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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Episteme</h1><div class="u-tcGrayDark">1,321 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Episteme</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Episteme">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Episteme/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Episteme/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Episteme/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Episteme">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_81472681" data-work_id="81472681" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/81472681/The_Episteme_and_the_Historical_A_Priori_On_Foucaults_Archaeological_Method">The Episteme and the Historical A Priori: On Foucault's Archaeological Method</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Interpreters of Michel Foucault's 1966 Les mots et les choses have often conflated the terms 'episteme' and 'historical a priori'. This article suggests that the two terms are entirely separate: while 'episteme' refers to the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_81472681" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Interpreters of Michel Foucault's 1966 Les mots et les choses have often conflated the terms 'episteme' and 'historical a priori'. This article suggests that the two terms are entirely separate: while 'episteme' refers to the configuration of thought in a given historical period, 'historical a priori' refers to the conditions of unity for a certain field of science within a given period. In his use of the term 'historical a priori', Foucault is thus much closer to Husserl than has hitherto been appreciated. Keeping the two terms separated also sheds new light on the archaeological method that Foucault uses, showing that there is a procedure to get from an archive of texts to the reconstruction of an episteme.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/81472681" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="10be19dca7ceb3932a813d10eaf6d50f" rel="nofollow" data-download="{"attachment_id":87504224,"asset_id":81472681,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/87504224/download_file?st=MTczOTgzNDc5NSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="12258735" href="https://chicago.academia.edu/RikPeters">Rik Peters</a><script data-card-contents-for-user="12258735" type="text/json">{"id":12258735,"first_name":"Rik","last_name":"Peters","domain_name":"chicago","page_name":"RikPeters","display_name":"Rik Peters","profile_url":"https://chicago.academia.edu/RikPeters?f_ri=449398","photo":"https://0.academia-photos.com/12258735/3518344/4131287/s65_rik.peters.jpg"}</script></span></span></li><li class="js-paper-rank-work_81472681 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="81472681"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 81472681, container: ".js-paper-rank-work_81472681", }); });</script></li><li class="js-percentile-work_81472681 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81472681; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_81472681"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_81472681 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="81472681"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81472681; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81472681]").text(description); $(".js-view-count-work_81472681").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_81472681").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="81472681"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="135" rel="nofollow" href="https://www.academia.edu/Documents/in/Intellectual_History">Intellectual History</a>, <script data-card-contents-for-ri="135" type="text/json">{"id":135,"name":"Intellectual History","url":"https://www.academia.edu/Documents/in/Intellectual_History?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8436" rel="nofollow" href="https://www.academia.edu/Documents/in/Edmund_Husserl">Edmund Husserl</a>, <script data-card-contents-for-ri="8436" type="text/json">{"id":8436,"name":"Edmund Husserl","url":"https://www.academia.edu/Documents/in/Edmund_Husserl?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11927" rel="nofollow" href="https://www.academia.edu/Documents/in/Michel_Foucault">Michel Foucault</a>, <script data-card-contents-for-ri="11927" type="text/json">{"id":11927,"name":"Michel Foucault","url":"https://www.academia.edu/Documents/in/Michel_Foucault?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="18474" rel="nofollow" href="https://www.academia.edu/Documents/in/Jean_Cavailles">Jean Cavaillès</a><script data-card-contents-for-ri="18474" type="text/json">{"id":18474,"name":"Jean Cavaillès","url":"https://www.academia.edu/Documents/in/Jean_Cavailles?f_ri=449398","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=81472681]'), work: {"id":81472681,"title":"The Episteme and the Historical A Priori: On Foucault's Archaeological Method","created_at":"2022-06-14T06:53:38.831-07:00","url":"https://www.academia.edu/81472681/The_Episteme_and_the_Historical_A_Priori_On_Foucaults_Archaeological_Method?f_ri=449398","dom_id":"work_81472681","summary":"Interpreters of Michel Foucault's 1966 Les mots et les choses have often conflated the terms 'episteme' and 'historical a priori'. This article suggests that the two terms are entirely separate: while 'episteme' refers to the configuration of thought in a given historical period, 'historical a priori' refers to the conditions of unity for a certain field of science within a given period. In his use of the term 'historical a priori', Foucault is thus much closer to Husserl than has hitherto been appreciated. Keeping the two terms separated also sheds new light on the archaeological method that Foucault uses, showing that there is a procedure to get from an archive of texts to the reconstruction of an episteme.","downloadable_attachments":[{"id":87504224,"asset_id":81472681,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":12258735,"first_name":"Rik","last_name":"Peters","domain_name":"chicago","page_name":"RikPeters","display_name":"Rik Peters","profile_url":"https://chicago.academia.edu/RikPeters?f_ri=449398","photo":"https://0.academia-photos.com/12258735/3518344/4131287/s65_rik.peters.jpg"}],"research_interests":[{"id":135,"name":"Intellectual History","url":"https://www.academia.edu/Documents/in/Intellectual_History?f_ri=449398","nofollow":true},{"id":8436,"name":"Edmund Husserl","url":"https://www.academia.edu/Documents/in/Edmund_Husserl?f_ri=449398","nofollow":true},{"id":11927,"name":"Michel Foucault","url":"https://www.academia.edu/Documents/in/Michel_Foucault?f_ri=449398","nofollow":true},{"id":18474,"name":"Jean Cavaillès","url":"https://www.academia.edu/Documents/in/Jean_Cavailles?f_ri=449398","nofollow":true},{"id":23482,"name":"Thomas S. Kuhn","url":"https://www.academia.edu/Documents/in/Thomas_S._Kuhn?f_ri=449398"},{"id":140207,"name":"Les mots et les choses","url":"https://www.academia.edu/Documents/in/Les_mots_et_les_choses?f_ri=449398"},{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398"},{"id":608720,"name":"Historical a priori","url":"https://www.academia.edu/Documents/in/Historical_a_priori?f_ri=449398"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_80465936" data-work_id="80465936" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/80465936/Trustworthiness_and_Truth_The_Epistemic_Pitfalls_of_Internet_Accountability">Trustworthiness and Truth: The Epistemic Pitfalls of Internet Accountability</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Since anonymous agents can spread misinformation with impunity, many people advocate for greater accountability for internet speech. This paper provides a veritistic argument that accountability mechanisms can cause significant epistemic... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_80465936" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Since anonymous agents can spread misinformation with impunity, many people advocate for greater accountability for internet speech. This paper provides a veritistic argument that accountability mechanisms can cause significant epistemic problems for internet encyclopedias and social media communities. I show that accountability mechanisms can undermine both the dissemination of true beliefs and the detection of error. Drawing on social psychology and behavioral economics, I suggest alternative mechanisms for increasing the trustworthiness of internet communication.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/80465936" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="76c510b8eb4837d3bbb3065657cabb74" rel="nofollow" data-download="{"attachment_id":86838149,"asset_id":80465936,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/86838149/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="59481" href="https://hws.academia.edu/karenfrostarnold">karen frost-arnold</a><script data-card-contents-for-user="59481" type="text/json">{"id":59481,"first_name":"karen","last_name":"frost-arnold","domain_name":"hws","page_name":"karenfrostarnold","display_name":"karen frost-arnold","profile_url":"https://hws.academia.edu/karenfrostarnold?f_ri=449398","photo":"https://0.academia-photos.com/59481/2440146/2837027/s65_karen.frost-arnold.jpg"}</script></span></span></li><li class="js-paper-rank-work_80465936 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="80465936"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 80465936, container: ".js-paper-rank-work_80465936", }); 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$(".js-view-count[data-work-id=80465936]").text(description); $(".js-view-count-work_80465936").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_80465936").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="80465936"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="184" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociology">Sociology</a>, <script data-card-contents-for-ri="184" type="text/json">{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="803" rel="nofollow" href="https://www.academia.edu/Documents/in/Philosophy">Philosophy</a>, <script data-card-contents-for-ri="803" type="text/json">{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3043" rel="nofollow" href="https://www.academia.edu/Documents/in/Trust">Trust</a><script data-card-contents-for-ri="3043" type="text/json">{"id":3043,"name":"Trust","url":"https://www.academia.edu/Documents/in/Trust?f_ri=449398","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=80465936]'), work: {"id":80465936,"title":"Trustworthiness and Truth: The Epistemic Pitfalls of Internet Accountability","created_at":"2022-06-01T09:00:03.634-07:00","url":"https://www.academia.edu/80465936/Trustworthiness_and_Truth_The_Epistemic_Pitfalls_of_Internet_Accountability?f_ri=449398","dom_id":"work_80465936","summary":"Since anonymous agents can spread misinformation with impunity, many people advocate for greater accountability for internet speech. This paper provides a veritistic argument that accountability mechanisms can cause significant epistemic problems for internet encyclopedias and social media communities. I show that accountability mechanisms can undermine both the dissemination of true beliefs and the detection of error. Drawing on social psychology and behavioral economics, I suggest alternative mechanisms for increasing the trustworthiness of internet communication.","downloadable_attachments":[{"id":86838149,"asset_id":80465936,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":59481,"first_name":"karen","last_name":"frost-arnold","domain_name":"hws","page_name":"karenfrostarnold","display_name":"karen frost-arnold","profile_url":"https://hws.academia.edu/karenfrostarnold?f_ri=449398","photo":"https://0.academia-photos.com/59481/2440146/2837027/s65_karen.frost-arnold.jpg"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=449398","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=449398","nofollow":true},{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=449398","nofollow":true},{"id":3043,"name":"Trust","url":"https://www.academia.edu/Documents/in/Trust?f_ri=449398","nofollow":true},{"id":3885,"name":"Accountability","url":"https://www.academia.edu/Documents/in/Accountability?f_ri=449398"},{"id":4005,"name":"Feminist Epistemology","url":"https://www.academia.edu/Documents/in/Feminist_Epistemology?f_ri=449398"},{"id":9246,"name":"Social Media","url":"https://www.academia.edu/Documents/in/Social_Media?f_ri=449398"},{"id":13833,"name":"Social Epistemology","url":"https://www.academia.edu/Documents/in/Social_Epistemology?f_ri=449398"},{"id":17743,"name":"Anonymity","url":"https://www.academia.edu/Documents/in/Anonymity?f_ri=449398"},{"id":35049,"name":"Wikipedia Studies","url":"https://www.academia.edu/Documents/in/Wikipedia_Studies?f_ri=449398"},{"id":122623,"name":"Wikipedia","url":"https://www.academia.edu/Documents/in/Wikipedia?f_ri=449398"},{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398"},{"id":489896,"name":"Trustworthiness","url":"https://www.academia.edu/Documents/in/Trustworthiness?f_ri=449398"},{"id":729448,"name":"Internet Ethics","url":"https://www.academia.edu/Documents/in/Internet_Ethics?f_ri=449398"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_24611433" data-work_id="24611433" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/24611433/Students_reflections_on_industry_placement_comparing_four_undergraduate_work_integrated_learning_streams">Students’ reflections on industry placement: comparing four undergraduate work integrated learning streams</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper compares four work-integrated learning (WIL) streams embedded in a professional Development course for tourism, hospitality and event management students. Leximancer was used to analyze key themes emerging from reflective... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_24611433" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper compares four work-integrated learning (WIL) streams embedded in a professional Development course for tourism, hospitality and event management students. Leximancer was used to analyze key themes emerging from reflective portfolios completed by the 137 students in the course. Results highlight that student learning outcomes and experiences differed depending on the WIL stream chosen. Aristotle's notions of episteme, techne and phronesis are used as a broad framework for situating the key themes that emerge from students' reflections.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/24611433" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="bfb4655a494697d40747b78b317d673e" rel="nofollow" data-download="{"attachment_id":44941874,"asset_id":24611433,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44941874/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3240180" href="https://uq.academia.edu/PierreBenckendorff">Pierre Benckendorff</a><script data-card-contents-for-user="3240180" type="text/json">{"id":3240180,"first_name":"Pierre","last_name":"Benckendorff","domain_name":"uq","page_name":"PierreBenckendorff","display_name":"Pierre Benckendorff","profile_url":"https://uq.academia.edu/PierreBenckendorff?f_ri=449398","photo":"https://0.academia-photos.com/3240180/1068733/3752609/s65_pierre.benckendorff.jpg"}</script></span></span></li><li class="js-paper-rank-work_24611433 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="24611433"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 24611433, container: ".js-paper-rank-work_24611433", }); 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$(".js-view-count[data-work-id=24611433]").text(description); $(".js-view-count-work_24611433").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_24611433").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="24611433"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="29169" rel="nofollow" href="https://www.academia.edu/Documents/in/Reflection">Reflection</a>, <script data-card-contents-for-ri="29169" type="text/json">{"id":29169,"name":"Reflection","url":"https://www.academia.edu/Documents/in/Reflection?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="43883" rel="nofollow" href="https://www.academia.edu/Documents/in/Tourism">Tourism</a>, <script data-card-contents-for-ri="43883" type="text/json">{"id":43883,"name":"Tourism","url":"https://www.academia.edu/Documents/in/Tourism?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="449398" rel="nofollow" href="https://www.academia.edu/Documents/in/Episteme">Episteme</a>, <script data-card-contents-for-ri="449398" type="text/json">{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="529848" rel="nofollow" href="https://www.academia.edu/Documents/in/Placement">Placement</a><script data-card-contents-for-ri="529848" type="text/json">{"id":529848,"name":"Placement","url":"https://www.academia.edu/Documents/in/Placement?f_ri=449398","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=24611433]'), work: {"id":24611433,"title":"Students’ reflections on industry placement: comparing four undergraduate work integrated learning streams","created_at":"2016-04-20T23:28:34.235-07:00","url":"https://www.academia.edu/24611433/Students_reflections_on_industry_placement_comparing_four_undergraduate_work_integrated_learning_streams?f_ri=449398","dom_id":"work_24611433","summary":"This paper compares four work-integrated learning (WIL) streams embedded in a professional Development course for tourism, hospitality and event management students. Leximancer was used to analyze key themes emerging from reflective portfolios completed by the 137 students in the course. Results highlight that student learning outcomes and experiences differed depending on the WIL stream chosen. 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If a painting is fundamentally intentional in the sense that... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_48827994" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The subject of a study is a general issue of the relationship between the image and its referent, respectively between referent of the image, the image itself and its recipient. If a painting is fundamentally intentional in the sense that its referent display depends on the agent of this painting and his beliefs, and if a photograph is principally causal in the sense that the intentions of the agent are projected into the relationship between the referent and the image only at the technological level, these are two types of images, assuming a different way of perception and interpretation. Is it so? And is it so necessarily? The example of an icon as borderline type of image shows that a photograph has at least the potential to achieve similar level of psychological illusion of a painting. If so, it is perhaps reasonable to assume that the photographic image is able to attain the fictional effect comparable to the effect of a painting. The study aims to further explore this assumption with regard to the epistemological framework.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/48827994" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="329a4b124ab029b352cfb2b21428d5e1" rel="nofollow" data-download="{"attachment_id":67250035,"asset_id":48827994,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/67250035/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5782852" href="https://muo-cz.academia.edu/BarboraKundra%C4%8D%C3%ADkov%C3%A1">Barbora Kundračíková</a><script data-card-contents-for-user="5782852" type="text/json">{"id":5782852,"first_name":"Barbora","last_name":"Kundračíková","domain_name":"muo-cz","page_name":"BarboraKundračíková","display_name":"Barbora Kundračíková","profile_url":"https://muo-cz.academia.edu/BarboraKundra%C4%8D%C3%ADkov%C3%A1?f_ri=449398","photo":"https://0.academia-photos.com/5782852/3046537/33992142/s65_barbora.kundra_kov_.jpg"}</script></span></span></li><li class="js-paper-rank-work_48827994 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="48827994"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 48827994, container: ".js-paper-rank-work_48827994", }); 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$(".js-view-count[data-work-id=48827994]").text(description); $(".js-view-count-work_48827994").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_48827994").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="48827994"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="449398" rel="nofollow" href="https://www.academia.edu/Documents/in/Episteme">Episteme</a><script data-card-contents-for-ri="449398" type="text/json">{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=48827994]'), work: {"id":48827994,"title":"Epistémé v přímém zobrazení: intencionalita, kauzalita, reference","created_at":"2021-05-07T07:15:40.392-07:00","url":"https://www.academia.edu/48827994/Epist%C3%A9m%C3%A9_v_p%C5%99%C3%ADm%C3%A9m_zobrazen%C3%AD_intencionalita_kauzalita_reference?f_ri=449398","dom_id":"work_48827994","summary":"The subject of a study is a general issue of the relationship between the image and its referent, respectively between referent of the image, the image itself and its recipient. If a painting is fundamentally intentional in the sense that its referent display depends on the agent of this painting and his beliefs, and if a photograph is principally causal in the sense that the intentions of the agent are projected into the relationship between the referent and the image only at the technological level, these are two types of images, assuming a different way of perception and interpretation. Is it so? And is it so necessarily? The example of an icon as borderline type of image shows that a photograph has at least the potential to achieve similar level of psychological illusion of a painting. If so, it is perhaps reasonable to assume that the photographic image is able to attain the fictional effect comparable to the effect of a painting. The study aims to further explore this assumption with regard to the epistemological framework.","downloadable_attachments":[{"id":67250035,"asset_id":48827994,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5782852,"first_name":"Barbora","last_name":"Kundračíková","domain_name":"muo-cz","page_name":"BarboraKundračíková","display_name":"Barbora Kundračíková","profile_url":"https://muo-cz.academia.edu/BarboraKundra%C4%8D%C3%ADkov%C3%A1?f_ri=449398","photo":"https://0.academia-photos.com/5782852/3046537/33992142/s65_barbora.kundra_kov_.jpg"}],"research_interests":[{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_6145948" data-work_id="6145948" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/6145948/ABSTRACT_MASTER_CNSMDL_Les_Le%C3%A7ons_de_musique_au_Coll%C3%A8ge_de_France_le_concept_d_analyse_et_ses_rapports_%C3%A0_la_cr%C3%A9ation_dans_la_pens%C3%A9e_et_l_%C5%93uvre_de_Pierre_Boulez_">ABSTRACT MASTER CNSMDL "Les Leçons de musique au Collège de France : le concept d’analyse et ses rapports à la création dans la pensée et l’œuvre de Pierre Boulez"</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/6145948" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3a49aaba0082aa5fe8a54b1c3dd18430" rel="nofollow" data-download="{"attachment_id":33040075,"asset_id":6145948,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/33040075/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3419005" href="https://cnsmd-lyon.academia.edu/DUBIENKOThomas">DUBIENKO Thomas</a><script data-card-contents-for-user="3419005" type="text/json">{"id":3419005,"first_name":"DUBIENKO","last_name":"Thomas","domain_name":"cnsmd-lyon","page_name":"DUBIENKOThomas","display_name":"DUBIENKO Thomas","profile_url":"https://cnsmd-lyon.academia.edu/DUBIENKOThomas?f_ri=449398","photo":"https://0.academia-photos.com/3419005/2985351/10895144/s65_dubienko.thomas.jpg"}</script></span></span></li><li class="js-paper-rank-work_6145948 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="6145948"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 6145948, container: ".js-paper-rank-work_6145948", }); 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$(".js-view-count[data-work-id=6145948]").text(description); $(".js-view-count-work_6145948").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_6145948").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="6145948"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="53132" rel="nofollow" href="https://www.academia.edu/Documents/in/Analysis">Analysis</a>, <script data-card-contents-for-ri="53132" type="text/json">{"id":53132,"name":"Analysis","url":"https://www.academia.edu/Documents/in/Analysis?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="340233" rel="nofollow" href="https://www.academia.edu/Documents/in/Pierre_Boulez">Pierre Boulez</a>, <script data-card-contents-for-ri="340233" type="text/json">{"id":340233,"name":"Pierre Boulez","url":"https://www.academia.edu/Documents/in/Pierre_Boulez?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="449398" rel="nofollow" href="https://www.academia.edu/Documents/in/Episteme">Episteme</a>, <script data-card-contents-for-ri="449398" type="text/json">{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="971665" rel="nofollow" href="https://www.academia.edu/Documents/in/Music_of_the_XIXth_XXth_Century">Music of the XIXth XXth Century</a><script data-card-contents-for-ri="971665" type="text/json">{"id":971665,"name":"Music of the XIXth XXth Century","url":"https://www.academia.edu/Documents/in/Music_of_the_XIXth_XXth_Century?f_ri=449398","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=6145948]'), work: {"id":6145948,"title":"ABSTRACT MASTER CNSMDL \"Les Leçons de musique au Collège de France : le concept d’analyse et ses rapports à la création dans la pensée et l’œuvre de Pierre Boulez\"","created_at":"2014-02-20T03:06:52.500-08:00","url":"https://www.academia.edu/6145948/ABSTRACT_MASTER_CNSMDL_Les_Le%C3%A7ons_de_musique_au_Coll%C3%A8ge_de_France_le_concept_d_analyse_et_ses_rapports_%C3%A0_la_cr%C3%A9ation_dans_la_pens%C3%A9e_et_l_%C5%93uvre_de_Pierre_Boulez_?f_ri=449398","dom_id":"work_6145948","summary":null,"downloadable_attachments":[{"id":33040075,"asset_id":6145948,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3419005,"first_name":"DUBIENKO","last_name":"Thomas","domain_name":"cnsmd-lyon","page_name":"DUBIENKOThomas","display_name":"DUBIENKO Thomas","profile_url":"https://cnsmd-lyon.academia.edu/DUBIENKOThomas?f_ri=449398","photo":"https://0.academia-photos.com/3419005/2985351/10895144/s65_dubienko.thomas.jpg"}],"research_interests":[{"id":53132,"name":"Analysis","url":"https://www.academia.edu/Documents/in/Analysis?f_ri=449398","nofollow":true},{"id":340233,"name":"Pierre Boulez","url":"https://www.academia.edu/Documents/in/Pierre_Boulez?f_ri=449398","nofollow":true},{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398","nofollow":true},{"id":971665,"name":"Music of the XIXth XXth Century","url":"https://www.academia.edu/Documents/in/Music_of_the_XIXth_XXth_Century?f_ri=449398","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_45178389" data-work_id="45178389" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/45178389/Indu%C3%A7%C3%A3o_e_ci%C3%AAncia_em_Arist%C3%B3teles_Induction_and_Science_in_Aristotle_2015_">Indução e ciência em Aristóteles [Induction and Science in Aristotle] (2015)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Esta é minha tese de doutorado, defendida em 2016 na USP. This is my PhD thesis, held in 2016 at Universidade de São Paulo (USP). RESUMO. A ciência (episteme) é entendida por Aristóteles como um conhecimento demonstrativo, isto é, um... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_45178389" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Esta é minha tese de doutorado, defendida em 2016 na USP.<br />This is my PhD thesis, held in 2016 at Universidade de São Paulo (USP).<br /><br />RESUMO. A ciência (episteme) é entendida por Aristóteles como um conhecimento demonstrativo, isto é, um tipo de saber que pode ser expresso por um discurso (logos) dedutivo fundado em premissas necessárias. No entanto, a demonstrabilidade que caracteriza a ciência não se atribui a seus princípios. Segundo Aristóteles, seria impossível demonstrar absolutamente tudo, pois assim se cairia em uma demonstração infinita e, portanto, tampouco haveria demonstração. Os primeiros princípios das ciências são apreendidos pela inteligência (nous), a partir de resultados alcançados por indução (epagoge), que é a passagem de particulares a universais. Começando por uma análise dos aspectos formais da ciência, esta tese investiga os diversos sentidos e traços dos processos indutivos, procurando mostrar como eles e outros instrumentos do pensamento podem propiciar conhecimentos seguros que garantam a necessidade do conhecimento científico e de suas demonstrações.<br /><br />ABSTRACT. Science (episteme) is understood by Aristotle as a demonstrative knowledge, i.e. a kind of knowledge that can be expressed by a deductive discourse (logos) based on necessary premisses. However, the demonstrability that characterizes science does not apply to its principles. According to Aristotle, it would be impossible to demonstrate everything, since thus we would fall into an infinite demonstration and, therefore, there would be no demonstration at all. First principles of science are grasped by intelligence (nous), based upon the results achieved by induction (epagoge), which is the proceeding from particulars up to universals. Starting with an analysis of the formal aspects of science, this thesis investigates the various senses and aspects of inductive processes, trying to show how they and other instruments of thought can provide a safe knowledge that ensures the necessity of scientific knowledge and its demonstrations.<br /><br /><br />Também disponível em / Also available at: <a href="http://bit.ly/TrosterICA" rel="nofollow">http://bit.ly/TrosterICA</a></div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/45178389" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="67a3f8904055f00612b0bef5d4235f6c" rel="nofollow" data-download="{"attachment_id":65763391,"asset_id":45178389,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65763391/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2047857" href="https://unb.academia.edu/Tom%C3%A1sTroster">Tomás Troster</a><script data-card-contents-for-user="2047857" type="text/json">{"id":2047857,"first_name":"Tomás","last_name":"Troster","domain_name":"unb","page_name":"TomásTroster","display_name":"Tomás Troster","profile_url":"https://unb.academia.edu/Tom%C3%A1sTroster?f_ri=449398","photo":"https://0.academia-photos.com/2047857/672694/35104134/s65_tom_s.troster.jpg"}</script></span></span></li><li class="js-paper-rank-work_45178389 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="45178389"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 45178389, container: ".js-paper-rank-work_45178389", }); 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$(".js-view-count[data-work-id=45178389]").text(description); $(".js-view-count-work_45178389").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_45178389").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="45178389"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2019" rel="nofollow" href="https://www.academia.edu/Documents/in/Aristotle">Aristotle</a>, <script data-card-contents-for-ri="2019" type="text/json">{"id":2019,"name":"Aristotle","url":"https://www.academia.edu/Documents/in/Aristotle?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="85531" rel="nofollow" href="https://www.academia.edu/Documents/in/Arist%C3%B3teles">Aristóteles</a>, <script data-card-contents-for-ri="85531" type="text/json">{"id":85531,"name":"Aristóteles","url":"https://www.academia.edu/Documents/in/Arist%C3%B3teles?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="89806" rel="nofollow" href="https://www.academia.edu/Documents/in/Induction">Induction</a>, <script data-card-contents-for-ri="89806" type="text/json">{"id":89806,"name":"Induction","url":"https://www.academia.edu/Documents/in/Induction?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="449398" rel="nofollow" href="https://www.academia.edu/Documents/in/Episteme">Episteme</a><script data-card-contents-for-ri="449398" type="text/json">{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=45178389]'), work: {"id":45178389,"title":"Indução e ciência em Aristóteles [Induction and Science in Aristotle] (2015)","created_at":"2021-02-23T15:42:02.527-08:00","url":"https://www.academia.edu/45178389/Indu%C3%A7%C3%A3o_e_ci%C3%AAncia_em_Arist%C3%B3teles_Induction_and_Science_in_Aristotle_2015_?f_ri=449398","dom_id":"work_45178389","summary":"Esta é minha tese de doutorado, defendida em 2016 na USP.\nThis is my PhD thesis, held in 2016 at Universidade de São Paulo (USP).\n\nRESUMO. A ciência (episteme) é entendida por Aristóteles como um conhecimento demonstrativo, isto é, um tipo de saber que pode ser expresso por um discurso (logos) dedutivo fundado em premissas necessárias. No entanto, a demonstrabilidade que caracteriza a ciência não se atribui a seus princípios. Segundo Aristóteles, seria impossível demonstrar absolutamente tudo, pois assim se cairia em uma demonstração infinita e, portanto, tampouco haveria demonstração. Os primeiros princípios das ciências são apreendidos pela inteligência (nous), a partir de resultados alcançados por indução (epagoge), que é a passagem de particulares a universais. Começando por uma análise dos aspectos formais da ciência, esta tese investiga os diversos sentidos e traços dos processos indutivos, procurando mostrar como eles e outros instrumentos do pensamento podem propiciar conhecimentos seguros que garantam a necessidade do conhecimento científico e de suas demonstrações.\n\nABSTRACT. Science (episteme) is understood by Aristotle as a demonstrative knowledge, i.e. a kind of knowledge that can be expressed by a deductive discourse (logos) based on necessary premisses. However, the demonstrability that characterizes science does not apply to its principles. According to Aristotle, it would be impossible to demonstrate everything, since thus we would fall into an infinite demonstration and, therefore, there would be no demonstration at all. First principles of science are grasped by intelligence (nous), based upon the results achieved by induction (epagoge), which is the proceeding from particulars up to universals. Starting with an analysis of the formal aspects of science, this thesis investigates the various senses and aspects of inductive processes, trying to show how they and other instruments of thought can provide a safe knowledge that ensures the necessity of scientific knowledge and its demonstrations.\n\n\nTambém disponível em / Also available at: http://bit.ly/TrosterICA","downloadable_attachments":[{"id":65763391,"asset_id":45178389,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2047857,"first_name":"Tomás","last_name":"Troster","domain_name":"unb","page_name":"TomásTroster","display_name":"Tomás Troster","profile_url":"https://unb.academia.edu/Tom%C3%A1sTroster?f_ri=449398","photo":"https://0.academia-photos.com/2047857/672694/35104134/s65_tom_s.troster.jpg"}],"research_interests":[{"id":2019,"name":"Aristotle","url":"https://www.academia.edu/Documents/in/Aristotle?f_ri=449398","nofollow":true},{"id":85531,"name":"Aristóteles","url":"https://www.academia.edu/Documents/in/Arist%C3%B3teles?f_ri=449398","nofollow":true},{"id":89806,"name":"Induction","url":"https://www.academia.edu/Documents/in/Induction?f_ri=449398","nofollow":true},{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398","nofollow":true},{"id":1031107,"name":"Princípios","url":"https://www.academia.edu/Documents/in/Princ%C3%ADpios?f_ri=449398"},{"id":3273769,"name":"Indução","url":"https://www.academia.edu/Documents/in/Indu%C3%A7%C3%A3o?f_ri=449398"},{"id":3458247,"name":" epagoge","url":"https://www.academia.edu/Documents/in/epagoge?f_ri=449398"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_19595161" data-work_id="19595161" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/19595161/De_la_episteme_griega_a_la_ciencia_actual_Tres_trayectos_en_la_historia_de_la_ciencia_Syllabus_in_Spanish_">De la episteme griega a la ciencia actual. Tres trayectos en la historia de la ciencia (Syllabus in Spanish)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">CRÉDITOS: 3 ECTS PROFESOR RESPONSABLE: Dr. Juan Ramón Álvarez Bautista DEPARTAMENTO: Psicología, Sociología y Filosofía 1. OBJETIVOS: -Ofrecer al alumno una visión en jalones de la historia del conocimiento científico y su relación con la... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_19595161" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">CRÉDITOS: 3 ECTS PROFESOR RESPONSABLE: Dr. Juan Ramón Álvarez Bautista DEPARTAMENTO: Psicología, Sociología y Filosofía 1. OBJETIVOS: -Ofrecer al alumno una visión en jalones de la historia del conocimiento científico y su relación con la filosofía y la tecnología, desde la ciencia griega hasta la actualidad, recorriendo tres trayectos en la historia de las ciencias, en los cuales el propio concepto de ciencia se ha ido transformando internamente.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/19595161" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d256d517754b2d968b86053231110fb9" rel="nofollow" data-download="{"attachment_id":40717811,"asset_id":19595161,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40717811/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1316325" href="https://unileon.academia.edu/JuanRamonAlvarez">Juan Ramón Álvarez</a><script data-card-contents-for-user="1316325" type="text/json">{"id":1316325,"first_name":"Juan Ramón","last_name":"Álvarez","domain_name":"unileon","page_name":"JuanRamonAlvarez","display_name":"Juan Ramón Álvarez","profile_url":"https://unileon.academia.edu/JuanRamonAlvarez?f_ri=449398","photo":"https://0.academia-photos.com/1316325/10770468/86220516/s65_juan_ram_n._lvarez.jpg"}</script></span></span></li><li class="js-paper-rank-work_19595161 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="19595161"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 19595161, container: ".js-paper-rank-work_19595161", }); 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$(".js-view-count[data-work-id=19595161]").text(description); $(".js-view-count-work_19595161").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_19595161").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="19595161"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="498" rel="nofollow" href="https://www.academia.edu/Documents/in/Physics">Physics</a>, <script data-card-contents-for-ri="498" type="text/json">{"id":498,"name":"Physics","url":"https://www.academia.edu/Documents/in/Physics?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3723" rel="nofollow" href="https://www.academia.edu/Documents/in/History_of_Science">History of Science</a>, <script data-card-contents-for-ri="3723" type="text/json">{"id":3723,"name":"History of Science","url":"https://www.academia.edu/Documents/in/History_of_Science?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7710" rel="nofollow" href="https://www.academia.edu/Documents/in/Biology">Biology</a>, <script data-card-contents-for-ri="7710" type="text/json">{"id":7710,"name":"Biology","url":"https://www.academia.edu/Documents/in/Biology?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="56274" rel="nofollow" href="https://www.academia.edu/Documents/in/Technoscience">Technoscience</a><script data-card-contents-for-ri="56274" type="text/json">{"id":56274,"name":"Technoscience","url":"https://www.academia.edu/Documents/in/Technoscience?f_ri=449398","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=19595161]'), work: {"id":19595161,"title":"De la episteme griega a la ciencia actual. Tres trayectos en la historia de la ciencia (Syllabus in Spanish)","created_at":"2015-12-10T03:37:41.893-08:00","url":"https://www.academia.edu/19595161/De_la_episteme_griega_a_la_ciencia_actual_Tres_trayectos_en_la_historia_de_la_ciencia_Syllabus_in_Spanish_?f_ri=449398","dom_id":"work_19595161","summary":"CRÉDITOS: 3 ECTS PROFESOR RESPONSABLE: Dr. Juan Ramón Álvarez Bautista DEPARTAMENTO: Psicología, Sociología y Filosofía 1. 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Este... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_22706472" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Este trabajo analiza el llamado 'segundo periodo' de la teoría sintética que se caracteriza por un robustecimiento en el rol de la selección natural respecto de la adaptación, denominando a esta etapa 'programa adaptacionista'. Este programa puede ser caracterizado por los supuestos de optimalidad, importancia y ubicuidad de la selección natural. Nos proponemos analizar los principios explicativos de este programa y su relación con la teoría sintética. Concluimos que el programa adaptacionista, partiendo de los supuestos anteriores, resulta intesteable. Por otra parte, basándonos en los datos provenientes de evo-devo se discuten las explicaciones sobre el surgimiento de rasgos adaptativos sin intervención de la selección natural. Por último afirmamos que los problemas que presenta el programa adaptacionista socavan las explicaciones adaptativas de la teoría sintética en su versión dura, en particular en lo referente a la universalidad de la selección natural. Palabras clave: teoría sintética; programa adaptacionista; selección natural; mecanismo evolutivo.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/22706472" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b59900a31760dccba418c416a3d48d17" rel="nofollow" data-download="{"attachment_id":43281113,"asset_id":22706472,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43281113/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="43905891" href="https://unlp.academia.edu/VDressino">Vicente Dressino</a><script data-card-contents-for-user="43905891" type="text/json">{"id":43905891,"first_name":"Vicente","last_name":"Dressino","domain_name":"unlp","page_name":"VDressino","display_name":"Vicente Dressino","profile_url":"https://unlp.academia.edu/VDressino?f_ri=449398","photo":"https://0.academia-photos.com/43905891/20297694/19999928/s65_vicente.dressino.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-22706472">+2</span><div class="hidden js-additional-users-22706472"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/SusanaLamas">Susana Gisela Lamas</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://unlp.academia.edu/giselalamas">gisela lamas</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-22706472'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-22706472').html(); 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Este programa puede ser caracterizado por los supuestos de optimalidad, importancia y ubicuidad de la selección natural. Nos proponemos analizar los principios explicativos de este programa y su relación con la teoría sintética. Concluimos que el programa adaptacionista, partiendo de los supuestos anteriores, resulta intesteable. Por otra parte, basándonos en los datos provenientes de evo-devo se discuten las explicaciones sobre el surgimiento de rasgos adaptativos sin intervención de la selección natural. Por último afirmamos que los problemas que presenta el programa adaptacionista socavan las explicaciones adaptativas de la teoría sintética en su versión dura, en particular en lo referente a la universalidad de la selección natural. Palabras clave: teoría sintética; programa adaptacionista; selección natural; mecanismo evolutivo.","downloadable_attachments":[{"id":43281113,"asset_id":22706472,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":43905891,"first_name":"Vicente","last_name":"Dressino","domain_name":"unlp","page_name":"VDressino","display_name":"Vicente Dressino","profile_url":"https://unlp.academia.edu/VDressino?f_ri=449398","photo":"https://0.academia-photos.com/43905891/20297694/19999928/s65_vicente.dressino.jpg"},{"id":44451267,"first_name":"Susana Gisela","last_name":"Lamas","domain_name":"independent","page_name":"SusanaLamas","display_name":"Susana Gisela Lamas","profile_url":"https://independent.academia.edu/SusanaLamas?f_ri=449398","photo":"https://0.academia-photos.com/44451267/120984402/110313804/s65_susana_gisela.lamas.jpeg"},{"id":21496176,"first_name":"gisela","last_name":"lamas","domain_name":"unlp","page_name":"giselalamas","display_name":"gisela lamas","profile_url":"https://unlp.academia.edu/giselalamas?f_ri=449398","photo":"https://0.academia-photos.com/21496176/47723255/36465384/s65_gisela.lamas.jpg"}],"research_interests":[{"id":40422,"name":"Natural Selection","url":"https://www.academia.edu/Documents/in/Natural_Selection?f_ri=449398","nofollow":true},{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_70458394" data-work_id="70458394" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/70458394/Discurso_opini%C3%B3n_y_episteme_Los_inmigrantes_y_la_COVID_19_en_la_prensa_chilena">Discurso, opinión y episteme. Los inmigrantes y la COVID-19 en la prensa chilena</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">En las sociedades democráticas actuales, los medios de prensa, conocidos como “el cuarto poder” y que generalmente están a cargo de las elites locales, han adquirido un rol fundamental en la naturalización de discursos en la comunidad... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_70458394" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">En las sociedades democráticas actuales, los medios de prensa, conocidos como “el cuarto poder” y que generalmente están a cargo de las elites locales, han adquirido un rol fundamental en la naturalización de discursos en la comunidad ejerciendo la fuerza de incluso influenciar a la opinión pública en temas políticos, sociales, religiosos y económicos, entre otros. Siendo el problema de estudio la influencia que la emisión de cierto tipo de discurso tiene sobre el receptor de este, el objetivo de este artículo es reflexionar acerca del vínculo existente entre el discurso, la opinión pública y epistemología de la prensa escrita en torno a la migración en tiempos de COVID-19 en Chile. Los resultados de la observación de once diarios por medio del Análisis Crítico del Discurso arrojan que, por un lado, los actores tales como autoridades son nominalizados, mientras que los extranjeros son asimilados a un grupo o invisibilizados completamente. Por otro lado, los temas que emergen del aná...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/70458394" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1ef63527685556d194099b8ab3d854d9" rel="nofollow" data-download="{"attachment_id":80203405,"asset_id":70458394,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80203405/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3518833" href="https://soton.academia.edu/ElizabethTorricoAvila">Elizabeth Torrico-Avila</a><script data-card-contents-for-user="3518833" type="text/json">{"id":3518833,"first_name":"Elizabeth","last_name":"Torrico-Avila","domain_name":"soton","page_name":"ElizabethTorricoAvila","display_name":"Elizabeth Torrico-Avila","profile_url":"https://soton.academia.edu/ElizabethTorricoAvila?f_ri=449398","photo":"https://0.academia-photos.com/3518833/1205692/21646204/s65_elizabeth.torrico-avila.png"}</script></span></span></li><li class="js-paper-rank-work_70458394 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="70458394"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 70458394, container: ".js-paper-rank-work_70458394", }); 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$(".js-view-count[data-work-id=70458394]").text(description); $(".js-view-count-work_70458394").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_70458394").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="70458394"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="176490" rel="nofollow" href="https://www.academia.edu/Documents/in/Migraci%C3%B3n">Migración</a>, <script data-card-contents-for-ri="176490" type="text/json">{"id":176490,"name":"Migración","url":"https://www.academia.edu/Documents/in/Migraci%C3%B3n?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="360888" rel="nofollow" href="https://www.academia.edu/Documents/in/Discriminaci%C3%B3n">Discriminación</a>, <script data-card-contents-for-ri="360888" type="text/json">{"id":360888,"name":"Discriminación","url":"https://www.academia.edu/Documents/in/Discriminaci%C3%B3n?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="368989" rel="nofollow" href="https://www.academia.edu/Documents/in/Discurso">Discurso</a>, <script data-card-contents-for-ri="368989" type="text/json">{"id":368989,"name":"Discurso","url":"https://www.academia.edu/Documents/in/Discurso?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="373919" rel="nofollow" href="https://www.academia.edu/Documents/in/Universitas">Universitas</a><script data-card-contents-for-ri="373919" type="text/json">{"id":373919,"name":"Universitas","url":"https://www.academia.edu/Documents/in/Universitas?f_ri=449398","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=70458394]'), work: {"id":70458394,"title":"Discurso, opinión y episteme. Los inmigrantes y la COVID-19 en la prensa chilena","created_at":"2022-02-04T14:13:14.047-08:00","url":"https://www.academia.edu/70458394/Discurso_opini%C3%B3n_y_episteme_Los_inmigrantes_y_la_COVID_19_en_la_prensa_chilena?f_ri=449398","dom_id":"work_70458394","summary":"En las sociedades democráticas actuales, los medios de prensa, conocidos como “el cuarto poder” y que generalmente están a cargo de las elites locales, han adquirido un rol fundamental en la naturalización de discursos en la comunidad ejerciendo la fuerza de incluso influenciar a la opinión pública en temas políticos, sociales, religiosos y económicos, entre otros. Siendo el problema de estudio la influencia que la emisión de cierto tipo de discurso tiene sobre el receptor de este, el objetivo de este artículo es reflexionar acerca del vínculo existente entre el discurso, la opinión pública y epistemología de la prensa escrita en torno a la migración en tiempos de COVID-19 en Chile. Los resultados de la observación de once diarios por medio del Análisis Crítico del Discurso arrojan que, por un lado, los actores tales como autoridades son nominalizados, mientras que los extranjeros son asimilados a un grupo o invisibilizados completamente. 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Con la ciencia moderna y su paradigma galileano algunos pensadores creyeron posible dejar atrás el pasado fi losófi co y hacer de la psicología una ciencia natural. El presente artículo destaca que esa herencia fi losófi ca es esencial en la psicología, señala que no todas sus escuelas pretenden constituirse en ciencia, y muestra que las tendencias ascéticas y epistémicas pueden articularse dialécticamente en la psicología.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/73358472" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="591740bbc227f5945e74d4a1a263b85c" rel="nofollow" data-download="{"attachment_id":81908920,"asset_id":73358472,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/81908920/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="58232706" href="https://independent.academia.edu/JuanDiegoLOPERAECHAVARRIA">Juan Diego LOPERA ECHAVARRIA</a><script data-card-contents-for-user="58232706" type="text/json">{"id":58232706,"first_name":"Juan Diego LOPERA","last_name":"ECHAVARRIA","domain_name":"independent","page_name":"JuanDiegoLOPERAECHAVARRIA","display_name":"Juan Diego LOPERA ECHAVARRIA","profile_url":"https://independent.academia.edu/JuanDiegoLOPERAECHAVARRIA?f_ri=449398","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_73358472 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="73358472"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 73358472, container: ".js-paper-rank-work_73358472", }); 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Con la ciencia moderna y su paradigma galileano algunos pensadores creyeron posible dejar atrás el pasado fi losófi co y hacer de la psicología una ciencia natural. El presente artículo destaca que esa herencia fi losófi ca es esencial en la psicología, señala que no todas sus escuelas pretenden constituirse en ciencia, y muestra que las tendencias ascéticas y epistémicas pueden articularse dialécticamente en la psicología.","downloadable_attachments":[{"id":81908920,"asset_id":73358472,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":58232706,"first_name":"Juan Diego LOPERA","last_name":"ECHAVARRIA","domain_name":"independent","page_name":"JuanDiegoLOPERAECHAVARRIA","display_name":"Juan Diego LOPERA ECHAVARRIA","profile_url":"https://independent.academia.edu/JuanDiegoLOPERAECHAVARRIA?f_ri=449398","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=449398","nofollow":true},{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=449398","nofollow":true},{"id":18987,"name":"Natural Science","url":"https://www.academia.edu/Documents/in/Natural_Science?f_ri=449398","nofollow":true},{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_7843606" data-work_id="7843606" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/7843606/EL_SUJETO_CRITICO_EN_LA_EDUCACI%C3%93N">EL SUJETO CRITICO EN LA EDUCACIÓN </a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Episteme del sujeto tradicional y el sujeto crítico en la educación Episteme of traditional subject and critical subject in education</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/7843606" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d145666a5c6ceee0483679f65bf9dbb6" rel="nofollow" data-download="{"attachment_id":34340497,"asset_id":7843606,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/34340497/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7947658" href="https://independent.academia.edu/AlvaroMinaPazEducador">Alvaro Mina Paz Educador</a><script data-card-contents-for-user="7947658" type="text/json">{"id":7947658,"first_name":"Alvaro Mina Paz","last_name":"Educador","domain_name":"independent","page_name":"AlvaroMinaPazEducador","display_name":"Alvaro Mina Paz Educador","profile_url":"https://independent.academia.edu/AlvaroMinaPazEducador?f_ri=449398","photo":"https://0.academia-photos.com/7947658/3655786/4287033/s65_alvaro_mina_paz.educador.jpg"}</script></span></span></li><li class="js-paper-rank-work_7843606 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="7843606"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 7843606, container: ".js-paper-rank-work_7843606", }); 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Fundamenta su estructura desde las definiciones de poiesis, techné y... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40583388" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">El presente artículo inicia su desarrollo a partir del problema estético de la experiencia de la creación artística desde la creación artística desde la producción. Fundamenta su estructura desde las definiciones de poiesis, techné y praxis propuestas por Giorgio Agamben y articula su planteamiento de superación de la estética con la teoría decolonial y la liberación de la aísthesis, con el objetivo de establecer la noción de creación artística como una forma de producción poiética que posibilite la creación de mundos dentro de este mundo.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40583388" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="32f3442cc9bd9abdd933163fba6386b1" rel="nofollow" data-download="{"attachment_id":60862745,"asset_id":40583388,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/60862745/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="169277" href="https://uasb.academia.edu/HMarceloZambranoU">H. Marcelo Zambrano U.</a><script data-card-contents-for-user="169277" type="text/json">{"id":169277,"first_name":"H. Marcelo","last_name":"Zambrano U.","domain_name":"uasb","page_name":"HMarceloZambranoU","display_name":"H. Marcelo Zambrano U.","profile_url":"https://uasb.academia.edu/HMarceloZambranoU?f_ri=449398","photo":"https://0.academia-photos.com/169277/775450/15587332/s65_h._marcelo.zambrano_u..jpg"}</script></span></span></li><li class="js-paper-rank-work_40583388 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40583388"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40583388, container: ".js-paper-rank-work_40583388", }); });</script></li><li class="js-percentile-work_40583388 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40583388; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_40583388"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_40583388 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="40583388"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40583388; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40583388]").text(description); $(".js-view-count-work_40583388").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_40583388").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="40583388"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3200" rel="nofollow" href="https://www.academia.edu/Documents/in/Praxis">Praxis</a>, <script data-card-contents-for-ri="3200" type="text/json">{"id":3200,"name":"Praxis","url":"https://www.academia.edu/Documents/in/Praxis?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="74013" rel="nofollow" href="https://www.academia.edu/Documents/in/Artes">Artes</a>, <script data-card-contents-for-ri="74013" type="text/json">{"id":74013,"name":"Artes","url":"https://www.academia.edu/Documents/in/Artes?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="92846" rel="nofollow" href="https://www.academia.edu/Documents/in/Ciencia">Ciencia</a>, <script data-card-contents-for-ri="92846" type="text/json">{"id":92846,"name":"Ciencia","url":"https://www.academia.edu/Documents/in/Ciencia?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="449398" rel="nofollow" href="https://www.academia.edu/Documents/in/Episteme">Episteme</a><script data-card-contents-for-ri="449398" type="text/json">{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=40583388]'), work: {"id":40583388,"title":"Las nociones de poiesis, praxis y techné en la producción artística","created_at":"2019-10-10T16:29:13.698-07:00","url":"https://www.academia.edu/40583388/Las_nociones_de_poiesis_praxis_y_techn%C3%A9_en_la_producci%C3%B3n_art%C3%ADstica?f_ri=449398","dom_id":"work_40583388","summary":"El presente artículo inicia su desarrollo a partir del problema estético de la experiencia de la creación artística desde la creación artística desde la producción. 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Accordingly, the essay links Aristotle’s analysis of continence and incontinence to the problem of the relation between the human and the divine with which Aristotle introduces and concludes Book VII, as well as Aristotle’s largely ignored account of spiritedness (thumos) in Book VII.<br /><br />Co-authored with Stephen A. Block.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42902467" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="63a91de9c32b805f973ab83c3ad8585d" rel="nofollow" data-download="{"attachment_id":63150655,"asset_id":42902467,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63150655/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="65253872" href="https://lakeheadu.academia.edu/PatrickCain">Patrick N Cain</a><script data-card-contents-for-user="65253872" type="text/json">{"id":65253872,"first_name":"Patrick","last_name":"Cain","domain_name":"lakeheadu","page_name":"PatrickCain","display_name":"Patrick N Cain","profile_url":"https://lakeheadu.academia.edu/PatrickCain?f_ri=449398","photo":"https://0.academia-photos.com/65253872/120660202/109987150/s65_patrick.cain.jpeg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-42902467">+1</span><div class="hidden js-additional-users-42902467"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://baylor.academia.edu/SteveBlock">Steve Block</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-42902467'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-42902467').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_42902467 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="42902467"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42902467; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42902467]").text(description); $(".js-view-count-work_42902467").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_42902467").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="42902467"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="813" rel="nofollow" href="https://www.academia.edu/Documents/in/Political_Philosophy">Political Philosophy</a>, <script data-card-contents-for-ri="813" type="text/json">{"id":813,"name":"Political Philosophy","url":"https://www.academia.edu/Documents/in/Political_Philosophy?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="815" rel="nofollow" href="https://www.academia.edu/Documents/in/Epistemology">Epistemology</a>, <script data-card-contents-for-ri="815" type="text/json">{"id":815,"name":"Epistemology","url":"https://www.academia.edu/Documents/in/Epistemology?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2019" rel="nofollow" href="https://www.academia.edu/Documents/in/Aristotle">Aristotle</a>, <script data-card-contents-for-ri="2019" type="text/json">{"id":2019,"name":"Aristotle","url":"https://www.academia.edu/Documents/in/Aristotle?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3468" rel="nofollow" href="https://www.academia.edu/Documents/in/Virtue_Ethics">Virtue Ethics</a><script data-card-contents-for-ri="3468" type="text/json">{"id":3468,"name":"Virtue Ethics","url":"https://www.academia.edu/Documents/in/Virtue_Ethics?f_ri=449398","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=42902467]'), work: {"id":42902467,"title":"Socrates' Spirited Defense of Knowledge: Continence, Incontinence and Human Action in Book VII of Aristotle's Nicomachean Ethics","created_at":"2020-04-30T10:26:30.715-07:00","url":"https://www.academia.edu/42902467/Socrates_Spirited_Defense_of_Knowledge_Continence_Incontinence_and_Human_Action_in_Book_VII_of_Aristotles_Nicomachean_Ethics?f_ri=449398","dom_id":"work_42902467","summary":"This essay provides a new interpretation of Aristotle’s analysis in Book VII of the Ethics of the Socratic claim that no one “knowingly acts contrary to what is best.” The authors contend that Aristotle shows that Socrates’s thesis affirming the mastery of knowledge origi- nates in a quest, rooted in spiritedness, to divinize the soul and transcend the limitations of mere human virtue. Accordingly, the essay links Aristotle’s analysis of continence and incontinence to the problem of the relation between the human and the divine with which Aristotle introduces and concludes Book VII, as well as Aristotle’s largely ignored account of spiritedness (thumos) in Book VII.\n\nCo-authored with Stephen A. Block.","downloadable_attachments":[{"id":63150655,"asset_id":42902467,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":65253872,"first_name":"Patrick","last_name":"Cain","domain_name":"lakeheadu","page_name":"PatrickCain","display_name":"Patrick N Cain","profile_url":"https://lakeheadu.academia.edu/PatrickCain?f_ri=449398","photo":"https://0.academia-photos.com/65253872/120660202/109987150/s65_patrick.cain.jpeg"},{"id":76635134,"first_name":"Steve","last_name":"Block","domain_name":"baylor","page_name":"SteveBlock","display_name":"Steve Block","profile_url":"https://baylor.academia.edu/SteveBlock?f_ri=449398","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":813,"name":"Political Philosophy","url":"https://www.academia.edu/Documents/in/Political_Philosophy?f_ri=449398","nofollow":true},{"id":815,"name":"Epistemology","url":"https://www.academia.edu/Documents/in/Epistemology?f_ri=449398","nofollow":true},{"id":2019,"name":"Aristotle","url":"https://www.academia.edu/Documents/in/Aristotle?f_ri=449398","nofollow":true},{"id":3468,"name":"Virtue Ethics","url":"https://www.academia.edu/Documents/in/Virtue_Ethics?f_ri=449398","nofollow":true},{"id":10009,"name":"Socrates","url":"https://www.academia.edu/Documents/in/Socrates?f_ri=449398"},{"id":149617,"name":"Thumos","url":"https://www.academia.edu/Documents/in/Thumos?f_ri=449398"},{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398"},{"id":741845,"name":"Aristotle's Nichomachean Ethics","url":"https://www.academia.edu/Documents/in/Aristotles_Nichomachean_Ethics?f_ri=449398"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40335806" data-work_id="40335806" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40335806/Aproximaci%C3%B3n_al_arte_ret%C3%B3rico_en_Fedro_de_Plat%C3%B3n">Aproximación al arte retórico en Fedro de Platón</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Fedro recoge una visión del arte retórico de Platón partiendo de tres consideraciones: lo erótico, lo psicológico y lo lingüístico. El objetivo de este trabajo consiste en analizar la concepción retórica de Platón plasmada en dicho... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40335806" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Fedro recoge una visión del arte retórico de Platón partiendo de tres consideraciones: lo erótico, lo psicológico y lo lingüístico. El objetivo de este trabajo consiste en analizar la concepción retórica de Platón plasmada en dicho diálogo; concepción que, según nuestra lectura, se contrapone a la retórica de los diálogos de juventud como Gorgias. Es por esta razón que, primeramente, será importante revisar la posición del diálogo Fedro dentro del corpus platónico y diferenciarlo del resto de las obras de juventud.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40335806" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7a29a697b902cc04393f4f6d4247d4bb" rel="nofollow" data-download="{"attachment_id":60579713,"asset_id":40335806,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/60579713/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="45618214" href="https://um-es.academia.edu/MarieLepinoux">Marie Lépinoux</a><script data-card-contents-for-user="45618214" type="text/json">{"id":45618214,"first_name":"Marie","last_name":"Lépinoux","domain_name":"um-es","page_name":"MarieLepinoux","display_name":"Marie Lépinoux","profile_url":"https://um-es.academia.edu/MarieLepinoux?f_ri=449398","photo":"https://0.academia-photos.com/45618214/17088441/39220723/s65_marie.l_pinoux.jpg"}</script></span></span></li><li class="js-paper-rank-work_40335806 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40335806"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40335806, container: ".js-paper-rank-work_40335806", }); 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$(".js-view-count[data-work-id=40335806]").text(description); $(".js-view-count-work_40335806").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_40335806").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="40335806"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2018" rel="nofollow" href="https://www.academia.edu/Documents/in/Plato">Plato</a>, <script data-card-contents-for-ri="2018" type="text/json">{"id":2018,"name":"Plato","url":"https://www.academia.edu/Documents/in/Plato?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="44314" rel="nofollow" href="https://www.academia.edu/Documents/in/Rethoric">Rethoric</a>, <script data-card-contents-for-ri="44314" type="text/json">{"id":44314,"name":"Rethoric","url":"https://www.academia.edu/Documents/in/Rethoric?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="152505" rel="nofollow" href="https://www.academia.edu/Documents/in/Platos_Republic">Plato's Republic</a><script data-card-contents-for-ri="152505" type="text/json">{"id":152505,"name":"Plato's Republic","url":"https://www.academia.edu/Documents/in/Platos_Republic?f_ri=449398","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=40335806]'), work: {"id":40335806,"title":"Aproximación al arte retórico en Fedro de Platón","created_at":"2019-09-13T02:06:23.099-07:00","url":"https://www.academia.edu/40335806/Aproximaci%C3%B3n_al_arte_ret%C3%B3rico_en_Fedro_de_Plat%C3%B3n?f_ri=449398","dom_id":"work_40335806","summary":"Fedro recoge una visión del arte retórico de Platón partiendo de tres consideraciones: lo erótico, lo psicológico y lo lingüístico. El objetivo de este trabajo consiste en analizar la concepción retórica de Platón plasmada en dicho diálogo; concepción que, según nuestra lectura, se contrapone a la retórica de los diálogos de juventud como Gorgias. Es por esta razón que, primeramente, será importante revisar la posición del diálogo Fedro dentro del corpus platónico y diferenciarlo del resto de las obras de juventud.\n","downloadable_attachments":[{"id":60579713,"asset_id":40335806,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":45618214,"first_name":"Marie","last_name":"Lépinoux","domain_name":"um-es","page_name":"MarieLepinoux","display_name":"Marie Lépinoux","profile_url":"https://um-es.academia.edu/MarieLepinoux?f_ri=449398","photo":"https://0.academia-photos.com/45618214/17088441/39220723/s65_marie.l_pinoux.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=449398","nofollow":true},{"id":2018,"name":"Plato","url":"https://www.academia.edu/Documents/in/Plato?f_ri=449398","nofollow":true},{"id":44314,"name":"Rethoric","url":"https://www.academia.edu/Documents/in/Rethoric?f_ri=449398","nofollow":true},{"id":152505,"name":"Plato's Republic","url":"https://www.academia.edu/Documents/in/Platos_Republic?f_ri=449398","nofollow":true},{"id":187236,"name":"Dialectics","url":"https://www.academia.edu/Documents/in/Dialectics?f_ri=449398"},{"id":316705,"name":"Plato's Phaedrus","url":"https://www.academia.edu/Documents/in/Platos_Phaedrus?f_ri=449398"},{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398"},{"id":494382,"name":"Techné","url":"https://www.academia.edu/Documents/in/Techn%C3%A9?f_ri=449398"},{"id":1577285,"name":"Eidos, Idea, Morphe","url":"https://www.academia.edu/Documents/in/Eidos_Idea_Morphe?f_ri=449398"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_9818048" data-work_id="9818048" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/9818048/%ED%91%B8%EC%BD%94%EC%9D%98_%EC%B9%B8%ED%8A%B8%ED%95%B4%EC%84%9D_%EC%B9%B8%ED%8A%B8_%EC%9D%B8%EA%B0%84%ED%95%99%EC%97%90_%EB%8C%80%ED%95%9C_%EC%84%9C%EB%AC%B8_%EA%B3%BC_%EB%A7%90%EA%B3%BC_%EC%82%AC%EB%AC%BC_%EC%9D%84_%EC%A4%91%EC%8B%AC%EC%9C%BC%EB%A1%9C_Foucault_s_Interpretation_of_Kant_Based_on_Introduction_to_Kant_s_Anthropology_and_The_Order_of_Things_">푸코의 칸트해석-<칸트 인간학에 대한 서문>과 <말과 사물>을 중심으로(Foucault’s Interpretation of Kant: Based on “Introduction to Kant’s Anthropology” and The Order of Things)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper investigates Foucault’s interpretation of Kant in the former’s early works, “Introduction to Kant’s Anthropology” and The Order of Things. In both these works, Foucault discovered the new modern human concept in Kant’s... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_9818048" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper investigates Foucault’s interpretation of Kant in the former’s early works, “Introduction to Kant’s Anthropology” and The Order of Things. In both these works, Foucault discovered the new modern human concept in Kant’s philosophy by an archeological interpretation. Foucault pointed out that the new human concept born in the modern épistémè has the following characteristics, clearly revealed in Kant’s philosophy. First, Foucault describes the modern human as not only a limited, finite being but also the founder of its own finitude. Kant described a human being as finite because a human being’s theoretical cognition is limited to the domain of experience. The conditions enabling a human’s finite cognition are the space and time and the categories which are human’s forms of sensibility and understanding. For Kant, therefore, a human’s finite cognition is established by elements of finitude in human. Second, the modern human represents itself as an empirico-transcendental doublet. In other words, the human is an “empirical object” and “transcendental subject” who constructs experience at the same time. Regarding this feature, Kant theoretically regarded the human as a “cognized empirical object” and an “a priori condition establishing cognition,” while practically he investigated the human as a “juridical object” subordinate to juridical rules and as a “moral subject” legislating universal moral laws with transcendental freedom. Third, the modern human invariably has an aspect that cannot clearly be understood by a cogito. Kant distinguished transcendental apperception from empirical apperception, insisting that the former cannot be cognized by my thought, although it is a basis for constituting my experience.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9818048" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="21772b5367f55585f2abfab0fa179d33" rel="nofollow" data-download="{"attachment_id":35987634,"asset_id":9818048,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35987634/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6874234" href="https://kuleuven.academia.edu/KwangchulKim">Kwangchul Kim</a><script data-card-contents-for-user="6874234" type="text/json">{"id":6874234,"first_name":"Kwangchul","last_name":"Kim","domain_name":"kuleuven","page_name":"KwangchulKim","display_name":"Kwangchul Kim","profile_url":"https://kuleuven.academia.edu/KwangchulKim?f_ri=449398","photo":"https://0.academia-photos.com/6874234/3876553/38110939/s65_kwangchul.kim.jpg"}</script></span></span></li><li class="js-paper-rank-work_9818048 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="9818048"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 9818048, container: ".js-paper-rank-work_9818048", }); 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In both these works, Foucault discovered the new modern human concept in Kant’s philosophy by an archeological interpretation. Foucault pointed out that the new human concept born in the modern épistémè has the following characteristics, clearly revealed in Kant’s philosophy. First, Foucault describes the modern human as not only a limited, finite being but also the founder of its own finitude. Kant described a human being as finite because a human being’s theoretical cognition is limited to the domain of experience. The conditions enabling a human’s finite cognition are the space and time and the categories which are human’s forms of sensibility and understanding. For Kant, therefore, a human’s finite cognition is established by elements of finitude in human. Second, the modern human represents itself as an empirico-transcendental doublet. In other words, the human is an “empirical object” and “transcendental subject” who constructs experience at the same time. Regarding this feature, Kant theoretically regarded the human as a “cognized empirical object” and an “a priori condition establishing cognition,” while practically he investigated the human as a “juridical object” subordinate to juridical rules and as a “moral subject” legislating universal moral laws with transcendental freedom. Third, the modern human invariably has an aspect that cannot clearly be understood by a cogito. Kant distinguished transcendental apperception from empirical apperception, insisting that the former cannot be cognized by my thought, although it is a basis for constituting my experience.","downloadable_attachments":[{"id":35987634,"asset_id":9818048,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6874234,"first_name":"Kwangchul","last_name":"Kim","domain_name":"kuleuven","page_name":"KwangchulKim","display_name":"Kwangchul Kim","profile_url":"https://kuleuven.academia.edu/KwangchulKim?f_ri=449398","photo":"https://0.academia-photos.com/6874234/3876553/38110939/s65_kwangchul.kim.jpg"}],"research_interests":[{"id":1441,"name":"Philosophical Anthropology","url":"https://www.academia.edu/Documents/in/Philosophical_Anthropology?f_ri=449398","nofollow":true},{"id":16031,"name":"Immanuel Kant","url":"https://www.academia.edu/Documents/in/Immanuel_Kant?f_ri=449398","nofollow":true},{"id":440566,"name":"Michel Foucalt","url":"https://www.academia.edu/Documents/in/Michel_Foucalt?f_ri=449398","nofollow":true},{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3634748" data-work_id="3634748" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3634748/_Vinland_and_Wishful_Thinking_Medieval_and_Modern_Fantasies_">„Vinland and Wishful Thinking: Medieval and Modern Fantasies“.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">analytique Vínland and Wishful Thinking: Medieval and Modern Fantasies Sverrir Jakobsson</div></div><ul class="InlineList u-ph0x u-fs13"><li 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Jakobsson","downloadable_attachments":[{"id":34335398,"asset_id":3634748,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":963489,"first_name":"Sverrir","last_name":"Jakobsson","domain_name":"hi","page_name":"SverrirJakobsson","display_name":"Sverrir Jakobsson","profile_url":"https://hi.academia.edu/SverrirJakobsson?f_ri=449398","photo":"https://0.academia-photos.com/963489/730609/6376160/s65_sverrir.jakobsson.jpg"}],"research_interests":[{"id":128,"name":"History","url":"https://www.academia.edu/Documents/in/History?f_ri=449398","nofollow":true},{"id":129,"name":"American History","url":"https://www.academia.edu/Documents/in/American_History?f_ri=449398","nofollow":true},{"id":136,"name":"Cultural History","url":"https://www.academia.edu/Documents/in/Cultural_History?f_ri=449398","nofollow":true},{"id":266,"name":"Historical Geography","url":"https://www.academia.edu/Documents/in/Historical_Geography?f_ri=449398","nofollow":true},{"id":1446,"name":"Medieval History","url":"https://www.academia.edu/Documents/in/Medieval_History?f_ri=449398"},{"id":1929,"name":"Nordic Studies","url":"https://www.academia.edu/Documents/in/Nordic_Studies?f_ri=449398"},{"id":2473,"name":"Material Culture Studies","url":"https://www.academia.edu/Documents/in/Material_Culture_Studies?f_ri=449398"},{"id":2853,"name":"Medieval Studies","url":"https://www.academia.edu/Documents/in/Medieval_Studies?f_ri=449398"},{"id":3025,"name":"Nordic History","url":"https://www.academia.edu/Documents/in/Nordic_History?f_ri=449398"},{"id":3524,"name":"Historiography","url":"https://www.academia.edu/Documents/in/Historiography?f_ri=449398"},{"id":3723,"name":"History of Science","url":"https://www.academia.edu/Documents/in/History_of_Science?f_ri=449398"},{"id":4121,"name":"Atlantic World","url":"https://www.academia.edu/Documents/in/Atlantic_World?f_ri=449398"},{"id":4235,"name":"Old Norse 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diaspora","url":"https://www.academia.edu/Documents/in/Viking_diaspora?f_ri=449398"},{"id":12936,"name":"Medieval Europe","url":"https://www.academia.edu/Documents/in/Medieval_Europe?f_ri=449398"},{"id":18254,"name":"Icelandic Family Sagas","url":"https://www.academia.edu/Documents/in/Icelandic_Family_Sagas?f_ri=449398"},{"id":18273,"name":"History of Iceland","url":"https://www.academia.edu/Documents/in/History_of_Iceland?f_ri=449398"},{"id":18274,"name":"Scandinavian history","url":"https://www.academia.edu/Documents/in/Scandinavian_history?f_ri=449398"},{"id":18284,"name":"Sagas of Icelanders","url":"https://www.academia.edu/Documents/in/Sagas_of_Icelanders?f_ri=449398"},{"id":22355,"name":"Scandinavian Studies","url":"https://www.academia.edu/Documents/in/Scandinavian_Studies?f_ri=449398"},{"id":22937,"name":"Mediaeval Icelandic History","url":"https://www.academia.edu/Documents/in/Mediaeval_Icelandic_History?f_ri=449398"},{"id":23925,"name":"Philosophy of Science, History of the 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diversos saberes, es denominada epistéme.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/73854754" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4a6fb080b63920bc39835a85c2a3251a" rel="nofollow" data-download="{"attachment_id":82217501,"asset_id":73854754,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/82217501/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i 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data-container=".work_74603839" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The paper distinguishes a content-oriented conception of rational belief, which concerns support relations between the proposition believed and one&#39;s evidence, from a disposition-oriented conception of rational belief, which concerns whether someone generally disposed to conform their belief to their evidence would believe the given proposition in the given circumstances. Neither type of rationality entails the other. It is argued that conflating the two ways of thinking about rational belief has had damaging effects in epistemology.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/74603839" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b3b70270141f6ae11294a9b818bb8067" rel="nofollow" data-download="{"attachment_id":82698052,"asset_id":74603839,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/82698052/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="80879" href="https://oxford.academia.edu/TimothyWilliamson">Timothy Williamson</a><script data-card-contents-for-user="80879" type="text/json">{"id":80879,"first_name":"Timothy","last_name":"Williamson","domain_name":"oxford","page_name":"TimothyWilliamson","display_name":"Timothy Williamson","profile_url":"https://oxford.academia.edu/TimothyWilliamson?f_ri=449398","photo":"https://0.academia-photos.com/80879/4931387/5667068/s65_timothy.williamson.jpg"}</script></span></span></li><li class="js-paper-rank-work_74603839 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="74603839"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 74603839, container: ".js-paper-rank-work_74603839", }); 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Neither type of rationality entails the other. It is argued that conflating the two ways of thinking about rational belief has had damaging effects in epistemology.","downloadable_attachments":[{"id":82698052,"asset_id":74603839,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":80879,"first_name":"Timothy","last_name":"Williamson","domain_name":"oxford","page_name":"TimothyWilliamson","display_name":"Timothy Williamson","profile_url":"https://oxford.academia.edu/TimothyWilliamson?f_ri=449398","photo":"https://0.academia-photos.com/80879/4931387/5667068/s65_timothy.williamson.jpg"}],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=449398","nofollow":true},{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=449398","nofollow":true},{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29148072" data-work_id="29148072" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29148072/Kant_%C4%B1n_Ayd%C4%B1nlanma_G%C3%B6r%C3%BC%C5%9F%C3%BCne_Foucault_nun_Ele%C5%9Ftirileri_%C3%9Czerine">Kant’ın Aydınlanma Görüşüne Foucault’nun Eleştirileri Üzerine</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Batı felsefesinin on sekizinci yüzyıl kesitinde sıklıkla kullanılmaya başlanan aydınlanma terimi (İngilizce enlightenment, Fransızca l'Age de lumiéres, Almanca Aufklärung, İtalyanca Illuminismo), özel bir anlam ifâde etmektedir. Genel... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29148072" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Batı felsefesinin on sekizinci yüzyıl kesitinde sıklıkla kullanılmaya başlanan aydınlanma terimi (İngilizce enlightenment, Fransızca l'Age de lumiéres, Almanca Aufklärung, İtalyanca Illuminismo), özel bir anlam ifâde etmektedir. Genel olarak bakıldığında Aydınlanma, Batının bu dönemde yaşadığı tüm ekonomik, siyasî, toplumsal ve kültürel dönüşümlere göndermede bulunur ve Aydınlanma'nın, 1688 İngiliz Devrimi'yle başlayıp 1789 Fransız Devrimi'yle doruk noktasına ulaştığı, feodal yapısı ve toplumsal düzeni nedeniyle Almanya'ya geç geldiği ve bu terimin esas olarak Batı burjuvasının gelişimiyle şekillenen temelli bir dönüşüme işâret ettiği yönünde genel bir kabûl vardır. 1 Felsefî bağlamda ele alındığında ise aydınlanma, insanın geleneksel görüşlerden, otoritelerden, bağlılıklardan kurtulup yalnızca akla dayalı bir biçimde yaşamı kavrama ve düzenleme çabasını ifâde eder. 2 Bu yönüyle aydınlanma, aklın özerkliğini esas alır ve aynı zamanda da aklın kullanımına dâir bir eğitim sürecidir. Cassirer'in de işâret ettiği gibi, "Aydınlanma düşüncesinin gerçek doğası, belirli bir öğreti, aksiyom veya teorem olarak formüle edilmesinde saf ve açık bir şekilde görülemez. Ama o, şüphe edip araştırırken, yıkıp yeniden yaparken geçen süreçte görülür (...) ve ancak bu süreçte, Aydınlanma'nın iç entelektüel hayâtının nabız atışları hissedilebilir." 3 Dolayısıyla aydınlanma, felsefî anlamda bir tavırdır ve her alanda aklın egemenliğini savunarak otoritelerin baskısından insanların kurtulmalarını amaçlar. 4</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29148072" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="23ef370fe742f6e5372f97adb6f4fbb4" rel="nofollow" data-download="{"attachment_id":100806649,"asset_id":29148072,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/100806649/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="29977331" href="https://independent.academia.edu/Alk%C4%B1mSayg%C4%B1n">Dr. Alkım Saygın</a><script data-card-contents-for-user="29977331" type="text/json">{"id":29977331,"first_name":"Dr. Alkım","last_name":"Saygın","domain_name":"independent","page_name":"AlkımSaygın","display_name":"Dr. Alkım Saygın","profile_url":"https://independent.academia.edu/Alk%C4%B1mSayg%C4%B1n?f_ri=449398","photo":"https://0.academia-photos.com/29977331/8647036/93762872/s65_dr._alk_m.sayg_n.jpg"}</script></span></span></li><li class="js-paper-rank-work_29148072 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="29148072"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 29148072, container: ".js-paper-rank-work_29148072", }); 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$(".js-view-count[data-work-id=29148072]").text(description); $(".js-view-count-work_29148072").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_29148072").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="29148072"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="11927" rel="nofollow" href="https://www.academia.edu/Documents/in/Michel_Foucault">Michel Foucault</a>, <script data-card-contents-for-ri="11927" type="text/json">{"id":11927,"name":"Michel Foucault","url":"https://www.academia.edu/Documents/in/Michel_Foucault?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="16031" rel="nofollow" href="https://www.academia.edu/Documents/in/Immanuel_Kant">Immanuel Kant</a>, <script data-card-contents-for-ri="16031" type="text/json">{"id":16031,"name":"Immanuel Kant","url":"https://www.academia.edu/Documents/in/Immanuel_Kant?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="16323" rel="nofollow" href="https://www.academia.edu/Documents/in/Biopolitics">Biopolitics</a>, <script data-card-contents-for-ri="16323" type="text/json">{"id":16323,"name":"Biopolitics","url":"https://www.academia.edu/Documents/in/Biopolitics?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="110613" rel="nofollow" href="https://www.academia.edu/Documents/in/Felsefe">Felsefe</a><script data-card-contents-for-ri="110613" type="text/json">{"id":110613,"name":"Felsefe","url":"https://www.academia.edu/Documents/in/Felsefe?f_ri=449398","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=29148072]'), work: {"id":29148072,"title":"Kant’ın Aydınlanma Görüşüne Foucault’nun Eleştirileri Üzerine","created_at":"2016-10-14T04:40:33.779-07:00","url":"https://www.academia.edu/29148072/Kant_%C4%B1n_Ayd%C4%B1nlanma_G%C3%B6r%C3%BC%C5%9F%C3%BCne_Foucault_nun_Ele%C5%9Ftirileri_%C3%9Czerine?f_ri=449398","dom_id":"work_29148072","summary":"Batı felsefesinin on sekizinci yüzyıl kesitinde sıklıkla kullanılmaya başlanan aydınlanma terimi (İngilizce enlightenment, Fransızca l'Age de lumiéres, Almanca Aufklärung, İtalyanca Illuminismo), özel bir anlam ifâde etmektedir. Genel olarak bakıldığında Aydınlanma, Batının bu dönemde yaşadığı tüm ekonomik, siyasî, toplumsal ve kültürel dönüşümlere göndermede bulunur ve Aydınlanma'nın, 1688 İngiliz Devrimi'yle başlayıp 1789 Fransız Devrimi'yle doruk noktasına ulaştığı, feodal yapısı ve toplumsal düzeni nedeniyle Almanya'ya geç geldiği ve bu terimin esas olarak Batı burjuvasının gelişimiyle şekillenen temelli bir dönüşüme işâret ettiği yönünde genel bir kabûl vardır. 1 Felsefî bağlamda ele alındığında ise aydınlanma, insanın geleneksel görüşlerden, otoritelerden, bağlılıklardan kurtulup yalnızca akla dayalı bir biçimde yaşamı kavrama ve düzenleme çabasını ifâde eder. 2 Bu yönüyle aydınlanma, aklın özerkliğini esas alır ve aynı zamanda da aklın kullanımına dâir bir eğitim sürecidir. Cassirer'in de işâret ettiği gibi, \"Aydınlanma düşüncesinin gerçek doğası, belirli bir öğreti, aksiyom veya teorem olarak formüle edilmesinde saf ve açık bir şekilde görülemez. Ama o, şüphe edip araştırırken, yıkıp yeniden yaparken geçen süreçte görülür (...) ve ancak bu süreçte, Aydınlanma'nın iç entelektüel hayâtının nabız atışları hissedilebilir.\" 3 Dolayısıyla aydınlanma, felsefî anlamda bir tavırdır ve her alanda aklın egemenliğini savunarak otoritelerin baskısından insanların kurtulmalarını amaçlar. 4","downloadable_attachments":[{"id":100806649,"asset_id":29148072,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":29977331,"first_name":"Dr. Alkım","last_name":"Saygın","domain_name":"independent","page_name":"AlkımSaygın","display_name":"Dr. Alkım Saygın","profile_url":"https://independent.academia.edu/Alk%C4%B1mSayg%C4%B1n?f_ri=449398","photo":"https://0.academia-photos.com/29977331/8647036/93762872/s65_dr._alk_m.sayg_n.jpg"}],"research_interests":[{"id":11927,"name":"Michel Foucault","url":"https://www.academia.edu/Documents/in/Michel_Foucault?f_ri=449398","nofollow":true},{"id":16031,"name":"Immanuel Kant","url":"https://www.academia.edu/Documents/in/Immanuel_Kant?f_ri=449398","nofollow":true},{"id":16323,"name":"Biopolitics","url":"https://www.academia.edu/Documents/in/Biopolitics?f_ri=449398","nofollow":true},{"id":110613,"name":"Felsefe","url":"https://www.academia.edu/Documents/in/Felsefe?f_ri=449398","nofollow":true},{"id":131909,"name":"Modernizm","url":"https://www.academia.edu/Documents/in/Modernizm?f_ri=449398"},{"id":131910,"name":"Postmodernizm","url":"https://www.academia.edu/Documents/in/Postmodernizm?f_ri=449398"},{"id":337356,"name":"Siyaset Felsefesi","url":"https://www.academia.edu/Documents/in/Siyaset_Felsefesi?f_ri=449398"},{"id":665319,"name":"Siyasi Düşünce Tarihi","url":"https://www.academia.edu/Documents/in/Siyasi_Dusunce_Tarihi?f_ri=449398"},{"id":763058,"name":"Aydınlanma","url":"https://www.academia.edu/Documents/in/Aydinlanma?f_ri=449398"},{"id":981078,"name":"Felsefe Eğitimi","url":"https://www.academia.edu/Documents/in/Felsefe_Egitimi?f_ri=449398"},{"id":1034030,"name":"Düşünce Tarihi","url":"https://www.academia.edu/Documents/in/Dusunce_Tarihi?f_ri=449398"},{"id":1892266,"name":"Felsefe Tarihi","url":"https://www.academia.edu/Documents/in/Felsefe_Tarihi?f_ri=449398"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_31074669" data-work_id="31074669" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/31074669/_To_Speak_or_Not_to_Speak_The_Birth_of_a_Poetics_of_Silence_in_Late_Antique_Literature_in_J_Elsner_and_J_Hern%C3%A1ndez_Lobato_eds_The_Poetics_of_Late_Latin_Literature_Oxford_Oxford_University_Press_2017_278_310">"To Speak or Not to Speak: The Birth of a 'Poetics of Silence' in Late Antique Literature", in J. Elsner and J. Hernández Lobato (eds.), The Poetics of Late Latin Literature, Oxford, Oxford University Press, 2017: 278-310.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This chapter identifies a typically late antique phenomenon: the emergence of a pervasive “poetics of silence”, involving a metaliterary problematization of language and representation. This phenomenon, reminiscent of the postmodern... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_31074669" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This chapter identifies a typically late antique phenomenon: the emergence of a pervasive “poetics of silence”, involving a metaliterary problematization of language and representation. This phenomenon, reminiscent of the postmodern “linguistic turn”, is not restricted to the field of literature, but can be defined as omnipresent in late antique culture, underlying Augustine’s semiotics, Evagrius Ponticus’ hesychasm, Gregory of Nyssa’s apophatic theology or Pseudo-Dionysius’ negative mysticism. The chapter focuses on the different ways in which this problem (embodied in the metaphor of silence) is tackled by several authors: Sidonius Apollinaris, Fulgentius, Augustine of Hippo, Ausonius, Rutilus Namatianus and the anonymous writer of the Peruigilium Veneris. At times, silence is depicted as the haven of tranquillity which enables literary creation; at other times, it is a threat of dissolution hovering over the fragility of the poet’s work; most often, it is the deep, ultimately unknowable reality beyond the murmuring of words. Despite this variety, there is something common to all these authors: their problematizing approach to human language and their inner distrust of the classical idea of representation, teetering on the brink of collapse amidst the crisis of certainties that shook the very foundations of late antique society.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31074669" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="84a36b432c7e94080351d8ef6e5c320b" rel="nofollow" data-download="{"attachment_id":51508806,"asset_id":31074669,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51508806/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="14390482" href="https://usal.academia.edu/Jes%C3%BAsHERN%C3%81NDEZLOBATO">Jesús HERNÁNDEZ LOBATO</a><script data-card-contents-for-user="14390482" type="text/json">{"id":14390482,"first_name":"Jesús","last_name":"HERNÁNDEZ LOBATO","domain_name":"usal","page_name":"JesúsHERNÁNDEZLOBATO","display_name":"Jesús HERNÁNDEZ LOBATO","profile_url":"https://usal.academia.edu/Jes%C3%BAsHERN%C3%81NDEZLOBATO?f_ri=449398","photo":"https://0.academia-photos.com/14390482/3926280/77391250/s65_jes_s.hern_ndez_lobato.jpg"}</script></span></span></li><li class="js-paper-rank-work_31074669 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="31074669"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 31074669, container: ".js-paper-rank-work_31074669", }); 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Elsner and J. Hernández Lobato (eds.), The Poetics of Late Latin Literature, Oxford, Oxford University Press, 2017: 278-310.","created_at":"2017-01-25T09:51:42.452-08:00","url":"https://www.academia.edu/31074669/_To_Speak_or_Not_to_Speak_The_Birth_of_a_Poetics_of_Silence_in_Late_Antique_Literature_in_J_Elsner_and_J_Hern%C3%A1ndez_Lobato_eds_The_Poetics_of_Late_Latin_Literature_Oxford_Oxford_University_Press_2017_278_310?f_ri=449398","dom_id":"work_31074669","summary":"This chapter identifies a typically late antique phenomenon: the emergence of a pervasive “poetics of silence”, involving a metaliterary problematization of language and representation. This phenomenon, reminiscent of the postmodern “linguistic turn”, is not restricted to the field of literature, but can be defined as omnipresent in late antique culture, underlying Augustine’s semiotics, Evagrius Ponticus’ hesychasm, Gregory of Nyssa’s apophatic theology or Pseudo-Dionysius’ negative mysticism. The chapter focuses on the different ways in which this problem (embodied in the metaphor of silence) is tackled by several authors: Sidonius Apollinaris, Fulgentius, Augustine of Hippo, Ausonius, Rutilus Namatianus and the anonymous writer of the Peruigilium Veneris. At times, silence is depicted as the haven of tranquillity which enables literary creation; at other times, it is a threat of dissolution hovering over the fragility of the poet’s work; most often, it is the deep, ultimately unknowable reality beyond the murmuring of words. Despite this variety, there is something common to all these authors: their problematizing approach to human language and their inner distrust of the classical idea of representation, teetering on the brink of collapse amidst the crisis of certainties that shook the very foundations of late antique society.","downloadable_attachments":[{"id":51508806,"asset_id":31074669,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":14390482,"first_name":"Jesús","last_name":"HERNÁNDEZ LOBATO","domain_name":"usal","page_name":"JesúsHERNÁNDEZLOBATO","display_name":"Jesús HERNÁNDEZ LOBATO","profile_url":"https://usal.academia.edu/Jes%C3%BAsHERN%C3%81NDEZLOBATO?f_ri=449398","photo":"https://0.academia-photos.com/14390482/3926280/77391250/s65_jes_s.hern_ndez_lobato.jpg"}],"research_interests":[{"id":807,"name":"Philosophy Of Language","url":"https://www.academia.edu/Documents/in/Philosophy_Of_Language?f_ri=449398","nofollow":true},{"id":815,"name":"Epistemology","url":"https://www.academia.edu/Documents/in/Epistemology?f_ri=449398","nofollow":true},{"id":827,"name":"Latin Literature","url":"https://www.academia.edu/Documents/in/Latin_Literature?f_ri=449398","nofollow":true},{"id":991,"name":"Late Antique and Byzantine Studies","url":"https://www.academia.edu/Documents/in/Late_Antique_and_Byzantine_Studies?f_ri=449398","nofollow":true},{"id":2020,"name":"Neoplatonism and late antique philosophy","url":"https://www.academia.edu/Documents/in/Neoplatonism_and_late_antique_philosophy?f_ri=449398"},{"id":7915,"name":"Silence","url":"https://www.academia.edu/Documents/in/Silence?f_ri=449398"},{"id":10711,"name":"Augustine","url":"https://www.academia.edu/Documents/in/Augustine?f_ri=449398"},{"id":11076,"name":"Late Antiquity","url":"https://www.academia.edu/Documents/in/Late_Antiquity?f_ri=449398"},{"id":16653,"name":"Augustine of Hippo","url":"https://www.academia.edu/Documents/in/Augustine_of_Hippo?f_ri=449398"},{"id":23074,"name":"Late Antique Literature","url":"https://www.academia.edu/Documents/in/Late_Antique_Literature?f_ri=449398"},{"id":25217,"name":"Apophaticism","url":"https://www.academia.edu/Documents/in/Apophaticism?f_ri=449398"},{"id":32944,"name":"Silence in literature","url":"https://www.academia.edu/Documents/in/Silence_in_literature?f_ri=449398"},{"id":44026,"name":"Poetics of Silence","url":"https://www.academia.edu/Documents/in/Poetics_of_Silence?f_ri=449398"},{"id":56302,"name":"Patristics and Late Antiquity","url":"https://www.academia.edu/Documents/in/Patristics_and_Late_Antiquity?f_ri=449398"},{"id":67932,"name":"Ausonius","url":"https://www.academia.edu/Documents/in/Ausonius?f_ri=449398"},{"id":91657,"name":"Sidonius Apollinaris","url":"https://www.academia.edu/Documents/in/Sidonius_Apollinaris?f_ri=449398"},{"id":93798,"name":"Rutilius Namatianus","url":"https://www.academia.edu/Documents/in/Rutilius_Namatianus?f_ri=449398"},{"id":196247,"name":"Linguistic Turn","url":"https://www.academia.edu/Documents/in/Linguistic_Turn?f_ri=449398"},{"id":224520,"name":"Fulgentius","url":"https://www.academia.edu/Documents/in/Fulgentius?f_ri=449398"},{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398"},{"id":883338,"name":"Crisis of Representation","url":"https://www.academia.edu/Documents/in/Crisis_of_Representation?f_ri=449398"},{"id":1624668,"name":"Ausone","url":"https://www.academia.edu/Documents/in/Ausone?f_ri=449398"},{"id":2572780,"name":"Claudius Rutilius Namatianus","url":"https://www.academia.edu/Documents/in/Claudius_Rutilius_Namatianus?f_ri=449398"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_31652719" data-work_id="31652719" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/31652719/El_Contrato_Colonial_de_Chile_Ciencia_Racismo_y_Naci%C3%B3n_libro_completo_">El Contrato Colonial de Chile. Ciencia, Racismo y Nación (libro completo)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">En los orígenes de la nación chilena se ocultan una serie de elementos raciales que pueden remontarse a muchos años antes de su establecimiento formal como institución política. Las ideas de “raza” y “racismo” son el eje central sobre el... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_31652719" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">En los orígenes de la nación chilena se ocultan una serie de elementos raciales que pueden remontarse a muchos años antes de su establecimiento formal como institución política. Las ideas de “raza” y “racismo” son el eje central sobre el cual el autor intenta analizar dichas retóricas de inferiorización, provenientes tanto de la ciencia, de la política, como de las prácticas culturales de los siglos XVII, XVIII y principalmente del XIX.<br /><br />Se trata de un trabajo transdisciplinario, que se fundamenta en una revisión crítica de fuentes primarias de la época y de una extensa literatura secundaria proveniente de la historia de la cultura, de la ciencia, la antropología social y cultural, así como de la filosofía.<br /><br />No se trata de una obra de historia, ni menos de antropología, solo es un intento por pensar o cartografiar nuestro pasado colonial (y poscolonial) como un ejercicio de conceptualización que nos permita cuestionar aquello que se denomina “identidad chilena”.<br /><br /><br /><br /><br /><br /><br />El contrato colonial de Chile<br />Ciencia, Racismo y Nación<br /><br />Por<br /><br />Patricio Lepe-Carrión<br /><br /><br /><br /><br /><br />Tabla de contenidos<br /><br />Tabla de contenidos 2<br />Tabla de ilustraciones 5<br />Siglas 6<br />Introducción 7<br /><br /><br />Primera Parte: Colonialidad del poder en el reino de Chile<br />1. Civilización y barbarie: la ‘diferencia colonial’ 13<br />1.1. Cartografía conceptual de la dicotomía 13<br />1.1.1. Genealogía de la ‘barbarie’, como ausencia de la razón deliberativa 13<br />1.1.2. Aristóteles: ‘deliberación’ y esclavitud natural 14<br />1.1.3. La barbarie, ‘diferencia’ y construcción del Otro 16<br />1.2. La Junta de Valladolid: la naturalización de las diferencias en el siglo XVI 19<br />1.2.1. La polémica de los naturales 19<br />1.2.2. La construcción de la ‘barbarie’ americana 20<br />1.2.3. Bartolomé de Las Casas y el encubrimiento de la ‘diferencia cultural’ 25<br />1.2.4. El re-descubrimiento del logos deliberativo: los nativos también pueden ser educados 28<br />2. La construcción del sujeto colonial en el Chile del siglo XVII 31<br />2.1. La sedimentación de la ‘diferencia colonial’ en la ‘guerra defensiva’ 32<br />2.2. Una frontera geográfica, subjetiva y epistémica: la ‘zona de contacto’ 35<br />2.3. Colonialidad: idea de totalidad, y miradas micropolíticas 40<br />2.4. La raza como eje articulador de la matriz colonial de poder 43<br />2.5. Los diagramas de soberanía y disciplina 44<br />2.6. Una frontera de seducción 47<br />2.7. El ‘Sermón en lengua de Chile’: orígenes del racismo epistémico 49<br />2.8. Pedagogía jesuita: individuación y emulación. Disciplina en la Ratio Studiorum 52<br /><br />Segunda Parte: Taxonomías proto-raciales de la Ilustración<br /><br />3. Época clásica, y el ‘no lugar’ en la instrumentalización política de los saberes científicos 58<br />3.1. El Ego Conquiro condición del Ego Cogito 59<br />3.1.1. Del escepticismo sobre la existencia del bárbaro, al escepticismo metódico cartesiano 60<br />3.1.2. La objetivación del ‘cuerpo’ como ‘naturaleza’ 61<br />3.2. Episteme y gubernamentalidad 63<br />3.2.1. Las tres epistemes 63<br />3.2.2. La episteme clásica, y su discontinuidad con el Renacimiento 64<br />3.2.3. La episteme clásica y La Hybris del punto cero 65<br />3.2.4. La razón de Estado (ratio status) 68<br />3.3. Biopolítica borbónica: la aparición de la ‘razón de Estado’ en España y Chile durante el siglo XVIII 69<br />3.3.1. Gobierno de las poblaciones 69<br />3.3.2. El Censo como ciencia del Estado 72<br />3.3.3. De la razón al racismo de Estado 74<br />4. La ‘historia natural’ en el orden y casificación etnoracial de la humanidad 76<br />4.1. Dios creó, Linneo puso en orden (Deus creavit; Linnaeus disposuit) 78<br />4.1.1. La escritura universal 78<br />4.1.2. El género Homo, y la especie Homo Sapiens 80<br />4.1.3. Cuerpo bello, alma buena. Un primer acercamiento a la kalokagathía 82<br />4.2. El conde de Buffon, y el dinamismo en la Escala de los Seres 83<br />4.2.1. La cuestión de la especie: temporalización de la Gran Cadena del Ser 83<br />4.2.2. Los efectos del clima y el ambiente en la formación de las razas 87<br />4.3. América es un continente débil y degenerado 89<br />4.4. Juan Ignacio Molina: el científico que persuadió a Immanuel Kant 93<br />4.4.1. Molina, el primer científico chileno 93<br />4.4.2. La incomodidad del criollo, y su arremetida contra los ‘antiamericanistas’ 94<br />4.4.3. Boroa, un pueblo de chilenos europeizados 96<br />4.4.4. Chilenos de sangre pura, criollos, y los mestizos bastardos 99<br />5. Clasificación racial en la filosofía ilustrada. El caso de Immanuel Kant 103<br />5.1. Luces y sombras de la ‘ciudad criolla’ 103<br />5.2. Los intermediarios del universalismo 108<br />5.3. Del racismo al racialismo 110<br />5.4. El concepto de ‘raza’ en Kant 112<br />5.5. Mapa racial: el lugar de los ‘americanos’ 117<br />Excurso: Kant, colonialismo, y el nuevo encubrimiento 122<br /><br />Tercera Parte: "Nobleza y plebe: residuos simbólicos durante la pos-colonia"<br /><br />6. Biopolítica borbónica en chile: el discurso antropológico sobre la ociosidad, el vagabundaje, y su objetivación en el mestizaje 128<br />6.1. Representación moderna de la pobreza 128<br />6.2. Pública prosperidad, movilidad social y las incomodidades de la ‘nobleza’ 130<br />6.3. El mestizaje como fuente de vagabundaje 135<br />6.4. Higienismo y racismo de Estado 137<br />7. El color de las clases sociales chilenas 139<br />7.1. Otros contextos, otras categorías 139<br />7.2. La ‘raza’ en la formación de las clases sociales chilenas 140<br />7.3. Aristocracia chilena y selección racial 143<br />8. Imaginando la ‘nación’ 147<br />8.1. Lugares de enunciación y traducción 147<br />8.2. ‘El peso de la noche’; el lado oscuro de la Patria 149<br />8.2.1. El nativo de papel 150<br />8.2.2. Independencia/Civilización, o Modernidad/Colonialidad 152<br />8.3. Iustración y ‘libertad’. Legitimación de las diferencias innatas 156<br />8.4. La infancia de Chile, y el tutelaje de los ‘padres’ criollos 159<br />8.5. Los ‘negros’ desean la esclavitud, no la libertad 162<br />9. Dimensión simbólica de las clases sociales: ‘escenificación’ y ‘apariencia’ 166<br />9.1. La obsesión por el ‘origen’ 166<br />9.2. El simbolismo de la prosapia criolla 169<br />9.3. El delirio de ‘ser percibido’ como noble 172<br />Conclusión: El contrato colonial de Chile 175<br />Bibliografía 177</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31652719" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7a4d14c023c1bab24d09f844c19f8315" rel="nofollow" data-download="{"attachment_id":61816113,"asset_id":31652719,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61816113/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="133053" href="https://ufro.academia.edu/plc">Patricio Lepe-Carrión</a><script data-card-contents-for-user="133053" type="text/json">{"id":133053,"first_name":"Patricio","last_name":"Lepe-Carrión","domain_name":"ufro","page_name":"plc","display_name":"Patricio Lepe-Carrión","profile_url":"https://ufro.academia.edu/plc?f_ri=449398","photo":"https://0.academia-photos.com/133053/35387/38176278/s65_patricio.lepe-carri_n.jpg"}</script></span></span></li><li class="js-paper-rank-work_31652719 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="31652719"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 31652719, container: ".js-paper-rank-work_31652719", }); 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Ciencia, Racismo y Nación (libro completo)","created_at":"2017-02-28T19:04:53.603-08:00","url":"https://www.academia.edu/31652719/El_Contrato_Colonial_de_Chile_Ciencia_Racismo_y_Naci%C3%B3n_libro_completo_?f_ri=449398","dom_id":"work_31652719","summary":"En los orígenes de la nación chilena se ocultan una serie de elementos raciales que pueden remontarse a muchos años antes de su establecimiento formal como institución política. Las ideas de “raza” y “racismo” son el eje central sobre el cual el autor intenta analizar dichas retóricas de inferiorización, provenientes tanto de la ciencia, de la política, como de las prácticas culturales de los siglos XVII, XVIII y principalmente del XIX.\n\nSe trata de un trabajo transdisciplinario, que se fundamenta en una revisión crítica de fuentes primarias de la época y de una extensa literatura secundaria proveniente de la historia de la cultura, de la ciencia, la antropología social y cultural, así como de la filosofía.\n\nNo se trata de una obra de historia, ni menos de antropología, solo es un intento por pensar o cartografiar nuestro pasado colonial (y poscolonial) como un ejercicio de conceptualización que nos permita cuestionar aquello que se denomina “identidad chilena”.\n\n\n\n\n\n\nEl contrato colonial de Chile\nCiencia, Racismo y Nación\n\nPor\n\nPatricio Lepe-Carrión\n\n\n\n\n\nTabla de contenidos\n\nTabla de contenidos\t2\nTabla de ilustraciones\t5\nSiglas\t6\nIntroducción\t7\n\n\nPrimera Parte: Colonialidad del poder en el reino de Chile\n1. Civilización y barbarie: la ‘diferencia colonial’\t13\n1.1. Cartografía conceptual de la dicotomía\t13\n1.1.1. Genealogía de la ‘barbarie’, como ausencia de la razón deliberativa\t13\n1.1.2. Aristóteles: ‘deliberación’ y esclavitud natural\t14\n1.1.3. La barbarie, ‘diferencia’ y construcción del Otro\t16\n1.2. La Junta de Valladolid: la naturalización de las diferencias en el siglo XVI\t19\n1.2.1. La polémica de los naturales\t19\n1.2.2. La construcción de la ‘barbarie’ americana\t20\n1.2.3. Bartolomé de Las Casas y el encubrimiento de la ‘diferencia cultural’\t25\n1.2.4. El re-descubrimiento del logos deliberativo: los nativos también pueden ser educados\t28\n2. La construcción del sujeto colonial en el Chile del siglo XVII\t31\n2.1. La sedimentación de la ‘diferencia colonial’ en la ‘guerra defensiva’\t32\n2.2. Una frontera geográfica, subjetiva y epistémica: la ‘zona de contacto’\t35\n2.3. Colonialidad: idea de totalidad, y miradas micropolíticas\t40\n2.4. La raza como eje articulador de la matriz colonial de poder\t43\n2.5. Los diagramas de soberanía y disciplina\t44\n2.6. Una frontera de seducción\t47\n2.7. El ‘Sermón en lengua de Chile’: orígenes del racismo epistémico\t49\n2.8. Pedagogía jesuita: individuación y emulación. Disciplina en la Ratio Studiorum\t52\n\nSegunda Parte: Taxonomías proto-raciales de la Ilustración\n\n3. Época clásica, y el ‘no lugar’ en la instrumentalización política de los saberes científicos\t58\n3.1. El Ego Conquiro condición del Ego Cogito\t59\n3.1.1. Del escepticismo sobre la existencia del bárbaro, al escepticismo metódico cartesiano\t60\n3.1.2. La objetivación del ‘cuerpo’ como ‘naturaleza’\t61\n3.2. Episteme y gubernamentalidad\t63\n3.2.1. Las tres epistemes\t63\n3.2.2. La episteme clásica, y su discontinuidad con el Renacimiento\t64\n3.2.3. La episteme clásica y La Hybris del punto cero\t65\n3.2.4. La razón de Estado (ratio status)\t68\n3.3. Biopolítica borbónica: la aparición de la ‘razón de Estado’ en España y Chile durante el siglo XVIII\t69\n3.3.1. Gobierno de las poblaciones\t69\n3.3.2. El Censo como ciencia del Estado\t72\n3.3.3. De la razón al racismo de Estado\t74\n4. La ‘historia natural’ en el orden y casificación etnoracial de la humanidad\t76\n4.1. Dios creó, Linneo puso en orden (Deus creavit; Linnaeus disposuit)\t78\n4.1.1. La escritura universal\t78\n4.1.2. El género Homo, y la especie Homo Sapiens\t80\n4.1.3. Cuerpo bello, alma buena. Un primer acercamiento a la kalokagathía\t82\n4.2. El conde de Buffon, y el dinamismo en la Escala de los Seres\t83\n4.2.1. La cuestión de la especie: temporalización de la Gran Cadena del Ser\t83\n4.2.2. Los efectos del clima y el ambiente en la formación de las razas\t87\n4.3. América es un continente débil y degenerado\t89\n4.4. Juan Ignacio Molina: el científico que persuadió a Immanuel Kant\t93\n4.4.1. Molina, el primer científico chileno\t93\n4.4.2. La incomodidad del criollo, y su arremetida contra los ‘antiamericanistas’\t94\n4.4.3. Boroa, un pueblo de chilenos europeizados\t96\n4.4.4. Chilenos de sangre pura, criollos, y los mestizos bastardos\t99\n5. Clasificación racial en la filosofía ilustrada. El caso de Immanuel Kant\t103\n5.1. Luces y sombras de la ‘ciudad criolla’\t103\n5.2. Los intermediarios del universalismo\t108\n5.3. Del racismo al racialismo\t110\n5.4. El concepto de ‘raza’ en Kant\t112\n5.5. Mapa racial: el lugar de los ‘americanos’\t117\nExcurso: Kant, colonialismo, y el nuevo encubrimiento\t122\n\nTercera Parte: \"Nobleza y plebe: residuos simbólicos durante la pos-colonia\"\n\n6. Biopolítica borbónica en chile: el discurso antropológico sobre la ociosidad, el vagabundaje, y su objetivación en el mestizaje\t128\n6.1. Representación moderna de la pobreza\t128\n6.2. Pública prosperidad, movilidad social y las incomodidades de la ‘nobleza’\t130\n6.3. El mestizaje como fuente de vagabundaje\t135\n6.4. Higienismo y racismo de Estado\t137\n7. El color de las clases sociales chilenas\t139\n7.1. Otros contextos, otras categorías\t139\n7.2. La ‘raza’ en la formación de las clases sociales chilenas\t140\n7.3. Aristocracia chilena y selección racial\t143\n8. Imaginando la ‘nación’\t147\n8.1. Lugares de enunciación y traducción\t147\n8.2. ‘El peso de la noche’; el lado oscuro de la Patria\t149\n8.2.1. El nativo de papel\t150\n8.2.2. Independencia/Civilización, o Modernidad/Colonialidad\t152\n8.3. Iustración y ‘libertad’. Legitimación de las diferencias innatas\t156\n8.4. La infancia de Chile, y el tutelaje de los ‘padres’ criollos\t159\n8.5. Los ‘negros’ desean la esclavitud, no la libertad\t162\n9. Dimensión simbólica de las clases sociales: ‘escenificación’ y ‘apariencia’\t166\n9.1. La obsesión por el ‘origen’\t166\n9.2. El simbolismo de la prosapia criolla\t169\n9.3. El delirio de ‘ser percibido’ como noble\t172\nConclusión: El contrato colonial de Chile\t175\nBibliografía\t177","downloadable_attachments":[{"id":61816113,"asset_id":31652719,"asset_type":"Work","always_allow_download":false},{"id":63311425,"asset_id":31652719,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":133053,"first_name":"Patricio","last_name":"Lepe-Carrión","domain_name":"ufro","page_name":"plc","display_name":"Patricio Lepe-Carrión","profile_url":"https://ufro.academia.edu/plc?f_ri=449398","photo":"https://0.academia-photos.com/133053/35387/38176278/s65_patricio.lepe-carri_n.jpg"}],"research_interests":[{"id":10,"name":"American 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u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1608627/Placing_Technology_Education_within_the_Gender_Perspective">Placing Technology Education within the Gender Perspective</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Over the last thirty years, science, technology and mathematics education have emerged as lively new research areas. This research, inspired by issues of learning and teaching, has clear uniting themes in the cognitive, pedagogical,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1608627" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Over the last thirty years, science, technology and mathematics education have emerged as lively new research areas. This research, inspired by issues of learning and teaching, has clear uniting themes in the cognitive, pedagogical, historical, philosophical and socio-cultural aspects of the sciences. The name epiSTEME connotes, at one level, a systematic study of knowledge, while as acronym it suggests a meta-view of science, technology and mathematics education.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1608627" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3d7dfbad5b7b71004f51dbcdbc6dda6e" rel="nofollow" data-download="{"attachment_id":15599759,"asset_id":1608627,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/15599759/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="992487" href="https://tifr.academia.edu/ChitraNatarajan">Chitra Natarajan</a><script data-card-contents-for-user="992487" type="text/json">{"id":992487,"first_name":"Chitra","last_name":"Natarajan","domain_name":"tifr","page_name":"ChitraNatarajan","display_name":"Chitra Natarajan","profile_url":"https://tifr.academia.edu/ChitraNatarajan?f_ri=449398","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_1608627 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1608627"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1608627, container: ".js-paper-rank-work_1608627", }); });</script></li><li class="js-percentile-work_1608627 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1608627; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_1608627"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_1608627 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="1608627"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1608627; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1608627]").text(description); $(".js-view-count-work_1608627").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1608627").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1608627"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="449398" rel="nofollow" href="https://www.academia.edu/Documents/in/Episteme">Episteme</a><script data-card-contents-for-ri="449398" type="text/json">{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1608627]'), work: {"id":1608627,"title":"Placing Technology Education within the Gender Perspective","created_at":"2012-05-31T14:49:45.086-07:00","url":"https://www.academia.edu/1608627/Placing_Technology_Education_within_the_Gender_Perspective?f_ri=449398","dom_id":"work_1608627","summary":"Over the last thirty years, science, technology and mathematics education have emerged as lively new research areas. 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El Delta del Tigre, que es donde yo resido, estuvo afectado por un gran apagón y la red que conseguí en el restaurant de un amigo no era la mejor en que podía pensarse. Me consta que hay mucha expectativa sobre los contenidos que se están discutiendo.]</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/77227159" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f369583cbe59de0b7a168e02c2672d98" rel="nofollow" data-download="{"attachment_id":86466696,"asset_id":77227159,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/86466696/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2372975" href="https://uba.academia.edu/CarlosReynoso">Carlos Reynoso</a><script data-card-contents-for-user="2372975" type="text/json">{"id":2372975,"first_name":"Carlos","last_name":"Reynoso","domain_name":"uba","page_name":"CarlosReynoso","display_name":"Carlos Reynoso","profile_url":"https://uba.academia.edu/CarlosReynoso?f_ri=449398","photo":"https://0.academia-photos.com/2372975/19085937/19036036/s65_carlos.reynoso.jpg"}</script></span></span></li><li class="js-paper-rank-work_77227159 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="77227159"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 77227159, container: ".js-paper-rank-work_77227159", }); 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El Delta del Tigre, que es donde yo resido, estuvo afectado por un gran apagón y la red que conseguí en el restaurant de un amigo no era la mejor en que podía pensarse. 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NUEVAS RETÓRICAS DE LA POSMODERNIDAD</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">TESIS DOCTORAL Adolfo Vásquez Rocca Dossier PONTIFICIA UNIVERSIDAD CATÓLICA DE VALPARAÍSO FACULTAD DE FILOSOFÍA Y EDUCACIÓN INSTITUTO DE FILOSOFIA PUCV TESIS DOCTORAL "EL GIRO ESTÉTICO DE LA EPISTEMOLOGÍA. NUEVAS RETÓRICAS DE LA... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_13182329" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">TESIS DOCTORAL <br />Adolfo Vásquez Rocca <br />Dossier <br />PONTIFICIA UNIVERSIDAD CATÓLICA DE VALPARAÍSO <br />FACULTAD DE FILOSOFÍA Y EDUCACIÓN <br />INSTITUTO DE FILOSOFIA PUCV <br />TESIS DOCTORAL <br />"EL GIRO ESTÉTICO DE LA EPISTEMOLOGÍA. NUEVAS RETÓRICAS DE LA POSMODERNIDAD". <br />Adolfo Vásquez Rocca. <br />Profesor Guía: <br />Hugo Renato Ochoa Disselkoen <br />2 0 0 4 <br />Calificación SOBRESALIENTE <br />Summa cum laude <br />Convalidada <br />Proyecto Postdoctoral <br />Dr. Jacobo Muñoz Veiga <br />Facultad de Filosofía <br />Departamento de Filosofía IV <br />UNIVERSIDAD COMPLUTENSE DE MADRID</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13182329" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b50b3def44fc4257a9c429766ecdcdae" rel="nofollow" data-download="{"attachment_id":37972669,"asset_id":13182329,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37972669/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1871883" href="https://ucm.academia.edu/AdolfoVasquezRocca">Adolfo Vasquez Rocca</a><script data-card-contents-for-user="1871883" type="text/json">{"id":1871883,"first_name":"Adolfo","last_name":"Vasquez Rocca","domain_name":"ucm","page_name":"AdolfoVasquezRocca","display_name":"Adolfo Vasquez Rocca","profile_url":"https://ucm.academia.edu/AdolfoVasquezRocca?f_ri=449398","photo":"https://0.academia-photos.com/1871883/634717/30335960/s65_adolfo.vasquez_rocca.jpg"}</script></span></span></li><li class="js-paper-rank-work_13182329 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="13182329"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 13182329, container: ".js-paper-rank-work_13182329", }); 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u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_2454075" data-work_id="2454075" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/2454075/J_Doomen_Understanding_and_Explaining">J. Doomen, Understanding and Explaining</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The quest to provide a fundamental understanding and explanation of reality is an ambitious one. Perhaps it is too ambitious. The possible restrictions for such an enterprise to be successful must be inquired in order to determine the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_2454075" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The quest to provide a fundamental understanding and explanation of reality is an ambitious one. Perhaps it is too ambitious. The possible restrictions for such an enterprise to be successful must be inquired in order to determine the issue. Section 1 explores one’s understanding in reaching (scientific) conclusions: to what extent does a successful account testify to understanding? Section 2 focuses on the other side of such an account: does it provide an explanation in a more fundamental sense than pointing out causes of phenomena, or is it restricted to such a task? A critical stance vis-à-vis the (scientific) enterprise of unearthing reality’s structure remains necessary in order not to confuse a consistent and productive theory with one that demonstrates an understanding and explanation in the sense of this article.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/2454075" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="744c118fe55a5667bebea3d20c03952f" rel="nofollow" data-download="{"attachment_id":30476680,"asset_id":2454075,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/30476680/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2261419" href="https://independent.academia.edu/JasperDoomen">Jasper Doomen</a><script data-card-contents-for-user="2261419" type="text/json">{"id":2261419,"first_name":"Jasper","last_name":"Doomen","domain_name":"independent","page_name":"JasperDoomen","display_name":"Jasper Doomen","profile_url":"https://independent.academia.edu/JasperDoomen?f_ri=449398","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_2454075 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="2454075"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 2454075, container: ".js-paper-rank-work_2454075", }); 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href="https://www.academia.edu/5146443/J_Doomen_The_Problems_of_Scepticism">J. Doomen, The Problems of Scepticism</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article is focused on answering the question to what extent one can be a sceptic. Sextus Empiricus’s Outlines of Scepticism serves as a guide. In section 1, it is investigated whether three logical laws have a certain foundation or... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_5146443" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article is focused on answering the question to what extent one can be a sceptic. Sextus Empiricus’s Outlines of Scepticism serves as a guide. In section 1, it is investigated whether three logical laws have a certain foundation or are subject to doubt. In section 2, Sextus’s way to deal with these laws is examined; the question arises how dogmatic his approach is. After that, a possible ‘reply’ by Sextus to the criticism receives attention. Section 3 is concentrated on a possible alternative to Sextus’s approach. Besides logical laws, some important methods are concerned.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/5146443" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7e807d8d0a0807b74b738f1e1f5e7a46" rel="nofollow" data-download="{"attachment_id":54508673,"asset_id":5146443,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54508673/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2261419" href="https://independent.academia.edu/JasperDoomen">Jasper Doomen</a><script data-card-contents-for-user="2261419" type="text/json">{"id":2261419,"first_name":"Jasper","last_name":"Doomen","domain_name":"independent","page_name":"JasperDoomen","display_name":"Jasper Doomen","profile_url":"https://independent.academia.edu/JasperDoomen?f_ri=449398","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_5146443 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="5146443"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 5146443, container: ".js-paper-rank-work_5146443", }); 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class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Tattoos, it would seem, are as old as humankind. Although they were mainly used and displayed by members of deviant subcultures throughout most of the nineteenth century, the 1980’s and 1990’s have given way to a rise in body... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43000638" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Tattoos, it would seem, are as old as humankind. Although they were mainly used and displayed by members of deviant subcultures throughout most of the nineteenth century, the 1980’s and 1990’s have given way to a rise in body modifications in general, and tattoos in particular. The question arises as to how we can begin to explain this craze for tattoos in the Western world. In this paper, we suggest that this newly constructed infatuation is the product of an episteme which is built on four century-defining, distinct, all the while interrelated, phenomena: the Space Odyssey, the rise of Superheroes and Comic Books, the sexual revolution and the emergence of the internet in general and of social networks in particular. We also argue that the act of getting tattooed is necessarily both individual and collective: by differentiating oneself through the use of tattoos, one joins a collective or community. This reminds us that human societies are paradoxical in nature, their components constantly evolving between homogeneity and differentiation. Through the study of a Franco-Canadian sample divided into three separate groups – not tattooed, somewhat tattooed, very tattooed – we show that tattoos evoke arts, esthetics and health as well as the transgression of social norms and the extension of physical and psychological limits in all groups within both countries, although the French sample is more defined by art and the Canadian sample, by symbols. The marking of the body with ink thus appears as a collectively inscribed individual process in which the collective is either outside of, secondary to, or implicitly part of oneself, depending on the category with which we identify.<br /><br />Résumé<br />La technique du tatouage serait, en principe, aussi vielle que l’humain. Réservée à peu près exclusivement aux sous-cultures de la déviance pendant la majeure partie du XIXe siècle, on voit s’étendre son usage, en Occident, depuis les années 1980, 1990, période pendant laquelle on assiste à une expansion des modifications corporelles en général. La question se pose donc de savoir comment expliquer cet engouement récent pour les bodmods dont, au premier chef, le tatouage. Dans ce texte, nous soutenons, d’une part, que sa montée en popularité peut s’expliquer par une épistémè qui prend racine dans quatre phénomènes distincts, mais interreliés : le rapport à l’espace qui se noue dans les années d’après la première guerre et qui se cristallise en 1969 avec les premiers pas sur la lune ; la montée en puissance des super héros, portés par des plateformes comme Marvel Comics et DC Comics ; la révolution sexuelle et le mouvement hippie qui en est le corollaire ; l’apparition d’internet et des réseaux sociaux en particulier. Nous avançons, d’autre part, que le fait de se faire tatouer ne peut être qu’un geste à la fois individuel et collectif, qu’en se singularisant, on intègre forcément une communauté, les sociétés humaines ne pouvant se construire que sur une logique du paradoxe, d’une tension nécessaire entre homogénéité et différenciation. À travers les données tirées d’une enquête franco-canadienne et en distinguant entre personnes non tatouées, peu tatouées et très tatouées, nous démontrons que, bien que la dimension artistique soit plus présente dans le discours français et la dimension symbolique, plus caractéristique du propos canadien, le tatouage éveille globalement, chez les individus interrogés, des référents liés à sa dimension artistique et esthétique, à la santé et au fait qu’il amène à transgresser des normes et à repousser ses limites physiques et psychologiques. Le tatouage apparaît ainsi comme un processus individuel qui inscrit dans le collectif, le rapport au collectif étant tantôt extérieur, tantôt secondaire, tantôt implicite, tributaire qu’il est du fait que l’on soit plus ou moins tatoué.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43000638" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e72645a28032139ddbd0dd9d00a73f8a" rel="nofollow" data-download="{"attachment_id":63263763,"asset_id":43000638,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63263763/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="154876713" href="https://independent.academia.edu/GirardMelanie">Mélanie Girard</a><script data-card-contents-for-user="154876713" type="text/json">{"id":154876713,"first_name":"Mélanie","last_name":"Girard","domain_name":"independent","page_name":"GirardMelanie","display_name":"Mélanie Girard","profile_url":"https://independent.academia.edu/GirardMelanie?f_ri=449398","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-43000638">+1</span><div class="hidden js-additional-users-43000638"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://laurentian.academia.edu/SimonLaflamme">Simon Laflamme</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-43000638'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-43000638').html(); 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Although they were mainly used and displayed by members of deviant subcultures throughout most of the nineteenth century, the 1980’s and 1990’s have given way to a rise in body modifications in general, and tattoos in particular. The question arises as to how we can begin to explain this craze for tattoos in the Western world. In this paper, we suggest that this newly constructed infatuation is the product of an episteme which is built on four century-defining, distinct, all the while interrelated, phenomena: the Space Odyssey, the rise of Superheroes and Comic Books, the sexual revolution and the emergence of the internet in general and of social networks in particular. We also argue that the act of getting tattooed is necessarily both individual and collective: by differentiating oneself through the use of tattoos, one joins a collective or community. This reminds us that human societies are paradoxical in nature, their components constantly evolving between homogeneity and differentiation. Through the study of a Franco-Canadian sample divided into three separate groups – not tattooed, somewhat tattooed, very tattooed – we show that tattoos evoke arts, esthetics and health as well as the transgression of social norms and the extension of physical and psychological limits in all groups within both countries, although the French sample is more defined by art and the Canadian sample, by symbols. The marking of the body with ink thus appears as a collectively inscribed individual process in which the collective is either outside of, secondary to, or implicitly part of oneself, depending on the category with which we identify.\n\nRésumé\nLa technique du tatouage serait, en principe, aussi vielle que l’humain. Réservée à peu près exclusivement aux sous-cultures de la déviance pendant la majeure partie du XIXe siècle, on voit s’étendre son usage, en Occident, depuis les années 1980, 1990, période pendant laquelle on assiste à une expansion des modifications corporelles en général. La question se pose donc de savoir comment expliquer cet engouement récent pour les bodmods dont, au premier chef, le tatouage. Dans ce texte, nous soutenons, d’une part, que sa montée en popularité peut s’expliquer par une épistémè qui prend racine dans quatre phénomènes distincts, mais interreliés : le rapport à l’espace qui se noue dans les années d’après la première guerre et qui se cristallise en 1969 avec les premiers pas sur la lune ; la montée en puissance des super héros, portés par des plateformes comme Marvel Comics et DC Comics ; la révolution sexuelle et le mouvement hippie qui en est le corollaire ; l’apparition d’internet et des réseaux sociaux en particulier. Nous avançons, d’autre part, que le fait de se faire tatouer ne peut être qu’un geste à la fois individuel et collectif, qu’en se singularisant, on intègre forcément une communauté, les sociétés humaines ne pouvant se construire que sur une logique du paradoxe, d’une tension nécessaire entre homogénéité et différenciation. À travers les données tirées d’une enquête franco-canadienne et en distinguant entre personnes non tatouées, peu tatouées et très tatouées, nous démontrons que, bien que la dimension artistique soit plus présente dans le discours français et la dimension symbolique, plus caractéristique du propos canadien, le tatouage éveille globalement, chez les individus interrogés, des référents liés à sa dimension artistique et esthétique, à la santé et au fait qu’il amène à transgresser des normes et à repousser ses limites physiques et psychologiques. Le tatouage apparaît ainsi comme un processus individuel qui inscrit dans le collectif, le rapport au collectif étant tantôt extérieur, tantôt secondaire, tantôt implicite, tributaire qu’il est du fait que l’on soit plus ou moins tatoué.","downloadable_attachments":[{"id":63263763,"asset_id":43000638,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":154876713,"first_name":"Mélanie","last_name":"Girard","domain_name":"independent","page_name":"GirardMelanie","display_name":"Mélanie Girard","profile_url":"https://independent.academia.edu/GirardMelanie?f_ri=449398","photo":"/images/s65_no_pic.png"},{"id":94556868,"first_name":"Simon","last_name":"Laflamme","domain_name":"laurentian","page_name":"SimonLaflamme","display_name":"Simon Laflamme","profile_url":"https://laurentian.academia.edu/SimonLaflamme?f_ri=449398","photo":"https://0.academia-photos.com/94556868/24808493/34223467/s65_simon.laflamme.jpg"}],"research_interests":[{"id":3595,"name":"Individuality","url":"https://www.academia.edu/Documents/in/Individuality?f_ri=449398","nofollow":true},{"id":29487,"name":"Space","url":"https://www.academia.edu/Documents/in/Space?f_ri=449398","nofollow":true},{"id":30947,"name":"The Internet","url":"https://www.academia.edu/Documents/in/The_Internet?f_ri=449398","nofollow":true},{"id":43130,"name":"Collective Identity","url":"https://www.academia.edu/Documents/in/Collective_Identity?f_ri=449398","nofollow":true},{"id":44560,"name":"Superheroes","url":"https://www.academia.edu/Documents/in/Superheroes?f_ri=449398"},{"id":84377,"name":"Body Modification","url":"https://www.academia.edu/Documents/in/Body_Modification?f_ri=449398"},{"id":127771,"name":"Tattoos","url":"https://www.academia.edu/Documents/in/Tattoos?f_ri=449398"},{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398"},{"id":522071,"name":"Sexual Revolution","url":"https://www.academia.edu/Documents/in/Sexual_Revolution?f_ri=449398"},{"id":752800,"name":"Homogeneity","url":"https://www.academia.edu/Documents/in/Homogeneity?f_ri=449398"},{"id":3620831,"name":"Differenciation","url":"https://www.academia.edu/Documents/in/Differenciation?f_ri=449398"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1600832" data-work_id="1600832" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1600832/Shifting_Blackness_How_the_Arts_Revolutionize_Black_Identity_in_the_Postmodern_West">Shifting Blackness: How the Arts Revolutionize Black Identity in the Postmodern West</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The contemporary experiences of racially marginalized people in the West are affected deeply by the hegemonic capitalist Orthodox cultural codes, or episteme, in which blackness operates as the symbol of Chaos. As it relates to people of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1600832" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The contemporary experiences of racially marginalized people in the West are affected deeply by the hegemonic capitalist Orthodox cultural codes, or episteme, in which blackness operates as the symbol of Chaos. As it relates to people of African descent, these affects are marked by a denial of the black person’s full status as an unproblematic subject, by ontological voids arising from the practice of enslavement over the past centuries, and by problems of representation within the West, where examples and points of reference for black identity are always tied up with conflicting interests.<br /><br />Utilizing Sylvia Wynter's model of the "ceremony" as one means of describing the ways in which blacks in the West maneuver the extant psychological and philosophical perils of race in the Western world, I argue that the history of black responses to the West's ontological violence is alive and well, particularly in art forms like spoken word, where the power to define/name oneself is of paramount importance.  Focusing on how art shaped black responses to ontologically debilitating circumstances, I argue that there has always existed a model for liberation within African American culture and tradition.<br /><br />This work takes an approach that is philosophical and theoretical in nature in order to address the wide breadth of the black experience that lies beyond the realm of statistics. The goal of this approach is to continue the work of unraveling hidden or under-discussed aspects of the black experience in order to more clearly find possibilities for addressing problems in the construction of race and marginalized people within the Western episteme. This work attempts to redefine the struggle for a healthier ontology within the framework of a process of liberation that transcends Orthodox limitations on the marginalized subject.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1600832" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fe67f9bb7199c6cf5c3a7edadcc5ff60" rel="nofollow" data-download="{"attachment_id":30996496,"asset_id":1600832,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/30996496/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1842541" href="https://usf.academia.edu/ReginaldEldridge">Reginald Eldridge</a><script data-card-contents-for-user="1842541" type="text/json">{"id":1842541,"first_name":"Reginald","last_name":"Eldridge","domain_name":"usf","page_name":"ReginaldEldridge","display_name":"Reginald Eldridge","profile_url":"https://usf.academia.edu/ReginaldEldridge?f_ri=449398","photo":"https://0.academia-photos.com/1842541/626962/22211252/s65_reginald.eldridge.jpg"}</script></span></span></li><li class="js-paper-rank-work_1600832 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1600832"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1600832, container: ".js-paper-rank-work_1600832", }); 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As it relates to people of African descent, these affects are marked by a denial of the black person’s full status as an unproblematic subject, by ontological voids arising from the practice of enslavement over the past centuries, and by problems of representation within the West, where examples and points of reference for black identity are always tied up with conflicting interests.\n\nUtilizing Sylvia Wynter's model of the \"ceremony\" as one means of describing the ways in which blacks in the West maneuver the extant psychological and philosophical perils of race in the Western world, I argue that the history of black responses to the West's ontological violence is alive and well, particularly in art forms like spoken word, where the power to define/name oneself is of paramount importance. Focusing on how art shaped black responses to ontologically debilitating circumstances, I argue that there has always existed a model for liberation within African American culture and tradition.\n\nThis work takes an approach that is philosophical and theoretical in nature in order to address the wide breadth of the black experience that lies beyond the realm of statistics. The goal of this approach is to continue the work of unraveling hidden or under-discussed aspects of the black experience in order to more clearly find possibilities for addressing problems in the construction of race and marginalized people within the Western episteme. This work attempts to redefine the struggle for a healthier ontology within the framework of a process of liberation that transcends Orthodox limitations on the marginalized subject.","downloadable_attachments":[{"id":30996496,"asset_id":1600832,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1842541,"first_name":"Reginald","last_name":"Eldridge","domain_name":"usf","page_name":"ReginaldEldridge","display_name":"Reginald Eldridge","profile_url":"https://usf.academia.edu/ReginaldEldridge?f_ri=449398","photo":"https://0.academia-photos.com/1842541/626962/22211252/s65_reginald.eldridge.jpg"}],"research_interests":[{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=449398","nofollow":true},{"id":58639,"name":"Black Studies","url":"https://www.academia.edu/Documents/in/Black_Studies?f_ri=449398","nofollow":true},{"id":131184,"name":"Spoken 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Informational Person'</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41467421" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ffd44d5c94a80f8b60efdc66a97f0bad" rel="nofollow" data-download="{"attachment_id":61641546,"asset_id":41467421,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" 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Philosophy, Ways of Being, Fragmentation of Being, Time,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35972529" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">On where the Cutting Edge of the Western Tradition might be found with respect to the development of Fundamental Ontology within Continental Philosophy <br /><br />-- Key Words:  Continental Philosophy, Ways of Being, Fragmentation of Being, Time, Cutting Edge</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35972529" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li 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areas. This research, inspired by issues of learning and teaching, has clear uniting themes in the cognitive, pedagogical,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_8782592" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Over the last thirty years, science, technology and mathematics education have emerged as lively new research areas. This research, inspired by issues of learning and teaching, has clear uniting themes in the cognitive, pedagogical, historical, philosophical and socio-cultural aspects of the sciences. The name epiSTEME connotes, at one level, a systematic study of knowledge, while as acronym it suggests a meta-view of science, technology and mathematics education.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8782592" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cab7089a259a64e7e5e96d835798ef37" rel="nofollow" data-download="{"attachment_id":48005228,"asset_id":8782592,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/48005228/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5588216" href="https://independent.academia.edu/SwatiMehrotra">Swati Mehrotra</a><script data-card-contents-for-user="5588216" type="text/json">{"id":5588216,"first_name":"Swati","last_name":"Mehrotra","domain_name":"independent","page_name":"SwatiMehrotra","display_name":"Swati Mehrotra","profile_url":"https://independent.academia.edu/SwatiMehrotra?f_ri=449398","photo":"https://0.academia-photos.com/5588216/2745748/3199317/s65_swati.mehrotra.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-8782592">+1</span><div class="hidden js-additional-users-8782592"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://tiss.academia.edu/RiteshKhunyakari">Ritesh Khunyakari</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-8782592'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-8782592').html(); 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This research, inspired by issues of learning and teaching, has clear uniting themes in the cognitive, pedagogical, historical, philosophical and socio-cultural aspects of the sciences. 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This research, inspired by issues of learning and teaching, has clear uniting themes in the cognitive, pedagogical,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3407518" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Over the last thirty years, science, technology and mathematics education have emerged as lively new research areas. This research, inspired by issues of learning and teaching, has clear uniting themes in the cognitive, pedagogical, historical, philosophical and socio-cultural aspects of the sciences. The name epiSTEME connotes, at one level, a systematic study of knowledge, while as acronym it suggests a meta-view of science, technology and mathematics education.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3407518" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="891f53f7df57777a2eed182c60497276" rel="nofollow" data-download="{"attachment_id":50295856,"asset_id":3407518,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50295856/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3967030" href="https://independent.academia.edu/Vprasar">Vigyan prasar</a><script data-card-contents-for-user="3967030" type="text/json">{"id":3967030,"first_name":"Vigyan","last_name":"prasar","domain_name":"independent","page_name":"Vprasar","display_name":"Vigyan prasar","profile_url":"https://independent.academia.edu/Vprasar?f_ri=449398","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_3407518 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3407518"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3407518, container: ".js-paper-rank-work_3407518", }); });</script></li><li class="js-percentile-work_3407518 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3407518; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_3407518"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_3407518 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="3407518"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3407518; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3407518]").text(description); $(".js-view-count-work_3407518").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3407518").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3407518"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="449398" rel="nofollow" href="https://www.academia.edu/Documents/in/Episteme">Episteme</a><script data-card-contents-for-ri="449398" type="text/json">{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3407518]'), work: {"id":3407518,"title":"Words and Worldviews: Production of Scientific Technical Terms in Tamil as a Cultural Reconfiguration and Domestication of Modern Science","created_at":"2013-04-27T22:52:57.631-07:00","url":"https://www.academia.edu/3407518/Words_and_Worldviews_Production_of_Scientific_Technical_Terms_in_Tamil_as_a_Cultural_Reconfiguration_and_Domestication_of_Modern_Science?f_ri=449398","dom_id":"work_3407518","summary":"Over the last thirty years, science, technology and mathematics education have emerged as lively new research areas. This research, inspired by issues of learning and teaching, has clear uniting themes in the cognitive, pedagogical, historical, philosophical and socio-cultural aspects of the sciences. 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La naissance conjointe de ces deux disciplines a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34283701" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">L'article vise à montrer les interactions qui existent entre droit canonique et théologie au sein de ce qu'on a pu nommer l'épistémè scolastique, perçue ici en sa naissance au XII e siècle. La naissance conjointe de ces deux disciplines a en effet engendré une matrice juridico-religieuse repérable tant dans les écrits des juristes canonistes que des théologiens. Se dévoile la construction scolastique de normes juridiques et religieuses sur fond d'une tension féconde entre christianisme et droit romain. Le droit est ainsi révélateur d'aspects structurants et de pratiques concrètes de la religion chrétienne.<br /><br />Mots-clefs : droit canonique, théologie, scolastique, épistémè, Abélard, Gratien, inquisitio, quaestio, coutume, christianisation du droit, juridisation de la morale, droit naturel, loi naturelle.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34283701" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2ff3a544ce089c45ee5b69d417eb0506" rel="nofollow" data-download="{"attachment_id":54189807,"asset_id":34283701,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54189807/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="52322482" href="https://diderot.academia.edu/HubertBORDE">Hubert BORDE</a><script data-card-contents-for-user="52322482" type="text/json">{"id":52322482,"first_name":"Hubert","last_name":"BORDE","domain_name":"diderot","page_name":"HubertBORDE","display_name":"Hubert BORDE","profile_url":"https://diderot.academia.edu/HubertBORDE?f_ri=449398","photo":"https://0.academia-photos.com/52322482/14215481/20253569/s65_hubert.borde.jpg"}</script></span></span></li><li class="js-paper-rank-work_34283701 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34283701"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34283701, container: ".js-paper-rank-work_34283701", }); });</script></li><li class="js-percentile-work_34283701 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34283701; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_34283701"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_34283701 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="34283701"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34283701; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34283701]").text(description); $(".js-view-count-work_34283701").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_34283701").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="34283701"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">16</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="4296" rel="nofollow" href="https://www.academia.edu/Documents/in/Natural_Law">Natural Law</a>, <script data-card-contents-for-ri="4296" type="text/json">{"id":4296,"name":"Natural Law","url":"https://www.academia.edu/Documents/in/Natural_Law?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="33552" rel="nofollow" href="https://www.academia.edu/Documents/in/Natural_Law_Theory">Natural Law Theory</a>, <script data-card-contents-for-ri="33552" type="text/json">{"id":33552,"name":"Natural Law Theory","url":"https://www.academia.edu/Documents/in/Natural_Law_Theory?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="53838" rel="nofollow" href="https://www.academia.edu/Documents/in/Human_Rights_and_Natural_Law">Human Rights and Natural Law</a>, <script data-card-contents-for-ri="53838" type="text/json">{"id":53838,"name":"Human Rights and Natural Law","url":"https://www.academia.edu/Documents/in/Human_Rights_and_Natural_Law?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="61848" rel="nofollow" href="https://www.academia.edu/Documents/in/Natural_Right">Natural Right</a><script data-card-contents-for-ri="61848" type="text/json">{"id":61848,"name":"Natural Right","url":"https://www.academia.edu/Documents/in/Natural_Right?f_ri=449398","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=34283701]'), work: {"id":34283701,"title":"Aspects d'une matrice juridico-religieuse dans la scolastique latine naissante du XIIe siècle","created_at":"2017-08-20T12:17:31.585-07:00","url":"https://www.academia.edu/34283701/Aspects_dune_matrice_juridico_religieuse_dans_la_scolastique_latine_naissante_du_XIIe_si%C3%A8cle?f_ri=449398","dom_id":"work_34283701","summary":"L'article vise à montrer les interactions qui existent entre droit canonique et théologie au sein de ce qu'on a pu nommer l'épistémè scolastique, perçue ici en sa naissance au XII e siècle. La naissance conjointe de ces deux disciplines a en effet engendré une matrice juridico-religieuse repérable tant dans les écrits des juristes canonistes que des théologiens. Se dévoile la construction scolastique de normes juridiques et religieuses sur fond d'une tension féconde entre christianisme et droit romain. Le droit est ainsi révélateur d'aspects structurants et de pratiques concrètes de la religion chrétienne.\n\nMots-clefs : droit canonique, théologie, scolastique, épistémè, Abélard, Gratien, inquisitio, quaestio, coutume, christianisation du droit, juridisation de la morale, droit naturel, loi naturelle.","downloadable_attachments":[{"id":54189807,"asset_id":34283701,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":52322482,"first_name":"Hubert","last_name":"BORDE","domain_name":"diderot","page_name":"HubertBORDE","display_name":"Hubert BORDE","profile_url":"https://diderot.academia.edu/HubertBORDE?f_ri=449398","photo":"https://0.academia-photos.com/52322482/14215481/20253569/s65_hubert.borde.jpg"}],"research_interests":[{"id":4296,"name":"Natural Law","url":"https://www.academia.edu/Documents/in/Natural_Law?f_ri=449398","nofollow":true},{"id":33552,"name":"Natural Law Theory","url":"https://www.academia.edu/Documents/in/Natural_Law_Theory?f_ri=449398","nofollow":true},{"id":53838,"name":"Human Rights and Natural Law","url":"https://www.academia.edu/Documents/in/Human_Rights_and_Natural_Law?f_ri=449398","nofollow":true},{"id":61848,"name":"Natural Right","url":"https://www.academia.edu/Documents/in/Natural_Right?f_ri=449398","nofollow":true},{"id":85427,"name":"THEOLOGIE","url":"https://www.academia.edu/Documents/in/THEOLOGIE?f_ri=449398"},{"id":103617,"name":"Peter Abelard","url":"https://www.academia.edu/Documents/in/Peter_Abelard?f_ri=449398"},{"id":115987,"name":"Natural rights","url":"https://www.academia.edu/Documents/in/Natural_rights?f_ri=449398"},{"id":188226,"name":"Droit Canonique","url":"https://www.academia.edu/Documents/in/Droit_Canonique?f_ri=449398"},{"id":246317,"name":"Droit Naturel","url":"https://www.academia.edu/Documents/in/Droit_Naturel?f_ri=449398"},{"id":374131,"name":"Quaestiones et Responsiones","url":"https://www.academia.edu/Documents/in/Quaestiones_et_Responsiones?f_ri=449398"},{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398"},{"id":923795,"name":"Gratianus","url":"https://www.academia.edu/Documents/in/Gratianus?f_ri=449398"},{"id":924092,"name":"Droit Coutumier","url":"https://www.academia.edu/Documents/in/Droit_Coutumier?f_ri=449398"},{"id":1244884,"name":"Coutume","url":"https://www.academia.edu/Documents/in/Coutume?f_ri=449398"},{"id":1812684,"name":"DIRITTO SCOLASTICO","url":"https://www.academia.edu/Documents/in/DIRITTO_SCOLASTICO?f_ri=449398"},{"id":2155406,"name":"Loi Naturelle","url":"https://www.academia.edu/Documents/in/Loi_Naturelle?f_ri=449398"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_880741" data-work_id="880741" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/880741/Teaching_Research_and_Design_Experiment_two_methodologies_of_integrating_research_and_classroom_practice">Teaching-Research and Design Experimenttwo methodologies of integrating research and classroom practice</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Over the last thirty years, science, technology and mathematics education have emerged as lively new research areas. This research, inspired by issues of learning and teaching, has clear uniting themes in the cognitive, pedagogical,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_880741" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Over the last thirty years, science, technology and mathematics education have emerged as lively new research areas. This research, inspired by issues of learning and teaching, has clear uniting themes in the cognitive, pedagogical, historical, philosophical and socio-cultural aspects of the sciences. The name epiSTEME connotes, at one level, a systematic study of knowledge, while as acronym it suggests a meta-view of science, technology and mathematics education.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/880741" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="627a11bfe1cf9652315f1535c7d85155" rel="nofollow" data-download="{"attachment_id":5322112,"asset_id":880741,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/5322112/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="361981" href="https://bcc-cuny.academia.edu/VrundaPrabhu">Vrunda Prabhu</a><script data-card-contents-for-user="361981" type="text/json">{"id":361981,"first_name":"Vrunda","last_name":"Prabhu","domain_name":"bcc-cuny","page_name":"VrundaPrabhu","display_name":"Vrunda Prabhu","profile_url":"https://bcc-cuny.academia.edu/VrundaPrabhu?f_ri=449398","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_880741 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="880741"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 880741, container: ".js-paper-rank-work_880741", }); });</script></li><li class="js-percentile-work_880741 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 880741; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_880741"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_880741 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="880741"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 880741; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=880741]").text(description); $(".js-view-count-work_880741").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_880741").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="880741"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="449398" rel="nofollow" href="https://www.academia.edu/Documents/in/Episteme">Episteme</a><script data-card-contents-for-ri="449398" type="text/json">{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=880741]'), work: {"id":880741,"title":"Teaching-Research and Design Experimenttwo methodologies of integrating research and classroom practice","created_at":"2011-09-03T00:03:16.137-07:00","url":"https://www.academia.edu/880741/Teaching_Research_and_Design_Experiment_two_methodologies_of_integrating_research_and_classroom_practice?f_ri=449398","dom_id":"work_880741","summary":"Over the last thirty years, science, technology and mathematics education have emerged as lively new research areas. This research, inspired by issues of learning and teaching, has clear uniting themes in the cognitive, pedagogical, historical, philosophical and socio-cultural aspects of the sciences. The name epiSTEME connotes, at one level, a systematic study of knowledge, while as acronym it suggests a meta-view of science, technology and mathematics education.","downloadable_attachments":[{"id":5322112,"asset_id":880741,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":361981,"first_name":"Vrunda","last_name":"Prabhu","domain_name":"bcc-cuny","page_name":"VrundaPrabhu","display_name":"Vrunda Prabhu","profile_url":"https://bcc-cuny.academia.edu/VrundaPrabhu?f_ri=449398","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_14170420" data-work_id="14170420" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/14170420/Bir_Foucault_Okumas%C4%B1_Cinselli%C4%9Fin_T%C3%A2rihi_%C3%9Czerine">Bir Foucault Okuması: Cinselliğin Târihi Üzerine</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Zamansız olmasalardı, klasik çalışmaların zamânımız için ne anlamı olabileceğini bilmiyorum; yâni, zamânımızla yüzleşmek ve böylelikle, onu üstlenmek ve umalım, gelecek zaman için faydalı olmak.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/14170420" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="85588c8ad635c864e1d9af531847a86b" rel="nofollow" data-download="{"attachment_id":100806529,"asset_id":14170420,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/100806529/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="29977331" href="https://independent.academia.edu/Alk%C4%B1mSayg%C4%B1n">Dr. Alkım Saygın</a><script data-card-contents-for-user="29977331" type="text/json">{"id":29977331,"first_name":"Dr. Alkım","last_name":"Saygın","domain_name":"independent","page_name":"AlkımSaygın","display_name":"Dr. Alkım Saygın","profile_url":"https://independent.academia.edu/Alk%C4%B1mSayg%C4%B1n?f_ri=449398","photo":"https://0.academia-photos.com/29977331/8647036/93762872/s65_dr._alk_m.sayg_n.jpg"}</script></span></span></li><li class="js-paper-rank-work_14170420 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="14170420"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 14170420, container: ".js-paper-rank-work_14170420", }); });</script></li><li class="js-percentile-work_14170420 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 14170420; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_14170420"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_14170420 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="14170420"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 14170420; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=14170420]").text(description); $(".js-view-count-work_14170420").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_14170420").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="14170420"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="11927" rel="nofollow" href="https://www.academia.edu/Documents/in/Michel_Foucault">Michel Foucault</a>, <script data-card-contents-for-ri="11927" type="text/json">{"id":11927,"name":"Michel Foucault","url":"https://www.academia.edu/Documents/in/Michel_Foucault?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="16323" rel="nofollow" href="https://www.academia.edu/Documents/in/Biopolitics">Biopolitics</a>, <script data-card-contents-for-ri="16323" type="text/json">{"id":16323,"name":"Biopolitics","url":"https://www.academia.edu/Documents/in/Biopolitics?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="72905" rel="nofollow" href="https://www.academia.edu/Documents/in/Sosyoloji">Sosyoloji</a>, <script data-card-contents-for-ri="72905" type="text/json">{"id":72905,"name":"Sosyoloji","url":"https://www.academia.edu/Documents/in/Sosyoloji?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="110613" rel="nofollow" href="https://www.academia.edu/Documents/in/Felsefe">Felsefe</a><script data-card-contents-for-ri="110613" type="text/json">{"id":110613,"name":"Felsefe","url":"https://www.academia.edu/Documents/in/Felsefe?f_ri=449398","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=14170420]'), work: {"id":14170420,"title":"Bir Foucault Okuması: Cinselliğin Târihi Üzerine","created_at":"2015-07-18T03:27:43.789-07:00","url":"https://www.academia.edu/14170420/Bir_Foucault_Okumas%C4%B1_Cinselli%C4%9Fin_T%C3%A2rihi_%C3%9Czerine?f_ri=449398","dom_id":"work_14170420","summary":"Zamansız olmasalardı, klasik çalışmaların zamânımız için ne anlamı olabileceğini bilmiyorum; yâni, zamânımızla yüzleşmek ve böylelikle, onu üstlenmek ve umalım, gelecek zaman için faydalı olmak.","downloadable_attachments":[{"id":100806529,"asset_id":14170420,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":29977331,"first_name":"Dr. Alkım","last_name":"Saygın","domain_name":"independent","page_name":"AlkımSaygın","display_name":"Dr. Alkım Saygın","profile_url":"https://independent.academia.edu/Alk%C4%B1mSayg%C4%B1n?f_ri=449398","photo":"https://0.academia-photos.com/29977331/8647036/93762872/s65_dr._alk_m.sayg_n.jpg"}],"research_interests":[{"id":11927,"name":"Michel Foucault","url":"https://www.academia.edu/Documents/in/Michel_Foucault?f_ri=449398","nofollow":true},{"id":16323,"name":"Biopolitics","url":"https://www.academia.edu/Documents/in/Biopolitics?f_ri=449398","nofollow":true},{"id":72905,"name":"Sosyoloji","url":"https://www.academia.edu/Documents/in/Sosyoloji?f_ri=449398","nofollow":true},{"id":110613,"name":"Felsefe","url":"https://www.academia.edu/Documents/in/Felsefe?f_ri=449398","nofollow":true},{"id":128967,"name":"Evlilik","url":"https://www.academia.edu/Documents/in/Evlilik?f_ri=449398"},{"id":131909,"name":"Modernizm","url":"https://www.academia.edu/Documents/in/Modernizm?f_ri=449398"},{"id":131910,"name":"Postmodernizm","url":"https://www.academia.edu/Documents/in/Postmodernizm?f_ri=449398"},{"id":620573,"name":"Aile Sosyolojisi","url":"https://www.academia.edu/Documents/in/Aile_Sosyolojisi?f_ri=449398"},{"id":686075,"name":"Ahlak Felsefesi","url":"https://www.academia.edu/Documents/in/Ahlak_Felsefesi?f_ri=449398"},{"id":981078,"name":"Felsefe Eğitimi","url":"https://www.academia.edu/Documents/in/Felsefe_Egitimi?f_ri=449398"},{"id":1031459,"name":"Cinsellik","url":"https://www.academia.edu/Documents/in/Cinsellik?f_ri=449398"},{"id":1034030,"name":"Düşünce Tarihi","url":"https://www.academia.edu/Documents/in/Dusunce_Tarihi?f_ri=449398"},{"id":1892266,"name":"Felsefe Tarihi","url":"https://www.academia.edu/Documents/in/Felsefe_Tarihi?f_ri=449398"},{"id":1901129,"name":"İnsan Felsefesi","url":"https://www.academia.edu/Documents/in/%C4%B0nsan_Felsefesi?f_ri=449398"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35542653" data-work_id="35542653" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35542653/Michel_Foucault_nun_Yo_ntem_Aray%C4%B1s_%C4%B1na_Eles_tirel_Bir_Bak%C4%B1s_">Michel Foucault’nun Yöntem Arayışına Eleştirel Bir Bakış</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Michel Foucault’nun olgunluk dönemi eserlerini, yöntembilimsel açıdan, arkeoloji ve soybilim başlıkları altında sınıflandırıp değerlendirmenin akademik yazında oldukça yaygın olduğu ve bu ayrımın da Foucault yorumcularınca iki farklı... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35542653" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Michel Foucault’nun olgunluk dönemi eserlerini, yöntembilimsel açıdan, arkeoloji ve soybilim başlıkları altında sınıflandırıp değerlendirmenin akademik yazında oldukça yaygın olduğu ve bu ayrımın da Foucault yorumcularınca iki farklı biçimde muhafaza edildiği söylenebilir. Katı bir ayrıma gidip metodolojik kırılma tezini savunan birinci gruptaki yorumcular, arkeolojik ve soybilimsel yöntemler arasında tematik bir süreklilik görmelerine karşın, düşünürün erken dönem ve son dönem çalışmaları arasında gözle görünür bir metodolojik farklılığa işaret etmektedirler. İkinci grupta yer alan yorumcular, öte yandan, bahse konu ayrımı korumakla birlikte diğerlerinin metodolojik bir kopma/kırılma gördükleri yerde tamamlanmış bir projeden bahsetmekte, arkeoloji ve soybilimi de, bu minvalde, bu tamamlanmış projenin iç içe geçmiş iki aşaması olarak tasvir etmektedirler. Biz, bu çalışmada, bu iki yorumlama hattından ilkinin bazı tespitlerine katılmakla beraber ikincisine yakın bir pozisyonu benimsiyor ve her iki okuma çizgisinin de sıklıkla izledikleri genel eğilimin aksine arkeoloji ve soybilim arasındaki farklardansa benzerliklerden başlayan karşılaştırmalı bir okuma öneriyoruz. <br /> <br />It can be stated that it is quite common to classify and evaluate Michel Foucault’s later works methodologically under the titles of archaeology and genealogy in academic literature and this distinction is maintained by Foucault’s commentators in two different ways. The commentators in the first group who argue for a methodological break thesis indicate a visible methodological difference between his earlier and later works although they observe a thematic continuity between archaeological and genealogical methods. On the other hand, the second group of commentators speak of a completed project instead of a methodological rupture/break while keeping the aforementioned distinction and in this manner, they describe archaeology and genealogy as the two interwoven phases of this completed project. In this paper, we adopt a position closer to the second approach in this line of interpretation but we also support some of the findings of the first position. And rather than the general tendency that the both line of interpretation often follow, we offer a comparative reading starting from the similarities instead of the differences between archaeology and genealogy.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35542653" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c9b188e678766e04bde9a9477b476622" rel="nofollow" data-download="{"attachment_id":55611462,"asset_id":35542653,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55611462/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="899309" href="https://deu.academia.edu/G%C3%BCrhan%C3%96zpolat">Gürhan Özpolat</a><script data-card-contents-for-user="899309" type="text/json">{"id":899309,"first_name":"Gürhan","last_name":"Özpolat","domain_name":"deu","page_name":"GürhanÖzpolat","display_name":"Gürhan Özpolat","profile_url":"https://deu.academia.edu/G%C3%BCrhan%C3%96zpolat?f_ri=449398","photo":"https://0.academia-photos.com/899309/330625/392146/s65_g_rhan._zpolat.jpg"}</script></span></span></li><li class="js-paper-rank-work_35542653 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35542653"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35542653, container: ".js-paper-rank-work_35542653", }); 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Katı bir ayrıma gidip metodolojik kırılma tezini savunan birinci gruptaki yorumcular, arkeolojik ve soybilimsel yöntemler arasında tematik bir süreklilik görmelerine karşın, düşünürün erken dönem ve son dönem çalışmaları arasında gözle görünür bir metodolojik farklılığa işaret etmektedirler. İkinci grupta yer alan yorumcular, öte yandan, bahse konu ayrımı korumakla birlikte diğerlerinin metodolojik bir kopma/kırılma gördükleri yerde tamamlanmış bir projeden bahsetmekte, arkeoloji ve soybilimi de, bu minvalde, bu tamamlanmış projenin iç içe geçmiş iki aşaması olarak tasvir etmektedirler. Biz, bu çalışmada, bu iki yorumlama hattından ilkinin bazı tespitlerine katılmakla beraber ikincisine yakın bir pozisyonu benimsiyor ve her iki okuma çizgisinin de sıklıkla izledikleri genel eğilimin aksine arkeoloji ve soybilim arasındaki farklardansa benzerliklerden başlayan karşılaştırmalı bir okuma öneriyoruz.\r\n\r\nIt can be stated that it is quite common to classify and evaluate Michel Foucault’s later works methodologically under the titles of archaeology and genealogy in academic literature and this distinction is maintained by Foucault’s commentators in two different ways. The commentators in the first group who argue for a methodological break thesis indicate a visible methodological difference between his earlier and later works although they observe a thematic continuity between archaeological and genealogical methods. On the other hand, the second group of commentators speak of a completed project instead of a methodological rupture/break while keeping the aforementioned distinction and in this manner, they describe archaeology and genealogy as the two interwoven phases of this completed project. In this paper, we adopt a position closer to the second approach in this line of interpretation but we also support some of the findings of the first position. And rather than the general tendency that the both line of interpretation often follow, we offer a comparative reading starting from the similarities instead of the differences between archaeology and genealogy. ","downloadable_attachments":[{"id":55611462,"asset_id":35542653,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":899309,"first_name":"Gürhan","last_name":"Özpolat","domain_name":"deu","page_name":"GürhanÖzpolat","display_name":"Gürhan Özpolat","profile_url":"https://deu.academia.edu/G%C3%BCrhan%C3%96zpolat?f_ri=449398","photo":"https://0.academia-photos.com/899309/330625/392146/s65_g_rhan._zpolat.jpg"}],"research_interests":[{"id":56359,"name":"Arkeoloji","url":"https://www.academia.edu/Documents/in/Arkeoloji?f_ri=449398","nofollow":true},{"id":431067,"name":"Söylem","url":"https://www.academia.edu/Documents/in/Soylem?f_ri=449398","nofollow":true},{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398","nofollow":true},{"id":2852372,"name":"Soybilim","url":"https://www.academia.edu/Documents/in/Soybilim?f_ri=449398","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_25357588" data-work_id="25357588" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/25357588/Struktura_Genetyczna_Plantacji_Nasiennej_Sosny_Zwyczajnej_W_Nadle%C5%9Bnictwie_Susz_Genetic_Characteristics_of_Scots_Pine_Seed_Orchard_in_the_Susz_Forest_District">Struktura Genetyczna Plantacji Nasiennej Sosny Zwyczajnej W Nadleśnictwie Susz Genetic Characteristics of Scots Pine Seed Orchard in the Susz Forest District</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Racjonalnie prowadzona gospodarka leśna, mająca na celu stworzenie drzewostanów plastycznych, odpornych na zmiany klimatu, a jednocześnie zapewniająca zysk ekonomiczny wymaga materiału siewnego, z którego powstaną drzewostany spełniające... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_25357588" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Racjonalnie prowadzona gospodarka leśna, mająca na celu stworzenie drzewostanów plastycznych, odpornych na zmiany klimatu, a jednocześnie zapewniająca zysk ekonomiczny wymaga materiału siewnego, z którego powstaną drzewostany spełniające powyższe założenia. W leśnictwie taki materiał siewny uzyskuje się dzięki hodowli selekcyjnej w Lasy Państwowych. Jednym z podstawowych elementów hodowli selekcyjnej, są plantacje nasienne. Przyszłe drzewostany powstałe z nasion zebranych na plantacjach nasiennych są potomstwem klonów drzew matecznych, będących osobnikami o najlepszym fenotypie. Dużym niebezpieczeństwem jest jednak ryzyko zawężenia puli genetycznej w plantacjach nasiennych, może to w drzewostanach potomnych wywołać zjawisko tzw. szyjki butelki. W pracy zaprezentowano wyniki analizy zmienności genetycznej, mierzonej za pomocą 13 białek izoenzymatycznych (IZO13) na plantacji nasiennej w Nadleśnictwie Susz. Oszacowano strukturę genetyczna nie wskazuje na ryzyko zawężenia puli genowej w...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/25357588" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="62ab027e72cfac61489be463f5d7d8f5" rel="nofollow" data-download="{"attachment_id":45658477,"asset_id":25357588,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/45658477/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="48783705" href="https://independent.academia.edu/PrzybylskiP">Paweł Przybylski</a><script data-card-contents-for-user="48783705" type="text/json">{"id":48783705,"first_name":"Paweł","last_name":"Przybylski","domain_name":"independent","page_name":"PrzybylskiP","display_name":"Paweł Przybylski","profile_url":"https://independent.academia.edu/PrzybylskiP?f_ri=449398","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_25357588 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="25357588"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 25357588, container: ".js-paper-rank-work_25357588", }); 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W leśnictwie taki materiał siewny uzyskuje się dzięki hodowli selekcyjnej w Lasy Państwowych. Jednym z podstawowych elementów hodowli selekcyjnej, są plantacje nasienne. Przyszłe drzewostany powstałe z nasion zebranych na plantacjach nasiennych są potomstwem klonów drzew matecznych, będących osobnikami o najlepszym fenotypie. Dużym niebezpieczeństwem jest jednak ryzyko zawężenia puli genetycznej w plantacjach nasiennych, może to w drzewostanach potomnych wywołać zjawisko tzw. szyjki butelki. W pracy zaprezentowano wyniki analizy zmienności genetycznej, mierzonej za pomocą 13 białek izoenzymatycznych (IZO13) na plantacji nasiennej w Nadleśnictwie Susz. Oszacowano strukturę genetyczna nie wskazuje na ryzyko zawężenia puli genowej w...","downloadable_attachments":[{"id":45658477,"asset_id":25357588,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":48783705,"first_name":"Paweł","last_name":"Przybylski","domain_name":"independent","page_name":"PrzybylskiP","display_name":"Paweł Przybylski","profile_url":"https://independent.academia.edu/PrzybylskiP?f_ri=449398","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=449398","nofollow":true},{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=449398","nofollow":true},{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_9624937" data-work_id="9624937" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/9624937/LA_VIDA_EN_EL_DISPOSITIVO_FILOS%C3%93FICO_REFLEXIONES_SOBRE_LAS_NOCIONES_DE_VIDA_Y_POL%C3%8DTICA_EN_G_AGAMBEN_Y_R_ESPOSITO">LA VIDA EN EL DISPOSITIVO FILOSÓFICO: REFLEXIONES SOBRE LAS NOCIONES DE VIDA Y POLÍTICA EN G. AGAMBEN Y R. ESPOSITO</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">En este trabajo comentaremos los conceptos de vida y política en los trabajos de Giorgio Agamben y Roberto Esposito, quienes complementan y expanden las reflexiones foucaulteanas sobre la biopolítica. Asumiendo que la vida y la... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_9624937" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">En este trabajo comentaremos los conceptos <br />de vida y política en los trabajos de Giorgio <br />Agamben y Roberto Esposito, quienes <br />complementan y expanden las reflexiones <br />foucaulteanas sobre la biopolítica. <br />Asumiendo que la vida y la política no <br />pueden ser pensadas de manera extrínseca ni <br />por fuera de los procesos históricos que las <br />hacen posibles, nos preguntaremos: ¿qué <br />entienden nuestros autores por «vida» y <br />«política»? ¿Qué relación se establece entre <br />ambos términos? ¿Y entre vida y poder? ¿Qué <br />relación mantienen en la actualidad? ¿Qué <br />concepciones de la biopolítica habilitan sus <br />miradas? ¿Puede la vida ser un fundamento <br />de la política?</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9624937" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c2d4ce7ce72caea3a3e115701f543b2c" rel="nofollow" data-download="{"attachment_id":35828686,"asset_id":9624937,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35828686/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="256362" href="https://conicet-ar.academia.edu/MatiasSaidel">Matias Saidel</a><script data-card-contents-for-user="256362" type="text/json">{"id":256362,"first_name":"Matias","last_name":"Saidel","domain_name":"conicet-ar","page_name":"MatiasSaidel","display_name":"Matias Saidel","profile_url":"https://conicet-ar.academia.edu/MatiasSaidel?f_ri=449398","photo":"https://0.academia-photos.com/256362/63734/103905/s65_matias.saidel.jpg"}</script></span></span></li><li class="js-paper-rank-work_9624937 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="9624937"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 9624937, container: ".js-paper-rank-work_9624937", }); 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$(".js-view-count[data-work-id=9624937]").text(description); $(".js-view-count-work_9624937").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_9624937").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="9624937"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="9535" rel="nofollow" href="https://www.academia.edu/Documents/in/Giorgio_Agamben">Giorgio Agamben</a>, <script data-card-contents-for-ri="9535" type="text/json">{"id":9535,"name":"Giorgio Agamben","url":"https://www.academia.edu/Documents/in/Giorgio_Agamben?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11927" rel="nofollow" href="https://www.academia.edu/Documents/in/Michel_Foucault">Michel Foucault</a>, <script data-card-contents-for-ri="11927" type="text/json">{"id":11927,"name":"Michel Foucault","url":"https://www.academia.edu/Documents/in/Michel_Foucault?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15321" rel="nofollow" href="https://www.academia.edu/Documents/in/Roberto_Esposito">Roberto Esposito</a>, <script data-card-contents-for-ri="15321" type="text/json">{"id":15321,"name":"Roberto Esposito","url":"https://www.academia.edu/Documents/in/Roberto_Esposito?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="16323" rel="nofollow" href="https://www.academia.edu/Documents/in/Biopolitics">Biopolitics</a><script data-card-contents-for-ri="16323" type="text/json">{"id":16323,"name":"Biopolitics","url":"https://www.academia.edu/Documents/in/Biopolitics?f_ri=449398","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=9624937]'), work: {"id":9624937,"title":"LA VIDA EN EL DISPOSITIVO FILOSÓFICO: REFLEXIONES SOBRE LAS NOCIONES DE VIDA Y POLÍTICA EN G. AGAMBEN Y R. ESPOSITO","created_at":"2014-12-04T12:37:04.270-08:00","url":"https://www.academia.edu/9624937/LA_VIDA_EN_EL_DISPOSITIVO_FILOS%C3%93FICO_REFLEXIONES_SOBRE_LAS_NOCIONES_DE_VIDA_Y_POL%C3%8DTICA_EN_G_AGAMBEN_Y_R_ESPOSITO?f_ri=449398","dom_id":"work_9624937","summary":"En este trabajo comentaremos los conceptos\r\nde vida y política en los trabajos de Giorgio\r\nAgamben y Roberto Esposito, quienes\r\ncomplementan y expanden las reflexiones\r\nfoucaulteanas sobre la biopolítica.\r\nAsumiendo que la vida y la política no\r\npueden ser pensadas de manera extrínseca ni\r\npor fuera de los procesos históricos que las\r\nhacen posibles, nos preguntaremos: ¿qué\r\nentienden nuestros autores por «vida» y\r\n«política»? ¿Qué relación se establece entre\r\nambos términos? ¿Y entre vida y poder? ¿Qué\r\nrelación mantienen en la actualidad? ¿Qué\r\nconcepciones de la biopolítica habilitan sus\r\nmiradas? ¿Puede la vida ser un fundamento\r\nde la política? ","downloadable_attachments":[{"id":35828686,"asset_id":9624937,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":256362,"first_name":"Matias","last_name":"Saidel","domain_name":"conicet-ar","page_name":"MatiasSaidel","display_name":"Matias Saidel","profile_url":"https://conicet-ar.academia.edu/MatiasSaidel?f_ri=449398","photo":"https://0.academia-photos.com/256362/63734/103905/s65_matias.saidel.jpg"}],"research_interests":[{"id":9535,"name":"Giorgio Agamben","url":"https://www.academia.edu/Documents/in/Giorgio_Agamben?f_ri=449398","nofollow":true},{"id":11927,"name":"Michel Foucault","url":"https://www.academia.edu/Documents/in/Michel_Foucault?f_ri=449398","nofollow":true},{"id":15321,"name":"Roberto Esposito","url":"https://www.academia.edu/Documents/in/Roberto_Esposito?f_ri=449398","nofollow":true},{"id":16323,"name":"Biopolitics","url":"https://www.academia.edu/Documents/in/Biopolitics?f_ri=449398","nofollow":true},{"id":222851,"name":"Biopolítica","url":"https://www.academia.edu/Documents/in/Biopol%C3%ADtica?f_ri=449398"},{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1589466" data-work_id="1589466" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1589466/George_John_Romanes_e_a_teoria_da_sele%C3%A7%C3%A3o_fisiol%C3%B3gica_MARTINS_Roberto_de_Andrade">George John Romanes e a teoria da seleção fisiológica. MARTINS, Roberto de Andrade. </a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Este artigo discute as contribuições de George John Romanes (1848-1894) à teoria da evolução. Em seu trabalho evolucionista inicial, Romanes podia ser considerado como um mero discípulo e colaborador de Darwin. Falando estritamente, um... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1589466" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Este artigo discute as contribuições de George John Romanes (1848-1894) à teoria da evolução. Em seu trabalho evolucionista inicial, Romanes podia ser considerado como um mero discípulo e colaborador de Darwin. Falando estritamente, um seguidor de Darwin apenas tentaria desenvolver e difundir as idéias darwinianas, aplicá-las a casos novos, obter novas evidências a favor dessa teoria e responder problemas e objeções contra essa teoria. No entanto, depois de trabalhar alguns anos sob a direção de Darwin (por exemplo, tentando conseguir uma fundamentação experimental para a hipótese da pangênese), Romanes adotou outra estratégia. Assim como vários outros dos que se denominavam darwinianos no final do século XIX, Romanes tentou corrigir e complementar a teoria de Darwin, com a introdução de novos conceitos e hipóteses (especialmente sua "seleção fisiológica"). A nova atitude de Romanes pode ser considerada como um esforço para sair da sombra de Darwin e exibir sua própria luz. Além disso, Romanes tentou desqualificar o trabalho de outros darwinianos que tinham objetivos semelhantes. Palavras-chave: Romanes, George John; teoria da evolução; seleção fisiológica; história da biologia.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1589466" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="de6de790db98e3b689a17cbac82f2976" rel="nofollow" data-download="{"attachment_id":14828181,"asset_id":1589466,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/14828181/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="936525" href="https://uepb.academia.edu/RobertoMartins">Roberto de Andrade Martins</a><script data-card-contents-for-user="936525" type="text/json">{"id":936525,"first_name":"Roberto","last_name":"de Andrade Martins","domain_name":"uepb","page_name":"RobertoMartins","display_name":"Roberto de Andrade Martins","profile_url":"https://uepb.academia.edu/RobertoMartins?f_ri=449398","photo":"https://0.academia-photos.com/936525/1965937/2323351/s65_roberto.de_andrade_martins.jpg"}</script></span></span></li><li class="js-paper-rank-work_1589466 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1589466"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1589466, container: ".js-paper-rank-work_1589466", }); });</script></li><li class="js-percentile-work_1589466 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1589466; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_1589466"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_1589466 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="1589466"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1589466; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1589466]").text(description); $(".js-view-count-work_1589466").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1589466").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1589466"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="449398" rel="nofollow" href="https://www.academia.edu/Documents/in/Episteme">Episteme</a><script data-card-contents-for-ri="449398" type="text/json">{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1589466]'), work: {"id":1589466,"title":"George John Romanes e a teoria da seleção fisiológica. MARTINS, Roberto de Andrade. ","created_at":"2012-05-24T18:18:43.706-07:00","url":"https://www.academia.edu/1589466/George_John_Romanes_e_a_teoria_da_sele%C3%A7%C3%A3o_fisiol%C3%B3gica_MARTINS_Roberto_de_Andrade?f_ri=449398","dom_id":"work_1589466","summary":"Este artigo discute as contribuições de George John Romanes (1848-1894) à teoria da evolução. Em seu trabalho evolucionista inicial, Romanes podia ser considerado como um mero discípulo e colaborador de Darwin. Falando estritamente, um seguidor de Darwin apenas tentaria desenvolver e difundir as idéias darwinianas, aplicá-las a casos novos, obter novas evidências a favor dessa teoria e responder problemas e objeções contra essa teoria. No entanto, depois de trabalhar alguns anos sob a direção de Darwin (por exemplo, tentando conseguir uma fundamentação experimental para a hipótese da pangênese), Romanes adotou outra estratégia. Assim como vários outros dos que se denominavam darwinianos no final do século XIX, Romanes tentou corrigir e complementar a teoria de Darwin, com a introdução de novos conceitos e hipóteses (especialmente sua \"seleção fisiológica\"). A nova atitude de Romanes pode ser considerada como um esforço para sair da sombra de Darwin e exibir sua própria luz. Além disso, Romanes tentou desqualificar o trabalho de outros darwinianos que tinham objetivos semelhantes. Palavras-chave: Romanes, George John; teoria da evolução; seleção fisiológica; história da biologia.","downloadable_attachments":[{"id":14828181,"asset_id":1589466,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":936525,"first_name":"Roberto","last_name":"de Andrade Martins","domain_name":"uepb","page_name":"RobertoMartins","display_name":"Roberto de Andrade Martins","profile_url":"https://uepb.academia.edu/RobertoMartins?f_ri=449398","photo":"https://0.academia-photos.com/936525/1965937/2323351/s65_roberto.de_andrade_martins.jpg"}],"research_interests":[{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3389121" data-work_id="3389121" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3389121/An_Overview_of_the_Development_of_Learning_Standards_for_Science_and_Mathematics_Education_KG_8">An Overview of the Development of Learning Standards for Science and Mathematics Education: KG–8</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Over the last thirty years, science, technology and mathematics education have emerged as lively new research areas. This research, inspired by issues of learning and teaching, has clear uniting themes in the cognitive, pedagogical,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3389121" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Over the last thirty years, science, technology and mathematics education have emerged as lively new research areas. This research, inspired by issues of learning and teaching, has clear uniting themes in the cognitive, pedagogical, historical, philosophical and socio-cultural aspects of the sciences. The name epiSTEME connotes, at one level, a systematic study of knowledge, while as acronym it suggests a meta-view of science, technology and mathematics education.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3389121" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3223ea794e4201dae576451af2a660d5" rel="nofollow" data-download="{"attachment_id":31182059,"asset_id":3389121,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31182059/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3944519" href="https://independent.academia.edu/shajithabegum">shajitha begum</a><script data-card-contents-for-user="3944519" type="text/json">{"id":3944519,"first_name":"shajitha","last_name":"begum","domain_name":"independent","page_name":"shajithabegum","display_name":"shajitha begum","profile_url":"https://independent.academia.edu/shajithabegum?f_ri=449398","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_3389121 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3389121"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3389121, container: ".js-paper-rank-work_3389121", }); });</script></li><li class="js-percentile-work_3389121 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3389121; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_3389121"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_3389121 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="3389121"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3389121; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3389121]").text(description); $(".js-view-count-work_3389121").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3389121").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3389121"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="449398" rel="nofollow" href="https://www.academia.edu/Documents/in/Episteme">Episteme</a><script data-card-contents-for-ri="449398" type="text/json">{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3389121]'), work: {"id":3389121,"title":"An Overview of the Development of Learning Standards for Science and Mathematics Education: KG–8","created_at":"2013-04-25T19:48:10.235-07:00","url":"https://www.academia.edu/3389121/An_Overview_of_the_Development_of_Learning_Standards_for_Science_and_Mathematics_Education_KG_8?f_ri=449398","dom_id":"work_3389121","summary":"Over the last thirty years, science, technology and mathematics education have emerged as lively new research areas. This research, inspired by issues of learning and teaching, has clear uniting themes in the cognitive, pedagogical, historical, philosophical and socio-cultural aspects of the sciences. The name epiSTEME connotes, at one level, a systematic study of knowledge, while as acronym it suggests a meta-view of science, technology and mathematics education.","downloadable_attachments":[{"id":31182059,"asset_id":3389121,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3944519,"first_name":"shajitha","last_name":"begum","domain_name":"independent","page_name":"shajithabegum","display_name":"shajitha begum","profile_url":"https://independent.academia.edu/shajithabegum?f_ri=449398","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29655286" data-work_id="29655286" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29655286/Quasi_Evidentialism_Interests_Justification_and_Epistemic_Virtue">Quasi-Evidentialism: Interests, Justification and Epistemic Virtue</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this paper I argue against what I call ‘strict evidentialism’, the view that evidence is the sole factor for determining the normative status of beliefs. I argue that strict evidentialism fails to capture the uniquely subjective... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29655286" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this paper I argue against what I call ‘strict evidentialism’, the view that evidence is the sole factor for determining the normative status of beliefs. I argue that strict evidentialism fails to capture the uniquely subjective standpoint of believers and as a result it fails to provide us with the tools necessary to apply its own epistemic norms. In its place I develop an interest-relative theory of justification which I call quasi-evidentialism, according to which S has a justified belief that P at time t if and only if S’s evidence at time t supports P in proportion to S’s interest in P. I take interests as fixed and argue that adjusting our confidence in a proposition in the right way, given our interests, is fine-tuned through the exercise of intellectual virtue, in particular the virtue of epistemic conscientiousness. This theory refocuses epistemic responsibility in the subject and by locating agency in the cultivation of epistemic virtue it also provides a handy solution to the problem of doxastic voluntarism, insofar as the development of our epistemic virtue guides our responsiveness to reason.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29655286" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="47921f1b43afef852713584085913e1c" rel="nofollow" data-download="{"attachment_id":50127736,"asset_id":29655286,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50127736/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="56008940" href="https://uoguelph.academia.edu/KarynFreedman">Karyn L Freedman</a><script data-card-contents-for-user="56008940" type="text/json">{"id":56008940,"first_name":"Karyn","last_name":"Freedman","domain_name":"uoguelph","page_name":"KarynFreedman","display_name":"Karyn L Freedman","profile_url":"https://uoguelph.academia.edu/KarynFreedman?f_ri=449398","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_29655286 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="29655286"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 29655286, container: ".js-paper-rank-work_29655286", }); });</script></li><li class="js-percentile-work_29655286 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 29655286; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_29655286"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_29655286 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="29655286"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29655286; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=29655286]").text(description); $(".js-view-count-work_29655286").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_29655286").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="29655286"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="449398" rel="nofollow" href="https://www.academia.edu/Documents/in/Episteme">Episteme</a><script data-card-contents-for-ri="449398" type="text/json">{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=29655286]'), work: {"id":29655286,"title":"Quasi-Evidentialism: Interests, Justification and Epistemic Virtue","created_at":"2016-11-03T19:18:47.018-07:00","url":"https://www.academia.edu/29655286/Quasi_Evidentialism_Interests_Justification_and_Epistemic_Virtue?f_ri=449398","dom_id":"work_29655286","summary":"In this paper I argue against what I call ‘strict evidentialism’, the view that evidence is the sole factor for determining the normative status of beliefs. I argue that strict evidentialism fails to capture the uniquely subjective standpoint of believers and as a result it fails to provide us with the tools necessary to apply its own epistemic norms. In its place I develop an interest-relative theory of justification which I call quasi-evidentialism, according to which S has a justified belief that P at time t if and only if S’s evidence at time t supports P in proportion to S’s interest in P. I take interests as fixed and argue that adjusting our confidence in a proposition in the right way, given our interests, is fine-tuned through the exercise of intellectual virtue, in particular the virtue of epistemic conscientiousness. This theory refocuses epistemic responsibility in the subject and by locating agency in the cultivation of epistemic virtue it also provides a handy solution to the problem of doxastic voluntarism, insofar as the development of our epistemic virtue guides our responsiveness to reason.","downloadable_attachments":[{"id":50127736,"asset_id":29655286,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":56008940,"first_name":"Karyn","last_name":"Freedman","domain_name":"uoguelph","page_name":"KarynFreedman","display_name":"Karyn L Freedman","profile_url":"https://uoguelph.academia.edu/KarynFreedman?f_ri=449398","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_2306791" data-work_id="2306791" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/2306791/Paolo_Desogus_The_Episteme_of_The_Name_of_the_Rose_Umberto_Ecos_Encyclopedia_and_Michel_Foucaults_Episteme_">Paolo Desogus, "The Episteme of The Name of the Rose: Umberto Eco's Encyclopedia and Michel Foucault's Episteme"</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/2306791" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3c659fcf1730d84ee71f702e604d0245" rel="nofollow" data-download="{"attachment_id":31212667,"asset_id":2306791,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31212667/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2283456" href="https://obs-vlfr.academia.edu/PaoloDesogus">Paolo Desogus</a><script data-card-contents-for-user="2283456" type="text/json">{"id":2283456,"first_name":"Paolo","last_name":"Desogus","domain_name":"obs-vlfr","page_name":"PaoloDesogus","display_name":"Paolo Desogus","profile_url":"https://obs-vlfr.academia.edu/PaoloDesogus?f_ri=449398","photo":"https://0.academia-photos.com/2283456/725765/3289829/s65_paolo.desogus.jpg"}</script></span></span></li><li class="js-paper-rank-work_2306791 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="2306791"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 2306791, container: ".js-paper-rank-work_2306791", }); 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Peirce","url":"https://www.academia.edu/Documents/in/Charles_S._Peirce?f_ri=449398","nofollow":true},{"id":140207,"name":"Les mots et les choses","url":"https://www.academia.edu/Documents/in/Les_mots_et_les_choses?f_ri=449398"},{"id":449398,"name":"Episteme","url":"https://www.academia.edu/Documents/in/Episteme?f_ri=449398"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_42903700" data-work_id="42903700" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/42903700/The_Void_Profound_Sovereignty_and_Denial_in_Paradise_Lost_and_Doctor_Faustus">The Void Profound: Sovereignty and Denial in Paradise Lost and Doctor Faustus</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Marlowe’s integrity is nothing in politics and everything in religion; in neither sphere will he tolerate wishful thinking. Milton’s integrity is everything in politics, and nothing in religion; in neither sphere will he give up his... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_42903700" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Marlowe’s integrity is nothing in politics and everything in religion; in neither sphere will he tolerate wishful thinking. Milton’s integrity is everything in politics, and nothing in religion; in neither sphere will he give up his wishful thinking. Milton deceives himself, where Marlowe deceives his audience. Milton the republican writes a tyrant God, his text haunted by his own repressed atheism, which is unconsciously concealed by the author from himself. Marlowe the royal spy writes a tyrant God, his subtext an illegal atheism deliberately concealed by the author from most of his audience, and from the authorities. <br />    When the Earth changed from the center of the universe to a planet orbiting a star, Hell changed from a physical place at the Earth’s center to a state of being. Faustus says “I think Hell’s a fable” even while signing a contract with Hell’s king; such conduct implies the unreason of the whole story. Might Hell prove to be “a fable,” just as Purgatory had recently done? A reading of the justice of Milton’s God is offered, in which the preeminence of the Son over the angel Lucifer is subject to the same critique Thom Paine made of aristocracy (outcomes are determined not by what you do, but by whose son you are), or feminists make of primogeniture (not deeds, but gender and birth order): the Son’s claim is based on difference in kind (“begotten, not made”), matters of birth, not of action or thought. Finally, the false dichotomy between God and Satan excludes the third alternative that this is all a fiction; this structure is important, because common.<br /><br />This paper belongs with two others, also posted here: "Tragedy, Hamlet, and Luther" and "Guilt, Evil, and Hell in Doctor Faustus and Macbeth."<br /><br />Document website: <a href="https://transdisciplinarypsych.wordpress.com/volume-4-issue-1-2015/" rel="nofollow">https://transdisciplinarypsych.wordpress.com/volume-4-issue-1-2015/</a></div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42903700" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="808c9c7e76ec4f9943dc5403246b57a4" rel="nofollow" data-download="{"attachment_id":63152193,"asset_id":42903700,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63152193/download_file?st=MTczOTgzNDc5Niw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="63211946" href="https://ncpsychoanalysis.academia.edu/JameyHecht">Jamey A . Hecht</a><script data-card-contents-for-user="63211946" type="text/json">{"id":63211946,"first_name":"Jamey","last_name":"Hecht","domain_name":"ncpsychoanalysis","page_name":"JameyHecht","display_name":"Jamey A . Hecht","profile_url":"https://ncpsychoanalysis.academia.edu/JameyHecht?f_ri=449398","photo":"https://0.academia-photos.com/63211946/16407348/149644499/s65_jamey.hecht.jpg"}</script></span></span></li><li class="js-paper-rank-work_42903700 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="42903700"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 42903700, container: ".js-paper-rank-work_42903700", }); });</script></li><li class="js-percentile-work_42903700 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42903700; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_42903700"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_42903700 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="42903700"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42903700; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42903700]").text(description); $(".js-view-count-work_42903700").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_42903700").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="42903700"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">17</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="3661" rel="nofollow" href="https://www.academia.edu/Documents/in/Sovereignty">Sovereignty</a>, <script data-card-contents-for-ri="3661" type="text/json">{"id":3661,"name":"Sovereignty","url":"https://www.academia.edu/Documents/in/Sovereignty?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7411" rel="nofollow" href="https://www.academia.edu/Documents/in/Theodicy">Theodicy</a>, <script data-card-contents-for-ri="7411" type="text/json">{"id":7411,"name":"Theodicy","url":"https://www.academia.edu/Documents/in/Theodicy?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="18452" rel="nofollow" href="https://www.academia.edu/Documents/in/Shakespearean_Drama">Shakespearean Drama</a>, <script data-card-contents-for-ri="18452" type="text/json">{"id":18452,"name":"Shakespearean Drama","url":"https://www.academia.edu/Documents/in/Shakespearean_Drama?f_ri=449398","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="19253" rel="nofollow" href="https://www.academia.edu/Documents/in/John_Milton">John Milton</a><script data-card-contents-for-ri="19253" type="text/json">{"id":19253,"name":"John Milton","url":"https://www.academia.edu/Documents/in/John_Milton?f_ri=449398","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=42903700]'), work: {"id":42903700,"title":"The Void Profound: Sovereignty and Denial in Paradise Lost and Doctor Faustus","created_at":"2020-04-30T13:45:46.875-07:00","url":"https://www.academia.edu/42903700/The_Void_Profound_Sovereignty_and_Denial_in_Paradise_Lost_and_Doctor_Faustus?f_ri=449398","dom_id":"work_42903700","summary":"Marlowe’s integrity is nothing in politics and everything in religion; in neither sphere will he tolerate wishful thinking. Milton’s integrity is everything in politics, and nothing in religion; in neither sphere will he give up his wishful thinking. Milton deceives himself, where Marlowe deceives his audience. Milton the republican writes a tyrant God, his text haunted by his own repressed atheism, which is unconsciously concealed by the author from himself. Marlowe the royal spy writes a tyrant God, his subtext an illegal atheism deliberately concealed by the author from most of his audience, and from the authorities. \n When the Earth changed from the center of the universe to a planet orbiting a star, Hell changed from a physical place at the Earth’s center to a state of being. Faustus says “I think Hell’s a fable” even while signing a contract with Hell’s king; such conduct implies the unreason of the whole story. Might Hell prove to be “a fable,” just as Purgatory had recently done? A reading of the justice of Milton’s God is offered, in which the preeminence of the Son over the angel Lucifer is subject to the same critique Thom Paine made of aristocracy (outcomes are determined not by what you do, but by whose son you are), or feminists make of primogeniture (not deeds, but gender and birth order): the Son’s claim is based on difference in kind (“begotten, not made”), matters of birth, not of action or thought. Finally, the false dichotomy between God and Satan excludes the third alternative that this is all a fiction; this structure is important, because common.\n\nThis paper belongs with two others, also posted here: \"Tragedy, Hamlet, and Luther\" and \"Guilt, Evil, and Hell in Doctor Faustus and Macbeth.\"\n\nDocument website: https://transdisciplinarypsych.wordpress.com/volume-4-issue-1-2015/ ","downloadable_attachments":[{"id":63152193,"asset_id":42903700,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":63211946,"first_name":"Jamey","last_name":"Hecht","domain_name":"ncpsychoanalysis","page_name":"JameyHecht","display_name":"Jamey A . Hecht","profile_url":"https://ncpsychoanalysis.academia.edu/JameyHecht?f_ri=449398","photo":"https://0.academia-photos.com/63211946/16407348/149644499/s65_jamey.hecht.jpg"}],"research_interests":[{"id":3661,"name":"Sovereignty","url":"https://www.academia.edu/Documents/in/Sovereignty?f_ri=449398","nofollow":true},{"id":7411,"name":"Theodicy","url":"https://www.academia.edu/Documents/in/Theodicy?f_ri=449398","nofollow":true},{"id":18452,"name":"Shakespearean Drama","url":"https://www.academia.edu/Documents/in/Shakespearean_Drama?f_ri=449398","nofollow":true},{"id":19253,"name":"John Milton","url":"https://www.academia.edu/Documents/in/John_Milton?f_ri=449398","nofollow":true},{"id":20058,"name":"Epic poetry","url":"https://www.academia.edu/Documents/in/Epic_poetry?f_ri=449398"},{"id":25257,"name":"Christopher Marlowe","url":"https://www.academia.edu/Documents/in/Christopher_Marlowe?f_ri=449398"},{"id":40583,"name":"Raymond 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