Tato studie se zabývá zobrazováním alchymie v malbách, knižních ilustracích i v architektuře v období raného novověku. Na jednotlivých příkladech obrazů či ilustrací prezentuje různé aspekty alchymistova života i jeho práce. Nezabývá se symbolickou alchymickou ikonografií, ale zaměří se především na zobrazování prostředí a vybavení alchymických dílen i osobností samotných alchymistů. Soustředí se zejména na vyobrazení zařízení alchymických laboratorií, s nimiž se lze setkat jak u renesančních malířů, tak v ilustracích alchymických rukopisů a poměrně ojediněle i v české architektuře. Poskytuje (...) také pohled na vyobrazení vzniklá v souvislosti s literární kritikou alchymie. Alchymisté byli zejména v dílech předních evropských humanistů často záměrně zesměšňováni, kritizováni a označováni za blázny a zloděje. V závěru se zabývá vybranými příklady ze žánrového umění, kde byli rovněž alchymisté zobrazováni často satiricky, ale i s určitou úctou, jako vzdělaní učenci. Výtvarné umění raného novověku nám představuje různé aspekty života alchymistů a je v dnešní době jednou z možností, jak se přiblížit porozumění jejich vědeckým aktivitám. Jak však studie ukazuje, k těmto obrazovým materiálům je třeba přistupovat kriticky. (shrink)

Recenze: Lucie Storchová, Paupertate styloque connecti: utváření humanistické učenecké komunity v českých zemích. Praha: Scriptorium 2011, 538 s.

Contributed paper concerns the misleading ways of argumentation caused by ambiguity of natural language as Aristotle describes them in his writing On Sophistical Refutations. It will be shown that traditional and generally accepted interpretation of these paralogisms is inappropriate and new solution will be proposed.

La ciudad de Antigua, en Guatemala, ha sido y continúa siendo evocada a través de la palabra diluida en la historia y la memoria. Prueba de ello es el libro Poesía-documento, titulado Antigua Luna (2017), de la escritora costarricense Magda Zavala, publicado en 2017 por la editorial Letra Maya, dentro de la Colección Kayab, en Costa Rica. Este poemario, dividido en tres secciones; I. Capital de los Confines, II. Espacios y voces y III. La visitante, recoge entre sus versos (...) los resabios coloniales de un pasado épico, que convive con un presente transnacional y postmoderno. Ahí es donde los cimientos indígenas sostienen identidades en permanente reconstrucción, aprendida a través de cinco siglos de sobrevivencia en la desigualdad. (shrink)

An indispensable guide to the major work of one of the twentieth century's most influential thinkers.

Employing a time-lagged sample of 371 North American individuals working full time in a wide range of industries, occupations, and levels, we contribute to research on employee outcomes of corporate social responsibility attributions as substantive or symbolic. Utilizing a mediated moderation model, our study extends previous findings by explaining how and why CSR attributions are related with work-related attitudes and subsequent individual performance. In support of our hypotheses, our findings indicate that the relationships between CSR attributions and individual performance are (...) mediated through person–organization fit and work-related attitudes. Additionally, when CSR is perceived as important, substantive CSR is positively related to, and symbolic CSR is negatively related to, perception of fit with the organization. These findings contribute toward our understanding of the complex effect CSR has on employees’ work outcomes. Practical implications and future research directions are discussed. (shrink)

Political obligation refers to the moral obligation of citizens to obey the law of their state and to the existence, nature, and justification of a special relationship between a government and its constituents. This volume in the Contemporary Anarchist Studies series challenges this relationship, seeking to define and defend the position of critical philosophical anarchism against alternative approaches to the issue of justification of political institutions. The book sets out to demonstrate the value of taking an anarchist approach to the (...) problem of political authority, looking at theories of natural duty, state justification, natural duty of justice, fairness, political institutions, and more. It argues that the anarchist perspective is in fact indispensable to theorists of political obligation and can improve our views of political authority and social relations. This accessible book builds on the works of philosophical anarchists such as John Simmons and Leslie Green, and discusses key theorists, including Rousseau, Rawls, and Horton. This key resource will make an important contribution to anarchist political theory and to anarchist studies more generally. (shrink)

What drives us to make decisions? Future-Minded explores the psychological processes of agency and control. If you've ever wondered why we think of coincidences as matters of fate rather than the result of the laws of probability, this book provides the answer. From memory and reasoning to our experiences of causality and consciousness, it unpicks the mechanisms we use on a daily basis to help us predict, plan for and attempt to control the future. Future-Minded - Features a wealth of (...) real world examples to help you engage with this fast-developing area. - Provides clear analysis of psychological experiments and their findings to explain the evidence behind the theory. Thought-provoking and highly topical, Future-Minded is fascinating reading for psychology students studying cognition or consciousness, and for anyone interested in understanding how we try to determine the future. (shrink)

The present study discusses findings that replicate and extend the original work of Burns and Vollmeyer (2002), which showed that performance in problem solving tasks was more accurate when people were engaged in a non-specific goal than in a specific goal. The main innovation here was to examine the goal specificity effect under both observation-based and conventional action-based learning conditions. The findings show that goal specificity affects the accuracy of problem solving in the same way, both when the learning stage (...) of the task is observationbased and when it is action-based. Additionally, the findings show that, when instructions do not promote goal specificity, observation-based problem solving is as effective as action-based problem solving. (shrink)

This article aims to characterise the visions of ecologisation found within scientific approaches embraced by different epistemic communities, and which have inspired empirical work and public action on agrifood system transitions. Based on comparative readings of works anchored in our two disciplinary fields (ecology and sociology), we identified six large ensembles of epistemic communities as well as their points of convergence and divergence. We identify six ideotypical visions of ecologisation based on the types of ‘relationships to nature’ embedded in these (...) large sets of epistemic communities: protectionism, functionalism, structuralism, post-structuralism, relational and pragmatist-experience-based. We suggest that pragmatist-experience-based approaches allow us to transcend two classical oppositions: between realism and constructivism, and between a conception of nature as passive and external as opposed to active and relational. Without claiming to offer a detailed analysis of these approaches, we hope that our work can be used as a tool to support reflection among scientists and other actors involved in agrifood system transitions. (shrink)

In problem solving research insights into the relationship between monitoring and control in the transfer of complex skills remain impoverished. To address this, in four experiments participants solved two complex control tasks that were identical in structure but varied in presentation format. Participants learnt either to solve the second task, based on their original learning phase from the first task, or learnt to solve the second task, based on another participant’s learning phase. Experiment 1 showed that, under conditions in which (...) participants’ learning phase was experienced twice, performance deteriorated in the second task. In contrast, when the learning phases in the first and second tasks differed, performance improved in the second task. Experiment 2 introduced instructional manipulations that induced the same response patterns as Experiment 1. In Experiment 3 further manipulations were introduced that biased the way participants evaluated the learning phase in the second task. In Experiment 4, judgments of self-efficacy were shown to track control performance. The implications of these findings for theories of complex skill acquisition are discussed. (shrink)

Placing the future centre stage as a way of understanding cognition is gaining attention in psychology. The general modern label for this is “prospection” which refers to the process of representing and thinking about possible future states of the world. Several theorists have claimed that episodic and prospective memory, as well as hypothetical thinking (mental simulation) and conditional reasoning are necessary cognitive faculties that enable prospection. Given the limitations in current empirical efforts connecting these faculties to prospection, the aim of (...) this mini review is to argue that the findings show that they are sufficient, but not necessary for prospection. As a result, the short concluding section gives an outline of an alternative conceptualisation of prospection. The proposal is that the critical characteristics of prospection are the discovery of, and maintenance of goals via causal learning. (shrink)

This book uses intermedial theories to study collage and montage, tracing the transformation of visual collage into photomontage in the early avant-garde period. Magda Dragu distinguishes between the concepts of collage and montage, as defined across several media (fine arts, literature, music, film, photography), based on the type of artistic meaning they generate, rather than the mechanical procedures involved. The book applies theories of intermediality to collage and montage, which is crucial for understanding collage as a form of cultural (...) production. Throughout, the author considers the political implications, as collages and montages were often used for propagandistic purposes. This book combines research methods used in several areas of inquiry: art history, literary criticism, analytical philosophy, musicology, and aesthetics. (shrink)

This study examines the first two years of a tactical innovation that emerged in 2012 in Egypt, which involved activist groups organizing patrol-type "intervention teams" to combat sexual violence against women in public spaces. Findings reveal that the new tactic took different forms in the two places in which it was deployed, even though the same actors employed it. I argue that the place in which a new tactic emerges shapes the form it takes. When coming up with a new (...) collective action tactic, activists elaborate visions about how to carry out their actions based on their collective identities and taste in tactics. But as they start experimenting with the new tactic on the ground, they learn about the places' material affordances, symbolic valence, and power relations, as well as the constraints and opportunities that they represent. The material properties of places shape activists' possibilities of movement, patterns of communication, field of vision, and capacity to escape repression or reach safe spaces. The configuration of actors in a place shapes the nature of their interactions with others on the ground, possible alliances, and sources of conflict. The symbolic meanings of places shape the resonance of a group’s actions and the degree of resistance that actors face. Place in part determines the ability of activists to develop a tactic in the form that best fits their preferences. (shrink)

Language is more than a source of information for accessing higher-order conceptual knowledge. Indeed, language may determine how people perceive and interpret visual stimuli. Visual processing in linguistic contexts, for instance, mirrors language processing and happens incrementally, rather than through variously-oriented fixations over a particular scene. The consequences of this atypical visual processing are yet to be determined. Here, we investigated the integration of visual and linguistic input during a reasoning task. Participants listened to sentences containing conjunctions or disjunctions and (...) looked at visual scenes containing two pictures that either matched or mismatched the nouns. Degree of match between nouns and pictures and between their expected and actual spatial positions affected fixations as well as judgments. We conclude that language induces incremental processing of visual scenes, which in turn becomes susceptible to reasoning errors during the language-meaning verification process. (shrink)

In this article we present a qualitative analysis of empirical findings from an international project on intergroup attitudes and contact in five Central European countries specifically concerning language use. The project concentrated on the interplay of intergroup contact and perception between the members of national groups in the borderlands between the Czech Republic and Austria, Germany, Poland and Slovakia. The open statements analysed here about the contact situations and the ensuing evaluation of the Others were collected as part of an (...) online questionnaire (N=1959). After a short theoretical introduction we reveal the intertwined nature of construing language use: first in each specific borderland, then in the triads speaking together either in the native language of one of the groups (Czechs with Austrians and Germans) or with each speaking their own native languages (Czechs with Poles and Slovaks). Finally we highlight several effects we have observed as a result of being able to compare the situation in more than one neighbourhood, for instance, the effect of the different statuses of the languages involved, or the connection between the language used in contact and a feeling of proximity. (shrink)

Respondents from Austria (N = 146) and the Czech Republic (N = 165) noted down their experiences with people from their neighbouring country and their attitudes to their own country and the neighbouring nation on feeling thermometers. The quantitative content analysis and qualitative critical discourse-inspired analysis of the open statements focused on the role of language in the construction of Czech-Austrian relations. Using qualitative analysis we enquired as to which themes were intertwined with the topic of language, and as to (...) the ways in which the participants perceived themselves, the Others, behind the border, and the relations between the two sides. We looked not only into what participants said but also how they said it. Using statistical analysis we tested the link between language-related topics in the descriptions of intergroup contact and the evaluation of the neighbouring nation as a whole. Throughout the article we compare the findings obtained by the two kinds of analysis and comment on (dis)agreement as well as on the (dis)advantages of both approaches. (shrink)

The aim of this article is to present empirical findings about language use and attitudes in intergroup contact from one of the European borderlands along the former Iron Curtain more than twenty years after it fell. The data was collected as part of an international research project Intergroup attitudes and intergroup contact in five Central European countries, which concentrates on the interplay of intergroup contact and perceptions between members of neighbouring nations in the border regions of the Czech Republic and (...) each of the neighbouring states—Slovakia, Poland, Austria and Germany. The main data collection method used is an online questionnaire with different attitude and evaluation scales, as well as a feeling thermometer of emotional relations and open statements (N=2900). In this text I use thematic and basic critical discursive analysis only on the open statements from the Czech (N=210) and German (N=152) borderlands about the situations of contact and the following evaluation of the Others. I show how the linguistic competence and also the interest in the language of the Other are distributed very unevenly; the implicit norm almost always being that the Czechs should speak German. Of course, this situation has in some cases strong emotional consequences. (shrink)

In this paper we investigate the relations between cross-border mobility, national categorization and intergroup relations in a changing Europe. It focuses on young adults (N=34) commuting on a regular basis between the city of Bratislava (the capital of Slovakia) and the city of Vienna (the capital of Austria). Our study draws on the social identity perspective, however, we consider social identity as a discourse of (not) belonging, similarity and difference, which is continually (re)negotiated within a given social context. Semi-structured qualitative (...) interviews, focus groups and drawings of the border area were used as research instruments. We have identified different types of experience in various subgroups of participants framed by (1) age at the time of arrival in Austria; (2) different mobility motivations and goals; (3) interaction setting; (4) the political and economic situation in Slovakia at the time of arrival to Austria linked to perceived status differences. On the individual level, the motivation to integrate or its lack seems to be a crucial element in the ingroup construction and perception of intergroup relations. (shrink)

Given the privileged status claimed for active learning in a variety of domains (visuo-motor learning, causal induction, problem solving, education, skill learning), the present study examines whether action-based learning is a necessary, or a sufficient, means of acquiring the relevant skills needed to perform a task typically described as requiring active learning. To achieve this, the present study compared the effects of action-based and observation-based learning on controlling a complex dynamic task environment. Both action- and observationbased learners either learnt by (...) describing the changes in the environment in the form of a conditional statement, or not. The findings show that observational learners are sensitive to the instructional manipulations pursued during learning, in ways that are comparable to the active learning conditions. For both, advantages in performance, accuracy in knowledge of the task, and self-insight were found when learning was based on inducing rules from the task environment. (shrink)

El presente trabajo analiza la traducción y validación del instrumento desarrollado por Floresy Adlaon (2022) para aplicar el método inductivo con el modelo SAMR en contextos educativoshispanohablantes. La justificación del tema radica en la necesidad de adaptar herramientaspedagógicas efectivas al idioma español para facilitar su uso en la enseñanza-aprendizaje contecnología. Los objetivos principales fueron traducir el instrumento y por medio del juicio de expertos en el área educativa y tecnológica, realizar su validación semántica. La metodología incluyóla traducción del instrumento Extent (...) of ICT Integration in Science Based on SAMR Model alespañol, seguido de su validación. Los 11 expertos evaluaron la pertinencia y claridad de los ítemsutilizando una escala Likert de 0 a 5. La validez de contenido se calculó con la metodología de la V deAiken, obteniendo un coeficiente de 0,8163, lo que indica un índice de validez bueno, el valor alfa de Cronbach fue de 0,9682. Los resultados mostraron que, aunque la mayoría de los ítems fueron bienvalorados, algunos requirieron reformulación para mejorar su claridad, pertinencia y comprensiónen la traducción al idioma español. El instrumento demostró ser adecuado para evaluar el grado deintegración de las TIC en la educación, facilitando su aplicación en contextos hispanohablantes ypromoviendo la adopción de metodologías inductivas apoyadas por tecnologías educativas. (shrink)

The paper begins with the concept of voice and questions its different meanings, especially in educational settings, to propose a philosophical framing of people-of-young-age’s material voices. It then proposes to understand those voices as disruptive differences or opportunities to (re)think about our roles as educators and, most of all, to return to the question of what a philosophical approach to childhood might disrupt. In doing so, it outlines some ideas about “voice” as sound and materiality (Cavarero, 2005) and also about (...) “listening” as a permanent attention to what might emerge (Nancy, 2002; Davies, 2014), to then extend particular meanings of these concepts to the practice of thinking philosophically with people of different ages in the community of philosophical inquiry educational setting (Kennedy & Kennedy, 2012). It also builds on the concept of “event” by Gilles Deleuze (Deleuze, 2013), as a potential immanent within a confluence of forces, to then ask how we can foster a philosophical way of living (in) education that takes people-of-young-age’s material voices as something we cannot afford to lose. Finally, the paper proposes to frame the community of philosophical inquiry as a philosophical community of voices, in the sense of an opportunity to experience the materiality of all the voices as something that matters in the shared thought of its participants. (shrink)

The main goal of Henri Bergson’s philosophy of nature is to offer a dynamic understanding of living phenomena. It is in this context that we main­tain that the author left us a “bio-philosophy,” that is, an interpretation which, by adopting a positive model of biology as a cognitive paradigm, describes the essential character of living activity as time or duration (durée). Bergson’s posi­tive metaphysics, which brings science to the metaphysical field and provides an inner perspective of the vital principle, consolidated (...) itself in the study of evolutionary theories like Darwinism. However, the specificity of the perspective Bergson presents to us lies in the fact that he positions himself as a philosopher and not as a scientist: he does not seek a merely scientific explanation of reality, but an integral vision that allows us to give scientific evolution a metaphysical reading. Thus, when Bergson upholds the insufficiency of pure Darwinism, and proposes a true evolutionism, it is because he thinks that the only way to understand the evolutionary nature of life is by overcoming a strictly mechanistic perspective. For Bergson, such an interpretation results from the artificial way in which our intellectual functions deconstruct reality and lead to an incomplete and fragmented reading of the evolution of organisms. As a philosopher he seeks an explanatory level which, being scientifically based, is not restricted to the physico-chemical limits of reality. For that reason, Bergson claims that the inner cause of evolution is an activity where growth and division occur as a natural result of the divergence of life’s tendencies. (shrink)

This text was written after hearing a childlike question about voice, a question asked by Lara, a girl at a “basic” school in a rural area of the Azores islands that resulted in a diferent way of understanding the motives and intentions that are implicit in the way we practice community of philosphical inquiry with children and adults. This question also unveiled important aspects of the way we construct ourselves as adults who believe in the importance of teaching philosophy in (...) elementary school. This text describes an attempt to follow the trail of inquiry triggered by Lara’s question, and documents three moments or possibilities of re-questioning. These moments – which are not understood as forming an orderly sequence, but rather represent inroads into the initial question – emerge as possibilities marked by the rhythm of inquiry that followed. Those questions were: What do we hear when we talk about voice? What do we say when we talk about listening? And what do we think about when we share voices and listen actively? The text invites us to focus on voice as a concept aligned with a certain paradigmatic model of thinking commonly referred to as “philosophy,”and also invites us to consider the concept of listening as a construct that returns us to the origins of western philosophy. Finally, the text invites us to consider different ways of understanding voice and listening as based on the idea of thinking as an in-between space of sharing, focusing specifically on activities centering philosophical dialogue with children. (shrink)

Agalev and Ecolo consented to supporting the institutional reform of Belgium. Product-policy will be assigned to the federal government. Ecotaxes, fiscal instruments that fit in a product policy, are introduced. Three criteria are defined: 1) the primary goal is to bring about a change of behaviour, 2) the revenues are allocated towards environmental policy and 3) alternative products should be available. Whoever wants to know society, must try to change it. The enormous resistance of industry cannot only be explained by (...) economic considerations. Much more, it is a matter of pure power : who has something to say about what. But resistance and desinformaton also came from consumers' organisations, thewritten press in its comments and even from some 'environmental scientists'.Authors wonder what farces will be unleashed when the discussion on 'reducing consumption ' starts. (shrink)

The expression “end of nature” has been coined by American environ-mentalist Bill McKibben is his 1989 famous book, The End of Nature. Since then, the philosophical implications of such an obituary have been explored, mainly on an ethical perspective over the environment. The conceptual end of nature is one of those implications, in the context of a post-naturalistic environmental philosophy. Our purpose is to build upon the ambiguities of “nature” and reframe some readings of the concept of “integrity” as a (...) guiding principle in the relation between human beings and the environment. (shrink)

Gert Biesta claims that education involves introducing young people to a pathway from what they want to what it is good for them to want, offering the conditions for children to cross from the former to the latter. This shift from a realm of individual desires to the realm of the desirable constitutes a “de-centered existence”. Since there is an undeniable normative dimension in this view, it seemed important to search for the guiding values or principles that frames it. In (...) his ICPIC talk, G. Biesta refers to the Levinasian concept of responsibility, identifying individual desires (children’s desires) with the egological way of existence. In his 2014’s book, The beautiful risk of education, Biesta mentions the concept of educational wisdom (educators’ wisdom), through an Aristotelian standpoint. In either perspective, the author grants normative privileges to adults, claiming that, in an educational environment, adults have the responsibility to be educators and not learners. We follow from here to question Biesta’s statement of education as a risk, since if there are evaluative standards according to which educators can orient their practices, as well as students behaviors (either the responsibility in face of the Other or the ability to make good and wise judgments), how can one still talk about a risk in education? We end up our commentary by looking for deeper meanings for the concept of risk in education. (shrink)