Justice Against the Epistemicide: Itinerant Curriculum Theory and the Struggle to Decanonize Curriculum Studies

The article places the itinerant curriculum theory at the core of the struggle against the curriculum epistemicide and occidentosis. It unpacks the current contemporary global havoc as a result of the exhausted coloniality of power matrix of Modern Western Eurocentric modernity. In doing so, the piece dissects the challenges faced by a specific radical critical curriculum river framed by particular counter hegemonic approaches in the struggle against the curriculum epistemicide. It claims how counter hegemonic movements and groups, in such struggle against the epistemicide they ended up provoking a reversive epistemicide, by not pay attention to the validity and legitimacy of crucial onto-epistemological perspectives beyond Modern Western Eurocentric platform. Also, the article challenges such counter approaches to deterritorialize and delink from coloniality power matric, in order to open up their own Eurocentric canon and seek an itinerant curriculum theoretical commitment.

All laughter is nervous: An anxiety-based understanding of incongruous humor

Mirth may alleviate negative feelings that could be aroused by a humor stimulus. Pity and embarrassment have been advanced as anxieties that could be caused by cruel and obscene humor in the absence of mirth. Incongruity, however, remains an explanatory challenge for arousal/anxiety-based interpretations of humor. In order to find ways that incongruity could be provocative, this paper analyzes similarities between the external stimuli of mirthful responses and the external stimuli of paranoid responses, which both demonstrate ambiguity and uncanniness. It is posited that mirth deactivates a fearful reaction to incongruity, suppressing suspicion and delusions that could be triggered when a surreal event is interpreted in a non-playful way. While extreme incongruity may arouse discomfort in any perceiver, it is argued that paranoid individuals have a higher sensitivity, due in some cases to early, traumatic exposure to an incongruous stimulus that resisted mirthful deactivation. These observations are presented without theoretical commitment, but with emphasis on the explicatory potential of the play and false alarm theories.

Dementia service provision and the role and benefits of an Admiral Nurse service: the findings of a needs analysis in one area of rural England

Despite the government’s dementia strategy and its theoretical commitment to funding dementia support services, recent financial cuts to public sector funding across the UK have led to significant reductions in provision. Carers and staff were interviewed about their experience of services. There was a mix of key themes about services more widely and an Admiral Nurse service more specifically.

Defining ‘Speech’: Subtraction, Addition, and Division

In free speech theory ‘speech’ has to be defined as a special term of art. I argue that much free speech discourse comes with a tacit commitment to a ‘Subtractive Approach’ to defining speech. As an initial default, all communicative acts are assumed to qualify as speech, before exceptions are made to ‘subtract’ those acts that don’t warrant the special legal protections owed to ‘speech’. I examine how different versions of the Subtractive Approach operate, and criticize them in terms of their ability to yield a substantive definition of speech which covers all and only those forms of communicative action that—so our arguments for free speech indicate—really do merit special legal protection. In exploring alternative definitional approaches, I argue that what ultimately compromises definitional adequacy in this arena is a theoretical commitment to the significance of a single unified class of privileged communicative acts. I then propose an approach to free speech theory that eschews this theoretical commitment.

Sobre os efeitos do interacionismo no diagnóstico de linguagem

This paper discusses the influence of Cláudia de Lemos’s reflection on language and language acquisition for the circumscription of the notion of diagnosis in the field of language/speech therapy. I argue that most speech pathologists who have approached the above mentioned author’s works made such a movement in a naïve and equivocal way. In this article, I endeavor, after the critical review presented, to suggest an alternative proposal for diagnosis that emphasizes my theoretical commitment to a specific language theory which allows for the consideration of pathological/symptomatic speech.

Oaksford & Chater's theory of reasoning: High prior, lower posterior plausibility

Oaksford & Chater (O&C) subscribe to the view that a conditional expresses a high conditional probability of the consequent, given the antecedent, but they model conditionals as expressing a dependency between antecedent and consequent. Therefore, their model is inconsistent with their theoretical commitment. The model is also inconsistent with some findings on how people interpret conditionals and how they reason from them.

Use, Meaning, and Theoretical Commitment

This paper is on theoretical commitments involved in connecting use and meaning. Wittgenstein maintained, in his , that meaning more or less 'is' use; and he more or less proclaimed that in philosophy, we must 'not advance any kind of theory' (PI § 109). He presented a connection between use and meaning by describing a sequence of language-games where richness of vocabularies and complexity of embedding behaviour grow simultaneously. This presentation is very in the sequence of PI §§ 2, 8, 15, and 21, even if it needs sympathetic touching up. If supplemented, the presentation makes a for claiming that there is a connection between use and meaning in the following sense: This may be a very modest statement of the meaning-is-use connection. However, , as sober analysis of the sequence presented by Wittgenstein will reveal. This is not to say that the modest statement is in any way fishy. Rather, I want to remind readers of how desirable it is to restrict the interpretation of Wittgenstein's famous hostile remarks on theories to that kind of metaphysical misunderstandings of our everyday language which the context of PI § 109 is about. In (1) I characterize, by way of listing examples from the , the area of what I think Wittgenstein regarded as innocent, everyday meaning talk, talk that is not yet infected by bad philosophy. In (2), I argue that what Wittgenstein wanted to show was that such talk is in some sense replaceable by use descriptions, i.e. by descriptions of language-games. In (3), I argue that not all kinds of language-games are relevant; in particular, those of teaching and explaining words have to be excluded. As I restrict myself to the four remaining 'primitive' language-games in PI §§ 2, 8, 15, and 21, I have to defend my approach, in (4), against Joachim Schulte's case for reading Wittgenstein's comparison of these language-games with real languages as ironical. How the invitation to regard such a language-game as a complete, primitive language should in fact be construed is a question I discuss in (5), defending my interpretation against Richard Raatzsch in particular. How increases of expressive power are brought about by increases of the use repertoires is shown by an analysis of modified versions of the language-games in question, and of alternatives thereof, in (6), (7), (8), and (9) respectively, pointing out the places where theoretical commitments enter. Section (10) sums up commitments that have emerged from a sympathetic defence of a modest reading of the meaning-and-use connection.