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A. Romero-Iribas [7]Ana Romero-Iribas [3]
  1.  42
    Where and How Do Phronesis and Emotions Connect?Consuelo Martínez-Priego & Ana Romero-Iribas - 2024 - Topoi (Special Issue: Virtues, wisdom a).
    We aim to map out the points of confluence between phronesis and emotion, as well as the nature of this confluence. We do so based on philosophical and psychological explanations of emotions and phronesis. Making sound decisions, which requires phronesis, is an important matter, but its relationship with emotions has only just begun to be studied. We propose that the interplay between phronesis and emotion is possible (rather than inevitable) because both have a cognitive-behavioural structure and because emotions are hierarchical. (...)
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  2.  16
    Diseño y validación de una Escala de Amistad de Carácter para jóvenes.A. Romero-Iribas & Celia Camilli - 2023 - Revista Española de Pedagogia 286:529-553.
    Friendship is an important bond in the personal and social growth of an individual and plays a prominent role during youth. Most scales to measure it are aimed at children and adolescents but none measure character friendship, a type of selfless friendship with ethical traits an d Aristotelian roots. Therefore, the aim of the research is to design and validate the youth Character Friendship Scale (CFS) in a sample of 1587 young Spanish people. The final version of the CFS is (...)
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  3. The emotions behind character friendship: From other-oriented emotions to the ‘bonding feeling’.Consuelo Martínez-Priego & Ana Romero-Iribas - 2021 - Journal for the Theory of Social Behaviour 51 (3):468-488.
    This article aims to theoretically analyse so-called character friendship from the perspective of emotions. From this angle, our research enables us to distinguish different types of emotions, and we propose a conceptual model of the hierarchy of the emotions of character friendship and their influence on social behaviour. With this model in hand, the article discusses whether other-oriented emotions fully explain the emotional underpinnings of character friendship. We find other-oriented emotions to be ambiguous because they may or may not be (...)
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  4.  16
    Friendship, self-knowledge, and core texts: a pathway for character education at university.A. Romero-Iribas - 2021 - In Edward Brooks, Emma Cohen de Lara, Álvaro Sánchez-Ostiz & José M. Torralba (eds.), Literature and Character Education in Universities. Theory, Method, and Text Analysis. Routledge. pp. 170-185.
    In this chapter I argue that one way in which friendship contributes to moral growth is by means of developing self-knowledge. The chapter starts out with an explanation of the privileged space that friendship offers for the cultivation of character. Next, the chapter develops the connection between friendship and self-knowledge. Here, the chapter makes a distinction between self-knowledge on the psychological level, and self-knowledge on the anthropological level. The chapter then turns to an analysis of the two proposed core texts (...)
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  5.  13
    Paths of Words: The political dimension of friendly conversation in Robert Guédiguian’s films.A. Romero-Iribas & Pablo Alzola - 2022 - French Screen Studies 22 (4):271-286.
    This article studies the political dimension of friendship in Robert Guédiguian’s cinema, delving into the crucial role that conversation plays in this relationship, and taking Stanley Cavell’s thought as a main reference. Aristotle’s concept of civic friendship, along with its contemporary readings, and Cavell’s notion of conversation provide a theoretical frame for the analysis of three recent feature films directed by Guédiguian that present a strong thematic and narrative unity (and have barely received attention in previous scholarship): Les Neiges du (...)
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  6.  13
    Social Justice, Social Friendship and the Role of Trust as an Other-Oriented Emotion.A. Romero-Iribas & Andrea Oelsner - 2022 - Peace Review: A Journal of Social Studies 34 (3):352-36.
    This essay discusses the idea that trust is a pre-rational, other-oriented emotion and it is constitutive of friendship practices regardless of the type of friendship. In particular, what we call ‘social friendship’ refers to a distinctive set of loose but lasting and cohesive bonds both among citizens within society (horizontal dimension) and between them and the state (vertical dimension), triggering solidarity and altruism. The other-oriented emotion of trust underpinning these social bonds–social friendship–in turn, is necessary for social justice to be (...)
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  7.  13
    Topography of interpersonal relationships in Postmodernity: friendship and education.Ana Romero-Iribas & Consuelo Martínez-Priego - 2017 - Revista Española de Pedagogia 75 (267):309-322.
    This article considers friendship as a channel for education and as one of its objectives, as it is a necessary ingredient for a fulfilled life. This requires an initial study of interpersonal relationships in the postmodern context, considering their opportunities and risks. Our aim is to draw a topography of these relationships by analysing texts by major thinkers of the last four decades. The result of this analysis is the core of the article, namely, that there are four categories which (...)
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  8.  15
    El estatuto antropológico de la amistad desde Leonardo Polo, en No somos islas.A. Romero-Iribas, Sara Barrena, Pablo Cobreros, Izaskun Martínez & Paloma Pérez-Ilzarbe (eds.) - 2023 - Pamplona: Eunsa.
    En la actualidad hay un renacer del interés académico por la amistad que se aborda desde múltiples disciplinas, tales como la Sociología (Spencer & Pahl, 2006), la Psicología (Hojjat & Moyer, 2017), la educación (Kristjánsson, 2022), la Política (Digeser, 2016) o las Relaciones Internacionales (Koschut & Oelsner, 2014). En filosofía, la amistad es un tema clásico que se ha abordado con interés variable en distintos momentos de la historia: para griegos y romanos fue relevante a nivel personal y político (Aristóteles, (...)
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  9.  2
    Desafíos y prospectiva en ética de la educación: triaje, digitalización y actores.Almudena Santaella & A. Romero-Iribas - 2024 - In A. Romero-Iribas, Almudena Santaella & Martín Zulaica López (eds.), Desafíos educativos actuales: investigación e innovación en el aula. Octaedro. pp. 37-48.
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  10.  12
    Desafíos educativos actuales: investigación e innovación en el aula.A. Romero-Iribas, Almudena Santaella & Martín Zulaica López (eds.) - 2024 - Octaedro.
    La irrupción de la inteligencia artificial, la consecución de los objetivos de inclusión, igualdad o de sostenibilidad económica, plantean en las sociedades occidentales diferentes alternativas de actuación educativa. Este nuevo entorno que habitamos ha provocado también una evolución en los desafíos éticos que se presentan en el mundo de la educación caracterizados por la complejidad de su resolución y por la pluralidad de escenarios y protagonistas involucrados en los mismos. Cuestiones referentes a ¿cómo posicionar al profesor ante la posibilidad del (...)
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