Does Death Render Life Absurd?

In this paper, I assess the claim that death renders life absurd. First, I characterize absurdity as something we perceive in situations involving extreme disharmonies which strike us as unexpected or unacceptable. Next, I outline several potential disharmonies which death might introduce into our existence (such as the disharmony between our dignity and capacities, and the undignified annihilation which death promises), but suggest that these examples need not be seen as necessarily absurd; there are perspectives available to us from which these facts can appear to be acceptable aspects of life. Finally, I consider a more problematic case of absurdity—that human beings allegedly fail to grasp the truth of their mortality—but suggest that the underlying disharmony here can be eliminated provided we develop an authentic attitude toward death (and that this is possible, despite some objections). In short, I argue that none of the most obvious potential absurdities which might arise from our mortality are strong enough to entail the claim that death inevitably renders life absurd, at least on one plausible and interesting interpretation of that claim

The reception of John Foxe's 'Acts and Monuments', 1563-1641

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Developing Critical Thinking in Technical and Vocational Education and Training

Critical thinking has been difficult to develop in technical and vocational education and training, where acquiring practical skills is often the priority. This study looks at whether tried-and-tested methods for developing critical thinking in higher education are also effective in this educational context. To test this, an intervention was carried out as part of a compulsory, semester-long “Basic Communication Skills” class for 149 first year engineering students. This involved linking the expected learning outcomes for the course to a series of sub-skills comprising an updated definition of critical thinking. Furthermore, a set of strategies promoting active participation among students was also implemented. The proposed methodology led to improved levels of critical thinking when compared to traditional teaching methods. It was found that lessons characterized as interactive, dynamic, and encouraging active student participation facilitate the teacher’s job in the classroom and improve the development of critical thinking in a specific technical and vocational education context

Guidelines for the use and interpretation of assays for monitoring autophagy (4th edition)

In 2008, we published the first set of guidelines for standardizing research in autophagy. Since then, this topic has received increasing attention, and many scientists have entered the field. Our knowledge base and relevant new technologies have also been expanding. Thus, it is important to formulate on a regular basis updated guidelines for monitoring autophagy in different organisms. Despite numerous reviews, there continues to be confusion regarding acceptable methods to evaluate autophagy, especially in multicellular eukaryotes. Here, we present a set of guidelines for investigators to select and interpret methods to examine autophagy and related processes, and for reviewers to provide realistic and reasonable critiques of reports that are focused on these processes. These guidelines are not meant to be a dogmatic set of rules, because the appropriateness of any assay largely depends on the question being asked and the system being used. Moreover, no individual assay is perfect for every situation, calling for the use of multiple techniques to properly monitor autophagy in each experimental setting. Finally, several core components of the autophagy machinery have been implicated in distinct autophagic processes (canonical and noncanonical autophagy), implying that genetic approaches to block autophagy should rely on targeting two or more autophagy-related genes that ideally participate in distinct steps of the pathway. Along similar lines, because multiple proteins involved in autophagy also regulate other cellular pathways including apoptosis, not all of them can be used as a specific marker for bona fide autophagic responses. Here, we critically discuss current methods of assessing autophagy and the information they can, or cannot, provide. Our ultimate goal is to encourage intellectual and technical innovation in the field