Schizophrenia is usually described as a fragmentation of subjective experience and the impossibility to engage in meaningful cultural and intersubjective practices. Although the term schizophrenia is less than 100 years old, madness is generally believed to have accompanied mankind through its historical and cultural ontogeny. What does it mean to be “mad”? The failure to adopt social practices or to internalize cultural values of common sense? Despite the vast amount of literature and research, it seems that the study of schizophrenia (...) and of the psychoses is suffering from a generic disintegration. In this introduction, we offer an historical overview of the variety of theories and approaches to schizophrenia. We also provide an overview of how the authors in this volume attempt an integrative account where training, practice, theory and research are considered as parts of a larger whole. This is a varied and pluralistic volume, and it is up to the readers to make use of different chapters according to their own needs. (shrink)

Neste trabalho nos ocupamos centralmente em compreender a proposta ética de Hans Jonas e como ele apresenta o Princípio Responsabilidade como uma categoria ética a ser norteadora das ações humanas. Apresentamos um breve histórico do desenvolvimento da Filosofia da Tecnologia enquanto uma disciplina filosófica específica e, então, discutimos as principais considerações de Jonas sobre a necessidade de uma ética inteiramente nova que tome a técnica como objeto e a proposta que este apresente de uma ética do futuro pautada na responsabi (...) lidade enquanto princípio. (shrink)

O debate sobre modernidade e racionalidade consiste num referencial que ocupa espaço no campo das ciências humanas e demais campos do saber. Este estudo pretende discutir essa relação aproximando-a do terreno da Educação Ambiental. Desse modo num primeiro momento o texto situa a modernidade e a racionalidade; num segundo, apresentar a contribuição de Habermas sobre a temática e finalmente busca fazer algumas aproximações com Enrique Leff a partir do conceito de racionalidade ambiental. Interessa-nos também nessa parte buscar compreender em que (...) medida a acepção de racionalidade ambiental pode contribuir em nossas práticas educativas no contexto da extensão universitária. (shrink)

Esse estudo consiste numa reflexão sobre uma intervenção pedagógica com docentes que atuam na EJA em prisões, trazendo à tona problematizações das questões étnico-raciais, suas percepções, e saberes e realidades da comunidade negra. Discute-se como os docentes da Penitenciária de Serrinha (BA) percebem a questão racial e a própria efetivação da Lei 10.639/03 na sua prática pedagógica. Assim, partimos da execução de uma proposta formativa dialógica dos direitos raciais, da reparação histórica e da inclusão da história da África e da (...) cultura afro-brasileira nos currículos. Os resultados demonstraram a existencialidade do silenciamento étnico-racial e que as concepções hegemônicas construídas ideologicamente sobre a questão racial permanecem vivazes nas memórias e atitudes dos sujeitos de forma camuflada. Os achados relativos aos efeitos da intervenção evidenciaram que os professores passaram a compreender os desdobramentos de práticas racistas e buscaram conhecer mais as políticas afirmativas, concomitantemente realizando recriação das oficinas didáticas para a sala de aula, com a finalidade de empoderamento dos discentes a ponto de contrariar as violações de direitos e injustiças raciais. (shrink)

Este trabalho tem como temática a aula de campo como recurso metodológico aplicado ao Ensino de Geografia. Os questionamentos iniciais que nortam o estudo foram: Como a aula de campo contribui na aprendizagem dos alunos? Qual a importância da aula de campo para o Ensino de Geografia? Quais conteúdos do livro didático podem ser associados para a prática de campo sobre geodiversidade dos geossítios? A partir das questões apresentadas se definiu o objetivo geral da pesquisa, que foi analisar as potencialidades (...) dos geossítios do Geopark UNESCO Araripe, como locus de aprendizagem sobre a geodiversidade do Cariri Cearense em aulas de Geografia no Ensino Médio. Metodologicamente, foi realizado o levantamento bibliográfico acerca do Ensino de Geografia, atividade de campo e Geopark Araripe, realizou-se a aplicabilidade do questionário aos professores do Ensino Médio, e em seguida foram realizadas analises dos conteúdos do livro didático do 1º ano do Ensino Médio e das potencialidades dos geossítios, por fim, como resultado foi apresentado um roteiro contextualizado como sugestão para atividade de campo em algum dos geossítios do Geopark Araripe. (shrink)

Schizophrenia is usually described as a fragmentation of subjective experience and the impossibility to engage in meaningful cultural and intersubjective practices. Although the term schizophrenia is less than 100 years old, madness is generally believed to have accompanied mankind through its historical and cultural ontogeny. What does it mean to be “mad”? The failure to adopt social practices or to internalize cultural values of common sense? Despite the vast amount of literature and research, it seems that the study of schizophrenia (...) and of the psychoses is suffering from a generic disintegration. In this introduction, we offer an historical overview of the variety of theories and approaches to schizophrenia. We also provide an overview of how the authors in this volume attempt an integrative account where training, practice, theory and research are considered as parts of a larger whole. This is a varied and pluralistic volume, and it is up to the readers to make use of different chapters according to their own needs. (shrink)

Serious mental health disorders are increasing among college students and university counseling services are often overburdened. Mobile applications for mental health have been growing exponentially in the last decade and they are emerging in university settings as a promising tool to promote and intervene in college students' mental health. Additionally, considering the recent covid-19 pandemic, mHealth interventions, due to its nature and possibilities, may play an important role in these institutions. Our main objectives are to explore mhealth interventions in universities, (...) regarding its conceptual framework, acceptability and efficacy outcomes and understand its impact and contributions to address treatment delivery and psychological difficulties resulting from covid-19 pandemic. The literature search was conducted in scientific databases, namely, Web of Science, Pubmed, and Scopus. A search in app stores was not conducted, thus regarding commercially available apps, only those found in our database search were included in our review. We selected studies with mobile applications addressing psychological interventions for college students. A total of 2,158 participants were included in the 8 selected studies and most interventions were delivered through mobile apps only and based in cognitive behavioral therapy. Results suggested that college students accept and adhere to these interventions and preliminary evidence of efficacy was demonstrated in different disorders, such as stress, anxiety, depression and risky behaviors such as alcohol and tobacco abuse and sexual knowledge. We conclude that universities, particularly college counseling services, may benefit from mhealth interventions, not only to address college students' mental health but to decrease some of its difficulties related to lack of human resources. Specifically in covid-19 pandemic context, these interventions may contribute significantly by promoting and delivering psychological interventions at a safe distance. (shrink)

The research team measured the enterprise web accessibility levels of the Forbes 250 largest enterprises using the fully automatic accessibility evaluation tool Sortsite, and presented the compliance of the evaluated websites to WCAG 1.0, WCAG 2.0 and Section 508 accessibility levels. Given the recent attention to organizational leaders having ethical duties towards their dedicated employees, we propose that ‘societal citizenship behaviour’ concerns ethical duties of organizational leaders towards society in general and in particular to those who have less means to (...) assert their needs. In effect, we found enterprise website accessibility levels to be in need of significant improvement. An interpretation of a positive path forward to better enterprise website accessibility levels is put forth based on a focus-group interaction and using BNML—a novel Business Narrative Modelling Language. (shrink)

O trabalho discute os fundamentos da educação e as contribuições da filosofia para a educação e para a pedagogia. A análise, em andamento, constitui nossas pesquisas na universidade, investigando as concepções pedagógicas e os pressupostos e fundamentos da educação. O texto de caráter teórico-bibliográfico apresenta uma síntese nas correntes da filosofia da educação, identifica a função social, os limites e as possibilidades desse complexo considerando a especificidade da sociedade de classes. Dessa forma, apoia-se em Saviani (2012, 2013, 2013a), Aranha (1996) (...) e Severino (1995). A educação e a formação humana no modo de produção capitalista perpassam por mecanismos explícitos e implícitos inerentes às teorias educacionais e à práxis educativa determinando as concepções de homem, de mundo e de sociedade. (shrink)

Resumo: O artigo analisa a produção educacional voltada para o ensino de filosofia, no âmbito da educação básica. Com a consolidação da filosofia em espaços formais de ensino-aprendizagem entre os anos de 2008 e 2017, fruto da obrigatoriedade da disciplina no ensino médio brasileiro, observou-se a ampliação de materiais formativos. Este fenômeno, potencializado pela abertura de programas profissionais voltados para o ensino de filosofia, traz à tona a possibilidade de examinar as produções à luz de uma discussão mais ampliada sobre (...) o estatuto do ensino de filosofia como campo de conhecimento. Com efeito, dois elementos se apresentam promissores para o caminho desta investigação. O primeiro diz respeito à produção técnica e tecnológica da área para o ensino de filosofia e a divulgação filosófica, bem como seus impactos reais e potenciais tanto para a educação básica quanto para a área de Filosofia. O segundo aponta para as possibilidades e limites da produção e compartilhamento de produtos e processos realizados por docentes em diferentes espaços formativos enquanto objetos de investigação filosófica. Assim, se identificará elementos, processos e tensionamentos presentes na formação deste campo de conhecimento de modo a contribuir para o seu dimensionamento por meio da análise de seus lugares, sentidos e limites. Palavras-chave Ensino de Filosofia; Produtos Educacionais; Educação Básica Educational production in the field of teaching philosophy: places, meanings and limits Abstract: The article analyses the educational production in the field of primary and secondary education aimed at philosophy teaching. In virtue of the Philosophy became compulsory discipline in the Brazilian high school between the years 2008 and 2017, the expansion of learning materials it was observed. This phenomenon, enhanced by the opening professional programs of teaching Philosophy, brings up the possibility of examining the production in the light of a broader discussion about the status of teaching Philosophy as a field of knowledge. In effect, two elements are promising for this investigation. The first concerns the technical and technological production of the teaching Philosophy and philosophical divulgation, as well as its real and potential impacts both for primary and secondary education, and for the area of Philosophy. The second points to the possibilities and limits of production and sharing of products and processes carried out by teachers in different formative spaces as subjects of philosophical investigation. Thereby elements, processes and tensions present in the shape of this field of knowledge will be identified in order to contribute its dimensioning through the analysis of its places, meanings and limits. Key-words: Teaching Philosophy; Educational Products; Primary and Secondary Education La producción educativa en el campo de la enseñanza de la filosofía: lugares, sentidos y limites Resumen: El artículo busca reflexionar sobre la producción educativa dirigida a la enseñanza de la filosofía, especialmente en el contexto de la educación básica. Con la consolidación del lugar de la filosofía en los espacios formales de enseñanza-aprendizaje entre 2008 y 2017, como resultado de la obligatoriedad de la materia en la enseñanza media brasileña, hubo una expansión de los materiales de formación para el área: ya sea el aumento de obras distribuidos por el PNLD, ya sean iniciativas locales de los docentes en el uso de recursos y procesos alternativos a los manuales tradicionales, con miras a la práctica filosófica en las clases. Este fenómeno, potenciado por la apertura de programas profesionales destinados a la enseñanza de la filosofía, plantea la posibilidad de examinar las producciones a la luz de una discusión más amplia sobre el estatuto de la enseñanza de la filosofía como campo de conocimiento. De hecho, dos elementos son prometedores para el camino de esta investigación. El primero se refiere a la producción técnica y tecnológica del área para la enseñanza de la filosofía y la divulgación filosófica, así como sus impactos reales y potenciales tanto para la educación básica como para el área de Filosofía. El segundo apunta a las posibilidades y límites de la producción y puesta en común de productos y procesos realizados por profesores en diferentes espacios de formación como objetos de investigación filosófica. Así, buscaremos identificar elementos, procesos y tensiones presentes en la formación de este campo del saber para contribuir a su dimensionamiento a través del análisis de sus lugares, significados y límites. Palabras-llaves: Enseñaza de Filosofia; Productos Educacionales; Educación Básica Data de registro: 20/01/2023 Data de aceite: 24/01/2024. (shrink)

Neste texto pretendemos explorar a ideia de devir a partir da novela “A metamorfose” de Franz Kafka. Pela leitura, evidenciamos a presença da animalidade na sua escrita, de maneira que nos chama a atenção a insistência em dar voz às questões emergentes da sociedade e do modo de vida, não somente animal, mas humano: A metamorfose de Gregor Samsa, que acorda numa manhã transformado em um inseto. Partimos, também, da concepção de devir para os filósofos Deleuze e Guattari enquanto estado (...) de sensação que é capaz de multiplicar as intensidades afetivas, de pensamento e expressão em um corpo. Relacionamos a docência e a problemática da existência por meio da literatura e da filosofia. Tal investigação é impulsionada por experimentações realizadas com professores, atuantes e em formação, na Oficina de escrileituras denominada Conatus, utilizando-se, dentre outras matérias, da literatura kafkiana para questionar o fazer docente e aquilo que adoece em meio ao cotidiano escolar. Diante das pequenas novelas de rádio escritas e gravadas pelos participantes, nos deparamos com a interrogação: quais são as condições para que algo seja criado na prática pedagógica? As novelas deram visibilidade, entre outras questões, aos conflitos enfrentados na profissão. Destacamos a criação intitulada “A vaca”, onde os professores acenaram suas inquietações e a desfiguração da sua imagem como uma linha de fuga da identidade depreciativa e sagrada tomada por diferentes circunstâncias e local em que se vive. Como resultado entendemos que a literatura e a filosofia mostram-se como intercessoras potentes, ao favorecem a desconstrução de significações e a abertura para pensar sobre as condições de possibilidades de outros modos de existir. Palavras-chave : Kafka. Devir-animal. Literatura. Filosofia da diferença. Escrileituras. (shrink)

O texto procura realizar uma apresentação do “percurso-pensamento” de Vera Lúcia Gonçalves Felício, professora do Departamento de Filosofia da USP por cerca de vinte anos, a partir de seus escritos, que foram publicados ao longo de décadas em diferentes meios, tais como livros, revistas e jornais.

Benzodiazepines and antidepressants have been shown to change responses to unfairness; however, the effects of their combined use on unfairness evaluation are unknown. This study examines the effects of concomitant benzodiazepines and antidepressants long-term use on the evaluation of fair and unfair offers. To analyze behavioral changes on responses to unfairness, we compared the performance of medicated participants and healthy controls in the Ultimatum Game, both in the proposer and in the respondent role. The results showed that long-term psychotropic users (...) had the worse economic strategy by accepting less offers than control subjects. However, in the proposer role, the unfair offers made by participants were similar between groups. The present results suggest that long-term use of psychotropic medication, specifically the combination of benzodiazepines and antidepressants, may increase the sensitivity to unfairness, resulting in higher rejection rates in conditions where this strategy is the most disadvantageous. (shrink)

The contribution of Jesuits to the different fields of knowledge, including philosophy, is historically well known. In fact, since the foundation of the Society of Jesus, in the 16th century, Jesuits from different generations and cultures have taken part in the philosophical debates of their time and their different contexts. Since the foundation of the Society of Jesus, in 1540, the Jesuits, individually and as a body, have engaged in a fruitful dialogue between the Christian tradition and different dimensions of (...) human culture. During almost five centuries, numerous Jesuits taught philosophy in academic institutions all over the world. Some of them have their names recorded in the history of philosophy. Of course, the majority of them is not anymore remembered, despite their valuable contribution to the development of the Jesuit intellectual tradition up to our times. In fact, as an heir of the Roman College, the first academic institution founded by the Society of Jesus, in 1551, the Pontifical Gregorian University, in Rome, is a witness to this tradition, which has been kept alive thanks to the discrete work of both Jesuits and lay intellectuals. Known as the University of the Nations, this institution corroborates not only the capacity of the Jesuit tradition to put faith in dialogue with reason, but also the option to take the concrete reality of each human culture and its historical context as its point of departure. The Jesuits’ willingness to engage in dialogue with different intellectual perspectives is underpinned by one of the most defining traits of the Jesuit charism, namely, the conviction that God can be found and served in all things. Accordingly, Jesuits have adopted, from the beginning, an amenable stance towards the world with its different cultures and intellectual trends. As such, Jesuits have, since the beginning, inhabited the frontiers of human thought. According to the contemporary philosopher Paul Gilbert, SJ, within the institutions under the leadership of the Society of Jesus, it was always possible to maintain an equilibrium between two principles: “intellectual unity” and “openness to the world.” Without detriment to the Jesuit identity, the companions of Ignatius have been willing to dwell in the various dimensions of human reality, in their multiplicity and plurality. Either in the renewal of Aristotle’s and Aquinas’ metaphysics, or in the dialogue with modern philosophers such as Descartes, Kant, or Hegel, and even in the inculturation in non-European contexts, the Jesuits have been able to preserve the Christian tradition through an original development of human culture in all its richness and diversity. With respect to the last century, it has to be acknowledged that a significant number of Jesuits made significant contributions, with recognized competence, to philosophy. Certainly, the 20th century was particularly complex in many respects. It would be enough to recall that this period, which brought with it unprecedented social, scientific, and technological developments, was also the stage for the two World Wars. With the emergence or consolidation of philosophical currents such as Marxism, Phenomenology, Existentialism, Structuralism, and Post-Modernism, the past century was, without any doubt, fascinating from the intellectual point of view. Jesuits such as Karl Rahner, Frederick Copleston, Bernard Lonergan, William Norris Clarke, John F. Kavanaugh, Teilhard de Chardin, Gaston Fessard, Jean Daniélou, Henri de Lubac, Michel de Certeau, Xavier Tilliette, Paul Valadier, Paweł Siwek, Ignacio Ellacuría, Francisco Taborda, Henrique de Lima Vaz and, in the Portuguese context, Diamantino Martins or Júlio Fragata, among many others, were able to engage different philosophical currents, problems and controversies of their times. Faithful to their long tradition of being present in the frontiers of thought, those Jesuits have engaged in a fruitful dialogue with these intellectual trends, offering relevant contributions to different ongoing debates. Within this context, the present volume recalls and discusses the philosophical contribution of some of the most prominent Jesuit protagonists of the intellectual interchange that took place in the 20th century. This volume also intends to celebrate the 75th anniversary of the Revista Portuguesa de Filosofia, which happens just before the inauguration of the Ignatian Year. Decreed by Father Arturo Sosa, the Superior General of the Society of Jesus, this celebratory Year will start on May 20, 2021, precisely 500 years after Ignatius of Loyola, the founder of the Jesuit Order, was wounded at the battle of Pamplona. We are happy that this volume could bring together outstanding specialists in the thought of some of the most prominent Jesuits philosophers of the last century, namely Paul Valadier, Paul Gilbert, Józef Bremer, Jacek Poznański, Alexander Maar, Patrick H. Byrne, M. Ross Romero, Carlos Alvarez, Hélio Pereira Lima, José Gama, Domingos Terra, Gabriel Flynn, Marie-Gabrielle Lemaire, José Sols Lucia, Lorena Zuchel Lovera, Pedro Pablo Achondo Moya, Enzo Solari, Massimo Borghesi, Mendo Castro Henriques, João Barbosa, and Dominique Lambert. In addition, in the celebration of the 100th anniversary of Júlio Fragata’s birth, Maria Teresa Fragata presents a memory of his life and thought. We hope that this volume may be useful to all those interested in the Jesuit philosophical tradition. Hopefully, it will stimulate scholars to pursue a fruitful and creative dialogue with contemporary philosophy, in the footsteps of the Jesuit philosophers featured here. We would like to thank all the authors and all those who, in different ways, made this volume possible. (shrink)

The aim of The Philosophy and Psychology of Delusions: Historical and Contemporary Perspectives, edited by Ana Falcato and Jorge Gonçalves, is to present an historical development of the concept of...

Objetiva-se no texto analisar o ensino de história na formação inicial e continuada, através do estágio docente obrigatório em espaços escolares, tematizando o racismo institucional e o sexismo. O conceito de racismo institucional será interseccionado com o de sexismo, pois a análise destaca fenômenos observados com jovens estudantes negras, licenciandas do Curso de História da Universidade Federal do Rio Grande do Sul. Sob a perspectiva da abordagem qualitativa, consideram-se as práticas pedagógicas, construídas em processos de ensino e pesquisa, desenvolvidas a (...) partir de autorreflexões e entrevistas abertas com estudantes negras em formação inicial. Problematiza-se a presença da branquitude, do sexismo e do racismo nas formas de viver e pensar essas práticas pedagógicas. Fundamenta-se em autoras como bell hooks, Grada Kilomba, Nilma Lino Gomes e Petronilha Beatriz Gonçalves e Silva, em associação com produções do campo específico do ensino de história no Brasil. As considerações parciais apontam a presença hegemônica das maneiras de agir e de pensar da branquitude no imaginário das comunidades escolares e universitárias, produzindo ações de discriminação racial e de gênero. (shrink)

Wittgenstein’s concepts shed light on the phenomenon of schizophrenia in at least three different ways: with a view to empathy, scientific explanation, or philosophical clarification. I consider two different “positive” wittgensteinian accounts―Campbell’s idea that delusions involve a mechanism of which different framework propositions are parts, Sass’ proposal that the schizophrenic patient can be described as a solipsist, and a Rhodes’ and Gipp’s account, where epistemic aspects of schizophrenia are explained as failures in the ordinary background of certainties. I argue that (...) none of them amounts to empathic-phenomenological understanding, but they provide examples of how philosophical concepts can contribute to scientific explanation, and to philosophical clarification respectively. (shrink)

In their book Commitment in Dialogue, Walton and Krabbe claim that formal dialogue systems for conversational argumentation are “not very realistic and not easy to apply”. This difficulty may make argumentation theory less well adapted to be employed to describe or analyse actual argumentation practice. On the other hand, the empirical study of real-life arguments may miss or ignore insights of more than the two millennia of the development of philosophy of language, rhetoric, and argumentation theory. In this paper, we (...) propose a novel methodology for adapting such theories to serve as applicable tools in the study of argumentation phenomena. Our approach is both theoretically-informed and empirically-grounded in large-scale corpus analysis. The area of interest are appeals to ethos, the character of the speaker, building upon Aristotle’s rhetoric. Ethotic techniques are used to influence the hearers through the communication, where speakers might establish, but also emphasise, weaken or undermine their own or others’ credibility and trustworthiness. Specifically, we apply our method to Aristotelian theory of ethos elements which identifies practical wisdom, moral virtue and goodwill as components of speakers’ character, which can be supported or attacked. The challenges we identified in this case and the solutions we proposed allow us to formulate general guidelines of how to exploit rich theoretical frameworks to the analysis of the practice of language use. (shrink)

Trata-se de uma entrevista concedida pelo Prof. Emérito da Universidade Federal do Ceará, Manfredo Oliveira, aos professores Evaldo Sampaio e Ivânio Azevedo Jr. (ambos do PPGFilos—UFC). Procura-se aqui entender a trajetória intelectual de Manfredo Oliveira e como esta se articula com momentos decisivos da consolidação dos estudos de Filosofia no Ceará - e no Brasil. A entrevista ocorreu em maio de 2023.

A lógica não contém teoremas puramente existenciais: as únicas sentenças existenciaisválidas são aquelas com análogas universais válidas. Aqui, mostramos que istorealmente é assim quando corretamente interpretado: toda validade ex- istencial possuiuma análoga universal simples, que também é válida. Também caracterizamos validadesuniversais e existenciais em termos de tautologias.

Following the trend of sharing, and associating being on-line with being 'on-life', many people are now demanding the ownership and control of their data across all processing phases, including the erasure of their presence on the web. In Europe, recent proposals for regulation include an explicit 'Right to be Forgotten'; this right stated in the European Commission Proposal for Regulation COM 2011/12 does not emerge without controversy. It is being criticised on several grounds, including clashing with other rights, such as (...) freedom of expression, as well as setting the terrain for censorship. Besides the purely legal aspects of the proposed provisions, the chapters of this volume discuss how those legal provisions correspond in practice to worldviews and how individual and collective memory must be governed. They look into the deeper consequences of such provisions to construction of identity, culture and community formation, and how such a right affects how, what and why individuals, groups and societies remember and forget. (shrink)

Trata-se aqui de pensar a teoria da linguagem de Bergson como um re­curso de seu método intuitivo. Embora ele jamais tenha elaborado explicitamente uma filosofia da linguagem, as reflexões sobre como as palavras se entrelaçam aos nossos pensamentos e à maneira como conhecemos o real perpassam diversos momentos de sua obra, ao ponto dele definir a tarefa da Metafísica (isto é, da Filosofia) como uma tentativa de se ir além dos símbolos. Apesar do esforço exe­gético a ser aqui desenvolvido para (...) apresentar a concepção bergsoniana quanto à linguagem, a pretensão é sobretudo sistemática pelo contraponto desta com as teses da chamada reviravolta linguística (lingustic turn). Assim, mesmo que obliquamente, ao me interrogar o que a teoria da linguagem de Bergson nos diz acerca do conhecimento do real e, por conseguinte, da natureza da própria Filosofia, estarei também me questionando quanto ao estatuto da contemporâ­nea crítica da linguagem. Meu objetivo é enfim mostrar que a discussão sobre a filosofia e os limites da linguagem é menos uma questão teórica do que uma decisão fundamental quanto à procura pela sabedoria. Palavras-chave: Sabedoria. Intuição. Filosofia da linguagem. Reviravolta linguís­tica. Henri Bergson. (shrink)

Introduction: In 2020, according to the Global Cancer Observatory, nearly 10 million people died of cancer. Amongst all cancers, breast cancer had the highest number of new cases and lung cancer had the highest number of deaths. Even though the literatures suggest a possible connection between psychological factors and cancer risk, their association throughout studies remains inconclusive. The present systematic review studied the connection between psychological factors and the risk of breast and lung cancer, prior to a cancer diagnosis. The (...) psychological factors of trauma, grief, and depression were studied.Methods: The current systematic review was carried out across multiple databases in two phases, an initial exploratory research in June 2020, refined with a second electronic research in December 2020. The inclusion criteria included studies describing the association between trauma, posttraumatic stress disorder, grief, and depression with breast and lung cancer risk. The psychological data collection must have been carried out prior to a confirmed breast or lung cancer diagnosis, and accessed through self-report measures, questionnaires, clinical interviews, or clinical diagnoses. Study reports had to contain information about the incidence of cancer and effect size. The exclusion criteria were studies in which psychological factors were collected after cancer diagnosis.Results and Conclusion: A total of 26 studies were included. Although non-consensual, the findings from the present systematic review suggest that, in addition to the known risk factors, psychological factors may play an important role in the etiology of both breast and lung cancer. To include psychological factors as a variable that affects cancer development may be fundamental to opening new avenues for prevention and intervention.Systematic Review Registration: [www.ClinicalTrials.gov], identifier [CRD42020209161]. (shrink)

This article explores some of the most significant questions in feminist epistemology: how do academics demarcate what constitutes ‘proper’ academic knowledge? And to what extent is feminist theory and research recognised as such? I draw on material from an ethnographic study of academia in Portugal to examine the claims that non-feminist scholars make in classrooms and conferences about the epistemic status of feminist scholarship. I observed that feminist work was very commonly described as capable of generating credible and valuable knowledge, (...) but only in some instances and in limited ways. I present examples of these adversative claims (i.e. propositions that express opposition or discrepancy through a ‘but’ or equivalent adversative conjunction) and analyse their structure, content and uses of caricature and humour, showing how epistemic boundaries are drawn in them and how feminist scholarship is positioned in relation to those boundaries. I argue that this boundary-work produces a representation of feminist scholarship as being located partly within, and partly outside, the realm of proper knowledge, a move which I designate as an epistemic splitting of that scholarship. I suggest that this splitting enables and legitimates a selective engagement with feminist work, because it provides non-feminist scholars with a recognised epistemological rationale for taking into account the feminist insights which broadly fit mainstream frameworks, while simultaneously rejecting as epistemologically unsound the feminist critiques of those frameworks. (shrink)

Although the STS literature on boundary-work recognizes that such work unfolds within a “terrain of uneven advantage” vis-à-vis gender, race, and other inequalities, reflection about that uneven advantage has been strikingly underdeveloped. This article calls for a retheorizing of boundary-work that engages more actively with feminist, critical race, and postcolonial scholarship and examines more systematically the relation between scientific boundary-work, broader structures of sociopolitical inequality, and boundary-workers’ positionality. To demonstrate the need for this retheorization, I analyze ethnographic and interview data (...) on scientific boundary-work in the natural and social sciences in Portugal, showing that scholars’ gender, sexuality, race, ethnicity, and nationality affect the success of their boundary-work. I suggest, therefore, that in unequal societies where credibility is unevenly distributed, the conditions are not in place for some scholars’ boundary-work to work. I draw on Sara Ahmed to argue that we must conceptualize scientific boundary-work as always potentially performative, but not always successfully so, and explicitly interrogate the actual conditions of performativity. Recognizing the links between inequality, embodiment, and non-performativity in scientific boundary-work will enable STS to better understand, and hopefully transform, the relations between contingent struggles over scientificity and entrenched structures of power. (shrink)

IntroductionAfter three decades of the absolute prohibition of abortion, Chile enacted Law 21,030, which decriminalizes voluntary pregnancy termination when the person is at vital risk, when the embryo or fetus suffers from a congenital or genetic lethal pathology, and in pregnancy due to rape. The law incorporates conscientious objection as a broad right at the individual and institutional levels.ObjectivesThe aim of the study was to explore the exercise of conscientious objection in public health institutions, describing and analyzing its consequences and (...) proposals to prevent it from operating as structural violence.Materials and methodsThis study uses a qualitative, post-positivist design. At the national level, according to the chain technique, people who were identified as key actors due to their direct participation in implementing the law were included. Grounded theory was used to analyze the information obtained through a semi-structured interview. The methodological rigor criteria of transferability or applicability, dependability, credibility, auditability, and theoretical-methodological adequacy were met.ResultsData from 17 physicians, 5 midwives, 6 psychologists, 8 social workers, 2 nursing technicians, and 1 lawyer are included. From an inductive process through open coding, conscientious objection as structural violence and strategies to minimize the impact of objection emerge as meta-categories. The first meta-category emerges from the barriers linked to the implementation of the law, the infringement of the rights of the pregnant person, and pseudo conscientious objection, affecting timely and effective access to pregnancy termination. The second meta-category emerges as a response from the participants, proposing strategies to prevent conscientious objection from operating as structural violence.ConclusionConscientious objection acts as structural violence by infringing the exercise of sexual and reproductive rights. The State must fulfill its role as guarantor in implementing public policies, preventing conscientious objection from becoming hegemonic and institutionalized violence. (shrink)

Satisfaction or contentment is deficient in our intelligent world, for entropy is at its prodigality accompanying the egoistic human mind. The lesser beings are content with what is provided, seem more beholden of being created, rather than the selfish unsatisfied human, whose desire to gain has no limit leaving the body unsatisfied to deteriorate thy own soul and its existence and of the others. The cause of entropy is human intelligence and the falsified superiority of human consciousness that leaves the (...) body unsatisfied and the soul to writhe; for it creates a resistance in the flow of consciousness that makes the human loose its value of life and all that resides within. Egoism enhances superiority promotes an indestructible feeling; denies consciousness that flows within and across the system; a loss of revere to the cosmic bridge of consciousness that links the body, mind and soul to the universe. Satisfaction can be gotten when one clearly differentiates the subjectivity from the objectivity of consciousness; for the subjectivity of consciousness cannot be taken for granted over its trailing objectivity that ceaselessly deceives. (shrink)

Cosmic energy is good and its goodness created all that was created; for the creator is immortally teeming with goodness. The cosmic energy is therefore the blueprint of the creator, which accommodates information of what was, what is and what will be and in its goodness creates, shapes and guides matter. The cosmic energy transformed matter to create the being that emerged to be intelligent; a being that acquired the understanding of language. Language and intelligence were essentially meant to articulate (...) goodness, but ego bought in doubt; subjugated the goodness of energy to bring in a disparity of good and evil. The goodness of energy exists all around us and within us, but our intelligence and egoistic capacitance ignores it; for if we utilize the goodness of this energy, we can overcome our ego and change our thoughts. Everything is good and everything was created from goodness to be good and to remain good, all that needs to be grasped is the goodness that resides in the cosmos and within us. (shrink)

This study takes up the discussion held by Philippe Sabot in Foucault, Sade and the Enlightenment when it came the Marquis de Sade's work uses in studies conducted by Michel Foucault from Madness and Civilization to The Will to Knowledge. What interests us know of this relationship? This is the main question that guided our study.

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Drawing upon the concepts of civic epistemologies and sociotechnical imaginaries, this article delves into the history of nuclear energy in Portugal, analyzing the ways in which the nuclear endeavor was differently enacted by various sociopolitical collectives – the Fascist State, post-revolutionary governments and the public. Following the 1974 revolution - known as the Carnation Revolution - this paper analyzes how the nuclear project was fiercely contested by a vibrant anti-nuclear movement assembled against the construction of the Ferrel Nuclear Plant, the (...) first sociotechnical controversy in Portugal, paving the way for the emergence of a combative civic epistemology. Supported by semi-structured interviews with scientists, activists and local residents of Ferrel and the analysis of historical material, this article presents the failed Portuguese nuclear endeavor as an emblematic case study to explore the co-production of science and society, in particular the role of revolutionary processes in the unfolding of sociotechnical controversies. (shrink)

While the NSIGHT program was driven by a desire to define and gather data about both the benefits and harms of introducing genomic sequencing into the care of newborns, it remains to be seen how much influence these data will have in shaping the use of this technology in newborns. Ultimately, three additional forces—commercial interests, the technological imperative, and advocates—may play a significant role in shaping the use of sequencing in newborns. Policy‐makers and clinicians should be aware of the effects (...) of these additional forces when considering the appropriate use of this technology in clinical practice and public health screening programs. (shrink)

In the book "Conceptual Spaces: the Geometry of Thought" [2000] Peter Gärdenfors proposes a new framework for cognitive science. Complementary to symbolic and subsymbolic [connectionist] descriptions, conceptual spaces are semantic structures — constructed from empirical data — representing the universe of mental states. We argue that Gärdenfors' modeling can be used in consciousness research to describe the phenomenal conscious world, its elements and their intrinsic relations. The conceptual space approach affords the construction of a universal state space of human consciousness, (...) where all possible kinds of human conscious states could be mapped. Starting from this approach, we discuss the inclusion of feelings and emotions in conceptual spaces, and their relation to perceptual and cognitive states. Current debate on integration of affect/emotion and perception/cognition allows three possible descriptive alternatives: emotion resulting from basic cognition; cognition resulting from basic emotion, and both as relatively independent functions integrated by brain mechanisms. Finding a solution for this issue is an important step in any attempt of successful modeling of natural or artificial consciousness. After making a brief review of proposals in this area, we summarize the essentials of a new model of consciousness based on neuro-astroglial interactions. (shrink)

“Democratic Ethical Life and the Struggle for Recognition: AReconstruction of Hegel’s Inluence on Deliberative Democracy”. Hegel’s politicalphilosophy represents a signiicant contribution to the understanding of moderndemocracy and social dynamics. As regards modern democracy, the concept ofdemocratic ethical life presented by Wellmer allows for the integration of equalsubjective rights and citizen participation in a deliberative culture that illsdemocracy with citizen vitality without going against individual liberties. As forsocial dynamics, they can be explained by the need for reciprocal recognition asthe key to (...) the constitution of subjectivity, which explains the moral motivation inthe struggles of social groups. Both concepts are closely interwoven because thestruggle for recognition allows for an explanation of the dynamics of democraticethical life. Thus, democratic ethical life and the struggle for recognition, asinterwoven concepts, offer two key notions for the solution of some of the obstacleswith which contemporary political philosophy must deal. (shrink)

Sobre a política linguística nacional veiculada nas Orientações Curriculares Nacionais de Português no ensino médio, cujo discurso se traduz em um método sofisticado de controle e em uma forma eficaz de gerir a mudança, é o que buscamos refletir neste trabalho. Nesse sentido, podemos dizer que" todo sistema de educação é uma maneira política de manter ou de modificar a apropriação dos discursos, com os saberes e os poderes que eles trazem consigo"(FOUCAULT, 1996, p. 45). Com base na abordagem discursivo-desconstrutiva (...) (CORACINI, 2003a), pretendemos apresentar e discutir os resultados analisados, cujo foco recai sobre as representações da (s) identidade (s) e das competências construídas para os professores neste discurso, representações sociais da profissão do professor na sociedade contemporânea brasileira, marcada pelos acontecimentos que sucederam o período ditatorial, portanto, a fase de redemocratização do país e de modernização do Estado frente à s exigências da mundialização. (shrink)

Este artigo apresenta uma análise acerca do Estado e do direito nos escritos jornalísticos de Marx dos tempos da Gazeta Renana. Procuramos mostrar, a partir da leitura imanente, que Marx, como redator do citado periódico, desenvolveu uma crítica ao Estado e ao direito então existentes na Alemanha do Vormärz, contudo manteve uma posição de defesa frente ao Estado e ao direito que, segundo ele, minimamente correspondem ao seu conceito. A exposição precisa dos termos da defesa do Estado e do direito (...) na Gazeta Renana envolveu apreender a posição de Marx frente aos seguintes pares: Estado estamental/Estado moderno, direito animal/direito humano, privilégio/direito, religião/política, teologia/ filosofia, bem como a relação do direito racional com a lei positiva, com a liberdade e com a igualdade. Ao final, analisamos a defesa de Marx da codificação, vistas pelo autor alemão como reconhecimento legal da liberdade. (shrink)

This artic explores Nietzsche's concepts regarding the formation of art, as presented in "The Birth of Tragedy," investigating the duality between the Apollonian and Dionysian artistic impulses. The central focus lies in the aesthetic justification of existence through art, whether through the form provided by the Apollonian or through the duality between the Apollonian and Dionysian in tragic art, as a fundamental interplay of human experience. We will argue about the tension between universal unity and individuality, which the philosopher presents (...) as the core of the aesthetic effect of tragedy, contributing to the affirmation of life and the attainment of freedom. (shrink)

El reconocimiento, en tanto que constitutivo de la subjetividad, es una necesidad básica tanto de las personas como de los Estados. Los términos de relación internacional impuestos por buena parte de los organismos internacionales de crédito y comercio niegan y socavan este reconocimiento a través de políticas que generan exclusión y pobreza en los países más pobres. La ruptura de esta lógica se presenta como un camino que posibilita el surgimiento de condiciones de justicia global basadas en términos de reconocimiento (...) recíproco. Un argumento prudencial oficia como primer paso en este proceso, el beneficio a medio y largo plazo sería la motivación racional para que los organismos internacionales generasen una apertura que permitiese asegurar el reconocimiento recíproco. Sin embargo, este argumento no es suficiente y el objetivo de una inclusión radical que afecte a todas las regiones del planeta requiere un argumento moral basado en la idea de igual dignidad inherente a toda persona. La justicia global y su contraparte de justicia local solamente serán posibles a través de una conjunción de estos dos argumentos que habilitarían la instalación de una lógica de reconocimiento recíproco como posibilitante de la justicia. (shrink)

Resumo Para a elaboração de sua crítica da questão teleológica Nietzsche parte de uma leitura particular das filosofias de Kant, Albert Lange e Schopenhauer. Mais especificamente, sua argumentação em torno da concepção teleológica de mundo, que se constitui em um tema de importância significativa para o posterior desenvolvimento de sua concepção de conhecimento, é fundamentada em uma releitura das posições de Kant e Schopenhauer a partir de uma fundamentação científica. Este posicionamento mais próximo da ciência, uma conquista oriunda da leitura (...) de A História do Materialismo, atua como contraponto às opiniões filosóficas com que Nietzsche entra em contato em sua juventude.For the elaboration of his criticism of the teleological question Nietzsche starts from a particular reading of the philosophies of Kant, Albert Lange and Schopenhauer. More specifically, his reasoning around the teleological conception of the world, which constitutes a topic of significant importance for the further development of his knowledge conception, is based on a re-reading of the positions of Kant and Schopenhauer from a scientific basis. This positioning closer to science, an achievement derived from his reading of The History of Materialism, acts as a counterpoint to the philosophical opinions with which Nietzsche comes into contact in his youth. (shrink)