Recent studies have proposed that the executive advantages associated with bilingualism may stem from language-switching frequency rather than from bilingualism per se (see for example, Prior & Gollan, 2011). Barbu, Gillet, Orban and Poncelet (2018) showed that high-frequency language switchers outperformed low-frequency switchers on a mental flexibility task but not on alertness or response inhibition tasks. The aim of the present study was to replicate these results as well as to compare proficient high and low-frequency bilingual language switchers to (...) a control group of monolingual participants. Two groups of proficient bilingual adults (30 high-frequency language switchers and 21 low-frequency language switchers) and a group of 28 monolinguals participated in the study. The results showed superior mental flexibility skills in high-frequency language switchers compared to low-frequency switchers and monolinguals; furthermore, the two latter groups showed no difference in mental flexibility skills. These results provide novel support for the hypothesis that the so-called bilingual advantage is, in fact, a result of language-switching habits. (shrink)

Elective ventilation (EV) is ventilation applied, not in the interest of patients, but in order to secure transplantable organs. It carries with it a small risk that patients who would otherwise have died will survive in a persistent vegetative state. Is EV ever justifiable? We argue: (1) The only thing which can justify exposing patients to risk not taken for their benefit is their consent, and we cannot rely on implied consent or third party consent in the case of EV. (...) Thus, absent explicit consent of patients, EV is not justifiable. (2) It is not clear that explicit consent should be sought, or where it is offered honoured, given the potential EV has for deterring organ donors and causing stress to staff and families. (shrink)

Advantages in diverse aspects of cognitive functioning have been reported in early bilinguals (Bialystok, 2011) as well as in children frequenting an early bilingual immersion school program (Nicolay and Poncelet, 2015). However, during the last decade, some studies failed to replicate these advantages. Currently, the presence of cognitive benefits in children frequenting an immersion program remains debated. The lack of consistency between the studies could come from the fact that time spent by children within the immersion program is variable from (...) one study to the other and that studies used different tasks to assess the same cognitive function. The main aim of the present study was to determine how time spent in immersion affects the emergence of cognitive advantages along the primary schooling. We compared 196 immersed Dutch-speaking children since they were 5 years old and 195 non-immersed French-speaking children, from different grades of the primary schooling (i.e., at 6, 7, 8, and 12 years old) by using the same attentional and executive tasks as those used in previous studies having shown a bilingual advantage. Furthermore, these groups were matched on a set of variables known to influence cognitive functioning. After 1, 2, and 3 years of enrolment in this program, performances of immersed compared to non-immersed children did not differ for any task. However, after 6 years, immersed children outperformed non-immersed children on the cognitive flexibility and the working memory tasks. These results show that, in French-speaking children immersed in Dutch, cognitive advantages could depend on the length of time spent in immersion since they are not present at the beginning (after 1, 2, and 3 years) but seem to emerge at the end of it (after 6 years). In contrast, in previous studies conducted in English immersion, advantages appear at the beginning of the primary schooling but are absent at the end of it. Furthermore, these results suggest that the emergence of cognitive advantages may vary depending on the second language learned. The results are discussed in terms of linguistic characteristics and status of the languages at stake. (shrink)

El autor presenta la democracia como un concepto y espacio complejo, que precisa definición, y que nos exige dar la cara a sus dificultades –fragilidad, pluralidad de pensamientos, exigencia del respeto, amenaza del dogmatismo, entre otros. Luego la vincula a la educación, para preguntarse cómo la educación podría ser democrática; y postula que en la educación es importante adquirir el amor a vencer las dificultades reales.

Presents the major issues in Aristotle's writings on Friendship.

Antonio Gramsci is one of the major social and political theorists of the 20th century whose work has had an enormous influence on several fields, including educational theory and practice. Gramsci and Education demonstrates the relevance of Antonio Gramsci's thought for contemporary educational debates. The essays are written by scholars located in different parts of the world, a number of whom are well known internationally for their contributions to Gramscian scholarship and/or educational research. The collection deals with a broad range (...) of topics, including schooling, adult education in general, popular education, workers' education, cultural studies, critical pedagogy, multicultural education, and the role of intellectuals in contemporary society. (shrink)

Plotinus’s theory of dual selfhood has ethical norms built into it, all of which derive from the ontological superiority of the higher (or undescended) soul in us overthe body-soul compound. The moral life, as it is presented in the Enneads, is a life of self-perfection, devoted to the care of the higher self. Such a conception of morality is prone to strike modern readers as either ‘egoistic’ or unduly austere. If there is no doubt that Plotinus’s ethics is exceptionally austere, (...) it will be argued below that it is not ‘egoistic.’ To that effect, the following questions will be addressed: Are the virtues, civic as well as purificatory, mere means to Plotinus’s metaphysically conceived ethical goal? To what extent must the lower self abnegate itself so as to enable the higher self to ascend to Intellect and beyond? And if self-perfection lies at the centre of the Plotinian moral life, is there any conceptual room left in it for other-regarding norms of conduct? A close reading of selected passages from Plotinus’s tractate I.2[19] On Virtues and tractate VI.8[39] On Free Will and the Will of the One will, it is claimed, bring elements of answer to these questions. (shrink)

_Radical Atheism_ presents a profound new reading of the influential French philosopher Jacques Derrida. Against the prevalent notion that there was an ethical or religious "turn" in Derrida's thinking, Hägglund argues that a radical atheism informs Derrida's work from beginning to end. Proceeding from Derrida's insight into the constitution of time, Hägglund demonstrates how Derrida rethinks the condition of identity, ethics, religion, and political emancipation in accordance with the logic of radical atheism. Hägglund challenges other major interpreters of Derrida's work (...) and offers a compelling account of Derrida's thinking on life and death, good and evil, self and other. Furthermore, Hägglund does not only explicate Derrida's position but also develops his arguments, fortifies his logic, and pursues its implications. The result is a groundbreaking deconstruction of the perennial philosophical themes of time and desire as well as pressing contemporary issues of sovereignty and democracy. (shrink)

Plato's "Ion," despite its frail frame and traditionally modest status in the corpus, has given rise to large exegetical claims. Thus some historians of aesthetics, reading it alongside page 205 of the Symposium, have sought to identify in it the seeds of the post-Kantian notion of 'art' as non-technical making, and to trace to it the Romantic conception of the poet as a creative genius. Others have argued that, in the "Ion," Plato has Socrates assume the existence of a technē (...) of poetry. In this article, these claims are challenged on exegetical and philosophical grounds. To this effect, Plato's use of poiētēs and poiēsis in the Symposium is analysed, the defining criteria of technē in the "Ion" and other dialogues are identified and discussed, and the 'Romantic' interpretation of the dialogue is traced to Shelley's tendentious translation of it. These critical developments lead to what is presented as a more faithful reading of the dialogue. In the "Ion," it is claimed, Plato seeks to subvert the traditional status of poetry by having Socrates argue that poetry is both non-rational and non-cognitive in nature. In the third part of the article, suggestions are offered as to the contribution made by the "Ion" to the evolution of Plato's reflections on poetic composition, and particularly as to the reasons which later induced Plato to substitute the concept of mimesis for that of inspiration in his account of poetry. (shrink)

The Generality Constraint is a condition discussed by Gareth Evans that is meant to distinguish candidate subjects into those who have conscious thought of the type needed for a neo-Fregean conception of an objective world and those who are not subjects of that type. I argue that it implicitly applies to free-ranging creatures in a world of objects that they perceive and on which they act. This is quite unlike the behaviour exhibited by pigeons who attempt to maximise rewards in (...) a limited operant response situation where those rewards are indexed to particular numbers of key pecks as the ability needed to master that task is not the kind of thing Evans is interested in and it can be explained much more parsimoniously. (shrink)

Il s'agit de contourner l'interdit kantien jeté sur l'intuition intellectuelle et de réhabiliter la connaissance de l'absolu, mais la transformation de l'intuition intellectuelle en extase n'est autre que la confrontation de la raison à l'extériorité et le refus de l'autofondation idéaliste. L'extase est avant tout celle de l'être divin : Dieu n'est libre que s'il court le risque de se perdre en créant un être véritablement différent de lui, capable de le nier ; elle est aussi celle de la conscience (...) humaine, d'abord à travers la mythologie, aliénation, puis guérison de l'homme dans son rapport au divin, enfin à travers la philosophie qui doit reconnaître le caractère extatique de la raison elle-même. A travers la structure extatique se jouent alors les rapports ambigus et féconds de Schelling avec la philosophie moderne ; s'il apparaît comme un précurseur des philosophes de l'existence, de la liberté humaine dans son indépendance vis-à-vis de l'absolu, c'est en vertu de l'absolu lui-même, qui refuse de laisser le dernier mot à une existence autofondatrice. (shrink)

There are a number of debates that are relevant to questions concerning objectivity in science. One of the eldest, and still one of the most intensely fought, is the debate over epistemic relativism. —All forms of epistemic relativism commit themselves to the view that it is impossible to show in a neutral, non-question-begging, way that one “epistemic system”, that is, one interconnected set of epistemic standards, is epistemically superior to others. I shall call this view “No-metajustification”. No-metajustification is commonly taken (...) to deny the objectivity of standards. In this paper I shall discuss two currently popular attempts to attack “No-metajustification”. The first attempt attacks no-metajustification by challenging a particular strategy of arguing in its defence: this strategy involves the ancient Pyrrhonian “Problem of the Criterion”. The second attempt to refute No-metajustification targets its metaphysical underpinning: to wit, the claim that there are, or could be, several fundamentally different and irreconcilable epistemic systems. I shall call this assumption “Pluralism”. I shall address three questions with respect to these attempts to refute epistemic relativism by attacking no-metajustification: Can the epistemic relativist rely on the Problem of the Criterion in support of No-metajustification? Is a combination of Chisholmian “particularism” and epistemic naturalism an effective weapon against No-metajustification? And is Pluralism a defensible assumption? (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Life and Writings of Edmond Pezet (1923–2008)Pierre Gillet and Jonathan A. SeitzIn the context of Buddhist-Christian dialogue in Thailand, the life and writings of Fr. Edmond Pezet (1923–2008) are remarkable. He lived among the poor and in a Buddhist monastery, and he also experienced the eremitic life in the forest. According to the Indian Zen master Ama Samy, “Pezet gained an intimate experience and knowledge of Buddhism (...) by living with Thai monks.” Here I introduce a recent Society of the Auxiliaries of the Mission (SAM)1 work that offers a biography and some writings of Edmond Pezet, Edmond Pezet, a Priest among Buddhist Monks in Thailand.2This publication is a collection of various writings of Edmond Pezet: correspondence and nine articles published in various magazines in French, Thai, and English. It has been edited by Henri Huysegoms, a Zen practitioner in Japan for the last forty-five years, and Pierre Liesse, an activist who worked for a couple of years in Thailand. These authors have been impressed by two characteristics of Pezet. First, because he was born in a very poor family in rural France, Pezet identified himself with poor people working hard to earn their living. Second, he was a very committed scholar who successfully learned to speak English, Thai, Lao, Sanskrit, and Pali.Edmond Pezet did his military service in Vietnam, where he was the helpless wit was the helpless witness of torture committed by his regiment fellows on Vietminh suspects. This led him to return there in the future as a missionary, to compensate for the harm he saw caused to the Vietnamese people. Back in France, he completed his study of theology. In 1947, his father was crushed by a truck in front of his eyes. He managed to combine his study and work on the land to provide for his family’s needs. He served as a priest in the diocese of Cahors (France) for a few years. Afterwards, he joined SAM in Belgium.At the end of 1956, he was sent in the northeastern part of Thailand. Faithful to the objectives of SAM, he wanted to serve the local bishop unconditionally, but he quickly noticed a painful reality. Christians and clergy alike followed “a religion, with a dreamlike heaven, rose-water-scented, as its goal, and, in order to get there without fail, certain ‘tricks,’ recipes, ceremonies and representations accompanied by a goodly number of rags and trimmings, where one cannot very easily see the connection between the two things.”3 He wrote that he was stunned to see the way religion was taught to catechumens. They were asked to assimilate, by memorizing [End Page 195] questions and answers, dogmatic assertions expressed with words borrowed from Sanskrit that nobody understood. This inadequate education went hand in hand with a lack of knowledge of Buddhism, sometimes accompanied by scorn. “The Christians were deliberately uprooted from the spiritual richness and religious experience of their race … especially the clergy! (kept apart from their people from the age of 10 to 27). They were taught to administer on the model of the French parish priest of last century.”4His Thai bishop, to whom he opened his heart, did not see any problem in that situation and advised him to get used to it, but for Pezet it soon became unbearable. In 1970, Pezet’s life took a decisive turn. He went to Bangkok. There, he learned Sanskrit and Buddhism at the university level, and for three years lived in the house of a Buddhist monk, helping him to write introductions to Buddhism for foreigners. It made him discover a world of spiritual wealth he had not suspected.What he learned was not a new doctrine presented as absolute truth, because Buddhism does not present its core teaching that way, but a “doctrine” that is expressed exclusively in existential values, something not to be taught, but experienced. Buddhism, he discovered, does not deal with transcendence, because it does not engage in speculative discussion. In Buddhism, this transcendence can only be perceived in the depth of immanence.In a letter of that time, he noted that his bishop had warned him not... (shrink)

_Charts the stages of the history of friendship as a philosophical concept in the Western world._.

The status of beauty in Plotinus' metaphysics is unclear: is it a Form in Intellect, the Intelligible Principle itself, or the One? Basing themselves on a number of well-known passages in the "Enneads," and assuming that Plotinus' Forms are similar in function and status to Plato's, many scholars hold that Plotinus theorized beauty as a determinate entity in Intellect. Such assumptions, it is here argued, lead to difficulties over self-predication, the interpretation of Plotinus's rich and varied aesthetic terminology and, most (...) of all, the puzzling dearth of references, in the whole of the "Enneads," to a Form of Beauty. A detailed reading of VI.7.32 and 33 reveals that, in these two crucial passages at least, Plotinus adopts an aesthetic approach to the One and that, far from confining Beauty to Intellect, he equates the One, the Good and the Beautiful. This reading is here supported not only by an analysis of the text but also by a consideration of the semantic differences between μορφή and ε[unrepresentable symbol]δος, the inter-relatedness, in Plotinus' philosophy, of the concepts of love and value, and the exclusion of beauty from the πρ[unrepresentable symbol]τα γένη. In turn, the exegesis of VI.7.32 and 33 raises the issue of the significance for aesthetics understood in the narrow sense of the word, of Plotinus's ontology of beauty. It is here claimed that in so far as sensible beauty, both artistic and natural, can be nothing else than an effect of the shaping action of the Forms and a reflection of their radiance, singular or global, it should not be held that Plotinus had an aesthetics in the modern sense of this term. (shrink)

RésuméLes auteurs présentent le problème de l'omniscience logique qui entrave la formalisation de la connaissance et de la croyance dans la thhrie des mondes possibles. Ils étudient ensuite les solutions qui s'inspirent de la distinction entre croyance implicite et explicite proposée par Levesque, et celles qui se fondent sur la logique de la conscience de Fagin et Halpern. Pour remédier aux insuffisances de ces solutions, ils proposent de concevoir la croyance explicite à partir d'une fonction d'analyse logique qui filtre les (...) propositions selon leur profondeur, ce qui permet de justifier logiquement et structurellement la limitation du pouvoir déductif des agents. (shrink)

What is critical thinking, especially in the context of higher education? How have research and scholarship on the matter developed over recent past decades? What is the current state of the art here? How might the potential of critical thinking be enhanced? What kinds of teaching are necessary in order to realize that potential? And just why is this topic important now? These are the key questions motivating this volume. We hesitate to use terms such as “comprehensive” or “complete” or (...) “definitive,” but we believe that, taken in the round, the chapters in this volume together offer a fair insight into the contemporary understandings of higher education worldwide. We also believe that this volume is much needed, and we shall try to justify that claim in this introduction. (shrink)

Plato's Hesiod is a neglected topic, scholars having long regarded Plato's Homer as a more promising field of inquiry. My aim in this chapter is to demonstrate that this particular bias of scholarly attention, although understandable, is unjustified. Of no other dialogue is this truer than of the Ion.

O’Meara’s translation and commentary of Ennead 19 (Sur les Vertus) is a short and elegant book: the style is sparse, the meaning limpid, and the thesis skilfully developed. The translation meticulously follows the movement of Plotinus’ argumentation. Ample cross references are made to other tractates, and helpful mentions abound of secondary literature in languages other than French. The historical sections are short: Middle Platonist antecedents of Plotinus’ theory of virtue are occasionally...