Cuerpos que importan. Sobre los límites materiales y discusivos del sexo

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Undoing Gender

Streaming audio requires RealPlayer.The University Archives has determined that this item is of continuing value to OSU's history.Judith Butler is a widely-read scholar, recognized for her vast contributions to the fields of philosophy, ethics, and feminist and queer theories. She is Maxine Elliot Professor in the Departments of Rhetoric and Comparative Literature at the University of California, Berkeley and author of numerous books; her most recent publications include Antigone's Claim: Kinship Between Life and Death, Hegemony, Contingency, Universality, with Ernesto Laclau and Slavoj Zizek, and Subjects of Desire: Hegelian Reflections in Twentieth-Century France. Her recent project is a critique of ethical violence and an effort to formulate a theory of responsibility for a subject who cannot always know herself.Ohio State University. Dept. of Women's StudiesOhio State University. Dept. of Comparative StudiesOhio State University. Dept. of EnglishOhio State University. Dept. of PhilosophyOhio State University. Mershon Center for International Security Studie

"Soy sólo parte de ellos". Hannah Arendt, The Jewish Writings

Los textos que Hanna Arendt dedicó al judaísmo, alrededor de temas como la patria y el nacionalismo, la pertenencia cultural y la cuestión sobre las personas sin estado, constituyen más una exposición de paradojas que textos cerrados. Escéptica en lo que se refiere tanto al asimilacionismo como al sionismo, Arendt aboga por la secularización de la política mientras desmonta la lógica del estado-nación, ya que para ella la común historia de exilio y desposesión abre la vía para la unión de judíos y palestinos, de inmigrantes y apátridas, abriendo el camino al pensamiento judío respecto al concepto de justicia

Walk to a Healthy Future

Proposes a new national commitment to walking and formation of walking partnerships and clubs to fight the epidemic of overweight Americans

A Livable Life? An Inhabitable World? Scheler on the Tragic

The question of what makes a life livable is linked with the question, what makes for an inhabitable world. This last was not Scheler’s question, but it follows from the world that he describes, the world that he claims is exhibited through the tragic. When the world is an object immersed in sorrow, how is it possible to inhabit such a world? What about the persistence of uninhabitable sorrow? The answer lies less in individual conduct or practice than in the forms of solidarity that emerge, across whatever distance, to produce the conditions for inhabiting the world. Peer review process: Editorial revie

Embodying life-long learning: Transition and capstone experiences

This paper discusses the principle of Transition as it has been conceptualised by the Curriculum Renewal in Legal Education project. The project sought to develop a principled framework for renewing the final year of tertiary legal education in Australia. Capstone experiences were chosen as the most appropriate mechanism for assisting final year students to manage the transition process. Thoughtfully designed capstones assist students to integrate and synthesize their learning over their entire degree program, facilitate closure on the undergraduate experience, and assist students to transition from student to emerging professional. We discuss the importance of addressing final year students’ transitional needs and explain how the principle facilitates this process. Although the framework has been developed specifically for legal education in Australia its approach enables transferability across disciplines and institutions. The framework addresses criticisms that universities and law schools are not meeting the needs of final year students by preparing them for the transition to graduate life in a complex and uncertain world

Work-integrated learning as a component of the capstone experience in undergraduate law

There is currently little guidance in the Australian literature in relation to how to design an effective capstone experience. As a result, universities often fail to provide students with a genuine culminating experience in the final year of their degree. This paper will consider the key objectives of capstone experiences – closure and transition – and will examine how these objectives can be met by a work-integrated learning (WIL) experience. This paper presents an argument for the inclusion of WIL as a component of a capstone experience. WIL is consistent with capstone objectives in focusing on the transition to professional practice. However, the capacity of WIL to meet all of the objectives of capstones may be limited. The paper posits that while WIL should be considered as a potential component of a capstone experience, educators should ensure that WIL is not equated with a capstone experience unless it is carefully designed to ensure that all the objectives of capstones are met