The 1850s through early 60s was a transformative period for nascent studies of the remote human past in Britain, across many disciplines. Naturalists and scholars with Egyptological knowledge fashioned themselves as authorities to contend with this divisive topic. In a characteristic case of long-distance fieldwork, British geologist Leonard Horner employed Turkish-born, English-educated, Cairo-based engineer Joseph Hekekyan to measure Nile silt deposits around pharaonic monuments in Egypt to address the chronological gap between the earliest historical and latest geological time. Their conclusion (...) in 1858 that humans had existed in Egypt for exactly 13,371 years was the earliest attempt to apply geological stratigraphy to absolute human dates. The geochronology was particularly threatening to biblical orthodoxy, and the work raised private and public concerns about chronological expertise and methodology, scriptural and scientific authority, and the credibility of Egyptian informants. This essay traces these geo-archaeological investigations; including the movement of paper records, Hekekyan’s role as a go-between, and the publication’s reception in Britain. The diverse reactions to the Egyptian research reveal competing ways of knowing the prehistoric past and highlights mid-Victorian attempts to reshape the porous boundaries between scholarly studies of human antiquity. (shrink)

The Demands of Liberal Education analyses and applies contemporary liberal political theory to certain key problems within the field of educational theory. Levinson examines problems centred around determining appropriate educational aims, content and institutional structure and argues that liberal governments should exercise a much greater control over education than they now do. Combining theoretical with empirical research, this book will interest and provoke scholars, policy makers, educators, parents, and all citizens interested in education politics.

_Teaching in a democracy is challenging and filled with dilemmas that have no easy answers._ For example, how do educators meet their responsibilities of teaching civic norms and dispositions while remaining nonpartisan? _Democratic Discord in Schools_ features eight normative cases of complex dilemmas drawn from real events designed to help educators practice the type of collaborative problem solving and civil discourse needed to meet these challenges of democratic education. Each of the cases also features a set of six commentaries written (...) by a diverse array of scholars, educators, policy makers, students, and activists with a range of political views to spark reflection and conversation. Drawing on research and methods developed in the Justice in Schools project at the Harvard Graduate School of Education (HGSE), _Democratic Discord in Schools_ provides the tools that allow educators and others to practice the deliberative skills they need in order to find reasonable solutions to common ethical dilemmas in politically fraught times. (shrink)

Educators and policy makers confront challenging questions of ethics, justice, and equity on a regular basis. Should teachers retain a struggling student if it means she will most certainly drop out? Should an assignment plan favor middle-class families if it means strengthening the school system for all? These everyday dilemmas are both utterly ordinary and immensely challenging, yet there are few opportunities and resources to help educators think through the ethical issues at stake. Drawing on research and methods developed in (...) the Justice in Schools project at the Harvard Graduate School of Education,_ Dilemmas of Educational Ethics_ introduces a new interdisciplinary approach to achieving practical wisdom in education, one that honors the complexities inherent in educational decision making and encourages open discussion of the values and principles we should collectively be trying to realize in educational policy and practice. At the heart of the book are six richly described, realistic accounts of ethical dilemmas that have arisen in education in recent years, paired with responses written by noted philosophers, empirical researchers, policy makers, and practitioners, including Pedro Noguera, Howard Gardner, Mary Pattillo, Andres A. Alonso, Jamie Ahlberg, Toby N. Romer, and Michael J. Petrilli. The editors illustrate how readers can use and adapt these cases and commentaries in schools and other settings in order to reach a difficult decision, deepen their own understanding, or to build teams around shared values. (shrink)

Discusses contemporary liberalism's meaning, character, and justification. Section 1.1 argues that three constitutive commitments define contemporary liberalism and distinguish it from other theories. Section 1.2 demonstrates that, contrary to political liberalism's claims, these three commitments are best linked by the value of autonomy. Hence, contemporary liberalism is best understood as displaying weak perfectionism. Section 1.3 analyses autonomy more carefully, developing it as a substantive notion of higher‐order preference formation within a context of cultural coherence, plural constitutive personal values and beliefs, (...) openness to other's evaluations of oneself, and a sufficiently developed moral, spiritual or aesthetic, intellectual, and emotional personality. (shrink)

In Community Matters: Challenges to Civic Engagement in the 21st Century, six distinguished scholars address three perennial challenges of civic life: the making of a citizen, how citizens are to agree , and how to define the rights and responsibilities of citizenship. These essays will encourage students, academics, and interested citizens outside the academy to go farther and dig deeper into these vital issues.

A Trindade, centro da nossa fé, manifesta o amor e a misericórdia na história do ser humano e nas suas relações. A Teologia de Hans Urs von Balthasar faz com que se possa mergulhar no amor trinitário, que é extremamente pericorético em perspectiva kenótica. Balthasar tem uma paixão pelo Crucificado, o centro polarizador da sua teologia trinitária, visível na história, através do evento do Mistério Pascal. A paixão de Cristo revela o centro da economia da salvação da Kénosis primordial do (...) Deus Uno e Trino. O relacionamento pericorético da Trindade, na economia salvífica proporciona uma mística amorosa e misericordiosa. O mistério trinitário possibilita fortalecer uma fé, que faz com que as relações humanas sejam perpassadas pelo amor e pela prática da misericórdia. Dessa forma, o relacionamento intratrinitário, compreendido por Balthasar, permite compreender que a esperança de um mundo, com relações baseadas na misericórdia, é possível. A doação pericorética do Deus Trinitário é a condição que possibilita e torna possível aos seres humanos um relacionamento misericordioso. (shrink)

Resenha da Obra Linguagens Pajubeyras: ReSistência Cultural e Subversão da Heteronormatividade de autoria de Carlos Henrique Lucas de Lima.

This article will reflect on the practice of prayer during childhood and the relationship between this practice and child development. Through bibliographic review, the concepts about child development and prayer life as an expression of infant religiosity are briefly analyzed, from a Christian perspective. This article will reveal how the act of praying can be considered a natural practice in childhood, and beneficial to the processes like language acquisition and faith development. This discussion has some intersections with "narrative theology" and (...) the "theology of the child", concepts that have attracted growing interest of theological and pedagogical researches. (shrink)

Patients with advanced dementia are less likely than those with other terminal illnesses to receive palliative care. Due to the nature and course of dementia, there may be a failure to recognize the terminal stage of the disease. A possible and under-investigated explanation for this healthcare disparity is the healthcare practitioner who plays a primary role in end-of-life decision-making. Two potential areas that might impact provider decision-making are cognitive biases and moral considerations. In this analysis, we demonstrate how the cognitive (...) biases and moral considerations of practitioners related to clinical decision-making are inherent in clinical practice and may impact on providers’ accuracy related to diagnostic and treatment related decision-making associated with patients with advanced dementia. Anchoring, default, availability, representativeness and framing biases are cognitive biases based on the "Two System Model" that relate to decision-making in end-of-life care. In patients with advanced dementia, those biases may result in a tendency to adhere to traditional mandatory care, involving an aggressive approach to care, which values saving lives at all costs, without taking into account the possible suffering and long-term consequences. Aspects such as moral sensitivity and moral courage play an important role in ethical decision-making related to advanced dementia. Investigations of clinical decision-making that include the cognitive biases and ethical considerations of practitioners might advance the comprehensive understanding of the clinical decision-making process related to care of patients with advanced dementia and promote the quality of care given to this population. (shrink)

Resenha do livro: ENKVIST, Inger. Educação: Guia para perplexos. Campinas-SP: Kirion, 2019. 142 p. Inger Enkvist é professora de literatura espanhola na Universidade de Lund, na Suécia e estudiosa das ideias pedagógicas e práticas educativas, com vasta publicação de ensaios e livros sobre o tema, analisando-o em suas aplicações em diferentes contextos. É conhecida por sua crítica às abordagens pedagógicas que se tornaram hegemônicas a partir da metade do século XX, as quais ela sintetiza sob o título de “ nova (...) pedagogia”, contrastando-as com os pressupostos teóricos e práticas da chamada “pedagogia tradicional”. Na obra em análise, a autora procura esclarecer o conceito de “pedagogia tradicional” ou “educação tradicional” que, segundo ela, normalmente é apresentado de forma superficial, pejorativa e até caricatural. Remete-se à filosofia clássica para apresentar os fundamentos dessa tradição que já vem sendo negada desde que a educação passou a ser pensada dos pontos de vistas utilitarista e igualitarista, desde o século XIX, culminando na hegemonia de tais pressupostos em meados do século XX. Aponta a crise atual como, em grande parte, consequência dessa “nova” percepção. Nessa abordagem introdutória, propõe aos educadores o aprofundar-se no conhecimento dos conceitos e princípios educação tradicional, refletindo sobre as suas implicações práticas e os resultados obtidos por países que ainda os adotam. Realiza também uma avaliação dos pressupostos da “nova pedagogia” e as suas possíveis relações não apenas com os resultados da educação escolar, mas implicações sociais mais amplas. Aborda as diversas aplicações do conceito de educação e espaços onde ela é realizada, delimitando o seu enfoque a educação escolar e as suas relações. Discute os fundamentos epistemológicos da educação, o papel do professor, sua formação e postura profissional, as disciplinas escolares, seus objetivos e métodos de ensino e aprendizagem, bem como os papéis da instituição escolar, do aluno e a imprescindível colaboração da família. Aborda ainda a educação como política de Estado, refletindo sobre avaliações dos sistemas de ensino em diferentes contextos. Enkvist (2019) discute inicialmente o conceito de educação em suas diversas aplicações e nos vários espaços de sua realização, enfatizando aquela que é produzida no âmbito da família e da escola. Nesse aspecto, apesar das diferenças de objetivos e fundamentação teórica, a abordagem lembra Brandão (2001), apontando quão amplo é este conceito e a diversidade de possibilidades de suas aplicações, sendo a educação escolar apenas uma delas. Mesmo sendo o objetivo da autora tratar especificamente da educação escolar, reconhece a necessidade de articular a sua abordagem aos outros aspectos e instituições relacionadas. Para ela, “a educação de um jovem é um projeto de colaboração entre o próprio jovem, a família, a escola e a sociedade” (p.71). Data de registro: 01/10/2020 Data de aceite: 22/09/2021. (shrink)

Analyses the relationships between cultural coherence, cultural pluralism, civic education, and autonomy. Section 4.1 argues that the skills, habits, values, and beliefs that underlie the capacity for autonomy also underlie the capacity for citizenship; hence, education for citizenship and for autonomy are mutually reinforcing. Section 4.2 develops an ‘English’ model of political liberal education, contrasting it with an ‘American’ model developed in Section 4.3 and a ‘French’ model in Section 4.4. Section 4.5 concludes that all of these political liberal models (...) of education, which attempt in different ways to balance cultural coherence and civic virtue without promoting autonomy, are inferior—on both theoretical and empirical grounds—to weakly perfectionist liberal education. (shrink)

The goal of this book is to develop a coherent liberal political theory of children's education provision. This goal is motivated by three observations: although people's intuitions about liberalism already guide their approach to education policy, their intuitions are often wrong; in liberal states, liberal political principles should and do have important ramifications for education policy; and educational outcomes have important ramifications for the health and preservation of the liberal polity. The book does not justify liberalism's value—instead takes that as (...) given—but it does address the relationship between formal schooling and other forms of education, as well as discusses the difference between liberal and democratic theories of education. (shrink)

Addresses the practical implementation of the liberal educational ideal. Section 5.1 identifies the ways in which choice, cultural coherence, and citizenship fit together within an autonomy‐driven education, and also discusses three other possible liberal or educational aims that should potentially help guide the implementation of the liberal ideal: economic competitiveness, democratic self‐reflection, and equality. Section 5.2 constructs a public policy of liberal education, arguing for strict state regulation of schools as well as for school choice in the form of controlled (...) choice. Section 5.3 discusses the changes that would need to take place in the areas of legislation, pre‐service and in‐service teacher training, public dialogue, school accountability, and cultural attitudes about education in order to make the liberal educational ideal a reality, especially in the US and Britain. (shrink)

After its establishment in 1948 many Jews emmigrated to Israel from Arab countries, Yemen included. In 1995, a governmental committee was established to investigate the alleged disappearance of about 1000 Yemenite children from hospitals within transit camps where the new immigrants were kept in the 1950s. Interviews with Yemenites present how the bodies of new immigrants were medicalized and commodified in the transit camps during the mass-immigration period of the 1950s, and how people have come to resist it. I conclude (...) with the role of the Israeli medical profession and biomedical technologies in promoting national goals and as mediators of collective, group and individual identities. (shrink)

Discusses the relationship between the exercise and development of autonomy and analyses their implications for liberalism and liberal education. Section 2.1 proves that since the liberal state values adults’ exercise of autonomy, it must also value children's development of autonomy. Section 2.2 argues that state paternalism towards children, in particular, state efforts to help children develop the capacity for autonomy even against their parents’ wishes, is consistent with liberal principles. Section 2.3 argues that parents have privileges rather than rights to (...) control their children's upbringing, but that these privileges nonetheless offer ample scope for parents to exert independent paternalistic control. Finally, Section 2.4 argues that the liberal ideal of autonomy not merely permits but requires the intrusion of the state into the child's life, specifically in the form of compulsory, ‘detached’, autonomy‐driven schools. (shrink)

The transfer of the capital to a new site on Brazil's central plateau had a particular significance in the eyes of those who conceived the idea. Its primary aim was to create a nucleus from which to promote the development of the vast and almost deserted interior regions, abandoning Rio de Janeiro which was, for various reasons, no longer judged capable of fulfilling its role as the seat of national political life. As the Brasilia project was realized, thanks to the (...) inspiration of President Kubitschek, it was hoped that it would contribute to the solution of urgent problems stemming from the country's development. Its basic function was to stimulate this development, no longer seen only as the development of the coastal regions but also of the interior, the sertão, that is the “great desert” of the Goiás, the Mato-Grosso and of Amazonia. (shrink)

In the present essay I intend to approach the racial problems of today's world, or more particularly the problem of the Negro and of his integration in multiracial societies, from the point of view of the Jungian concept of Persona.I will, of necessity, limit iny study to one national case only, that of Brazil. The use of Brazil as a particular instance for study can be easily justified. Brazil is probably the most complex multiracial society in the world and one (...) that boasts the least tensions among communities of different stock, religion or cultural background. In 8.5 million sq. km., over one hundred and twenty million people are living who speak the same language, both in the literal and the figurative sense. We believe we have been somehow more successful than the Americans in emphasizing the element of fraternity that is so fundamental to the democratic way of life. My thesis is that we have achieved such a result thanks to a very peculiar working of the archetype of the Persona. This article will try to adumbrate the construction of what one may call a collective Persona, a fa¸ade, a pattern of national behaviour which tries to overcome the problem by simply overlooking the fact that genetic differences of colour, shape and mind exist. (shrink)

Apocalyptic thinking permeates Paul’s ideas about the gospel, God, the present age, and what is to come. Paul in his letters not only writes about the revelations that he himself has received, but also how the gospel reveals God’s ultimate justice. Apocalypticism as an ideology is fundamentally concerned with justice and the expectation of a future intervention that will conclusively reconcile the injustices of the world with the justice of God. Though of course Paul never sat down and wrote an (...) “Apocalypse” or even an apocalyptic letter, his letters reveal glimpses of the apocalyptic ways Paul thought about the world and humanity’s place in it. This article reviews the history and main tenets of apocalypticism and then examines three fundamental areas of apocalyptic thinking as expressed in Paul’s letters: the idea of apocalypse as full disclosure, the apocalyptic promise of full justice, and Paul’s use of apocalyptic ideas to reorient his readers to thinking about true-but-hidden identity, both of the “present evil age” and of one’s current place in it. Paul draws upon and employs apocalyptic imagery to solve practical problems in his communities, equipping them to face the world with a full cosmic perspective. (shrink)

Examines four objections stemming from the clash of theory and intuition. It argues that the ‘detached school’ should, with minor modifications, continue to provide the basis for the liberal educational ideal. Section 3.1 addresses concerns about state tyranny, arguing that the detached school both counters the threat of parental tyranny and ensures a substantive pluralism among schools and within society. Section 3.2 shows that detached schools can promote effective parental involvement. Section 3.3 addresses the hidden curriculum of schools, while Section (...) 3.4 discusses the ability of the detached school to help children develop cultural coherence and a stable sense of identity as well as a capacity for choice. (shrink)

Civic education that prepares students for principled civic participation is vital to democracy. Schools face significant challenges, however, as they attempt to educate for democracy in a democracy in crisis. Parents, educators, and policy‐makers disagree about what America's civic future should look like, and hence about what schools should teach. Likewise, hyperpartisanship, mutual mistrust, and the breakdown of democratic norms are perverting the kinds of civic relationships and values that schools want to model and achieve. Nonetheless, there is strong evidence (...) that young people want to be civically engaged and are hungry for more and better civic learning opportunities. Reviving the civic mission of schools is thus a win‐win‐win. Adults want it, youth want it, and democracy needs it. We propose three means by which educators and the public can reconstruct our common purpose and achieve civic innovation to help democracy in crisis: support action civics, strengthen youth leadership outside the classroom, and engage both students and adults with “hard history” and contemporary controversies. (shrink)

This study investigated relationships between state anxiety and leisure-domain physical activity levels during Covid-19 pandemic. We used frequency, duration, and intensity as key variables of physical activity. Trait anxiety, state anxiety before pandemic, age, gender, and education level were also included in the analysis. Our general hypothesis was that participants who declared doing more physical activity levels would exhibit lower levels of anxiety during the Covid-19 pandemic. A convenient sample of 571 volunteer adults was drawn mainly from São Paulo State, (...) the epicenter of Covid-19 pandemic in Brazil. To obtain the participants’ levels of anxiety we used a validated short-version of the State and Trait Anxiety Inventory. Levels of physical activity were measured via questions from VIGITEL, a validated questionnaire about the individual’s habits on risk factors. Answers were given regarding the first week of March 2020 and at the very moment the participant was filling in the electronic form. Data analyses were conducted through descriptive and inferential techniques, with the use of non-parametric tests and linear regression models. Overall, participants’ responses indicate that anxiety levels were higher during the pandemic compared to the period that preceded the pandemic, and that frequent and long physical activity in the leisure-domain reduced anxiety, regardless its intensity. The regression models revealed an inverse relationship between physical activity and anxiety and independent of gender, age, education level, trait anxiety, and physical activity before pandemic. (shrink)

The Indian Buddhist philosopher Vasubandhu is known for his critical contribution to Buddhist Abhidharma thought, his turn to the Mahayana tradition, and his concise, influential Yogacara-Vijñanavada texts. _Paving the Great Way_ reveals another dimension of his legacy: his integration of several seemingly incompatible intellectual and scriptural traditions, with far-ranging consequences for the development of Buddhist epistemology and the theorization of tantra. Most scholars read Vasubandhu's texts in isolation and separate his intellectual development into distinct phases. Featuring close studies of Vasubandhu's (...) _Abhidharmakosabhasya_, _Vyakhyayukti_, _Vimsatika_, and _Trisvabhavanirdesa_, among other works, this book identifies recurrent treatments of causality and scriptural interpretation that unify distinct strands of thought under a single, coherent Buddhist philosophy. In Vasubandhu's hands, the Buddha's rejection of the self as a false construction provides a framework through which to clarify problematic philosophical issues, such as the nature of moral agency and subjectivity under a broadly causal worldview. Recognizing this continuity of purpose across Vasubandhu's diverse corpus recasts the interests of the philosopher and his truly innovative vision, which influenced Buddhist thought for a millennium and continues to resonate with today's philosophical issues. An appendix includes extensive English-language translations of the major texts discussed. (shrink)

If human rights express the equal claim of every person to the recognition and protection of their vital interests, they necessarily assert universal obligations of justice that cross borders. Sharon Anderson-Gold asks here whether there is a normative consensus on human rights and articulates the role of a cosmopolitan or global community in shaping the theory and practice of international politics. She considers several important works in the field of universal human rights and discusses whether a cosmopolitan system of (...) law is a necessary condition for the stable association of nation states. _Cosmopolitanism and Human Rights_ presents an ethical foundation for the idea of human development and attempts to demonstrate the normative character of universal human rights. It claims that Kant's idea of a federation of nations based upon principles of international right remains highly relevant to contemporary aspirations for global justice, and concludes by suggesting that a ‘cosmopolitan community’ is the locus of a global democratic order and is the necessary framework for the maintenance of human rights. (shrink)