Określenie statusu etycznego embrionu ludzkiego wymaga znalezienia sztywnej miary wartości człowieka – pewnego układu odniesienia, który da nam jednoznaczność w dokonywaniu trudnych wyborów moralnych i ustalaniu prawa. Zwolennicy kryteriów człowieczeństwa od poczęcia w pierwszej kolejności muszą uzasadnić podstawy, na których opiera się stałość statusu moralnego człowieka, mimo widocznych zmian ilościowych i jakościowych ciała w okresie embrionalnym. W tym celu należy wykazać, że embrion i dorosły człowiek, który się z niego rozwinie, to substancjalnie ta sama istota. Celem niniejszego artykułu jest przegląd (...) wymiany myśli na temat jednego z istotnych i najbardziej zgrabnych argumentów za człowieczeństwem od zapłodnienia – argumentu z kontinuum genetycznego. Linia dyskusji jego zwolenników opiera się na fakcie, że w momencie zapłodnienia ludzkiej komórki jajowej ludzkim plemnikiem powstaje wyjątkowy zestaw genów, który nie zmienia się w czasie dalszego wzrostu i rozwoju ciała. Krytyka tego stanowiska polega na wskazaniu związanym z tym trzech problemów: tożsamości genetycznej bliźniąt jednojajowych, genetycznego determinizmu i nieostrości wyznaczonej w ten sposób granicy. (shrink)

In his response to my, Ian Kidd claims that my argument against Stump’s interpretation of Duhem’s concept of ‘good sense’ is unsound because it ignores an important distinction within virtue epistemology. In light of the distinction between reliabilist and responsibilist virtue epistemology, Kidd argues that Duhem can be seen as supporting the latter, which he further illustrates with a discussion of Duhem’s argument against ‘perfect theory’. I argue that no substantive argument is offered to show that the distinction is relevant (...) and can establish that Duhem’s ‘good sense’ can be understood within responsibilist virtue epistemology. I furthermore demonstrate that Kidd’s attempt to support his contention relies on a crucial misreading of Duhem’s general philosophy of science, and in doing so highlight the importance of understanding ‘good sense’ in its original context, that of theory choice. (shrink)

The purpose of this article is to examine stakeholder identification and prioritization by managers using the power, legitimacy, and urgency framework of Mitchell et al. (Academy of Management Review 22, 853–886; 1997). We use a multi-method, comparative case study of two large-scale sporting event organizing committees, with a particular focus on interviews with managers at three hierarchical levels. We support the positive relationship between number of stakeholder attributes and perceived stakeholder salience. Managers’ hierarchical level and role have direct and moderating (...) effects on stakeholder identification and perceived salience. We also found that most stakeholders were definitive, dominant, or dormant types – the other five types were rare. Power has the most important effect on salience, followed by urgency and legitimacy. Based on our case study, we offer several ways to advance the theory of stakeholder identification and salience. (shrink)

In this paper I argue that Poincaré’s acceptance of the atom does not indicate a shift from instrumentalism to scientific realism. I examine the implications of Poincaré’s acceptance of the existence of the atom for our current understanding of his philosophy of science. Specifically, how can we understand Poincaré’s acceptance of the atom in structural realist terms? I examine his 1912 paper carefully and suggest that it does not entail scientific realism in the sense of acceptance of the fundamental existence (...) of atoms but rather, argues against fundamental entities. I argue that Poincaré’s paper motivates a non-fundamentalist view about the world, and that this is compatible with his structuralism. (shrink)

This paper offers a systematic analysis of Poincaré’s understanding of beauty in science. In particular, the paper examines the epistemic significance Poincaré attributes to aesthetic judgement by reconstructing and analysing his arguments on simplicity and unity in science. I offer a consistent reconstruction of Poincaré’s account and show that for Poincaré simplicity and unity are regulative principles, linked to the aim of science—that of achieving understanding of how phenomena relate. I show how Poincaré’s account of beauty in science can be (...) incorporated within his wider philosophy of science. (shrink)

This article explores the aesthetic dimensions of scientific experimentation, addressing specifically how aesthetic features enter the construction, evaluation and reception of an experiment. I highlight the relationship between experiments and artistic acts in the early years of the Royal Society where experiments do not serve only epistemic aims but also aim to generate feelings of awe and pleasure. I turn to analysing which aspects of experiments are appreciated aesthetically, identifying several contenders, from the ability of an experiment to uncover nature’s (...) beauty, to encapsulating original designs and human creativity. Following this analysis, I focus on the notion of beauty: what makes an experiment beautiful? Several common qualities are explored, from the simplicity and economy of the experiment, to the significance of the experimental results. (shrink)

Poincaré is well known for his conventionalism and structuralism. However, the relationship between these two theses and their place in Poincaré׳s epistemology of science remain puzzling. In this paper I show the scope of Poincaré׳s conventionalism and its position in Poincaré׳s hierarchical approach to scientific theories. I argue that for Poincaré scientific knowledge is relational and made possible by synthetic a priori, empirical and conventional elements, which, however, are not chosen arbitrarily. By examining his geometric conventionalism, his hierarchical account of (...) science and defence of continuity in theory change, I argue that Poincaré defends a complex structuralist position based on synthetic a priori and conventional elements, the mind-dependence of which precludes epistemic access to mind-independent structures. (shrink)

This paper examines whether, and in what contexts, Duhem’s and Poincaré’s views can be regarded as conventionalist or structural realist. After analysing the three different contexts in which conventionalism is attributed to them – in the context of the aim of science, the underdetermination problem and the epistemological status of certain principles – I show that neither Duhem’s nor Poincaré’s arguments can be regarded as conventionalist. I argue that Duhem and Poincaré offer different solutions to the problem of theory choice, (...) differ in their stances towards scientific knowledge and the status of scientific principles, making their epistemological claims substantially different. (shrink)

In this article, I offer an account of the 2014 dystopian-fiction film Divergent, based on the novel by Veronica Roth. The film tells the story of Beatrice, a young woman living in a postapocalyptic Chicago, and her process of enrolment into the higher education system. I argue that Beatrice’s troubled story can help us to uncover the high tension between today’s university’s self-alienating mechanisms and the thirst for Bildung. I suggest that the notion of ‘divergence’ can help to develop an (...) account of Bildung in an innovative direction. ‘Divergence’ is a term used in the film to define individuals—like Beatrice—who cannot fit into the categories established by the government to sort students into appropriate educational pathways. I link the notion of ‘divergence’ to an interpretation of Gadamer’s account of Bildung. First, I draw on Gadamer’s thinking to suggest the metaphor of the university as a ‘crossroads’ and outline the idea of the risks and possibilities that are attached to authentic learning experience. Then I explore the self-alienating mechanisms that Gadamer saw at work within the postindustrial structure of the university. In conclusion, I develop Gadamer’s notion of self-education along the lines of the idea of divergence. While some argue that the university can still be a place for human encounter and gathering, I aim to show that, without divergence, it remains a site of displacement, or a dystopia. (shrink)

A violência percebida – e vivida – por estudantes manifestase de múltiplas maneiras, no ambiente escolar, entretanto um dos tipos de violência que provoca grande dano físico e psíquico ao estudante é a agressão conhecida como bullying. Esse pode ser compreendido como práticas de atos violentos, intencionais e repetitivos de uma pessoa contra outra. Como decorrências, a vítima pode sofrer desde sintomas de ansiedade, depressão, baixo desempenho escolar, comportamentos antissociais e stress, até autoflagelação e suicídio. Partindo desse contexto, o presente (...) artigo objetivou discutir, criticamente, o papel da família e da escola como espaços que podem erigir e potencializar o fenômeno bullying, bem como sugerir possibilidades de ação na perspectiva da cultura de paz no ambiente escolar. Como caminho metodológico, foi entrevistado um estudante que, por longos anos, foi vítima de bullying. As entrevistas ocorreram na perspectiva da História Oral, a qual impele um olhar sociocultural ao fenômeno narrado, compreendendo que nenhuma história é apenas individual, mas está inscrita num cenário social e culturalmente construído. O suporte teórico está apoiado nos estudos de Pierre Bourdieu, Cleo Fante, Miriam Abramovay, entre outros autores, que auxiliam a refletir sobre as relações socioculturais na interface com a violência escolar. O texto foi finalizado com uma análise crítica a respeito do papel da escola no combate e na prevenção do bullying, bem como indicando possibilidades de ação para lidar com o problema, tendo como base a comunicação não violenta, a disciplina positiva, dentre outros caminhos que se inserem na perspectiva da cultura de paz. Palavras-chave: Bullying. Escola. Narrativas. (shrink)

Este estudo investiga as representações construídas acerca da mulherprofessora no processo de feminização do magistério e suas possíveis repercussões na prática pedagógica. Para tanto, além de buscar apoio em pesquisas bibliográficas, foi realizado um garimpo nos periódicos internos das décadas de 30 e 40 (séc. XX) da primeira Escola Normal de Caxias do Sul, inaugurada em 1930, a fim de encontrar discursos que explicitassem como professores, alunos e gestores descreviam as características ideais para atuar na função de educadores infantis. Os (...) resultados apontaram a um forte vínculo entre o papel materno/doméstico e o docente, fazendo menção, também, à educação como dom divino. A comunicação será concluída com uma reflexão acerca das possíveis repercussões dessas representações na prática docente, mostrando como essas constroem formas de ser e agir que, de maneira irreflexiva, convertemse em danos à prática pedagógica. (shrink)

This article summarizes the history of the Bulgarian Orthodox Church after 1989 in the context of the post-communist situation. It highlights some of the changes that have taken place in the religious consciousness of Bulgarian people. Absurdity is the key concept. A string of absurd events are discussed; they are viewed as representative of the ambiguous mentality characteristic of the transitional period that is under way in the post-communist societies of Eastern Europe.

The induction period is a very important time in the career of a teacher and has a long?term influence on the teacher?s professional development, efficacy, job satisfaction and the length of his/her career. One of the key roles in this period is played by the trainee?s mentor. This paper presents the results of the extensive project ?Partnership of Faculties and Schools?, carried out at the Pedagogical Faculty, University of Ljubljana, with the financial support of the European Social Fund and the (...) Slovenian Ministry of Education, Science and Sport. We studied an induction project involving 361 teacher trainees and 331 mentors. The study reveals the trainees? expectations towards their mentors and the mentors? and trainees? evaluations of how the mentor aids a teacher trainee in developing their competences. (shrink)

This paper examines Duhem’s concept of good sense as an attempt to support a non rule-governed account of rationality in theory choice. Faced with the underdetermination of theory by evidence thesis and the continuity thesis, Duhem tried to account for the ability of scientists to choose theories that continuously grow to a natural classification. I will examine the concept of good sense and the problems that stem from it. I will also present a recent attempt by David Stump to link (...) good sense to virtue epistemology. I will argue that even though this approach can be useful for the better comprehension of the concept of good sense, there are some substantial differences between virtue epistemologists and Duhem. In the light of this reconstruction of good sense, I will propose a possible way to interpret the concept of good sense, which overcomes the noted problems and fits better with Duhem’s views on scientific method and motivation in developing the concept of good sense. (shrink)

Integrative experiment design promises to foster cumulative knowledge by changing how we design experiments, build theories, and conduct research. I support the push to increase commensurability across experimental research but raise several reservations regarding results-driven and large-team-based research. I argue that it is vital to preserve academic diversity and adversarial debate via independent efforts.

This paper examines the role that attention to emotions around climate change can play for third sector climate change engagement initiatives, an area to which the literature on such initiatives has paid little attention. It focuses on Carbon Conversations, a programme that explicitly acknowledges the role of difficult emotions and underlying values in people's engagement with climate change. While there are limitations to this approach, results show that it can help certain audiences engage more deeply with issues around climate change (...) and carbon reduction. Important lessons can be drawn for other initiatives that aim to engage the public on climate change. (shrink)

There has been a significant interest in the recent literature in developing a solution to the problem of theory choice which is both normative and descriptive, but agent-based rather than rule-based, originating from Pierre Duhem’s notion of ‘good sense’. In this paper we present the properties Duhem attributes to good sense in different contexts, before examining its current reconstructions advanced in the literature and their limitations. We propose an alternative account of good sense, seen as promoting social consensus in science, (...) and show that it is superior to its rivals in two respects: it is more faithful to Duhemian good sense, and it cashes out the effect that virtues have on scientific progress. We then defend the social consensus account against objections that highlight the positive role of diversity and division of labour in science. (shrink)

Nesse trabalho apresentamos os resultados obtidos na pesquisa “A centralidade da Matemática no currículo: um estudo sobre as origens a partir da paideia platônica”. Partimos do estudo bibliográfico da paideia platônica, com o objetivo de demonstrar que a Matemática é central no sistema educacional platônico na medida em que possui a função de instrumentalizar o pensamento e formar homens aptos a guiarem-se pela razão em todos os aspectos da vida. Caberia à Matemática, dada sua dificuldade, o papelde selecionar os homens (...) mais capacitados racionalmente para seguir os estudos de Filosofia e, posteriormente, tornarem-se os governantes. Seguimos com a etapa empírica da pesquisa, com a qual buscamos demonstrar que existe na contemporaneidade a permanência de uma herança platônica em relação ao papel central da matemática no currículo e ao papel que ela ocupa em selecionar aqueles que podem dar continuidade aos estudos. (shrink)

O presente artigo tem como objetivo chamar a atenção para a historicidade do sujeito, em especial daquele atuante na educação de crianças pequenas. Para tanto, parte do levantamento da trajetória histórica da Educação Infantil no Brasil, analisando os avanços e desafios dessa modalidade educacional. Como foco de debate é discutida a posição da Educação Infantil na sociedade e na cultura e as representações culturais sobre a mulherprofessora no processo de construção de sua identidade profissional. O texto é finalizado abordando as (...) repercussões de tais representações no ser e agir docente e as possibilidades de ação no contexto da formação inicial e continuada, a fim de amenizar tais influências, com vistas à qualidade do trabalho pedagógico. (shrink)

Este estudo problematiza os castigos físicos usados nas escolas, investigando tanto as estratégias utilizadas pelas instâncias de poder, a fim de ordenar as práticas cotidianas, como as táticas utilizadas por professores, gestores e pais para lidarem com os preceitos impostos. Nese ínterim, são denunciadas as tensões existentes nessa relação, mergulhando em práticas, representações e argumentos utilizados nos séculos XIX e XX, tanto para corroborar quanto para proscrever os castigos físicos no espaço escolar. O texto é concluído através de uma reflexão (...) acerca dos castigos como parte da cultura escolar, fazendo referência, também, à distância existente entre as prescrições oficiais e as práticas ordinárias, bem como aos castigos como caminho para educar e civilizar sujeitos. (shrink)

Book review: Frans de Waal, _Wiek empatii. Jak natura uczy nas życzliwości_, tłum. Ł. Lamża, Copernicus Center Press, Kraków 2019, ss. 380.

Nature was the central idea on which Michael Sendivogius based his alchemico-philosophical system. Therefore, the aim of this article is to show what the Polish alchemist understood as Nature and what was its function in the world according to him. Sendivogius believed that the material world originated from the will of the good God. However, the act of divine creation was reduced to the moment of its coming into being through the creation of the matter and general organization of its (...) universum. Nature, on the other hand, is responsible for the present form of the material world. For Sendivogius, Nature is an element with which the world has been enriched by the will of God, and which is responsible for its permanent creation. According to our alchemist, the world is constantly being created and transformed, and Nature is its creative principle. This article explains how Nature creates this world and particular beings existing in it. Furthermore, it discusses the problem of the nature of Nature itself. Sendivogius considered Nature to be not only a creative principle but also a kind of law determining interactions of beings which ensured their unity and harmony. Nature is not everlasting but created in the same way as the world. Therefore, the article presents also what the Alchemist thought about the Nature’s relation to its Creator, that is to God. (shrink)

This paper deals with translating legal terminology concerning child maintenance from Polish to Swedish. The analysis covers selected terms regulated in the Polish civil law and their possible Swedish equivalents. The method used is based on the parameterisation of legal terms, which allows the specification of terms by selected parameters, which are understood as mutually exclusive properties. The parameterised equivalents are analysed in the context of various types of recipients. This provides the basis for the choice of appropriate translation strategies. (...) The author also discusses pragmatic equivalents featured in Rikstermbanken, the Swedish national terminological database, and those used in practice. (shrink)

Este artículo es parte de una investigación que surge de un recuerdo de infancia camino a la escuela que, como imagen, abre algunas inquietudes en torno a las ideas de presencia, experiencia, escuela, cotidianidad e historia. Desde aquí surge la premisa sobre otra forma de estar presente frente a la propuesta antropocéntrica. Por ello, este trabajo, es un intento de pensar la presencia como estar y lo cotidiano como posibilidad, a partir de preguntarse: ¿Cómo sería posible pensar una escuela desde (...) el estar? ¿Cómo sería posible construir los espacios escolares como lugares de presencia? (shrink)

In this short note we show that any proof of a general spatiality theorem for inductively generated formal topologies requires full classical logic. © 2011 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

Teacher competencies can be researched in many different ways. In the present article they are studied from the learner’s viewpoint. The article presents results of the extensive project “Teacher Education for New Competencies for the Knowledge Society and the Role of these Competencies in Educational Goal Attainment at School”, carried out at the Faculty of Arts of the University of Ljubljana, with the financial support of the Slovenian Ministry of Education and Sport. We present the results of the learner’s judgement (...) of the teacher’s didactic competencies. We formed a questionnaire with which we operationalised teacher competencies with the purpose of measuring the teacher’s efficiency of instruction. In order to achieve the goals of modern instruction it is important to engage both models: learner‐centred and teacher‐centred education. The research showed that elements of the traditional instruction model are more frequently used than the model that demands a changed learner role. (shrink)

In recent years, there has been a huge increase in the number of bots online, varying from Web crawlers for search engines, to chatbots for online customer service, spambots on social media, and content-editing bots in online collaboration communities. The online world has turned into an ecosystem of bots. However, our knowledge of how these automated agents are interacting with each other is rather poor. Bots are predictable automatons that do not have the capacity for emotions, meaning-making, creativity, and sociality (...) and it is hence natural to expect interactions between bots to be relatively predictable and uneventful. In this article, we analyze the interactions between bots that edit articles on Wikipedia. We track the extent to which bots undid each other’s edits over the period 2001–2010, model how pairs of bots interact over time, and identify different types of interaction trajectories. We find that, although Wikipedia bots are intended to support the encyclopedia, they often undo each other’s edits and these sterile “fights” may sometimes continue for years. Unlike humans on Wikipedia, bots’ interactions tend to occur over longer periods of time and to be more reciprocated. Yet, just like humans, bots in different cultural environments may behave differently. Our research suggests that even relatively “dumb” bots may give rise to complex interactions, and this carries important implications for Artificial Intelligence research. Understanding what affects bot-bot interactions is crucial for managing social media well, providing adequate cyber-security, and designing well functioning autonomous vehicles. (shrink)

Starting from a phenomenological reflection, the contribution deals with the theme of risk as an aspect inseparable from human nature, as uncertainty and precariousness are constitutive parts of the existence itself. Reflecting on the concept of beneficial risk and the role that education, adults and the whole society should have with regard to risk, it is highlighted how, on the contrary, overprotection generates negative effects in the long run. This conviction is supported by researches involving overprotective parents’ children, or the (...) implications of zero risk in playgrounds. The natural task of education at different levels, micro- meso- eso- and macro-system, consists in equipping boys and girls in order to become acquainted with risk, providing children with appropriate strengths and means, making their lives not as safe as possible, but as safe as necessary. (shrink)

The present article examines two narratives from the epic Mahābhārata (MBh), focused on the topic of desire (kāma) and the relationship erotic – ascetic (kāma – tapas). The first one is about the horned ascetic Ṛṣyaśṛṅga (MBh, 3); the second – about the teaching of God Kṛṣṇa Vāsudeva to the king Yudhiṣṭhira, culminating in the “Song of Kāma” (MBh, 14). Both narratives are interpreted in the perspective of Hindu ethics, whose foundation is dharma, a key concept of Hinduism. The epics (...) propagate an ideal dharmic code of conduct, based on the so-called four life goals – puruṣārtha. One of these four life goals is kāma – the realm of desires, emotions and sensual pleasures. The present analysis aimed at introducing how, by activating the didactic- pedagogical and receptive potential of storytelling, are communicated fundamental behavioural norms and principles regarding the “correct” realization of the individual in the sphere of desires, which means not to kill/annihilate the desires, but to learn to grasp and manage them. (shrink)