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In the most influential manuscripts and editions, Aristotle’s Rhetoric was surrounded by rhetorical works and even written speeches of other Greek and Latin authors, and was seldom interpreted in the context of the whole Corpus Aristotelicum. It was not until the last few decades that the philosophically salient features of the Aristotelian rhetoric were rediscovered: in construing a general theory of the persuasive, Aristotle applies numerous concepts and arguments that are also treated in his logical, ethical, and psychological writings. His theory of rhetorical arguments, for example, is only one further application of his general doctrine of the sullogismos, which also forms the basis of dialectic, logic, and his theory of demonstration. Another example is the concept of emotions: though emotions are one of the most important topics in the Aristotelian ethics, he nowhere offers such an illuminating account of single emotions as in the Rhetoric. Finally, it is the Rhetoric, too, that informs us about the cognitive features of language and style.

Credits to :

Stanford Encyclopedia of Philosophy

Editorial Board http://plato.stanford.edu/board.html
Library of Congress Catalog Data ISSN: 1095-5054

Read the paper: Aristotle’s Rhetoric – Stanford Encyclopedia of Philosophy

Previous research shows that the amygdala automatically responds to a face’s trustworthiness when a face is clearly visible. However, it
is unclear whether the amygdala could evaluate such high-level facial information without a face being consciously perceived. Using a
backward masking paradigm, we demonstrate in two functional neuroimaging experiments that the human amygdala is sensitive to
subliminal variation in facial trustworthiness. Regions in the amygdala tracked how untrustworthy a face appeared (i.e., negative-linear
responses) as well as the overall strength of a face’s trustworthiness signal (i.e., nonlinear responses), despite faces not being subjectively
seen. This tracking was robust across blocked and event-related designs and both real and computer-generated faces. The findings
demonstrate that the amygdala can be influenced by even high-level facial information before that information is consciously perceived,
suggesting that the amygdala’s processing of social cues in the absence of awareness may be more extensive than previously described.

Credits to :

Jonathan B. Freeman / Department of Psychology, New York University, New York, New York; Department of Psychological and Brain Sciences, Dartmouth College, Hanover, New Hampshire

Ryan M. Stolier / Department of Psychology, New York University, New York, New York; Department of Psychological and Brain Sciences, Dartmouth College, Hanover, New Hampshire

Zachary A. Ingbretsen / Department of Psychological and Brain Sciences, Dartmouth College, Hanover, New Hampshire; Department of Psychology, Harvard University, Cambridge, Massachusetts

Eric A. Hehman / Department of Psychology, New York University, New York, New York; Department of Psychological and Brain Sciences, Dartmouth College, Hanover, New Hampshire

Read the paper: Amygdala Responsivity to High-Level Social Information from Unseen Faces

EI recognises the non-cognitive psychological aspects intervening in human behaviour. Research along these lines has identified a significant correlation between the cognitive and emotional components of people’s intelligence, and how that relationship matters in effectively accomplishing all sorts of goals in any area of human behaviour.

Credits to :

Rachel Gabel-Shemueli / University of the Pacific (Peru)

Simon L. Dolan / Global Future of Work Foundation – GFWF

Jean-Luc Cerdin / ESSEC

Read the paper: Emotional Intelligence as predictor of cultural adjustment for success in global assignments (PDF)

Education is stuck in the industrial age. Here is how it can catch up with our fast-moving world.

The education industry is poised to undergo profound change. Here is how the landscape will evolve and what should be done to ensure it is sustainable.

Over the past 25 years, the world has changed faster and with more complexity than ever before. The most significant driving force is the advent of the Internet and the rapid advancement of technology as part of the digital age. Such a radical global transformation has demanded people learn new theories and knowledge that simply did not exist two decades ago, new skills that are of more prominence in our daily lives, and new technological competencies that will enable further advancement.

Credits to :

Fouad Roukoz and Joel Nicholson / Consultants of A.T. Kearney

Read the paper: Rethinking K-12 Education:Defining a new model (PDF)