Spinoza: une lecture d'Aristote

Does (affirmative) judgement have a logical dual, negative judgement? Whether there is such a logical dualism was hotly debated at the beginning of the twentieth century. Frege argued in ‘Negation’ (1918/9) that logic can dispense with negative judgement. Frege's arguments shaped the views of later generations of analytic philosophers, but they will not have convinced such opponents as Brentano or Windelband. These philosophers believed in negative judgement for psychological, not logical, reasons. Reinach's ‘On the Theory of Negative Judgement’ (1911) spoke to the concerns of these philosophers. While Frege took the distinction between affirmative and negative judgement to be logically redundant, Reinach argued that it is the result of confusing judgement with a different mental act. In this article, I present Reinach's arguments against the ‘old logical dualism’ in context, analyse them and discuss Reinach's innovative use of the notion of focus in the theory of judgement. Recently, there has been a revival of the view that sentential negation is grounded in a prior mental act of rejection. In the final section, I argue that Reinach's analysis of rejection poses a challenge for the revivalists.     

Genetic Screening Services Provided in Turkey

In Turkey, the rate of consanguineous marriage is quite high (22–24 %) and as a result, the incidence of autosomal recessive diseases and congenital anomalies is also very high and gives rise to a serious public health problem. In the last three decades, great effort has been made to avoid increases in the prevalence of these hereditary diseases. For this purpose, population-based premarital, prenatal, neonatal and adult genetic screening programs are performed in various centers such as Community Health Centers, Early Diagnosis of Cancer and Education Centers (KETEM), Prenatal and Neonatal Departments of Universities and State Hospitals and Thalessemia Screening Centers. Such centers are staffed by health professionals including physicians, family physicians, nurses, midwives, biologists and medical geneticists. Genetic counseling is also provided to patients attending these centers after screening tests are performed. Since there are no specialized training programs for genetic counselors, genetic counseling is generally provided by doctors or medical geneticists. The aim of this paper is to give an overview of the genetic screening services provided in Turkey, the prevalence of genetic diseases and the design of intensive educational programs for health professionals.     

Contagious yawning in domestic dog puppies (Canis lupus familiaris): the effect of ontogeny and emotional closeness on low-level imitation in dogs

Contagious yawning is a well-documented phenomenon in humans and has recently attracted much attention from developmental and comparative sciences. The function, development and underlying mechanisms of the phenomenon, however, remain largely unclear. Contagious yawning has been demonstrated in dogs and several non-human primate species, and theoretically and empirically associated with empathy in humans and non-human primates. Evidence of emotional closeness modulating contagious yawning in dogs has, nonetheless, been contradictory. Humans show a developmental increase in susceptibility to yawn contagion, with typically developing children displaying a substantial increase at the age of four, when a number of cognitive abilities (e.g. accurate identification of others’ emotions) begin to clearly manifest. Explicit tests of yawn contagion in non-human animals have, however, thus far only involved adult individuals. Here, we report a study of the ontogeny of domestic dogs’ (Canis lupus familiaris) susceptibility to yawn contagion, and whether emotional closeness to the yawning model affects this. Thirty-five dogs, aged 4–14 months, observed a familiar and unfamiliar human repeatedly yawn or gape. The dogs yawned contagiously, but emotional closeness with the model did not affect the strength of contagion, raising questions as to recent evidence of emotionally modulated auditory contagious yawning in dogs. The dogs showed a developmental effect, with only dogs above 7 months evidencing contagion. The results support the notion of a developmental increase in dogs’ attention to others and identification of others’ emotional states and suggest that yawn contagion is underpinned by developmental processes shared by humans and other animals.     

Definition and hypothesis in Plato's Meno 1 (I)

There is no amount or quality of evidence such that if that amount or quality is reached, then truth is reached. If, therefore, a proposition must be true in order to constitute knowledge, knowledge is never reached. If certain standards of evidence are satisfied I have the right to say ’I know’, and the right does not depend on how one answers the question whether it is right what I say.     

Actions taken by schools when tobacco policies are violated: associations with adolescent smoking prevalence

This study examined the association of adolescent smoking prevalence with actions taken by schools (i.e., informing parents or disciplining pupils at school) for violating the school tobacco policy. Interaction terms between actions taken by schools and role models' smoking behavior or support for adolescents were also examined. Data were collected using self-completed questionnaires from a nationally representative Norwegian sample of 15-year-olds (1,404 pupils, 51% males) and 73 staff members. Informing parents when the school tobacco policy was violated by contrast with other actions taken by schools was not associated with lower levels of adolescent smoking. Disciplining pupils was associated with lower levels of adolescent smoking but the association was no longer significant when examined together with parents' and teachers' smoking behavior or support. Exposure to parents' and teachers' smoking, and teachers' support were associated with adolescent smoking prevalence, irrespective of actions taken by schools. Identifying the mechanism under which these different home and school factors relate to adolescent smoking may be worthwhile to inform intervention initiatives.     

Self-regulation of priming effects on behavior

In three experiments, we tested whether people can protect their ongoing goal pursuits from antagonistic priming effects by using if-then plans (i.e., implementation intentions). In Experiment 1, concept priming did not influence lexical decision time for a critical stimulus when participants had formed if-then plans to make fast responses to that stimulus. In Experiment 2, participants who were primed with a prosocial goal allowed a confederate who asked for help to interrupt their work on a focal task for a longer time if they had merely formed goal intentions to perform well than if they had also formed implementation intentions for concentrating on the task. In Experiment 3, priming the goal of being fast increased driving speed and errors for participants who had formed mere goal intentions to drive only as fast as safety allowed or who had formed no goal intentions, whereas the driving of participants who had formed such goal intentions as well as implementation intentions showed no such priming effects. Our findings indicate that implementation intentions are an effective self-regulatory tool for shielding actions from disruptive concept- or goal-priming effects.     

The ‘Crucified’ Leader: Cynicism,Fantasies and Paradoxes in Education

In this paper we argue that transnational as well as national political demands and expectations on the educational field are contributing to (re)produce four ideological-based educational leadership discourses in the literature. In order to conceptualize these discourses, we turn to the work of Schmidt (Diagnosis I—Filosoferende eksperimenter. Aarhus University Press, Aarhus, 1999, On respect. Aarhus University Press, Aarhus, 2011) and Zizek (Mapping ideology. Verso, New York, 2000, The sublime object of ideology. Verso, New York, 2008a). On that basis we identify four dominant educational leadership discourses: (a) a personhood-based discourse, (b) a profession-based discourse, (c) a standard-based discourse, and (d) a resource-based discourse. These discourses have—as we will show—various consequences for the way we think and talk about education and educational leadership in our age. Using examples that stem from a project about educational leadership in Danish upper secondary school, we will illustrate how educational leaders’ beings and doings are ‘regulated’ by these discourses, which place them in a tension field where different and conflicting (ideological) fantasies seem to be played out. Then, we will discuss how these fantasies can be challenged and how we can think and speak more intellectually about education and educational leadership. By using the term intellectual we are referring to educational leaders’ ability as human beings to critically reflect on their contemporary doings and beings within and beyond the existing social order. Hopefully this can help them (and us) to establish new ways for discussing not only what educational leadership is and should be about, but also what it could be about.     

Harmonizing the Educational Globe. World Polity,Cultural Features,and the Challenges to Educational Research

The general thesis of this paper is that the motives of the currently dominant global educational governance are rooted in a specific cultural milieu in the time of the Cold War, more precisely in the late 1950s, heading to a harmonious world. The more specific thesis is that a series of failures in the achievement of this harmonized globe led to reforms in educational governance, leading eventually to the development of instruments like large-scale assessments, such as PISA. The concluding thesis of the paper is that precisely because the idea of global governance is rooted in a specific culture, its instruments run the risk of only affecting formal structures of education in other cultures rather the inner activities of the ‘educational fabric’.     

65 Jahre später

Research on the long-term emotional impact of World War II experiences is an important psychoanalytical issue and requires an interdisciplinary approach. In the project: “Witnesses of the ‘Operation Gomorrha (Hamburg Firestorm)’ (1943) and their families” long-term processing of and coping with war experiences of former children and adolescents are investigated by historians and psychoanalysts. A sample of 64 witnesses (34 women, 30 men, average age 75 years) and their families was recruited and investigated by semi-structured interviews. The interviews were analyzed by methods of “renarrated and interpreted history of coping” and group analysis against the background of historical, psychological and cultural approaches. A total of nine prototypical cases give insight into different biographically determined representations of the “Firestorm” and the conjunction with socio-cultural processes. Analysis of coping over the life-time has to take life experiences after the war and during the time of rebuilding into account. The research project attracts much interest among the former “war”-children.