Il presente studio è dedicato ad un'analisi del pensiero filosofico di F. D. Maurice (1805-1872), pastore anglicano, prima professore di letteratura inglese e storia presso il King's College di Londra e poi di filosofia morale e teologia presso l'Università di Cambridge, e si focalizza in particolare sui concetti di conscience e social order, nuclei speculativi in cui convergono i molteplici interessi di questo Autore. Dopo aver presentato una ricostruzione dei suoi anni di formazione, la ricerca considera i primi scritti di Maurice, di carattere etico e antropologico, dai quali emerge una decisa critica sia al soggettivismo razionalista, sia allo scetticismo empirista dell'epoca, e una riproposta dell'oggettività dell'esperienza e della conoscenza morali. Affrontando poi i suoi scritti di carattere socio-politico e di argomento religioso, si analizzano i fondamenti del vivere associato e il modello educativo proposto da Maurice, insieme ai suoi saggi su problemi storici e politici del tempo e alla polemica di argomento gnoseologico e teologico che lo ha opposto a Henry Mansel, a riguardo delle capacità e dei limiti della conoscenza umana. La ricerca considera infine il tema della coscienza collocando la trattazione mauriciana in materia di ontologia, antropologia, gnoseologia ed etica sociale. / This thesis is a study and critical analysis of the philosophical work of F. D. Maurice (1805-1872), Anglican priest, first professor of English literature and history at King's College, London, and later professor of morals and theology at Cambridge University. The thesis focuses on Maurice's ideas of conscience and social order, topics which uniquely characterise and best exemplify the divergent and speculative aspects of his thought. After reconstructing Maurice's education, the thesis considers his first writings about ethics and anthropology: these are characterized by a strong critique of both rationalistic subjectivism and the moral scepticism typical of empiricism. As a response Maurice stressed the objectivity of experience and consequent possibility of a genuinely moral knowledge. Then, considering Maurice's political and social works, the research presents an analysis of the basis of human social life, the pedagogic model proposed by the author, and his essays about the mid 19th century historical and political situation. In the same section, as a means of further elucidation, the thesis evaluates Maurice's debate with Henry Mansel about the capacity and the limits of human knowledge. The present study, finally, considers the topic of conscience, placing his thought within the fields of ontology, anthropology, knowledge, and social ethics.

In this study, the development of a second-order false belief task is investigated by considering the impact of the acquisition of Turkish evidential markers, namely &ndash / DI (direct evidence) and &ndash / mIs (inference or hearsay). A neutral version of the tasks served as a control form. 21 kindergarten children (aged 4-5 years), 47 primary school children (aged 6- 12 years) and 10 adults participated in the study. Our results revealed that there is no effect of acquisition of evidentials on false belief understanding. Together with the other studies, there is a facilitative effect of &ndash / DI (direct evidence) in understanding of stories/narratives in general rather than false belief understanding for the children at the age of 4 to 6/7. In addition to the second-order false belief tasks (FBT_2), a simple working memory task (WST), a complex working memory task (LST), a perspective taking task (PTT) and a double- embedded relative clause task (REL_2) were used in order to investigate the developmental trend of these tasks and their possible relationship with second-order false belief understanding. Also, to the best of our knowledge this is the first time that a REL_2 task has been devised in a Turkish study. The general developmental trend was found for all tasks. Even if some significant correlations were found for FBT_2 score predicted from other tasks, analyses showed that only the contribution of age was significant. Since all of these domains are not related to second-order false belief reasoning but develop at the same time, it is not incompatible with the serial bottleneck hypothesis. In sum, the findings are matching with the modularity view that ToM is a faculty of the human mind at their own pace that does not share intrinsic content with other faculties such as language and working memory (Leslie et al., 2004). However, it develops together with those other faculties and they may constrain the expression of child

The question of whether or not school makes a difference in preparing students for democratic citizenship has been debated for a long time in political science and curriculum studies. These discussions are mostly based on the results of international surveys measuring students’ political attitudes, values and participation. However, we first need to define what kind of prepared citizens are needed. This article takes on the definition issue and presents new perspectives by exploring how teachers in Social Science (Samhällskunskap) and their students in Sweden reason about engagement when they address complex societal issues such as globalisation. Based on interviews with a number of teachers and students I will argue that in order to understand what is going on in school we need to interpret Social Science teaching in terms of first- and second-order concepts, where the second-order concepts could be seen as "how to think like a social scientist". I will make a case that there is a didactic dilemma for teachers trying to educate students who are both trained in disciplinary thinking and leave school as politically engaged. However, this dilemma is not unsolvable and I will hold a position that it might contain answers to some of the questions that political scientists deal with in terms of engagement.

Die in der Reihe theorie.org erschienene Streitschrift Kritik des Familismus. Theorie und soziale Realität eines ideologischen Gemäldes von Gisela Notz diskutiert kritisch die Entwicklung des bundesdeutschen Familienbilds. Dabei entlarvt die Autorin dieses als ein ideologisch aufgeladenes und individuelle Freiheitsrechte einschränkendes Konstrukt, das äußerst persistent Geschlechter- und Arbeitsverhältnisse prägt.