Lean construction in rehabilitation works – suitability analysis and contribution for the definition of an implementation model

Proceedings IGLC-19, July 2011, Lima, Perú

The demonism of creation in Goethe's philosophy

Goethe's philosophy of creativity revolves around what he called das Dämonische. This essay is not meant as a definition or an explanation of demonic creation, but instead presents a demonic work par excellence, as the term "demonic" is defined by Goethe in the Elegy from Marienbad. The process of the creation of this work, as it is described by Goethe, also represents a strange exorcism, as the entire daemonic creative force of the author is transposed in this lyrical masterpiece of German and universal literature. After writing the Elegy Goethe, it is no longer demonic.

The analysis of humour

INTRODUCTION Theories of humour are traditionally divided into two classes: superiority or relief theories, and incongruity or ambiguity theories. As their names imply, the former tend to ascribe amusement primarily to a particular attitude of mind, while the latter account for it by describing its objects as having a particular quality. Enjoyment as an attitude is always a response to an object present to the mind or feelings. If, then, enjoyment in amusement is identical with feelings of superiority or relief, its objects must always display characteristics of inferiority or inhibition. But the enjoyment of humour seems to be distinguishable from a reaction to particular kinds of topic, and from any personal relation felt between the subject and the objects of his amusement. Incongruity theories do not explicitly ascribe the enjoyment of humour to a particular range of topics.

The association of faculty's teaching philosophy and teaching behaviour, and critical thinking and self- direction in learning

The intent in this study was to investigate in what ways teachers· beliefs about education and teaching are expressed in the specific teaching behaviours they employ, and whether teaching behaviours, as perceived by their students, are correlated with students· critical thinking and self-directed learning. To this end the relationships studied were: among faCUlty members· philosophy of teaching, locus of control orientation, psychological type, and observed teaching behaviour; and among students· psychological type, perceptions of teaching behaviour, self-directed learning readiness, and critical thinking. The overall purpose of the study was to investigate whether the implicit goals of higher education, critical thinking and self-direction, were actually accounted for in the university classroom. The research was set within the context of path-goal theory, adapted from the leadership literature. Within this framework, Mezirow·s work on transformative learning, including the influences of Habermas· writings, was integrated to develop a theoretical perspective upon which to base the research methodology. Both qualitative and quantitative methodologies were incorporated. Four faCUlty and a total of 142 students participated in the study. Philosophy of teaching was described through faCUlty interviews and completion of a repertory grid. Faculty completed a descriptive locus of control scale, and a psychological type test. Observations of their teaching behaviour were conducted. Students completed a Teaching Behaviour Assessment Scale, the Self-Directed Learning Readiness Scale, a psychological type test, and the Watson-Glaser Critical Thinking Appraisal. A small sample of students were interviewed. Follow-up discussions with faculty were used to validate the interview, observation, teaching behaviour, and repertory grid data. Results indicated that some discrepancies existed between faculty's espoused philosophy of teaching and their observed teaching behaviour. Instructors' teaching behaviour, however, was a function of their personal theory of practice. Relationships were found between perceived teaching behaviour and students· self-directed learning and critical thinking, but these varied across situations, as would be predicted from path-goal theory. Psychological type of students and instructor also accounted for some of the variability in the relationships studied. Student psychological type could be shown as a partial predictor of self-directed learning readiness. The results were discussed in terms of theory development and implications for further research and practice.

Assessment of social cognition in schizophrenia through the “Reading the Mind in the Eyes” test. Implications for rehabilitation

Introduction: Schizophrenia is a serious and chronic mental illness that has effect on cognitive and social functioning of a person who suffers it. Recent research points out that social cognition subprocesses, such as Theory of Mind, social perception or emotional processing, have to do with some problems that patients show in their social adjustment. Aim: Assessing ability of recognizing mental states from facial expressions in schizophrenia patients compared to a control group. Subjects and methods: 17 stable schizophrenia patients who are aware of the illness and 17 healthy people, with the same age and sociocultural level, took the “Reading the Mind in the Eyes” Test Revised Version of Baron- Cohen. Results: Compared with the control group, subjects with schizophrenia showed much lower scores. Conclusions: It is confirmed that schizophrenia patients have impairments to understand facial expressions, especially from the eyes. That is typical of this illness, so it is necessary to do interventions at that point. Furthermore, inability to recognize emotions, as a domain of social cognition, contributes to deficit in functional outcome in schizophrenia. Finally, some treatment programs are put forward.

Mind-reading difficulties in the siblings of people with Asperger's syndrome: evidence for a genetic influence in the abnormal development of a specific cognitive domain

Background: Previous research suggests that the phenotype associated with Asperger's syndrome (AS) includes difficulties in understanding the mental states of others, leading to difficulties in social communication and social relationships. It has also been suggested that the first-degree relatives of those with AS can demonstrate similar difficulties, albeit to a lesser extent. This study examined 'theory of mind' (ToM) abilities in the siblings of children with AS relative to a matched control group. Method: 2 7 children who had a sibling with AS were administered the children's version of the 'Eyes Test'(Baron-Cohen, Wheelwright, Stone, & Rutherford, 1999). The control group consisted of 27 children matched for age, sex, and a measure of verbal comprehension, and who did not have a family history of AS/autism. Results: A significant difference was found between the groups on the Eyes Test, the 'siblings' group showing a poorer performance on this measure of social cognition. The difference was more pronounced among female siblings. Discussion: These results are discussed in terms of the familial distribution of a neuro-cognitive profile associated with AS, which confers varying degrees of social handicap amongst first-degree relatives. The implication of this finding with regard to the autism/AS phenotype is explored, with some discussion of why this neuro-cognitive profile (in combination with corresponding strengths) may have an evolutionary imperative.

Why Implementing History and Philosophy in School Science Education is a Challenge: An Analysis of Obstacles

Teaching and learning with history and philosophy of science (HPS) has been, and continues to be, supported by science educators. While science education standards documents in many countries also stress the importance of teaching and learning with HPS, the approach still suffers from ineffective implementation in school science teaching. In order to better understand this problem, an analysis of the obstacles of implementing HPS into classrooms was undertaken. The obstacles taken into account were structured in four groups: 1. culture of teaching physics, 2. teachers` skills, epistemological and didactical attitudes and beliefs, 3. institutional framework of science teaching, and 4. textbooks as fundamental didactical support. Implications for more effective implementation of HPS are presented, taking the social nature of educational systems into account.

'In Charge of the Truffula Seeds' : On Children's Literature, Rationality and Children's Voices in Philosophy

In this paper I investigate how philosophy can speak for children and how children can have a voice in philosophy and speak for philosophy. I argue that we should understand children as responsible rational individuals who are involved in their own philosophical inquiries and who can be involved in our own philosophical investigations-not because of their rational abilities, but because we acknowledge them as conversational partners, acknowledge their reasons as reasons, and speak for them as well as let them speak for us and our rational community. In order to argue this I turn, first, to Gareth Matthews' philosophy of childhood and suggest a reconstruction of some of his concepts in line with the philosophy of Stanley Cavell. Second, in order to examine more closely our conceptions of rationality and our pictures of children, I consider the children's books, The Lorax and Where is My Sister? and Henrik Ibsen's play, The Wild Duck.

Aristotelian predicables, universality and realism: the logic of comparison in topics as denying the view that Aristotle was a realist

Aristotle is reportedly held to have been a Moderate Realist in that he would maintain that a concept derives from an act of grasping a mind-independent universal object that exists somehow inside of the many different things which the concept is predicated of. As far as a universal is independent of mind, it would stand for the proper object of a concept that subsumes a given number of things as its own instantiations. But we claim that Aristotle rejected such a view and instead did perceive and comprehend universality as a feature of thought rather than as a feature of reality in its own right. As showed in the chapters of Topics regarding the so-called logic of comparison (with the support of Albert the Great’s commentary), each predicate can be more or less consistent with the attribute of the subject of which it may be predicated. Both essential and accidental attributes assume a definite degree of being related to the degree of belonging to substance. Unlike particular things, the universality of a concept is to be understood always in comparison with another concept according to a hierarchy of predicates in terms of universality degree arranged by comparative terms such as ‘more’, ‘less’, and ‘likewise’. What is really mind-independent are the truth conditions which make a universal true when exclusively referring to a set of things identically meant by the same predicate whose universality is given by the place occupied in the hierarchy of predicates.

Philosophy and development of religion /

"Translation of the Lectures from my German manuscript"--Pref.

Critical essays on a few subjects connected with the history and present condition of speculative philosophy /

Locke and the transcendentalists -- Kant and his philosophy -- Fichte's exposition of Kant : philosophy applied to theology -- The philosophy of Cousin -- Paley : the argument for the being of a God -- Subject continued : the union of theology and metaphysics -- Berkeley and his philosophy -- Elements of moral science -- Political ethics.

Studies in southern history and politics; inscribed to William Archibald Dunning, PH.D., LL.D., Lieber professor of history and political philosophy in Columbia university,

Deportation and colonization: an atempted solution of the race problem, by W.L. Fleming.--The literary movement for secession, by U.B. Phillips.--The frontier and secession, by C.W. Ramsdell.--The French consuls in the Confederate States, M.L. Bonham, jr.--The judicial interpretation of the Confederate constitution, by S.D. Brummer.--Southern legislation in respect to freedmen, 1865-1866, by J.G. de R. Hamilton.--Carpet-baggers in the United States Senate, by C. Mildred Thompson.--Grant's southern policy, by E.C. Woolley.--The federal enforcement acts, by W.W. Davis.--Negro suffrage in the South, by W.R. Smith.--Some phases of educational history in the South since 1865, by W.K. Boyd.--The new South, economic and social, by H. Thompson.--The political philosophy of John C. Calhoun, by C.E. Merriam.--Southern political theories, by D.Y. Thomas.--Southern politics since the civil war, by J.W. Garner.

The collected works of Dugald Stewart.

v. 1. Dissertation: exhibiting the progress of metaphysical, ethical, and political philosophy, since the revival of letters in Europe. 1854.--v. 2-4. Elements of the philosophy of the human mind ... To which is prefixed introduction and part first of the Outlines of moral philosophy. 1854.--v. 5. Philosophical essays. 1855.--v. 6-7. The philosophy of the active and moral powers of man ... To which is prefixed part second of the Outlines of moral philosophy. 1855.--v. 8-9. Lectures on political economy ... To which is prefixed part third of the Outlines of moral philosophy. 1855.56.--v. 10. Biographical memoirs of Adam Smith, William Robertson, Thomas Reid. To which is prefixed a Memoir of Dugald Stewart, with selections from his correspondence. By J. Veitch. 1858.--v. 11. Translations of the passages in foreign languages contained in the collected works of Dugald Stewart. With general index. 1860.