Improving Critical Thinking and Clinical Reasoning With a Continuing Education Course

Background: Continuing education courses related to critical thinking and clinical reasoning are needed to improve the accuracy of diagnosis. Method: This study evaluated a 4-day, 16-hour continuing education course conducted in Brazil. Thirty-nine nurses completed a pretest and a posttest consisting of two written case studies designed to measure the accuracy of nurses` diagnoses. Results: There were significant differences in accuracy from pretest to posttest for case 1 (p = .008) and case 2 (p = .042) and overall (p = .001). Conclusion: Continuing education courses should be implemented to improve the accuracy of nurses` diagnoses. J Contin Educ Nurs 2009;40(3):121-127.

The Development of Science Education Research in Brazil and Contributions from the History and Philosophy of Science

Over the last 50 years a new research area, science education research, has arisen and undergone singular development worldwide. In the specific case of Brazil, research in science education first appeared systematically 40 years ago, as a consequence of an overall renovation in the field of science education. This evolution was also related to the political events taking place in the country. We will use the theoretical work of Rene Kaes on the development of groups and institutions as a basis for our discussion of the most important aspects that have helped the area of science education research develop into an institution and kept it operating as such. The growth of this area of research can be divided into three phases: The first was related to its beginning and early configurations; the second consisted of a process of consolidation of this institution; and the third consists of more recent developments, characterised by a multiplicity of research lines and corresponding challenges to be faced. In particular, we will analyse the special contributions to this study gleaned from the field known as the history and philosophy of science.

Something moves: a philosophical and ethical praise to the combat practicing as art and education

In this work we tried to produce a philosophic-ethic praise to the Martial Arts` combat practice, based in our years of Martial Arts training accompanied with studies of oriental and occidental Philosophy. Tracing a critical history of the changes happened to the Martial Arts we brought the concept of combat as a martial practice of life empowerment. Opposing this, we presented the notion of fight as a result of the capture that the war arts suffered because of the despotic empires. Besides, we demonstrated that the combat practice is simultaneously an artistic and educational activity, because it aims at the production of an immanence field witch is loyal to the event.

TOWARDS A BENJAMINIAN ANTHROPOLOGY: RETHINKING PARADIGMS OF DRAMATIC THEATRE

This essay is presented as a Benjaminian work site. The juxtaposition of apparently distant figures in brusque and surprising relations may well cause puzzlement. But the affinities are revealing. In the whirlpools of Michael Taussig`s studies, I search for a theoretical composition in counterpoint: on one side, Victor Turner and Clifford Geertz, whose writings possibly lead us to think of a kind of paradigm of the dramatic theatre in anthropology, and, on the other, two figures on the margins of anthropology and the dramatic theatre - Walter Benjamin and Bertolt Brecht. The essay`s gravitational force is located on these margins, especially the fragmented work of Benjamin. In short, this is an essay towards a Benjaminian anthropology, organized around three allegories: (1) magic mirror; (2) shattering; and (3) flashes of light. In some ways, the journey suggests the form of an unusual rite of passage: the passage towards a passing condition.