Validade científica de conhecimento epidemiológico gerado com base no estudo Saúde Bucal Brasil 2003

NARVAI, Paulo Capel et al. Validade científi ca de conhecimento epidemiológico gerado com base no estudo Saúde Bucal Brasil 2003. Caderno de saúde pública, Rio de Janeiro, v. 26, n. 4, p. 647-670, abr. 2010.

Justice envers les enfants et légitimité politique en éducation

L’idée selon laquelle les enfants sont des sujets à part entière de considérations de justice n’est pas très contestée. Les enfants ont des intérêts qui leur sont propres et ont un statut moral indépendant de leurs parents : ils ne sont ni la propriété de ces derniers ni une simple extension de leur personne. Pourtant, les travaux des plus grands théoriciens de la justice en philosophie politique contemporaine ne contiennent pas de discussion systématique du statut moral et politique des enfants et du contenu de nos obligations à leur égard. Cette thèse contribue à remédier à cette omission à travers l’examen de quatre grandes questions principales. (1) Quelles sont les obligations de justice de l’état libéral envers les enfants ? (2) Quels types de politiques publiques en matière d’éducation des enfants sont moralement légitimes ? (3) Jusqu’à quel point est-il moralement acceptable pour les parents de délibérément forger la vision du monde de leurs enfants ? (4) Quels critères moraux devraient guider l’élaboration de politiques en matière d’éducation morale dans les écoles ? Cette thèse est constituée de quatre articles. Le premier, « Political Liberalism and Children’s Education », aborde les questions du fondement normatif et des implications du principe de ‘neutralité éducative’ ou ‘anti-perfectionnisme éducatif’. Selon ce principe, il n’est pas légitime pour l’État libéral de délibérément promouvoir, à travers ses politiques publiques en éducation, une conception particulière de la vie bonne. L’article défend les idées suivantes. D’abord, ledit principe est exclusivement fondé sur des raisons de justice envers les parents. Ensuite, l’anti-perfectionnisme libéral n’est pas, pour autant, ‘mauvais pour les enfants’, puisqu’une vaste gamme d’interventions politiques dans la vie familiale et l’éducation des enfants sont, de manière surprenante, justifiables dans ce cadre théorique. Le deuxième article, « On the Permissibility of Shaping Children’s Values », examine la question de savoir si les parents ont un droit moral de forger délibérément l’identité, la conception du monde et les valeurs de leurs enfants. L’article développe une critique de la conception anti-perfectionniste des devoirs parentaux et propose un nouvel argument libéral à l’appui d’un droit parental conditionnel de forger l’identité de leurs enfants. L’article introduit également une distinction importante entre les notions d’éducation compréhensive et d’« enrôlement » compréhensif. Le troisième article, « Common Education and the Practice of Liberal Neutrality: The Loyola High School Case », défend trois thèses principales à travers une analyse normative de l’affaire juridique de l’école Loyola. Premièrement, il est légitime pour l’État libéral d’adopter un modèle d’éducation commune fort. Deuxièmement, la thèse selon laquelle la neutralité comme approche éducative serait impossible est injustifiée. Troisièmement, il existe néanmoins de bonnes raisons pour l’État libéral d’accommoder plusieurs écoles religieuses qui rejettent le modèle de la neutralité. Le quatrième article, « Which Moral Issues Should be Taught as Controversial? », critique à la fois le critère ‘épistémique’ dominant pour déterminer quels enjeux moraux devraient être enseignés aux jeunes comme ‘controversés’, et à la fois la manière dont le débat sur l’enseignement des enjeux controversés fut construit au cours des dernières années, d’un point de vue substantiel et méthodologique. L’article propose une manière alternative d’aborder le débat, laquelle prend adéquatement en compte la pluralité des objectifs de l’éducation et un ensemble d’autres considérations morales pertinentes.

Exploring the Justificational Status of Assertions Made About Nursing’s Collective Beliefs

Nursing publications frequently reference groups (e.g. the group nurses). The nature and capabilities of group agents or collective subjects, and the relationship between nursing as a group and nurses as individuals is, however, rarely made explicit in these publications. Following Alvin Goldman, questions pertaining to groups can be classified as metaphysical or epistemic. Metaphysical questions take two forms. First, we might ask about the ontological status of group agents. For example, to what extent, if at all, do group agents exist and act independently of their constituent members? Second, we can ask whether group agents have psychological states or properties that can, for example, be formulated as propositional attitudes and, if they can, in what ways are group attitudes correlated with or tied to those of individual group members? In this presentation, having recognised the potential reality of group ontological and psychological being, I examine an under researched element of social epistemology. Specifically, the potential of non-individualist reliabilism (social process reliabilism) to justify doxastic group beliefs (i.e. statements such as “nurses believe that”) are considered. It is suggested that this issue has concrete implications for how we think about nursing.

Mandevillian Intelligence: From Individual Vice to Collective Virtue

Abstract Mandevillian intelligence is a specific form of collective intelligence in which individual cognitive vices (i.e., shortcomings, limitations, constraints and biases) are seen to play a positive functional role in yielding collective forms of cognitive success. In this talk, I will introduce the concept of mandevillian intelligence and review a number of strands of empirical research that help to shed light on the phenomenon. I will also attempt to highlight the value of the concept of mandevillian intelligence from a philosophical, scientific and engineering perspective. Inasmuch as we accept the notion of mandevillian intelligence, then it seems that the cognitive and epistemic value of a specific social or technological intervention will vary according to whether our attention is focused at the individual or collective level of analysis. This has a number of important implications for how we think about the cognitive impacts of a number of Web-based technologies (e.g., personalized search mechanisms). It also forces us to take seriously the idea that the exploitation (or even the accentuation!) of individual cognitive shortcomings could, in some situations, provide a productive route to collective forms of cognitive and epistemic success. Speaker Biography Dr Paul Smart Paul Smart is a senior research fellow in the Web and Internet Science research group at the University of Southampton in the UK. He is a Fellow of the British Computer Society, a professional member of the Association of Computing Machinery, and a member of the Cognitive Science Society. Paul’s research interests span a number of disciplines, including philosophy, cognitive science, social science, and computer science. His primary area of research interest relates to the social and cognitive implications of Web and Internet technologies. Paul received his bachelors degree in Psychology from the University of Nottingham. He also holds a PhD in Experimental Psychology from the University of Sussex.

Corps, genre et nouvelles technologies biomédicales: reconfigurations antinaturalistes au sein des théories féministes

La matérialité biologique du corps humain est devenue l’objet d’interventions inédites au moyen de nouvelles technologies biomédicales, comme la procréation médicalement assistée, les tests génétiques, la contraception hormonale. Cette thèse part des difficultés inhérentes à une approche antinaturaliste pour aborder la dimension biologique des corps sexués. “On ne naît pas femme, on le devient” : mais qu’en est-il des corps ? Les technologies biomédicales investissent la chair selon des modalités qui échappent aux grilles d’analyses matérialiste et butlérienne. Faut-il y voir une réfutation du constructivisme, la revanche d’un socle biologique – hormonal, génétique, moléculaire – primant sur les effets anatomiques de la socialisation, comme le suggèrent les partisan·e·s d’un material turn féministe ? À partir d’une analyse de l’évolution de la notion de nature, définie comme "vie elle-même" depuis la révolution moléculaire de la biologie, cette thèse propose une autre interprétation, en définissant les technologies biomédicales comme des technologies de pouvoir relevant d’une biopolitique moléculaire de genre. Sans infirmer la perspective constructiviste, ces médiations sociales originales (adossées au nouveau paradigme épistémique) permettent de comprendre comment les frontières et limites du genre sont déplacées, tout en produisant des identités, des expériences et des subjectivités genrées inédites. En dégageant les coordonnées d’un véritable dispositif biomédical, notre étude comparative entre techniques disciplinaires et biopolitique moléculaire de genre plaide pour une critique antinaturaliste renouvelée, s’articulant à une critique de la technique qui permette d’inventer collectivement des moyens pour se réapproprier démocratiquement les technologies biomédicales.

‘Théorie’, ‘hypothèse’, ‘modèle’ et ‘méthode’ dans le domaine de la linguistique: perspectives sémasiologique et onomasiologique

'Theory', 'hypothesis', 'model' and 'method' in linguistics: Semasiological and onomasiological perspectives The subject of this thesis is the use of generic scientific terms, in particular the four terms 'theory', 'hypothesis', 'model' and 'method', in linguistic research articles written in French and in Finnish. The thesis examines the types of scientific constructs to which these terms are applied, and seeks to explain the variation in the use of each term. A second objective of the thesis is to analyze the relationships among these terms, and the factors determining the choices made by writers. With its focus on the authentic use of generic scientific terms, the thesis complements the normative and theoretical descriptions of these terms in Science Studies and offers new information on actual writing practices. This thesis adheres to functional and usage-based linguistics, drawing its theoretical background from cognitive linguistics and from functional approaches to terminology. The research material consisted of 120 research articles (856 569 words), representing different domains of linguistics and written in French or Finnish (60 articles in each language). The articles were extracted from peer-reviewed scientific journals and were published between 2000 and 2010. The use of generic scientific terms in the material has been examined from semasiological and onomasiological perspectives. In the first stage, different usages related to each of the four central terms were analyzed. In the second stage, the analysis was extended to other terms and expressions, such as 'theoretical framework', 'approach' and ‘claim’, which were used to name scientific constructs similar to the four terms analyzed in the first stage. Finally, in order to account for the writer’s choice among the terms, a mixed methods approach was adopted, based on the results of a previously conducted questionnaire concerning the differences between these terms as experienced by linguists themselves. Despite the general ideal that scientific terms should be carefully defined, the study shows that the use of these central terms is not without ambiguity. What is understood by these terms may vary according to different conceptual and stylistic factors as well as epistemic and disciplinary traditions. In addition to their polysemy, the semantic potentials of these terms are in part overlapping. In most cases, the variation in the use of these terms is not likely to cause serious misunderstanding. Rather, it allows the researcher to express a specific conceptualization of the scientific constructs mentioned in the article. The discipline of linguistics, however, would benefit from a more elaborate metatheoretical discussion.

Validade científica de conhecimento epidemiológico gerado com base no estudo Saúde Bucal Brasil 2003

NARVAI, Paulo Capel et al. Validade científi ca de conhecimento epidemiológico gerado com base no estudo Saúde Bucal Brasil 2003. Caderno de saúde pública, Rio de Janeiro, v. 26, n. 4, p. 647-670, abr. 2010.

Selling customer value in B2B markets - Case KONE JumpLift

Skepticism of promised value-added is forcing suppliers to provide tangible evidence of the value they can deliver for the customers in industrial markets. Despite this, quantifying customer benefits is being thought as one of the most difficult part in business-to-business selling. The objective of this research is to identify the desired and perceived customer benefits of KONE JumpLift™ and improve the overall customer value quantification and selling process of the solution. The study was conducted with a qualitative case analysis including 7 interviews with key stakeholders from three different market areas. The market areas were chosen based on where the offering has been utilized and the research was conducted by five telephone and two email interviews. The main desired and perceived benefits include many different values for example economical, functional, symbolic and epistemic value but they vary on studied market areas. The most important result of the research was finding the biggest challenges of selling the offering which are communicating and proving the potential value to the customers. In addition, the sales arguments have different relative importance in studied market areas which create challenges for salespeople to sell the offering effectively. In managerial level this means need for investing into a new sales tool and training the salespeople.

Philosophy of Computer Science and its Effect on Education: Towards the Construction of an Interdisciplinary Group

This article presents an interdisciplinary experience that brings together two areas of computer science; didactics and philosophy. As such, the article introduces a relatively unexplored area of research, not only in Uruguay but in the whole Latin American region. The reflection on the ontological status of computer science, its epistemic and educational problems, as well as their relationship with technology, allows us to elaborate a critical analysis of the discipline and a social perception of it as a basic science.

Imagine the Possibilities: Information without Overload

Information is often modelled as a set of relevant possibilities, treated as logically possible worlds. However, this has the unintuitive consequence that the logical consequences of an agent's information cannot be informative for that agent. There are many scenarios in which such consequences are clearly informative for the agent in question. Attempts to weaken the logic underlying each possible world are misguided. Instead, I provide a genuinely psychological notion of epistemic possibility and show how it can be captured in a formal model, which I call a fan. I then show how to use fans to build formal models of being informed, as well as knowledge, belief and information update.

The Descent of Pluto: Interactive dynamics, specialisation and reciprocity of roles in a Wikipedia debate

International audience

The aporetics of religious diversity

My thesis situates itself within the field of the Philosophy of Worldviews. Specifically, it aims to address the normative question of what the task should be of such a philosophy when faced with the problem of conflicting beliefs between religious worldviews. To answer this question, I turn to the procedure of aporetical analysis, in short, aporetics. Firstly, aporetics offers a distinct method of consistency restoration within inconsistent sets on the basis of thesis rejection and thesis modification. Secondly, aporetics leads to an understanding of the availability of aporetic exits on the basis of epistemic criteria. On the one hand, this leads us to opt for an orientational monism/pluralism, which steers the middle course between the epistemic stances of exclusivism and pluralism. On the other hand, it allows us to identify epistemic criteria for worldview acquisition on the basis of three distinct superclasses. These superclasses can be derived from Jürgen Habermas' validity claims, and applied to the self-understanding of contemporary theories of religion.

Formal and philological inquiries into the nature of interrogatives, indefinites, disjunction, and focus in Sinhala and other languages

In this thesis I examine a variety of linguistic elements which involve ``alternative'' semantic values---a class arguably including focus, interrogatives, indefinites, and disjunctions---and the connections between these elements. This study focusses on the analysis of such elements in Sinhala, with comparison to Malayalam, Tlingit, and Japanese. The central part of the study concerns the proper syntactic and semantic analysis of Q[uestion]-particles (including Sinhala "da", Malayalam "-oo", Japanese "ka"), which, in many languages, appear not only in interrogatives, but also in the formation of indefinites, disjunctions, and relative clauses. This set of contexts is syntactically-heterogeneous, and so syntax does not offer an explanation for the appearance of Q-particles in this particular set of environments. I propose that these contexts can be united in terms of semantics, as all involving some element which denotes a set of ``alternatives''. Both wh-words and disjunctions can be analysed as creating Hamblin-type sets of ``alternatives''. Q-particles can be treated as uniformly denoting variables over choice functions which apply to the aforementioned Hamblin-type sets, thus ``restoring'' the derivation to normal Montagovian semantics. The treatment of Q-particles as uniformly denoting variables over choice functions provides an explanation for why these particles appear in just this set of contexts: they all include an element with Hamblin-type semantics. However, we also find variation in the use of Q-particles; including, in some languages, the appearance of multiple morphologically-distinct Q-particles in different syntactic contexts. Such variation can be handled largely by positing that Q-particles may vary in their formal syntactic feature specifications, determining which syntactic contexts they are licensed in. The unified analysis of Q-particles as denoting variables over choice functions also raises various questions about the proper analysis of interrogatives, indefinites, and disjunctions, including issues concerning the nature of the semantics of wh-words and the syntactic structure of disjunction. As well, I observe that indefinites involving Q-particles have a crosslinguistic tendency to be epistemic indefinites, i.e. indefinites which explicitly signal ignorance of details regarding who or what satisfies the existential claim. I provide an account of such indefinites which draws on the analysis of Q-particles as variables over choice functions. These pragmatic ``signals of ignorance'' (which I argue to be presuppositions) also have a further role to play in determining the distribution of Q-particles in disjunctions. The final section of this study investigates the historical development of focus constructions and Q-particles in Sinhala. This diachronic study allows us not only to observe the origin and development of such elements, but also serves to delimit the range of possible synchronic analyses, thus providing us with further insights into the formal syntactic and semantic properties of Q-particles. This study highlights both the importance of considering various components of the grammar (e.g. syntax, semantics, pragmatics, morphology) and the use of philology in developing plausible formal analyses of complex linguistic phenomena such as the crosslinguistic distribution of Q-particles.

Causalité et explication causale chez James Woodward

Certains philosophes affirment que les relations causales sont fondées sur les lois de la nature. Cette conception cadre mal avec la réalité des sciences biomédicales et des sciences humaines. Pour se rapprocher de la pratique réelle des diverses sciences, James Woodward propose une conception de la causalité et de l’explication causale fondée sur une relation beaucoup moins exigeante que celle de loi de la nature, qu’il appelle l’invariance. Le but de ce mémoire est de présenter le concept d’invariance et les autres concepts causaux qui s’y rattachent et, d’identifier certaines difficultés, dans le but de cerner l’usage approprié de cette famille de concepts. La conception causale de Woodward suppose que le but de la recherche des causes est pratique plutôt que simplement épistémique : il s’agit pour les agents de s’appuyer sur les causes pour modifier les phénomènes. Cette conception est également non-réductive; elle utilise des contrefactuels et reflète les méthodes expérimentales des diverses sciences. La cohérence de cette conception avec les généralisations causales réelles des sciences fait en sorte qu’elle abandonne l’objectif d’universalité rattaché à la notion de loi de la nature, en faveur d’un objectif de fiabilité temporaire. De plus, comme le critère d’invariance est peu exigeant, d’autres critères doivent lui être ajoutés pour identifier, parmi les relations causales (c’est-à-dire invariantes), les relations les plus susceptibles d’être employées pour modifier les phénomènes de façon fiable.

La pregunta: una experiencia pedagógica de liberación

Desde un análisis crítico y reflexivo de la educación, se hace necesario preguntar por el sentido del lenguaje en los procesos formativos que hacen parte del acordona­miento ideológico de esta sociedad dirigida por la razón instrumental hacia los princi­pios del consumo y la competencia. Poner en este contexto el lugar de la pregunta por el lenguaje es, necesariamente, preguntar por el lugar y el propósito de la pregunta en la educación. ¿Tiene lugar la pregunta en la hegemonía de un modelo capitalista que se extiende a la concepción mercantilista de la educación? ¿Qué intencionalidades le subyacen a la pregunta como acción polí­tica en la que se le da apertura al diálogo con criterios ético, político y propositivo? En este texto, me propongo desarrollar estas inquietudes desde el horizonte de indagación de la pregunta como una ex­periencia pedagógica de liberación, en la cual se trazan retos epistémicos y estéti­cos de relevancia en los propósitos de una educación con responsabilidad social, y en el compromiso de un maestro con claridad práctica y discursiva frente a su papel como sujeto político