Abstract: In this paper, we examine the connection between the human mind and body within the framework of Merleau-Ponty's phenomenology. We study the role of this connection in designing more efficient learning environments, alongside the findings in physical recognition and educational neuroscience. Our research shows the interplay between the mind and the body in the external world and discusses its implications. Based on these observations, we make suggestions as to how the educational system can benefit from taking into account the interaction between the mind and the body in educational affairs.
Abstract: Psychopathic disorders are taking an important part in
judge sentencing, especially in Canada. First, we will see how this
phenomenon can be illustrated by the high proportion of psychopath
offenders incarcerated in North American prisons. Many decisions in
Canadians courtrooms seem to point out that psychopathy is often
used as a strong argument by the judges to preserve public safety.
The fact that psychopathy is often associated with violence,
recklessness and recidivism, could explain why many judges consider
psychopathic disorders as an aggravating factor. Generally, the judge
reasoning is based on Article 753 of Canadian Criminal Code related
to dangerous offenders, which is used for individuals who show a
pattern of repetitive and persistent aggressive behaviour. Then we
will show how, with cognitive neurosciences, the psychopath’s
situation in courtrooms would probably change. Cerebral imaging
and news data provided by the neurosciences show that emotional
and volitional functions in psychopath’s brains are impaired.
Understanding these new issues could enable some judges to
recognize psychopathic disorders as a mitigating factor. Finally, two
important questions ought to be raised in this article: can exploring
psychopaths ‘brains really change the judge sentencing in Canadian
courtrooms? If yes, can judges consider psychopathy more as a
mitigating factor than an aggravating factor?
Abstract: In recent years linguistic research has turned
increasing attention to covert/overt strategies to modulate authorial
stance and positioning in scientific texts, and to the recipients'
response. This study discussed some theoretical implications of the
use of rhetoric in scientific communication and analysed qualitative
data from the authoritative The Cognitive Neurosciences III (2004)
volume. Its genre-identity, status and readability were considered, in
the social interactive context of contemporary disciplinary discourses
– in their polyphony of traditional and new, emerging genres.
Evidence was given of the ways its famous authors negotiate and
shape knowledge and research results – explicitly appraising team
work and promoting faith in the fast-paced progress of Cognitive
Neuroscience, also through experiential metaphors – by presenting a
set of examples, ordered according to their dominant rhetorical
quality.