Disjuntivismo epistemológico e ceticismo radical

Epistemological disjunctivism is a philosophical theory that has received special attention in the recent years. Particularly because it has been seen by many as a way of renewing discussions that range from the nature of justification of our daily beliefs to the possibility of unveiling the structure of the problem of radical skepticism and of responding to it. Duncan Pritchard is one of the authors who have offered a particular view of disjunctivism and ways of conceiving of disjunctivist treatments to such questions. His work has as its main source of inspiration the seminal work of John McDowell. In this paper, I present a way of understanding the problem ofradicalskepticism and the mannerin which epistemological disjunctivism aimsto offer solutionsto it. In orderto do that, I present McDowell’s general proposal and discuss in which way his account differs from Pritchard’s own disjunctivism. At the end, I try to show how Pritchard’s approach tries to respond to radical skepticism not only by appealing to a disjunctivist reading of our epistemic position, but also by offering a revision of our structure of reasons

Genealogia epistêmica e normas de credibilidade

In this paper, I present two ways of conceiving a genealogical explanation of the concept of knowledge. The first one is through the epistemic state of nature hypothesis developed by Edward Craig, according to which knowledge is understood as a concept evolved from the concept of a good informant. After considering Craig’s project, I draw a parallel between this approach and Miranda Fricker’s value-laden account of the same concept. Then, I present and discuss Fricker’s social take on Craig’s genealogy, in which she suggests that the notions of a good informant and of knowledge are necessarily dependent on the establishment of a credibility norm, and that this norm should be viewed as inherently political. Lastly, I defend an illustration, through Kristie Dotson’s work, of how both genealogical approaches could explain and offer solutions to failings in the normativity of our epistemic systems

Opressões epistêmicas

In this paper, I discuss some of the recent developments in the political turn of Social Epistemology, focusing on the notions of epistemic injustice and epistemic oppression. In the first part of the work, I introduce Kristie Dotson’s characterization of the epistemic injustices presented by Miranda Fricker, through the understanding of systematic ways of violating epistemic agency in terms of oppressions. In the second part, I discuss Dotson’s critique of Fricker on the grounds that there is an important kind of epistemic injustice that is not dealt with in Fricker’s proposal, and which could help us to perceive a particular, pervasive kind of violation of the epistemic agency

Continuous Quantum Error Correction Through Local Operations

We propose local strategies to protect global quantum information. The protocols, which are quantum error correcting codes for dissipative systems, are based on environment measurements, direct feedback control and simple encoding of the logical qubits into physical qutrits whose decaying transitions are indistinguishable and equally probable. The simple addition of one extra level in the description of the subsystems allows for local actions to fully and deterministically protect global resources, such as entanglement. We present codes for both quantum jump and quantum state diffusion measurement strategies and test them against several sources of inefficiency. The use of qutrits in information protocols suggests further characterization of qutrit-qutrit disentanglement dynamics, which we also give together with simple local environment measurement schemes able to prevent distillability sudden death and even enhance entanglement in situations in which our feedback error correction is not possible.Comment: Accepted for publication in Phys. Rev.

Intercultural Competence in the ESL Classroom: Challenges and Successes

This action-based research study investigated the challenges and successes involved in the teaching of intercultural competence in the English as a Second Language (ESL) classroom. Most studies on intercultural competence take place in English as a foreign language classroom, and very few are centered on ESL instruction. It is this gap in the research that motivated the present study, in which the following research questions were posed: 1) How do targeted training practices in the classroom promote the development of intercultural competence as demonstrated by quantitative data?; 2) What challenges are associated with teaching intercultural competence to ESL learners?; 3) Which classroom practices are most effective in helping ESL learners develop intercultural competence? The study focused on eight ESL students at the Intensive English Program at West Virginia University in the United States between the summer and fall terms of 2022. The data collection tool utilized was a survey, which was conducted at the beginning and end of each semester. The survey included questions about participants’ personal backgrounds, a Likert scale where participants ranked statements about intercultural communication based on the NCSSFL-ACTFL Can-Do Statements, and two open-ended questions about intercultural interactions. Findings of the study were also based on participant observations and a reflective journal by the teacher-researcher. Results of the research indicated that targeted practices in the classroom helped learners to change their attitudes toward U.S. culture and become more aware of cultural differences and nuances. The reflections from the journal provided insights into the challenges and successes involved in developing intercultural competence among ESL learners. Implications for teaching and the ESL classroom moving forward include strategies for encouraging deep learning about intercultural competence and promoting critical reflections about culture. Finally, the thesis serves as a call for ESL teachers (domestic and international) to discuss and share their own experiences about teaching intercultural competence

Uma abordagem para aumento de empatia das interações textuais em sistemas colaborativos

Empathy plays an essential role in social interactions, for example, in effective teaching-learning processes in teacher-student relationships, and in the company-client or employee-customer relationships, retaining potential partners and providing them with greater satisfaction. In parallel, Computer-Mediated Communication (CMC) support people in their interactions, especially when it is necessary to circumvent space-time limitations. In CMC, there are several approaches to promote empathy in social or human-computer interactions. However, for this type of communication, a little explored mechanism to gain empathy is the use of the theory of Neurolinguistics that presents the possibility of developing a Preferred Representation System (PRS) for cognition in humans. In this context, this work presents the conception and results obtained through the experimental evaluations of the NeuroMessenger library, that uses Neurolinguistics, Psychometry and Text Mining to promote empathy among interlocutors, from the PRS identification and suggestion of textual matching based on this classification. The results showed that the use of the same text pattern (PRS) increases the empathy among the interlocutors of Collaborative Systems, evidencing that the matching feature can significantly improve the communication and construction of rapport in virtual environments.A empatia desempenha um papel essencial em interações sociais, como, por exemplo, em processos de ensino-aprendizagem efetivos nas relações professor-aluno e, nas relações empresa-cliente ou colaborador-consumidor, retendo potenciais parceiros e proporcionando-lhes maior satisfação. Em paralelo, a Comunicação Mediada por Computador (CMC) auxilia as pessoas em suas interações, especialmente quando é necessário contornar as limitações de espaço-tempo. Em CMC, existem diversas abordagens para promover empatia em interações sociais ou humano-computador. Contudo, para esse tipo de comunicação, um mecanismo pouco explorado para ganho de empatia é o uso da teoria da Neurolinguística, a qual apresenta a possibilidade de desenvolvimento de Sistemas Representacionais Preferenciais (SRPs) para cognição em seres humanos. Nesse contexto, o presente trabalho apresenta a concepção e os resultados obtidos por meio de avaliações experimentais da biblioteca NeuroMessenger, a qual utiliza Neurolinguística, Psicometria e Mineração de Textos para promover empatia entre interlocutores, a partir da identificação de SRPs e sugestão de matching (espelhamento) textual baseado nesta classificação. Os resultados mostraram que a utilização do mesmo padrão de texto (SRP) aumenta a empatia entre os interlocutores de Sistemas Colaborativos, evidenciando que o recurso de matching pode melhorar significativamente a comunicação e formação de rapport em ambientes virtuais.São Cristóvão, S

As missões jesuíticas e os sentidos da conversão entre os tupinambá no Brasil colonial

Este artigo realiza uma análise histórico-antropológica do “encontro” cultural estabelecido no interior dos aldeamentos da Companhia de Jesus no Brasil durante os séculos XVI e XVII. Assim, propõe examinar as possíveis maneiras com que os Tupinambá se apropriaram da mensagem católica transmitida pelos inacianos destacando a importância da mediação implicada na ação missionária, responsável pela articulação dos distintos códigos culturais em contato. Nesse sentido, este estudo apresenta as missões jesuíticas no Brasil colonial como espaços privilegiados para o surgimento de “mestiçagens”