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This contribution centers on the notions of property and nuda potestas in Reinach's philosophy of law. I aim to demonstrate how both terms ground an important part of Reinach's understanding of a priori condition for civil rights. Consequently, I assess the principle of property with a comparison to Luis de Molina, since he shows in his De Iustitia et Iure how dominium and rights justify some forms of property (lay and ecclesiastical) and political power (Molina 1659, disp2 n1; Kaufmann 2014, 129). Hence, the right of the person is discussed by following the potestas. In Die apriorischen Grundlagen des bürgerlichen Rechtes, Reinach implicitly refers to the nuda potestas, which is a kind of power that can be applied only formally and not in fact to something else and for that reason, it can only be caught a priori, since acts are performed by another person within it. This is the reason why the rights of a person can be divided between more people, and it is at first just a kind of property, which can be exercised upon the individual. Consequently, I divide my contribution as follows. First, in considering the social act, I show how its characteristics of Anspruch and Verbindlichkeit result from the commitment that human beings make to one another. In doing this, I discuss the particular condition of slavery through which it is possible to find the property and the nuda potestas since there is no enjoyment of the good to which it refers. Second, I apply both concepts by showing a parallel with Luis de Molina. This comes about in consideration of the case of dominium, in which absolute rights can be ascribed to their relative claim. Third and finally, I offer a critique of Reinach, in which I show how absolute rights and relative claims cannot be assimilated.

This contribution centers on the notions of property and nuda potestas in Reinach's philosophy of law. I aim to demonstrate how both terms ground an important part of Reinach's understanding of a priori condition for civil rights. Consequently, I assess the principle of property with a comparison to Luis de Molina, since he shows in his De Iustitia et Iure how dominium and rights justify some forms of property (lay and ecclesiastical) and political power (Molina 1659, disp2 n1; Kaufmann 2014, 129). Hence, the right of the person is discussed by following the potestas. In Die apriorischen Grundlagen des bürgerlichen Rechtes, Reinach implicitly refers to the nuda potestas, which is a kind of power that can be applied only formally and not in fact to something else and for that reason, it can only be caught a priori, since acts are performed by another person within it. This is the reason why the rights of a person can be divided between more people, and it is at first just a kind of property, which can be exercised upon the individual. Consequently, I divide my contribution as follows. First, in considering the social act, I show how its characteristics of Anspruch and Verbindlichkeit result from the commitment that human beings make to one another. In doing this, I discuss the particular condition of slavery through which it is possible to find the property and the nuda potestas since there is no enjoyment of the good to which it refers. Second, I apply both concepts by showing a parallel with Luis de Molina. This comes about in consideration of the case of dominium, in which absolute rights can be ascribed to their relative claim. Third and finally, I offer a critique of Reinach, in which I show how absolute rights and relative claims cannot be assimilated.

Nearly thirty years after the first stirrings of the Kuhnian revolution, history and philosophy of science continues to galvanize methodological discussions in all corners of the academy except its own. Evidence for this domestic stagnation appears in Warren Schmaus's thoughtful review of Social Epistemology in which Schmaus takes for granted that history of science is the ultimate court of appeal for disputes between philosophers and sociologists. As against this, this essay argues that such disputes may be better treated by experimental psychology. Humanistic methods typically (though not always) blind the historian to cognitive biases and limitations that make it difficult for philosophers and sociologists to mobilize historical research for settling their differences. It is also observed that the failure of philosophers to incorporate the methods and findings of experiemental psychology is symptomatic of an artificially restrictive understanding of the normative dimension of their enterprise.

En el siguiente escrito nos proponemos pensar la enseñanza de la filosofía a partir de la experiencia obtenida a través de filosofía con niños. Para ello consideramos necesario abordar el trabajo de la siguiente manera. Primero definiremos qué entendemos por filosofía, luego haremos lo mismo con el concepto de enseñanza; y por último intentaremos proponer cómo entendemos la enseñanza de la filosofía, a partir de las herramientas obtenidas en filosofía con niños. Consideramos que la Filosofía es una disciplina cuya enseñanza puede representar un problema, pero no cualquier tipo de problema. Sino, que este es, a su vez, un problema filosófico y también, un problema político. Entonces, recurrimos a FcN para adoptar estrategias que nos ayuden a transmitir la filosofía como práctica de la mejor forma posible. Generalmente, comenzamos a indagar y a reflexionar acerca de la práctica docente, con suerte, una vez que estamos próximos a ingresar al aula. Otras veces, cuando nos ha tocado estar frente a estudiantes y no nos esperábamos esa situación.Si realmente nos interesa la enseñanza de la filosofía de manera que no se convierta en una mera transmisión de un conocimiento académico, sino que buscamos que los estudiantes se apropien de la filosofía y la tomen como una forma de vida. Si buscamos que la filosofía les permita reflexionar acerca de las experiencias que les tocan vivir, y que a partir de esa reflexión crítica puedan construir sentido. Si pretendemos que en las clases de filosofía surja el debate, el diálogo atento, se construyan comunidades de investigación. Entonces, nuestra forma de hacer filosofía en el aula, debe estar guiada, debe estar nutrida por FcN ; The teaching of Philosophy by the perspective of Philosophy with children. The purpose of the following selection is to consider the teaching of philosophy taking as a starting point the experience it occurred with Philosophy with Children (PwC). What follows it's a description of how the text is structured. First, you will find the definition of the concept of philosophy. Second, you will read about the concept of teaching. At last, there will be theories and tools to put into practice in the teaching of Philosophy for Children. The process of teaching philosophy is intended to be though a problem in which a philosophical or political issue is stated. As a consequence, PwC plays an important role in providing students with strategies that may help the facilitator to transmit philosophical concept and related items such as practice. The focus of teaching philosophy should be from the perspective of providing students with tools that helps them to develop abilities for life. Taking in consideration this, students would have the opportunity of building, creating and reflecting on their own experience and reality. It is important that teachers have an insight on philosophy with children so as to foster critical thinking in their students and improve their own teaching practice. Taking into consideration this never ending process of learning and teaching, children are the present and the hoping future

The article changes the problem of verbalization of living knowledge in the philosophy of S.L. Frank. On the material of philosophical kids. Frank divides into two levels – reality and reality. It is revealed that the Russian philosopher understands the reality as the metaphysical, spiritual level of being with the inclusion of the supernatural world in faith in the concept of meaning, while the key figure of spiritual reality in the philosophy of S.L. Frank is God – the Absolute, possessing both personal and prepersonal izneme. It is distinguished by the presence of its own spiritual experience in S.L. Frank. is revealed from the fact that knowledge of the spiritual reality is possible due to living knowledge, knowledge-experience, the article reveals the ideas of expression, the transfer of living knowledge opened as a result of contact with the spiritual reality. It is noted that the interest of S.L. Frank to the proposed problem is fixed in the work of different years. The methodology of the Possible Verbalization of living knowledge throughout the Whole Frank is analyzed and systematized. It is concluded that according to S.L. For Frank, knowledge about the Absolute as the quintessence of living knowledge is not absolutely inexpressible, however, the verbalization of the strategy still turns out to be limited in the exceptionally strong otherness of the spiritual level of being. It is important that the evaluation of the results of living knowledge is possible thanks to verbalization: with the help of metaphor, apophatic and paradoxical, antinomic method, as well as with the help of poetry that rejects to the Absolute.

Cover -- Half Title -- Title Page -- Copyright Page -- Contents -- Acknowledgments -- Introduction -- Notes -- Bibliography -- Chapter 1: What Does Being in the World Mean?: Thinking Life and Domestic Bonds in Twenty-First-Century Africa -- Thinking the Family Means Thinking Life Itself -- The Site of My Speaking -- Of the Couple's Viability -- The Margins of the Couple -- The Family's Complexity -- The Family's Metamorphoses -- A Concluding Word -- Notes -- Bibliography -- Chapter 2: Probing Gender Injustices in Africa -- The Invention of Gender -- Reincarnating Gender -- Coloniality, Postcolonial Power, and Gender Identity -- Embracing the Complexity -- Notes -- Bibliography -- Chapter 3: Gender between Kinship and Utopia -- Notes -- Bibliography -- Chapter 4: The University, Cognitive Justice, and Human Development -- From the Multiversity to Cognitive Justice -- Creating Accountability -- Conclusion: Multiversity and Concrete Proposals -- Notes -- Bibliography -- Chapter 5: Specters of the Infinitesimal: Posthuman Francophone Worlds -- Notes -- Bibliography -- Chapter 6: Anthropocenes and New African Discourses: "Dwelling in the World" with Poetry and Criticism -- Obstacles to an African Philo(eco)sophy -- Discourses and Practices: Notes on the Question of the Anthropocene in Africa -- Subjects and Their Relationships: The Environment's Needs -- Conclusion -- Notes -- Bibliography -- Chapter 7: Rethinking the Living World in Light of African Philosophy: Toward an Animist Humanism -- Notes -- Bibliography -- Chapter 8: From Muntu to Moun: An African Ethicalization of Caribbean Discourse -- Les Bambous: Exploiting Language, Creole, and Translation -- Marbot and His Creole Speech -- Language, the "Philosopher" and Philosophy and/in the Plantation Logic -- Congo -- Mining African Languages for Confusion -- Montou/Muntu -- Moun.

The natural language that accompanies the accounting language in financial reports is not only a more or less accurate representation of the company but also, the authors argue, a response to explicit as well as implicit external demands, expectations, and accusations. Drawing on the notion of accounts (i.e., statements or responses that neutralize critique of not meeting expectations), the authors analyze the natural language in financial reports. In analyzing financial reports with the use of account theory, both individual actions and structurally anchored financial report discourse are approached. The theory of accounts helps the authors discern the fine-grained anatomy of financial reports by means of which impressions are managed, legitimacy is upheld, and the dialogue between companies and their public is maintained. The analysis demonstrates the presence of five types of accounts in the financial reports: excuse, justification, refocusing, concession, and mystification. Financial reporting is a legally and culturally regulated genre of business communication that partakes in the ongoing conversation between a company and its public. Understanding the role of accounts is needed to enhance the genre awareness and reader competence among the readers of financial reports.

The object of research is linguistic informativity of the macrostructure of language reference books. The research material is bilingual (Russian-Tatar and Russian-Chinese) dictionaries of various types of the end of the 20th – beginning of the 21st cc. The paper presents the classification including various features of the existing bilingual dictionaries. Bilingual linguography comprises various types of anguage reference books. Most of the language reference books analyzed in this paper are monoscopal, with one source language and one target language. One of the key notions of linguography, as well as the essential component of a language reference book, is the vocabulary. One has to admit that in the modern linguography there is still no distinct objective criterion for selecting words for a language reference book. When composing a vocabulary, subjective factors play a great role. When researching the Russian-foreign language reference books, we revealed a number of mistakes and drawbacks referring to the vocabulary: a) unjustified inclusion of units into the vocabulary, b) unjustified absence of units in the vocabulary, c) orthographic mistakes, d) incorrect use of illustrative material (pictures, photos, etc.). There is no single established opinion as to what information a learner's dictionary should include. It is important to remember that inclusion of specific information depends on the dictionary's addressee and purpose.

The article develops a view of neural networks as a tool for formulating and verifying philological hypotheses related to various aspects of the generation and reception of a literary text. The principles of aesthetic communication are analyzed, in which, thanks to the development of the modern technological environment, an anthropic author, a neural network and a recipient can participate equally. Neuropoetry is interpreted through the metaphor of a "battle of poetic languages" (in accordance with the conventions of the rap battle genre) — as a communicative field in which anthropic and digital authors interact as equal participants in the creative act, jointly forming new prerequisites for the reader's perception of a literary text. The 'co-creation' of anthropic and digital authors is considered in terms of the actor-network theory of Latour. In interactions between a person and a neural network, the latter transcends its purely instrumental function and assumes features of subjectivity. It becomes an equal agent in generating a collective aesthetic statement. Neuropoetry, as a result of co-creation of this kind, is characterized by a double semiotic nature: one part of it is the result of the creation of an anthropic author, while the second demonstrates 'secondary poetry', in which the digital author imitates the procedures of natural speech generation. As a result, a new, complicated model of aesthetic communication is formed, complementing the standard positions of the communicative act (author — text — reader) with the level of communicative interaction of anthropic and digital co-authors. The recipient, in the situation of perceiving a text co-written by a person and a neural network, is involved in a complex interpretative game that activates the mechanisms of aesthetic reception, and the act of 'neuro-creativity' itself creates new forms of mimesis, which ceases to be 'imitation of the world' and becomes 'imitation of imitation'.