João Magalhães

Critical platform scholars have long suggested, if indirectly, that social media power is somehow akin to social engineering. This article argues that the parallel is analytically productive, but for reasons that are more complex than has previously been appreciated. By examining Facebook’s foundational technologies, as described in patents that sought to protect the company’s early innovations, we argue that, unlike previous technocratic attempts to reconstruct society, the platform’s equally consequential rendering of social reality into a legible and controllable social graph involved no substantive vision of the social world at all. Rather, the company engaged in a form of socially blind engineering, misrecognizing the actual social world as a terra nullius, as if it had no inhabitants who needed to be taken into account, and so was a domain from which profit could be extracted with relative impunity. In so doing, we develop a conceptual vocabulary to understand the widely-criticised recklessness that, notwithstanding some more charitable recent readings, marked the early Facebook – and that might still influence the tech sector as a whole.

Currently there are persistent doubts about the meaning and contributions of the gene concept, mostly related to its interpretation as a stretch of DNA encoding a single functional product, i.e., the classical molecular gene concept. There is, however, much conceptual variation around genes, leading to important difficulties in genetics teaching. We investigated whether and how conceptual variation related to the gene concept and gene function models is present in school science and what potential problems it may bring to genetics teaching and learning. Here, we report results on how ideas about genes and gene function are treated in textbooks and appear in students’ views and, also, about a teaching strategy for improving higher education students’ understanding of scientific models and conceptual variation around genes and their functions.

A investigação de um domínio amplo da realidade, como a evolução dosseres vivos, pode dar origem a diferentes “teorias”, cada uma consoantecom uma particular perspectiva que se considere. Para que se proceda auma análise detalhada dos pressupostos e conceitos que baseiam umadeterminada visão, o método axiomático parece ser a melhor das opções.Neste artigo, são discutidas algumas teorias da biologia evolutiva de umponto de vista axiomático, mostrando-se de que forma se pode apresentarum “predicado de Suppes” para a teoria sintética da evolução, comodetalhado em outro local . Estaformulação é utilizada, dentre outras coisas, para se discutir a noção deaptidão darwiniana, bem como para explorar as relações entre a teoriadarwiniana da seleção natural e a genética de populações.The investigation of a wide field of knowledge, as evolution of living beings,may originate different “theories”, each one acting as a particularperspective we have about the domain. In order to proceed a philosophicalanalysis of the underlying assumptions of a particular view, it seems thatthe use of the axiomatic method is still the better way. Here, we discuss some theories of evolutionary biology from an axiomatic point of view, bymeans of a Suppes predicate for the synthetic theory of evolution, alreadydetailed in MAGALHÃES and KRAUSE . This formulation is hereused, among other things, to deal with the concept of Darwinian fitness, soas to explore the relationships between Darwinian theory and populationgenetics

The evolution and biodiversity of ageing have long fascinated scientists and the public alike. While mammals, including long‐lived species such as humans, show a marked ageing process, some species of reptiles and amphibians exhibit very slow and even the absence of ageing phenotypes. How can reptiles and other vertebrates age slower than mammals? Herein, I propose that evolving during the rule of the dinosaurs left a lasting legacy in mammals. For over 100 million years when dinosaurs were the dominant predators, mammals were generally small, nocturnal, and short‐lived. My hypothesis is that such a long evolutionary pressure on early mammals for rapid reproduction led to the loss or inactivation of genes and pathways associated with long life. I call this the ‘longevity bottleneck hypothesis’, which is further supported by the absence in mammals of regenerative traits. Although mammals, such as humans, can evolve long lifespans, they do so under constraints dating to the dinosaur era.

This essay addresses the moral nature of corporate social media platforms through the lenses of Axel Honneth’s concept of justice, according to which relations of mutual recognition must be institutionalized into spheres of social freedom to claim a just society. This perspective allows us to observe how platforms configure a symmetrically inverted form of ethical sphere, in which users are led to formulate non-autonomous desires that can only be realized socially. We characterize this as social unfreedom. A just platform ought to be the one in which rights and self-legislation capabilities enable users to have a stake in governing how these digital spaces can be designed to foster the practical realization of users’ autonomous aims, the essay argues.

Despite recent progress in the identification of genes that regulate longevity, aging remains a mysterious process. One influential hypothesis is the idea that the potential for cell division and replacement are important factors in aging. In this work, we review and discuss this perspective in the context of interventions in mammals that appear to accelerate or retard aging. Rather than focus on molecular mechanisms, we interpret results from an integrative biology perspective of how gene products affect cellular functions, which in turn impact on tissues and organisms. We review evidence suggesting that mutations that give rise to features resembling premature aging tend to be associated with cellular phenotypes such as increased apoptosis or premature replicative senescence. In contrast, many interventions in mice that extend lifespan and might delay aging, including caloric restriction, tend to either hinder apoptosis or result in smaller animals and thus may be the product of fewer cell divisions. Therefore, it appears plausible that changes in the number of times that cells, and particularly stem cells, divide during an organism's lifespan influence longevity and aging. We discuss possible mechanisms related to this hypothesis and propose experimental paradigms. BioEssays 30:567–578, 2008. © 2008 Wiley Periodicals, Inc.

A presente pesquisa tem como objetivo apresentar a concepção de pensamento reflexivo na perspectiva do filósofo, pedagogo e psicólogo estadunidense John Dewey, e porque a reflexão deve se tornar o objetivo da educação. Neste sentido, o discente deve ser capaz de pensar de forma ordenada diante de algo que lhe causa perplexidade ou dúvida, passando de um conhecimento superficial, puramente empírico, para um conhecimento mais elaborado, investigativo, científico. Nessa transição o professor, que não é mais o centro do processo educativo, tem o papel de mediador e incentivador à pesquisa e à reflexão. A educação deve estar ligada à vida e à experiência, porque estando baseada em algo concreto, no contexto existencial do sujeito, fará com que ele tenha mais interesse pelo processo educativo. É objetivo da educação fazer com que o sujeito seja capaz de utilizar os conhecimentos adquiridos para desenvolver habilidades para a resolução de problemas, sendo capaz de estabelecer ligações e continuidades entre as ideias oriundas do pensar.