This chapter argues that Westworld functions as a role‐play experience that continually entices its guests with suggested but unrealized layers of meaning and significance in its immersive western landscape. Where traditional role‐play experiences deliver meaning through player and Game Master group interaction, Westworld provides its guests with violent escapism, sexual fantasy, and nostalgic indulgence. Within the series, the Westworld park presents itself as a combination of two aspects of tabletop role‐playing game: sandbox format and Live Action Role‐play (LARP). Within the (...) role‐play experience, the cultivation of motivation on the part of the Game Master entices players to undertake or follow particular narrative threads. Gameplay was designed to cultivate certain personality traits and instincts. Herein the game's rules, style and structures “influence a user's behavior without forcing the change” ‐ essentially enacting education through restriction. In the case of role‐play games, these restrictions are less over by the narrative nature of the game. (shrink)

This essay explores Axel Honneth‘s 1980 essay ―Work and Instrumental Action‖ with a view to revitalising its argument about the value of a critical conception of work activity. In his early essay, Honneth sought to reconstruct this critical conception of work, inspired by the philosophy of Marx, in an effort to generate a critique of Habermas‘s communicative social theory. Honneth doubted whether Habermas‘s core epistemological category of instrumental rationality could capture the normative significance of individual work activity. This generates uncertainty (...) over whether a critical theory with a communicative framework can locate the contribution of individual work activity in the process of social emancipation. After the publication of ―Work and Instrumental Action‖, Honneth‘s philosophy itself retreated from the critical conception of work in favour of the recognition-theoretic social theory that culminated in his influential 1992 work The Struggle for Recognition. My essay draws on evidence of the benefits of individual worker autonomy to argue that Honneth‘s theory of recognition itself could be enhanced through a reassessment of the critical conception of work activity that he proposed in his early essay. (shrink)

Joint attention is an early-emerging and uniquely human capacity that lies at the foundation of many other capacities of humans, such as language and the understanding of other minds. In this article, I summarize what developmentalists and philosophers have come to find out about joint attention, and I end by stating that two problems or questions of joint attention require additional research: 1) the relation between joint attention and the skills for dyadic sharing or affect exchange in young infants, and (...) 2) the evolution of joint attention. (shrink)

This study examined 4-year-olds’ problem-solving under different social conditions. Children had to use water in order to extract a buoyant object from a narrow tube. When faced with the problem ‘cold’ without cues, nearly all children were unsuccessful. But when a solution-suggesting video was pedagogically delivered prior to the task, most children succeeded. Showing children the same video in a non-pedagogical manner did not lift their performance above baseline and was less effective than framing it pedagogically. The findings support ideas (...) central to natural pedagogy, 148–153, 2009). They also challenge the Cultural Intelligence hypothesis, according to which only humans’ social, but not their physical, cognition differs qualitatively from that of great apes. A more radical, transformative variant of the Cultural Intelligence hypothesis is suggested according to which humans’ physical cognition is shaped by their social nature and must therefore be recognized as equally distinctive as their social cognition. (shrink)

In this essay, I argue that exploring institutional racism also needs to examine interactions and communications between patients and providers. Exchange between bioethicists, social scientists, and life scientists should emphasize the biological effects—made evident through health disparities—of racism. I discuss this through examples of patient–provider communication in fertility clinics in South Africa and the ongoing COVID-19 pandemic to emphasize the issue of mistrust between patients and medical institutions. Health disparities and medical mistrust are interrelated problems of racism in healthcare provision.

In this article, we postulate that belief understanding unfolds in two steps over ontogenetic time. We propose that belief understanding begins in interactive scenarios in which infants and toddlers respond directly and second-personally to the actions of a misinformed agent. This early understanding of beliefs is practical and grounded in the capacity for perspective-taking. Practical belief understanding guarantees effective interaction and communication with others who are acting on false assumptions. In a second step, children, at preschool age, acquire the capacity (...) to reflect on and arrive at third-personal judgments about a misinformed agent’s perspective. This capacity is theoretical and grounded in the ability to “confront” perspectives. It allows children to understand that beliefs can misrepresent the state of the world and to predict what (past, future, or hypothetical) actions follow from these beliefs. We conclude with ideas on how practical perspective-taking develops into theoretical perspective-confronting in early ontogeny. (shrink)

Vygotsky's legacy in education is enduring and prolific, influencing educational research and scholarship in areas as far ranging child development, language and literacy development, bilingual education, and learning disabilities to name but a few. In this accessible, introductory volume, renowned Vygtosky authority Luis C. Moll presents a summary of Vygtoskian core concepts, constituting a cultural-historical approach to the study of thinking and development. Moll emphasizes what he considers central tenets of Vygotsky's scholarship --- the sociocultural genesis of human (...) thinking, the consideration of active and dynamic individuals, a developmental approach to studying human thinking, and the power of cultural mediation in understanding and transforming educational practices, broadly considered. After an introduction to Vygotsky's life, the historical context for his work, and his ideas, Moll provides examples from his educational research inspired by Vygotsky's work. With both critical scrutiny of current interpretations of Vygotksian theory and clear deference for the theorist known as "The Mozart of Psychology," Moll stresses the many ways Vygotksy's theory can offer a theory of possibilities for positive pedagogical change. (shrink)

1. Die wissenschaftstheoretische Problemstellung seines ersten Systementwurfs -- 2. Der Übergang von Atomismus zu einem mechanistischen Aristotelismus -- 3. Eine Wissenschaft für ein aufgeklärtes Europa.

Osiurak and Reynaud argue that cumulative technological culture is made possible by a “non-social cognitive structure” and they offer an account that aims “to escape from the social dimension” of human cognition. We challenge their position by arguing that human technical rationality is unintelligible outside of our species' uniquely social form of life, which is defined by shared intentionality :319–37; Tomasello 2019a, Becoming human: A theory of ontogeny. Cambridge, MA: Belknap Press).

Problema: tradicionalmente se ha excluido de la esfera de consideración moral tanto al ambiente como a otros animales, aun cuando una relación positiva con ellos reporta beneficios para la salud de unas y otras criaturas y promueve el desarrollo de empatía y la emisión de conductas prosociales (Ngai, Yu, Chau, Lee y Wong, 2021). De hecho, en las últimas décadas se han observado casos de zoonosis, uso inadecuado de recursos, deterioro del ambiente y un aumento de casos registrados de abuso (...) animal. El abuso animal, fenómeno complejo y multideterminado, frecuentemente funciona como precursor o indicador de otras conductas calificadas como “antisociales”, violentas y no violentas. Respecto del rol que juega la empatía en la emisión o inhibición de conductas agresivas y de cuán generalizable es la empatía interespecie, existe evidencia contradictoria y se resaltan aquí tres fenómenos de interés: erosión empática, desensibilización progresiva a la violencia y fatiga por compasión. Objetivo: determinar si los niveles de empatía, la disposición a comportarse de manera abusiva contra otros animales y la conducta efectiva de abuso animal se relacionan con el contexto de formación preprofesional, el género autopercibido y la tenencia actual y/o previa de animales de compañía en estudiantes universitarios que cursan el tramo final de la Licenciatura en Psicología. Metodología: diseño ex post facto retrospectivo de grupo único (N = 241). Se aplicó un cuestionario autoadministrado que incluyó el Interpersonal Reactivity Index, la Animal Empathy Scale, la Animal Abuse Proclivity Scale y la cantidad y frecuencia de conductas efectivas de abuso animal. Contribución: se evidencia sobre el aporte del género autopercibido a la relación entre diversas medidas de empatía y el abuso hacia otros animales y se refuerza la tesis de la no generalizabilidad de la empatía interespecie. (shrink)

The topic of this article is the ontogenetic development of an understanding of perception and of different subjects’ perspectives. We discuss the importance of alternating and explicating the different perspectives involved in joint object reference in hopes to get a better grip on what is actually meant by the metaphor of “putting oneself in someone else’s mental shoes” and on how such an ability might be acquired. Hegel’s (1820/2009, §260)principle of subjectivity states that no one can ever step outside of (...) her subjective perspective. Thinking about another’s thoughts or perspectives is not first of all a psychological process of getting into or reading someone else’s mind. Rather, it is the internalization of a possible symbolic action qua form, which, like speech, has commonly intelligible content (Hegel 1820/2009, §§110, 111). Our investigations show that an understanding of other persons and their subjective access to the world has its origin in experiences of joint attention and joint action. By jointly acting with others, even infants can acquire practical knowledge of others’ relations to objects. Only much later do children come to understand others’ thoughts that are not actualized in action. (shrink)

The essay examines the relation between the explicit aesthetic ideology of Proust’s Recherche and the structure of the “involuntary memory” that is supposed to serve as that ideology’s empirical basis. I challenge the apparent solipsism and idealism of the narrator’s aesthetics by focusing on the one experience of involuntary memory that he omits from his final reflections, in Time Regained, on the relation between memory and art: this is the involuntary memory, in the earlier volume Sodom and Gomorrah, of his (...) dead grandmother, a memory that he describes there as an experience of true otherness. Through a close reading of this passage, I argue that Proust’s interest in involuntary memory implies a concept of literary art as above all ethical in nature, in so far as it is the only means by which individuals can emerge from the solitude to which they are otherwise existentially condemned. In both the Sodom and Gomorrah passage and a later passage from Time Regained this emergence is cast in terms of a rhetoric of multiplicity that emphasizes both the disturbing and the productive dimensions connecting literature with life. (shrink)

ABSTRACTWhen it comes to explaining life and living organisms, it is as insufficient to see in Descartes a proponent of radical mechanicism and in Kant a proponent of radical finalism, as it is to see in Bergson nothing other than an opponent of mechanicism. In fact in Creative Evolution Bergson “dreams” of a “mechanism of transformation” that should consist of a reform of mechanicism, the conditions of possibility of which are based not only on the progress of chemistry, but first (...) of all on the progress of mathematics, and more precisely of infinitesimal calculus, the only method able to objectively grasp movement. (shrink)

El presente trabajo busca exponer las premisas y la fundamentación teológica que subyace a la moral de Pedro Abelardo, con el fin de mostrar cómo en el sistema filosófico de dicho autor, conocido por su racionalismo, hay una justificación que extralimita dicho sistema. Para ello, se expondrá la terminología clave de su moral, la aplicación práctica de dichos conceptos, y una serie de objeciones tanto teológicas como filosóficas.

The article aims to challenge the narrative on modernity, which was presented by Carl Schmitt in his book The Nomos of the Earth. The publication of Polish translation of this classic book is a good opportunity to re-think the conditions of possibility of Schmitt’s philosophical and geopolitical discourse. The German jurist described the formation of Eurocentric and stato-centric global order (nomos) in a way, that delegitimized the practices of resistance as unlawful (anomos). The author proposes – following Gilles Deleuze and (...) Félix Guattari – to re-interpret the terms nomos and anomos in order to present anomos in positive way, as a potentiality to form an alternative political order. In conclusion the author tries to convince that the order of anomos is based upon the development of the commons and its contemporary manifestations express themselves in the practices of social movements, which disturb linear vision of history. (shrink)

Em meio a Guerra Fria, a Revolução Sandinista abalou os interesses dos Estados Unidos na região da América Central e do Caribe. Durante o Governo Reagan, os Estados Unidos intensificaram as ações de intervenção na região a fim de derrubar o Governo Sandinista. Este artigo pretende demonstrar que, mesmo no campo ortodoxo da política estadunidense, o papel dos Estados Unidos em face da revolução na Nicarágua não estava pré definido exclusivamente em uma visão de mundo única e que, portanto, haviam (...) propostas concorrentes, que, inclusive, compreendiam a realidade na região a partir de dinâmicas próprias, e não apenas em função da Guerra Fria.Other Cold Wars: the clashes between neoliberals and neoconservatives in the face of the Nicaraguan Revolution In the midst of the Cold War, the Sandinista Revolution shook US objectives in the Central America and Caribbean. During the Reagan Administration, the United States stepped up intervention in the region to overthrow the Sandinista Government. This paper intends to demonstrate that even in the orthodox field of American politics, the role of the United States in the face of the revolution in Nicaragua was not exclusively defined in a single perceptions and that therefore there were competing proposals that even understood the reality in the region from its own dynamics, and not only because of the Cold War. Resumen Otras guerras frías: los embates entre neoliberales y neoconservadores estadunidenses ante la Revolución Nicaragüense En medio de la Guerra Fría, la Revolución Sandinista sacudió los intereses de Estados Unidos en la región de América Central y del Caribe. Durante el Gobierno Reagan, Estados Unidos intensificó las acciones de intervención en la región a fin de derrocar al Gobierno Sandinista. Este artículo pretende demostrar que, incluso en el campo ortodoxo de la política estadounidense, el papel de los Estados Unidos frente a la revolución en Nicaragua no estaba pre definido exclusivamente en una visión de mundo única y que, por lo tanto, había propuestas concurrentes, que incluso comprendían la realidad en la región a partir de dinámicas propias, y no sólo en función de la Guerra Fría. (shrink)

Contemporary psychologists seem to pull in two theoretical directions, namely the reduction of mind to brain and the dissolution of mind in society. Against these dominant trends, this article employs the tools of critical realism to argue for the resuscitation in the discipline, psychology, of an ontologically distinct, psychological concept of mind. This ‘mind’ is conceived here as a real, ontologically emergent property. Its distinctive property is consciousness, generated in the first instance by unconscious, non-conscious and conscious psychological mechanisms. Nonetheless, (...) it is emergent not only from psychological mechanisms, but also biological and social mechanisms, all of which act together in open systems. The article builds on various accounts of the hierarchy of the sciences and their objects to suggest that there is such a real psychological object. It seeks to refute trends in psychological theory that reduce mind either to neuro-physiological and neurobiological properties on the one hand or to social relational and discursive properties on the other. (shrink)

The most fundamental issue in pedagogy is the question of what should be taught. The need to specify the content of learning applies at every stage of instruction from kindergarten to postgraduate school and at every level of curriculum from the institutional course catalogue to the daily class or lesson plan. On the broadest scale, implementation of one or another set of priorities on this matter will tend to dictate the direction of our entire educational system. Indeed, for well over (...) a century now a schism has existed between those on the one hand who maintain that specialized, preprofessional training is the necessary and proper goal of higher education and those on the other who advocate a generalist... (shrink)

In his recent book “Becoming Human” Michael Tomasello delivers an updated version of his shared intentionality (SI) account of uniquely human cognition. More so than in earlier writings, the author embraces the idea that SI shapes not just our social cognition but all domains of thought and emotion. In this critical essay, we center on three parts of his theory. The first is that children allegedly have to earn the status of “second persons” through the acquisition of collective intentionality at (...) age 3. We make the case that humans take a second-personal stance toward others even as infants. The second point concerns Tomasello’s claim that 3-year-olds are group-minded and think in terms of “us” vs. “them”. We doubt both that children this young have a clear overview of their in- and out-groups and that they possess the “agonistic spirit” necessary for inter-group competition. Third, due to his focus on collective intentionality and how it might explain 3-year-olds’ difficulties with theory of mind problems, Tomasello appears to pay less attention to the crucial conceptual change that allows 4- to 5-year-olds to master such tasks. (shrink)

Part of the normalization of assisted reproductive technologies is the premise that the children born from in vitro fertilization are no different from their counterparts conceived spontaneously. However, interest in peri-conception health and new epigenetic understandings of biological plasticity has led to some questioning the presumed irrelevance of conception in vitro, and when doing so, describing IVF children as “apparently healthy.” Taking “apparently” and “healthy” seriously, this article explores how modes of attention—ways of naming and framing embryo potentiality—shape understandings of (...) health and normality. I contend that understanding the politics of potentiality, and how they may emerge in a postgenomic age, requires an unpacking of various modes of attention and framing. Ethnographic findings from South Africa’s fertility clinics and emerging literature on epigenetic variation in IVF conception demonstrate how, under a genetic mode of attention, IVF clinics views “abnormality” as fated, unviable, and discardable. Exploring the possibility of answering the postgenomic questions to IVF reveals structural challenges to knowing long-term health implications. Incipient attempts within the fertility clinic at managing these questions shows various strategic techniques, such as leveraging epigenetics to marketable ends and shifts to individual responsibility. (shrink)

This article argues that there is no such phenomenon as a Fourth Industrial Revolution. It derives a framework for the analysis of any industrial revolution from a careful historical account of the archetypal First Industrial Revolution. The suggested criteria for any socioeconomic transformation to be considered an industrial revolution are that it must encompass a technological revolution; a transformation of the labour process; a fundamental change in workplace relations; new forms of community and social relationships; and global socio-economic transformations. These (...) transformations indeed characterise the Second and Third Industrial Revolutions. The aggregate of technical innovations in the latter is carefully examined, because this is a crucial part of determining whether we can meaningfully claim that a Fourth Industrial Revolution is underway. The article demonstrates that we cannot. (shrink)