Following Alvesson and Kärreman's influential essay on the modes and interpretation of organizational discourse, this article reports on a longitudinal study of naturally occurring interactions that took place before, during, and after a meeting between representatives of Médecins sans Frontières, a well-known humanitarian organization, and representatives of local health centers in a region of the Democratic Republic of Congo. This episode is used to exemplify the fruitfulness of adopting a view that incorporates two dimensions of discourse, that is, what Alvesson (...) and Kärreman identify as its transient and muscular nature. The longitudinal aspect of our study allows us to show what interactants accomplish in particular settings, while illustrating a crucial aspect of the trans-local dimension of their talk. As shown in this article, a given Discourse must be embodied, materialized or even incarnated in discourses, that is, tokens of text or talk, in order for it to be reproduced, sustained and transported from one point to another, that is, to become what Latour calls an immutable mobile. A given Discourse can thus maintain its shape across time and space only if a lot of interactive work is done to assure the stability of its associations in the ordinary day-to-day activity of the people who embody it. (shrink)

This book challenges the traditional idea that religions can be understood primarily as texts to be interpreted, decoded, or translated. In More Than Belief, Manuel A. Vásquez argues for a new way of studying religions, one that sees them as dynamic material and historical expressions of the practices of embodied individuals who are embedded in social fields and ecological networks. He sketches the outlines of this approach through a focus on body, practices, and space. In order to highlight the centrality (...) of these dimensions of religious experience and performance, Vásquez recovers materialist currents within religious studies that have been consistently ignored or denigrated. Drawing on state-of-the-art work in fields as diverse as anthropology, sociology, philosophy, critical theory, environmental studies, cognitive psychology, and the neurosciences, Vásquez offers a groundbreaking new way of looking at religion. (shrink)

In this article I argue that the traditional understanding of the humanity and divinity of Jesus (the hypostatic union) provides a basis for contemporary gender theory that current ecclesial critics overlook. Taking my point of departure from a recent suggestion by Adrian Thatcher, I engage the contemporary discussion about gender in Maximus the Confessor in order to highlight and focus on the Christological foundation of the latter's thought. I revisit Maximus's Ambiguum 41, the clearest account of gender in Maximus, showing (...) how recent scholars, such as Skliris, Brown Dewhurst, and Mitralexis, have used this to open the way for a reconsideration of gender distinctions. The question of the interpretation of logos and tropos is crucial here. I then analyse the conclusions of these scholars, charting a middle way between a perceived negation of gender in Maximus and a gender polarity. My argument is that when approached from the perspective of the person of Jesus, Maximus is closer to affirming the contemporary concept of gender fluidity than has sometimes been recognised. (shrink)

This study investigates university students’ approach to evaluate and solve ethical dilemmas and the rationale behind this approach. In evaluating ethical dilemmas, students form judgments and recognize what is right or wrong in a given dilemma. However, in solving ethical dilemmas, their decisions may be congruent or incongruent with the judgment, thereby creating a gap between judgment and intention in cases of incongruency. The research also examines the rationale or motivations for why students cheat and plagiarize, and the contribution of (...) personal and institutional characteristics as covariates. A scenario-based 2 × 2 between-subjects experimental design is applied to 221 U.S.-based university students. The findings reveal a gap between the judgment that evaluates an ethical dilemma and the intention to act to solve such ethical dilemma. The results also identify five factors reflecting 26 items explaining why students cheat and plagiarize. This study can help educators address the incongruency in a student’s approach to evaluate and solve ethical dilemmas and improve student’s ethical education and critical thinking. (shrink)

This book constructs a new scientific explanation of the causes of war. The author describes systematically those factors common to wars between equal states to see if there is a pattern that suggests why war occurs and delineates the typical path by which relatively equal states have become embroiled in wars with one another in the modern global system. The book differs from others in that it employs the large number of empirical findings generated in the past twenty-five years to (...) solve the puzzle of war and peace. (shrink)

Este trabajo plantea el estudio filológico de un memorial de servicios enviado por el licenciado Andrés de Poza al rey Felipe II, donde relata sus experiencias en Flandes como agente al servicio de la monarquía de los Habsburgo, desde 1574 a 1579, y en el que solicita como recompensa una plaza de asiento en las Indias. El análisis de los recursos utilizados para construir este texto narrativo ha permitido determinar a qué tradición discursiva pertenece: los relatos de vida militares. Además, (...) la descripción de las secuencias argumentales, teniendo en cuenta el grado de subjetividad y el tipo de focalización narrativa, ha facilitado la interpretación ideológica de las circunstancias que describe. Todo ello con el fin de evaluar la funcionalidad de un documento administrativo como testimonio veraz del contexto histórico en el que fue remitido. (shrink)

This book remedies the absence in the history of analytic philosophy of a detailed examination of G. E. Moore’s philosophical views as they developed between 1894 and 1902. This period saw the inauguration of analytic philosophy through the work of Moore and Bertrand Russell. Moore’s early views are examined in detail through unpublished archival material, including surviving letters, diaries, notes of lectures attended, papers for Cambridge societies, and drafts of early work, in order to revise the established view that the (...) origin of analytic philosophy at Cambridge was an abrupt split from F. H. Bradley’s Absolute Idealism. Traditional accounts of this period have highlighted the anti-psychologism of Frege’s logic but have not explored the impact of this movement more broadly. Anti-psychologism was a key feature of the work of Moore’s teachers on the nature of the mind and its objects, in their interpretation of Kant, and in ethics. Moore’s teachers G.F. Stout and James Ward were significant contributors to the late 19th century debates in mental science and the developing new science of psychology. Henry Sidgwick’s criticisms of Kant and Bradley and his leading work in ethics were key influences on Moore. Moore’s Trinity Fellowship Dissertations are essential historical evidence of the development of Moore's new theory of judgment, a theory whose defining role in the origins of analytic philosophy cannot be overstated. Moore’s study of Kant in his dissertations ultimately formed the groundwork for his Principia Ethica, which evolved from ideas that manifested in Moore’s earliest Apostles’ papers, developed through his dissertations, and were refined through his Elements of Ethics lectures. This monumental work of early twentieth century ethics is thus shown to be the culmination of Moore’s early philosophical development. (shrink)

The Revisions Task Force of the Ethics Committee of the American Psychological Association (APA) has proposed that prohibition of sexual intimacies with clients after termination of therapeutic relationships be made an explicit part of the new code. This decision was based on much careful deliberation and input from various individuals and groups. This article supports the proposed change and provides a rationale based on emerging theoretical positions and research findings regarding risks to clients, risks to professionals, and risks to the (...) various mental health professions. The revision would read, "Psychologists do not engage in sexual intimacies with current or former psychotherapy clients" (see "Ethical Principles Revised", 1990). (shrink)

The evaluation of study habits as determinant factors in academic performance is a concern for educational agents because they determine the academic opportunities of students. However, a problem encountered is the accessibility of valid and reliable instruments to evaluate study habits from the students' point of view. In this sense, this paper analyzes the internal structure, reliability, and rating of the study habits perception questionnaire. The results and the practical contribution to the educational community in guiding intervention to improve students' (...) academic opportunities are discussed. (shrink)

I argue that the familiar picture of the rise of analytic philosophy through the early work of G. E. Moore and Bertrand Russell is incomplete and to some degree erroneous. Archival evidence suggests that a considerable influence on Moore, especially evident in his 1899 paper ‘The nature of judgment,’ comes from the literature in nineteenth-century empirical psychology rather than nineteenth-century neo-Hegelianism, as is widely believed. I argue that the conceptual influences of Moore’s paper are more likely to have had their (...) source in the work of two of Moore’s teachers, G. F. Stout and James Ward. What may be called an anti-psychologism about psychology characterizes the work of these and other psychologists of the period. I argue that the anti-psychologism that is the main aim of Moore’s early theory of judgment is an adaptation of this notion, which is significantly dissimilar from the notion defended by Bradley, traditionally thought to have been a key influence on Moore.Keywords: G. E. Moore; Bertrand Russell; Propositions; Anti-psychologism; Early analytic philosophy; G. F. Stout. (shrink)

La nueva concepción de la Ley en la Constitución venezolana de 1999 The new conception of law in the 1999 Venezuelan Constitution González R., Javier La justicia, ¿Una virtud necesaria? The justice, A necessary virtue? Guarisma Mérida, Aidalíz Derechos humanos, interculturalidad y racionalidad de resistencia Human rights and rationality of resistance Herrera Flores, Joaquín El estado de apertura y la esencia del lenguaje The state of disclosure and the essence of language Hocevar, Drina El problema de la libertad The problem (...) of freedom Jáuregui, Ramón M. De la violencia a la retórica en la construcción de la civilidad From violence to rhetoric in civility construction Pino de Casanova, Malin ¿Historia universal o local? Una cuestión de especial trascendencia en el campo de la jurisprudencia Universal or local history? A matter of special transcendence in the field of jurisprudence Puy Muñoz, Francisco Contra la democracia Against democracy López Corredoira, Martín Un punto de vista práctico sobre el derecho A practical point of view about law Otero Parga, Milagros El derecho en Antígona ¿Natural o positivo? Law in Antigone. Natural or positive law? Parodi Remón, Carlos Por la democracia For democracy Suzzarini, Andrés La ciencia según Hegel Science according Hegel Vásquez, Eduardo Responsabilidad civil y responsabilidad moral. Hacia una responsabilidad civil más objetiva Civil responsibility and moral responsibility. Towards a more objective civil responsibility Vielma Mendoza, Yoleida Recensiones Finnis, John: El autor y su obra Reseñado por: Hoèevar, Mayda Aguayo, Enrique: Introducción al pensamiento jurídico-filosófico de Eduardo García Máynez Reseñado por: González R., Javier. (shrink)

Verbal confrontations between women in early 18th century Santiago brought women into the courtroom where juridical procedures concerning slander raised issues about feminine identity. A variety of factors shaped these identities, including most notably ethnicity. In contested social locations, women were often the object of interpersonal violence and juridical discourse. This article considers the varieties of women’s experiences and how these shaped their identities in a Spanish American city of the period. It also examines the discourses about miscegenation and how (...) they became embodied on the subjects engaged in acts of minor daily conflicts ; the words and judgments of others at times had dramatic consequences on individual lives. (shrink)

Children have creative, innovative minds. But not all innovations become cultural touchstones. I propose that innovations are more widely adopted when spearheaded by a high-status member of a social hierarchy. This works because people want to emulate high-status others (including some children), thus facilitating the mainstreaming of high-status people’s cultural innovations.

We revisit the implications of Haag’s theorem in the light of the renormalization group. There is still some lack of discussion in the literature about the possible impact of the theorem on the standard (as opposite of axiomatic) quantum field theory, and we try to shed light in this direction. Our discussion then deals with the interplay between Haag’s theorem and renormalization. While we clarify how perturbative renormalization (for the sub-class of interactions that are renormalizable) marginalizes its impact when the (...) coupling is formally small, we argue that a non-perturbative and non-ambiguous renormalization cannot be built if there is any reference to the interaction picture with free fields. In other words, Haag’s theorem should be regarded as a no-go theorem for the existence of a non-ambiguous analytic continuation from perturbative to non-perturbative QFT. (shrink)

We applied the moral dissonance reduction framework, used to explain the maintenance of a positive self-concept in dishonest behavior, to understand self-justification of prejudice. Participants identified ambiguously negative intergroup behaviors, then evaluated those behaviors when performed by others and themselves. As predicted by moral dissonance reduction, participants were less critical of their own behavior when considering others’ behaviors before their own. In a third study directly comparing prejudiced and dishonest behavior, participants’ responses showed the greatest self-justification in the initial question (...) about their behavior regardless of the content of the question, whereas subsequent questions showed more stability, consistent with the idea that participants adjusted their initial self-reports to avoid damage to their self-concepts. (shrink)

La participación - entendida como la influencia e intervención de la ciudadanía en asuntos públicos y en el sistema político- requiere de mayores capacidades de acción y posicionamiento. Por lo tanto, el estudio del poder al interior de la sociedad civil es un tema central, más aun entendiendo el contexto actual de movimientos sociales y fenómenos que establecen una nueva relación entre sociedad civil y Estado. De esta forma, el siguiente artículo indaga en distintas perspectivas teóricas estableciendo la “paradoja del (...) poder”, a través de la cual la organización y coordinación de la comunidad en asociaciones, provee mayores capacidades de acción y empoderamiento de la colectividad (mayor participación); a la vez que puede generar la elitización y concentración del poder en un grupo dirigencial que no represente la totalidad de los intereses de la comunidad (menor participación). (shrink)

In nineteenth-century New England, two dominant schools of theology—Unitarian-Transcendental and Calvinist-Evangelical—concerned themselves with the sweeping reforms then taking place in religion and education, but with different emphases on the place of the individual. Calvinists and Unitarians alike attempted to solve the paradox of individual and collective authority within the church and in society, but during this era a shift in discursive authority from the sermon to the mass-produced tract not only signaled an attempt to redefine the individual’s relationship to God (...) and society, but also paralleled similar shifts in nineteenth-century educational culture, as pedagogical innovation attempted to redefine the student-teacher relationship. This book explores the ways in which the interplay of religion and education fostered the concepts of self-culture and social refor, and shows how such interplay helped construct varying epistemologies, individualities, and discourse communities. Mark Vásquez traces the evolution of self-culture from a theological concept to an educational and literary one. Drawing on examples ranging from late-eighteenth-century epistolary novels and religious pamphlets to temperance texts, essays, and late-nineteenth-century sentimental novels, he shows how writers applied prevailing languages of power to promote the sweeping changes that churches and schools seemed incapable of carrying out by themselves. As a reformative force, the literary text encouraged activism among all its readers, but affected (and was affected by) women more profoundly than, and differently from, men. Vásquez examines the Unitarian-Transcendental tradition as represented in the works of William Ellery Channing, Ralph Waldo Emerson, Amos Bronson Alcott, and Margaret Fuller, and the Calvinist-Evangelical line of the Beechers. Despite philosophical and stylistic differences between the two schools, Vásquez shows that there was mutual influence in the evolving New England discourse of self-culture. By reconsidering changes in religious, educational, and literary cultures in terms of the construction of individual and community identity, he demonstrates that authority and reform arose as the most pervasive social concerns of that era. A final chapter considers Harriet Beecher Stowe and Louisa May Alcott as inheritors of these respective legacies, urging their female readers to temper self-culture with self-sacrifice and to move beyond the domestic sphere toward an epicene community. By making unsuspected connections between seemingly different authors and thinkers, VEasquez’s work links theological discourse, literary texts, and education theory in new and illuminating ways. Authority and Reform makes an important contribution to our understanding of the discourse of self-culture as it sheds new light on New England as representative of nineteenth-century American literature and culture. The Author: Mark G. Vásquez is senior lecturer in English at Western New England College in Springfield, Massachusetts, and also teaches American studies at Anna Maria College in Paxton, Massachusetts. (shrink)

La ponencia se propone explicar lo que entiende Hegel por ciencia. Según él, se trata de derivar del concepto, del pensamiento organizado como tal, todas las categorías de la realidad. En consecuencia, la dialéctica es fundamental para comprender cómo saca de sí mismo el concepto de dichas categorías. La experiencia es aquí el surgir de un nuevo objeto que sustituirá al anterior, aunque se conserve lo que tenía de verdadero el primero. La contradicción inmanente al concepto es lo que hace (...) surgir el nuevo objeto. Así, pues, ciencia está vinculada con experiencia y con contradicción. Es allí donde cobra todo su sentido el idealismo absoluto de Hegel y la coherencia de su sistema. (shrink)

A right to family privacy is considered a cornerstone of American life, and yet access to it is apportioned by race. Our notion of the “racialization of privacy” refers to the phenomenon that family privacy, including the freedom to create a family uninhibited by law, pressure, and custom, is delimited by race. Building upon racial formation theory, this article examines three examples: the Native American boarding school system (1870s to 1970s), eugenic laws and practices (early/mid 1900s), and contemporary deportation. Analysis (...) reveals that state-sponsored limitations on family privacy is a racial project that shapes the racial state. Performing an ideological genealogy with our cases, this article makes three contributions: it illustrates how the state leverages policies affecting families to define national belonging; it reveals how access to family privacy is patterned by race, ethnicity, gender, class, sexuality, and national origin; and it distills how Whiteness and a national racial hierarchy are socially constructed and maintained over time. With the racialization of privacy, we identify how the state seeks to reproduce institutionalized White supremacy and the effects this has on families. We argue that families are the linchpin in state-sponsored racial projects that construct the nation and that the racialization of privacy, as a form of inequality, is a defining characteristic of the color-line. (shrink)

Analytic Philosophy: An Interpretive History explores the ways interpretation shaped the analytic tradition, from Frege to Dummet. It offers readers 17 chapters, written especially for this volume by an international cast of leading scholars. Some chapters are devoted to large, thematic issues like the relationship between analytic philosophy and other philosophical traditions such as British Idealism and phenomenology, while other chapters are tied to more fine-grained topics or to individual philosophers, like Moore and Russell on philosophical method or the history (...) of interpretations of Wittgenstein’s _Tractatus_. Throughout, the focus is on interpretations that are crucial to the origin, development, and persistence of the analytic tradition. The result is a more fully formed and philosophically satisfying portrait of analytic philosophy. (shrink)

Moore began a study of Kant’s ethical philosophy in his 1897 and 1898 Trinity Fellowship Dissertations, which ultimately formed the groundwork for his monumental Principia Ethica (1903). Standard accounts do not situate Principia Ethica in its own historical context, however. In Chap. 4, Moore’s Trinity Fellowship Dissertations are given careful examination, casting new light on the origins of Moore’s theory of judgment, a theory whose defining role on the origins of analytic philosophy cannot be overstated. Moore’s Principia Ethica evolved from (...) ideas that were first manifested in Moore’s earliest Apostles’ papers, developed through his Trinity Fellowship dissertations, and refined through his Elements of Ethics lectures (1898–1899). This great work of early twentieth century ethics is thus shown to be the culmination of Moore’s early philosophical investigations. (shrink)

Moore and Russell’s philosophical and personal paths through the early years of the twentieth century make a fascinating chronicle. Some of this story is familiar; but material from the unpublished Moore papers adds new and forceful detail to the account. It is a commonplace by now that Russell and Moore were not friends, although they maintained a long professional association. Their most intellectually intimate phase came early on, reaching a peak in 1897–99. But I show that during this period Moore (...) developed an indisputable antagonism toward Russell, which I argue was motivated by a form of intellectual self-preservation from the Russellian juggernaut. This paper examines aspects of the development of their views and their relationship between 1894 and 1901. (shrink)

Externalistic theses about the nature of content appear to have untoward consequences for the role of content in folk pscyhological causal explanation. Given the predominance of Twin Earth formulations of externalism, however, the explanatory role problem is often construed as the problem of content's failure to supervene on intrinsic states of the head. In this paper I argue that this is misleading. The most general formulation of externalsim is shown to be independent of any supervenience claims. The result is that (...) all concepts can be shown to be both externalist in individuation and irrelevant in causal explanation, whether or not they fail to supervene on intrinsinc states. (shrink)

Contrary to appearances, semantic innocence can be claimed for a Fregean account of the semantics of expressions in indirect discourse. Given externalism about meaning, an expression that refers to its ordinary sense in an opaque context refers, ultimately, to its "references"; for, on this view, the reference of an expression directly determines its meaning. Externalism seems to have similar consequences for the truth-conditions of analytic sentences. If reference determines meaning, how can we distinguish a class of sentences as true in (...) virtue of meaning alone? The paper closes by hinting at an account of analyticity from an externalist perspective. (shrink)

This chapter is an account of how the intellectual atmosphere at Cambridge was shaped in the nineteenth century. There was a robust presence of what was then known as mental science in philosophical study at Cambridge, a line of influence in this story that has received limited attention. The focus is on debates concerning psychologism and anti-psychologism in the study of philosophy and psychology on the continent and at Cambridge, before and during Moore’s student days. Hermann Lotze and Franz Brentano (...) were greatly influential on Moore’s teachers G. F. Stout and James Ward, who also engaged with F. H. Bradley at Oxford in lively disputes in the nature of logic, metaphysics, and psychology. These influences are examined in order to set the stage for the discussion and analysis of Moore’s undergraduate work (1894–1896) and his post-graduate philosophical achievements (1897–1899). (shrink)

El emergente paradigma educativo del aprendizaje ubicuo está dando lugar a nuevos entornos virtuales de aprendizaje. El objetivo de este estudio es contribuir a esta transformación en los procesos de aprendizaje para avanzar en el dominio del inglés, con un diseño didáctico innovador inspirado en el concepto de ‘entorno personal de aprendizaje’, con el uso de vídeos de YouTube. Los resultados demuestran el potencial pedagógico de los PLE, su eficacia no sólo a nivel cognitivo sino también como experiencia emocional. Este (...) diseño también se ha mostrado de utilidad para promover la autonomía y la motivación intrínseca del estudiante. (shrink)

I argue that Alisa Carse's call for antipornography legislation sets a potentially dangerous legal move that could threaten to shut off the dialogue women need to redefine the meanings and terms of our sexualities. I also argue that the terms of legitimacy need to be re-examined outside a legal system that systematically fails to protect the rights of sexual minorities.

Este ensayo apunta a una reorientación crítica del proyecto de democracia radical de Mouffe, basada en un análisis de las limitaciones de su aproximación al potencial político de los afectos. Para ello, propongo una recuperación material de las formas de identificación político-social –que en el marco discursivo de Mouffe no se integra adecuadamente–, sobre la base de una comprensión transferencial (Dean) y participativa de los partidos. Lo que defiendo es una rehabilitación social-republicana de la práctica ciudadana, regulada por las virtudes (...) sociales necesarias para la mantención y refuerzo del compromiso democrático, frente a las amenazas de desafección, polarización y manipulación populista. (shrink)

Introduction: This study explores how learning experiences at public universities impact the development of critical thinking in early education students in 2023. Objective: To determine the influence of learning experiences on the critical thinking of early education students, identifying effective didactic strategies for its promotion. Methodology: Utilizing a quantitative approach, data were collected from 247 early education students across various public universities in Peru through structured surveys. These surveys were designed to measure students' perceptions of their learning experiences and their (...) impact on critical thinking, including items related to communicative, reflective, and problem-solving competencies. The instruments' validation was ensured through reliability and validity analysis, and data were statistically analyzed using SPSS V.25 software to examine the relationships between variables. Results: The findings indicated a positive and significant correlation between carefully designed learning experiences and the enhancement of students' critical thinking. This link underscores the critical value of adopting didactic strategies focused on fostering critical thinking, showing that when students are immersed in learning environments that challenge their abilities and promote reflection, their capacity to analyze, synthesize, and evaluate information significantly improves. Conclusions: The findings highlight the necessity for universities to continuously implement and adapt their pedagogical methods to foster meaningful and critical learning. This research contributes to understanding how educational experiences can be designed to enhance critical thinking, providing a foundation for future curricular and pedagogical developments in higher education. (shrink)

This brief text assists students in understanding Fodor's philosophy and thinking so they can more fully engage in useful, intelligent class dialogue and improve their understanding of course content. Part of the Wadsworth Notes Series, (which will eventually consist of approximately 100 titles, each focusing on a single "thinker" from ancient times to the present), ON FODOR is written by a philosopher deeply versed in the philosophy of this key thinker. Like other books in the series, this concise book offers (...) sufficient insight into the thinking of a notable philosopher, better enabling students to engage in reading and to discuss the material in class and on paper. (shrink)

Moore’s early philosophical development can be traced to the developing mental science of the day and its impact on the study of the moral sciences at Cambridge. But this also intersected with the development of the ethical views that are more traditionally associated with Moore. Chapters 1 and 2 argue that philosophy (moral science) at Cambridge in Moore’s day was a blend of logic, psychology, metaphysics, and ethics, which must be understood in a host of expressly nineteenth century ways. Thus, (...) Moore’s introduction to philosophy at Cambridge cannot be characterised as stemming uniquely from the influence of Bradleyan Absolute Idealism. Chapter 3 makes the case that the anti-psychologistic perspective that played such a large role in the study of philosophy at Cambridge was no less featured—and no less influential on Moore—in the ethical views of his teacher Henry Sidgwick. This chapter examines not only Sidgwick’s views on Kant and on the nature of ethics, but also the evidence for Sidgwick’s influence via Moore’s lecture notes, essays, and other surviving material. (shrink)