stringently, but falls back on his Kantian realism of AS at points. (...) Here, we question Kitcher’s claim that his promiscuous-realist conception stems initially from commonsensical be-liefs. (shrink)

"In the aftermath of New Historicism and Cultural Materialism, the field of Shakespeare Studies has been increasingly overrun by post-theoretical, phenomenological claims. Many of the critical tendencies that hold the field today--post-humanism, speculative realism, ecocriticism, historical phenomenology, new materialism, performance studies, animal studies, affect studies--are consciously or unwittingly informed by phenomenological assumptions. This book aims at uncovering and examining these claims, not only to assess their philosophical congruency but also to determine their hermeneutic relevance when applied to Shakespeare. More specifically, (...) Unphenomenal Shakespeare deploys resources of speculative critique to resist the moralistic and aestheticist phenomenalization of the Shakespeare playtexts across a variety of schools and scholars, a tendency best epitomized in Bruce Smith's Phenomenal Shakespeare "--. (shrink)

The Cyrenaics are hedonists who have difficulty finding a stable place in their theory either for one's life as a whole or for other‐concern. Epicurus tries to avoid their problems by his theories of friendship and of justice, with incomplete success. The Sceptics face problems in trying to claim that the Sceptic will be benevolent to others despite achieving tranquility as his final end.

Ancient ethical theories produce differing accounts of happiness, depending on their position on the nature and importance of virtue. These are important debates, recognizably on the same topic as modern debates about the nature and importance of morality. In the ancient debates Aristotelian and Stoic views can both draw on compelling arguments, and no simple resolution is obvious.

Justice is a virtue of both character and institutions. Epicurus treats these separately but, it is argued, consistently. The Stoic theory of natural law arguably depoliticizes institutional questions, treating politics as merely one concern of an individual among others. Aristotle deals with both issues of justice separately; later Aristotelians, influenced by the Stoics, have little to say about institutions.

Bioethics has evolved from a non-institutional, ideal, and ahistorical model toward a more political, institutional, and historically anchored one. This change is healthy and has, in part, been a product of the devastating consequences of globalization. I illustrate the distinct moments in the evolution of bioethics with an analysis of three discussions within the discipline: the debate on autonomy and the right to health and some of the issues raised by biotechnology, especially by the patenting of genetic material.

This volume contains papers by a group of leading experts on Aristotle and the later Aristotelian tradition of Neoplatonism. The discussion ranges from Aristotle's treatment of Parmenides, the most important pre-Socratic Greek philosopher, to Neoplatonic and medieval use of Aristotle, for which Aristotle himself set guidelines in his discussions of his predecessors. Traces of these guidelines can be seen in the work of Plotinus, and that of the later Greek commentators on Aristotle. The study of these commentators, and the recognition (...) of the philosophical interest and importance of the ideas which they expressed in their commentaries, is an exciting new development in ancient philosophy to which this book makes a unique and distinguished contribution. (shrink)

In the original publication of the article.

Solidarität wird in Krisenzeiten sowie bei Ungerechtigkeit und Marginalisierung gefordert. Sie tritt dabei in unterschiedlichen Reichweiten und Akteurskonstellationen auf und basiert auf verschiedenen Motiven und Ausgangslagen. Julia Masurkewitz-Möller nimmt sich dieser Vielfalt an und erarbeitet eine Systematisierung der Solidarität, die Ordnung in den begrifflichen Dschungel des Konzepts bringt. Sie zeigt, dass verschiedene Solidaritätsformen trotz ihrer Unterschiede einen gemeinsamen Kern und eine Beziehung zueinander haben - und damit die Transformationen von Solidaritätsformen möglich machen.

The long section on knowledge and the philosopher in books V–VII of the Republic is undoubtedly the most famous passage in Plato's work. So it is perhaps a good idea to begin by stressing how very peculiar, and in many ways elusive, it is. It is exciting, and stimulating, but extremely hard to understand.

The book's methodology is set out: we must be critically aware of the theoretical assumptions we bring to the study of ancient ethics, or we risk importing anachronism. The limits of the ancient evidence should also be respected. We must also be aware of the structures of modern ethical theories and prepared to find that ancient theories differ. The ancient traditions and their major sources are listed: Aristotle, Stoics, Sceptics, Cyrenaics, Epicurus and hybrid theories.

In lieu of an abstract, here is a brief excerpt of the content:A Realm Without Angels: MENCs Partnerships with Disney and Other Major Corporations Julia EkIund Koza University of Wisconsin-Madison My interest in partnerships between the MENC: The National Association for Music Educators and major corporations such as Disney dates back to 1996 when I was invited to attend a free premiere screening of the movie Mr. Holland 's Opus.1 Never one to turn down anything free, in January of (...) that year I joined more than twenty-fivethousandmusiceducators, administrators, and friends ofthe arts, who gathered at fiftyone locations across the nation to watch the movie. Sponsored and promoted by theNational Coalition for Music Education, ofwhich MENC is a member, in cooperation with the National AcademyofRecordingArts and Sciences Foundation, the American Music Conference, and Hollywood Pictures (a Disney subsidiary), the promotional screening was the result of an education/business partnership. I did not like the film much even though I agreed with its message that public schools and public school music should be adequately funded, and I was sorry that MENC had entered into a partnership to promote it. Part ofthe problem may have been timing. I had recentlyreturned froma parental leave during whichIhad sufferedseriouspostpartumcomplications and had struggled fornearly a yearwithpoor health. January 1996 found me trying to figure out how I would manage a full-blown academic career, my still fragile health, and a lively child. Ibristledatthevisionsofprofessionalismfostered by Mr. Holland's Opus, recognizing that I would never again have the luxury he did of indulging myselfuninterruptedly in my career; I knew that I might never again be seen as a "real professional " even though I was more exhausted and working harder than I ever had. From my perspective the film's images of teachers, teaching, andprofessionalismwereprofoundlymasculinist; I also knew that a popular film can play a powerful role in shapingpublic imaginaries. Who tends tobenefit fromtheperpetuationoftheseimagesof teachers, teaching, and professionalism, I wondered? Who tends to be harmed? So my first step on this journey was to write a critique of Mr. Holland's Opus. I soon discovered that the film itselfwas but one small part of a much larger story about MENCs deepening involvement in education /business partnerships. One of the main themes of Mr. Holland's Opus is that budget cuts can have devastating effects on music programs. The education/business partnership forged to promote Opus and the manner in which the film was promoted suggested that the corporate world is socially responsible and genuinely concerned both aboutthe quality ofAmerican education and the demise of music education. In no way did they intimate that corporate practices may be at least partially responsible for any declines in the quality ofpublic schooling. I was also aware, however, of a corpus of scholarship suggesting that recent trends toward corporate partnerships and philanthropy are window-dressing at a time when corporations are sneaking out the back door carrying everything else in the store. Critics contend that on the one hand, corporationsengageinmuchpublicizedacts of gift-giving or school partnership, which cost the corporations relatively little (or in the case of Opus, result in considerable financial profit for the corporation), while on the other hand, they chisel away at the financial infrastructure of©Philosophy ofMusic Education Review 10, no. 2 (Fall, 2002): 72-79. Julia Eklund Koza 73 schools with unrelenting demands for special corporate tax cuts, breaks, and incentives. This practice is especially detrimental to the arts because, relegated to the feminized status of "frill," they may be among the first subjects to suffer. Tax breaks are but one example of what critics term "corporate welfare." John Hood, in Policy Review, provides a list ofincentives states use to attract and keep corporations. In addition to tax abatements and tax credits, Hood mentions land giveaways, releases from infrastructure costs, the issuanceoftax-exemptdevelopmentbonds, offers to promote products, and job training packages. These deals are unfair to existing businesses, Hood argues, especially small ones that can never hope to receive such treatment, and he concludes that there is no clear-cut evidence these forms of corporate welfare benefit state economies.2 Accordingto JayTaylor, school-business partnerships have become increasingly popular; they quadrupled between 1982 and 1992 as financially strappeddistricts found themselves "dredgingfor dollars."3 Taylor explains that "school officials... (shrink)

One of the assumptions that impregnate academic discourse, even that of social scientists committed to the re-incorporation of their disciplines, is its extra-corporeal character. This article analyzes the scholastic construction of producing and perceiving oral, written or silent discourses as non-corporeal acts. First, it argues that there is a certain continuity between monastic rituals that build the spirit as something different from and higher than the body and academic rituals that train people to place the source of discourse in the (...) mind. Second, it explores how the separation of discourse from the discourse-producing body is currently built and reproduced through participation in university and academic rituals. It holds that such participation installs in the bodies of academics an identification with the habit of producing discourses. Finally, it suggests that the fact that attempts to re-incorporate body to social life are performed by academics who have been trained in disembodying their discourses conditions the results of such attempts. (shrink)

The two target articles in this issue bring into focus the struggle for governance over biomedical interventions that may offer some families more agency—the capacity to act—in the context of many...