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Starting from the works of Denis Diderot and Hervé Guibert, it is intended in this written to highlight certain lines of approach to the relationships between rationality, emotivity and ethics. There is a reflection on various aspects related to the experience of disability and it is intended to show that taking into consideration the emotional experiences faced by people suffering from such limitations is crucially important for dealing with in the most effective way to the problems that derive from them. Despite taking as a starting point two brilliant literary approaches, all this comes to converge in a perspective that, following Lisa Feldman, we can call Affective Realism., Partiendo de los trabajos de Denis Diderot y Hervé Guibert, se pretende en este escrito poner de relieve ciertas líneas de aproximación a las relaciones entre racionalidad, emotividad y ética. Se plantea en él una reflexión sobre diversos aspectos relacionados con la experiencia de la discapacidad y se intenta mostrar que la toma en consideración de las vivencias emocionales a las que se enfrentan las personas que padecen tales limitaciones posee una importancia crucial para que se pueda hacer frente de la manera más eficaz a los problemas que de ellas se derivan. A pesar de tomar como punto de partida dos brillantes aproximaciones literarias, todo ello viene a confluir en una perspectiva que, siguiendo a Lisa Feldman, podemos denominar Realismo Afectivo.

Noah Feldman, the Bemis Professor of International Law at Harvard Law School, speaks to the Class of 2014 of transitions.

The paper defends the thesis that our epistemic duty is the duty to proportion our beliefs to the evidence we possess. An inclusive view of evidence possessed is put forward on the grounds that it makes sense of our intuitions about when it is right to say that a person ought to believe some proposition P. A second thesis is that we have no epistemic duty to adopt any particular doxastic attitudes. The apparent tension between the two theses is resolved by applying the concept of duty to belief indirectly.

The paper defends the thesis that our epistemic duty is the duty to proportion our beliefs to the evidence we possess. An inclusive view of evidence possessed is put forward on the grounds that it makes sense of our intuitions about when it is right to say that a person ought to believe some proposition P. A second thesis is that we have no epistemic duty to adopt any particular doxastic attitudes. The apparent tension between the two theses is resolved by applying the concept of duty to belief indirectly.

This Action Research study focused on the use of storytelling as a means of critically analyzing a work of art. The participants in this study were elementary students in the Fifth Grade. The participants wrote a story and verbally told a story in response to looking at a work of art. The researcher then compared the written and oral forms of communication to determine which yielded better results in terms of producing an effective art criticism. These responses will be compared to Feldman's Model, a popular approach of art criticism. The primary goal of the study was to see whether storytelling would prove to be an effective format for an art criticism. The secondary goal of this study was to analyze the difference between written and verbal forms of communication.