Policy-makers sometimes aim to improve well-being as a policy goal, but to do this they need some way to measure well-being. Instead of relying on potentially problematic theories of well-being to justify their choice of well-being measure, Daniel Hausman proposes that policy-makers can sometimes rely on preference-based measures as evidence for well-being. I claim that Hausman’s evidential account does not justify the use of any one measure more than it justifies the use of any other measure. This leaves us at (...) a loss as to which policy should be chosen in the non-trivial cases for which there is substantial disagreement between the different measures in their assessment of policy. (shrink)

In a recent article, “Logical Consequence and Natural Language”, Michael Glanzberg claims that there is no relation of logical consequence in natural language (2015). The present paper counters that claim. I shall discuss Glanzberg’s arguments and show why they don’t hold. I further show how Glanzberg’s claims may be used to rather support the existence of logical consequence in natural language.

O presente artigo tem como objetivo principal esclarecer a concepção da tradição megárica acerca do conceito de capacidade (δύναμις), tal como apresentada no livro Theta da Metafísica de Aristóteles. A análise se faz necessária devido à falta de atenção aristotélica na formulação da tese adversária dos megáricos, pois em nenhum momento Aristóteles parece nos oferecer argumentos plausíveis que justifiquem de maneira adequada a tese de seus oponentes. Partindo desta dificuldade de reconstrução do argumento megárico e visando lhe oferecer uma maior (...) dignidade, o estudo irá, em primeiro lugar, destrinchar possíveis argumentos que sustentem a tese no contexto da referida obra. Em seguida, irá provar que, mesmo a tese megárica não sendo tão facilmente refutável como uma primeira leitura poderia sugerir, há em sua estrutura problemas graves, que se evidenciam diante da concepção aristotélica da capacidade. (shrink)

In this paper I discuss a prevailing view by which logical terms determine forms of sentences and arguments and therefore the logical validity of arguments. This view is common to those who hold that there is a principled distinction between logical and nonlogical terms and those holding relativistic accounts. I adopt the Tarskian tradition by which logical validity is determined by form, but reject the centrality of logical terms. I propose an alternative framework for logic where logical terms no longer (...) play a distinctive role. This account employs a new notion of semantic. (shrink)

La Educación Sensible es ayuda para que el “yo” habite en su “hogar interior” y crezca hacia su “apoteosis original” en el “nosotros”, donde se hace cocreador de belleza con libertad, sabiduría y amor. La educación sensible es pedagogía no invasiva pero radicalmente exigente para que la persona acepte desplegar su versión original y vivir con gozo en un “nosotros-maduro”. No es una pedagogía que protege a los sensibles; es una educación que atiende a todas las personas, independientemente de su (...) grado de sensibilidad: alta, media o baja (como intervalos comunes que se manejan en las ciencias de la sensibilidad). La sensibilidad personal es capaz de captar la propia originalidad y disponerse para interpretarla en los dos sentidos: comprenderla y actuarla. La sensibilidad humana necesita la educación sensible para que sea punto de partida de un desarrollo personal auténtico y pleno de la propia originalidad que es alterada y altera la de los “yoes” con quien habita la existencia formando “nosotros”, que a su vez, se impactan con interdependencia. Además de al “yo”, la educación sensible se orienta al “nosotros”, que será tanto más “sensible” en la medida que altera la intimidad de la persona con “amor-maduro” que es fuente de gozo, a pesar de los pesares. Sin educación sensible la vida daña y cuanta mayor es la sensibilidad de la persona, mayor es el daño, pero también es mayor la capacidad para detectarlo cicatrizarlo y ayudar a otros con educación sensible. Así, la educación sensible se manifiesta de tres maneras: como acción sanadora de la persona, destrucción creadora para evolucionar en el tiempo, como la crisálida se transforma en mariposa, y acción desarrollante del propio potencial con originalidad. (shrink)

It is an open question whether well-being ought to primarily be understood as a temporal concept or whether it only makes sense to talk about a person’s well-being over their whole lifetime. In this article, I argue that how this principled philosophical disagreement is settled does not have substantive practical implications for well-being science and well-being policy. Trying to measure lifetime well-being directly is extremely challenging as well as unhelpful for guiding well-being public policy, while temporal well-being is both an (...) adequate indirect measure of lifetime well-being, and an adequate focus for the purposes of improving well-being through public policy. Consequently, even if what we ought to care about is lifetime well-being, we should use temporal measures of well-being and focus on temporal well-being policies. (shrink)

Spoofing is the act of placing orders to buy or sell a financial contract without the intention to have those orders fulfilled in order to create the impression that there is a large demand for that contract at that price. In this article, I deny the view that spoofing in financial markets should be viewed as morally permissible analogously to the way bluffing is permissible in poker. I argue for the pro tanto moral impermissibility of spoofing and make the case (...) that spoofing is disanalogous from bluffing in at least one important regard—speculative trading serves an important economic role, whereas poker does not. (shrink)

In his new book, Logical Form, Andrea Iacona distinguishes between two different roles that have been ascribed to the notion of logical form: the logical role and the semantic role. These two roles entail a bifurcation of the notion of logical form. Both notions of logical form, according to Iacona, are descriptive, having to do with different features of natural language sentences. I agree that the notion of logical form bifurcates, but not that the logical role is merely descriptive. In (...) this paper, I focus on formalization, a process by which logical form, on its logical role, is attributed to natural language sentences. According to some, formalization is a form of explication, and it involves normative, pragmatic, as well as creative aspects. I present a view by which formalization involves explicit commitments on behalf of a reasoner or an interpreter, which serve the normative grounds for the evaluation of a given text. In previous work, I proposed the framework of semantic constraints for the explication of logical consequence. Here, I extend the framework to include formalization constraints. The various constraints then serve the role of commitments. I discuss specific issues raised by Iacona concerning univocality, co-reference and equivocation, and I show how our views on these matters diverge as a result of our different starting assumptions. (shrink)

In the predominant pedagogical frameworks of our days, rationalist, voluntarist or sentimentalist reductionisms are seen, from which it is about educating people regardless of their Origin and the singular and unrepeatable originality with which they have been given to existence. Faced with this anthropocentric confinement, Sensitive Education arises so that every person, regardless of their culture and creed, remains sensitive to their Origin and captures their own originality, which in the end is what they must accept and try to manifest (...) with education. When educational systems are not sensitive to the original, they develop falsehood. With the aim of consolidating the validity of the pedagogical-anthropological foundation of Sensitive Education, this study seeks to show how Edith Stein’s argument explains Sensitive Education, although Stein, after her conversion, uses explicitly Christian terminology. Stein’s direct terms serve to describe Education Sensitive to the Holy Spirit, but for those who do not start from a Christian worldview, Education Sensitive to Origin can be a more non-denominational way of approaching the Original. To achieve this objective, an analytical-synthetic methodology has been followed in which essential features of Sensitive Education are proposed and in a hermeneutic manner, arguments are extracted from the writings of Edith Stein that offer support for these essential features. In conclusion, it is sufficiently shown that Edith Stein’s thought provides a pedagogical foundation to Sensitive Education. (shrink)

Philosophers of well-being have tended to adopt a foundationalist approach to the question of theory and measurement, according to which theories are conceptually before measures. By contrast, social scientists have tended to adopt operationalist commitments, according to which they develop and refine well-being measures independently of any philosophical foundation. Unfortunately, neither approach helps us overcome the problem of coordinating between how we characterize well-being and how we measure it. Instead, we should adopt a coherentist approach to well-being science.

In this paper we discuss James Buchanan’s contribution in the narrow domain of understanding committee voting under majority rule. We then go on to discuss Charles Plott’s seminal experimental work on the topic that sparked a wave of public choice experimental work. However, given Plott’s claims that Buchanan influenced him significantly, it is puzzling that his work with Morris Fiorina explores a question outside of those which Buchanan and Tullock found interesting. We suggest several ways to resolve this tension. Our (...) chapter concludes by discussing a lacuna in the experimental public choice literature in which Buchanan was particularly interested—logrolling, or vote trading. (shrink)

Many philosophers reject the view that well-being over a lifetime is simply an aggregation of well-being at every moment of one's life, and thus they reject theories of well-being like hedonism and concurrentist desire satisfactionism. They raise concerns that such a view misses the importance of the relationships between moments in a person's life or the role narratives play in a person's well-being. In this article, we develop an atomist meta-theory of well-being, according to which the prudential value of a (...) life depends solely on the prudential value of each moment of that life. This is a general account of momentary well-being that can capture different features of well-being that standard atomistic accounts fail to capture, thus allowing for the possibility of an atomism that is compatible with a variety of well-being theories. Contrary to many criticisms leveled against momentary well-being, this well-being atomism captures all of the important features of well-being. (shrink)

Se ha dicho que tenemos inteligencia y personalidad, pero en realidad son dos dimensiones de una misma unidad que nos hace tender a la plenitud. Esto es la Inteligencia Sensible y su maduración es la misión fundamental de la educación. Con la Inteligencia Sensible gestionamos el amor y el miedo, y cuando un niño tiene una Inteligencia Sensible muy alta es posible que se vea envuelto en una vida de amores y temores muy desordenados. Tener alta Inteligencia Sensible no es (...) un trastorno sino una dotación. El niño presenta una sensibilidad muy alta, vive con mucha intensidad, es intuitivo, sus pensamientos son profundos, tiene mucha empatía, una fuerte emotividad, alta creatividad, bondad, ternura, energía y todo con una apariencia de normalidad que hace pensar: este niño tiene algo especial. (shrink)

Generating an account that can sidestep the disagreement among substantive theories of well-being, while at the same time still providing useful guidance for well-being public policy, would be a significant achievement. Unfortunately, the various attempts to remain agnostic regarding what constitutes well-being fail to either be an account of well-being, provide useful guidance for well-being policy, or avoid relying on a substantive well-being theory. There are no theory-free lunches in well-being policy. Instead, I propose an intermediate account, according to which (...) well-being is constituted by endorsed veridical experiences. This account refers back to theories of well-being but does so as agnostically as possible. An intermediate account of well-being is meant as a policy guiding compromise between the different theories of well-being that make claims regarding what constitutes well-being. An intermediate account does as well as can be hoped for in providing a basis for well-being policy. (shrink)

In this paper I present an interpretation of Deleuze's concept of the virtual. I argue that this concept is best understood in relation to the problematic of individuation or differentiation, which Deleuze inherits from Duns Scotus. After analysing Scotus' critique of Aristotelian or hylomorphic approaches to the problem of individuation, I turn to Deleuze's account of differentiation and his interpretation of the calculus in chapter 4 of Difference and Repetition. The paper seeks thereby to explicate Deleuze's dialectics or theory of (...) Ideas, his approach to the principle of sufficient reason, and the concept of the virtual itself. (shrink)

From 1912, Alejandro Korn and José Ingenieros began to publish articles that then would be part of their historical works, respectively, Influencias filosóficas en la evolución nacional and La evolución de las ideas argentinas. Therefore, they started to generate some discussion in reference to sections that they knew of each other's work. Being the first major works from a developing philosophical field about the history of Argentine thought, their authors sought to create cultural traditions to affirm their own academic, cultural (...) and political positions. Thus, they based their positions about their academic situation through their interventions in the debate on the evaluation of the various features of the intellectual past of the country and national identity during the academic professionalization of historical studies, and actively participated in discussions on the function of culture and philosophy in a national project. Yet, besides, in order to address their history of ideas, the two most important teachers of the philosophical sphere around 1918 tested very different methodological approaches that worked under different conceptions of philosophical and historical practice and two different ways of thinking the reception and circulation of ideas from Europe. (shrink)

According to what I call the ‘argument from public bads’, if a researcher deceived subjects in the past, there is a chance that subjects will discount the information that a subsequent researcher provides, thus compromising the validity of the subsequent researcher’s experiment. While this argument is taken to justify an existing informal ban on explicit deception in experimental economics, it can also apply to implicit deception, yet implicit deception is not banned and is sometimes used in experimental economics. Thus, experimental (...) economists are being inconsistent when they appeal to the argument from public bads to justify banning explicit deception but not implicit deception. (shrink)

Este estudo tem por objetivo principal abordar a segunda definição de belo (καλός) oferecida pelo sofista Hípias de Élis no diálogo Hípias Maior de Platão. Após o fracasso da primeira tentativa, de que o belo seria uma bela donzela (Hp. mai. 287e), Sócrates introduz um novo elemento à investigação: a ideia de que é preciso descobrir a forma (εἶδος) que, quando acrescentada (προσγένηται), fará com que um ser surja (φαίνεται) belo (Hp. mai. 289d). Diante dessa nova compreensão, Hípias desenvolve a (...) tese de que o belo é na verdade o ouro (χρυσός), pois o ouro, ao ser acrescido a um objeto, é capaz de torná-lo belo e valioso. A fim de melhor esclarecer essa hipótese, o presente estudo divide-se em um comentário de duas partes: uma primeira, em que se aborda a tese áurica do sofista, suas peculiaridades, motivações e dificuldades preliminares e uma segunda, em que se discute a refutação da tese de Hípias e o problema do conveniente (πρέπων), levantado por Sócrates, tendo como exemplo a escultura de Fídias. -/- Palavras-chave: Platão; beleza; ouro; Hípias de Élis; eidos. (shrink)

O objetivo deste artigo é defender uma leitura “inclusiva” da Scala Amoris (210a-212b) presente no Banquete de Platão, na qual o amante, em sua ascensão, incorpora um número cada vez maior de objetos belos em sua esfera de preocupação erótica. Neste sentido, posiciono-me de forma contrária à leitura “exclusiva”, na qual tal ascensão implicaria o abandono do que fora anteriormente desejado.

Some advances in bioethics regarding ethical considerations that arise in the context of medical research can also be relevant when thinking about the ethical considerations that arise in the context of SoTL research. In this article, I aim to bring awareness to two potential ethical challenges SoTL researchers might face when playing a dual role of teacher and researcher that are similar to the challenges physicians face in their dual role of physician and researcher. In this article, I argue that (...) two commonly discussed concerns in bioethics---the need for clinical equipoise and the possibility of a therapeutic misconception---have analogies when conducting some types of research on students. I call these counterparts educational equipoise and the educational misconception. (shrink)

Aspásia de Mileto (470?-400?) é uma figura cuja história nos é nebulosa e ao mesmo tempo muito clara. Nebulosa pois, como sugere Marta Andrade (2022, p. 24), trata-se de uma existência, como muitas outras, cuja memória a posteridade raramente se ocupou ou simplesmente esqueceu. Mas também clara pois Aspásia possui uma persona constituída no que chamamos de "tradição". A amante de Péricles. A professora de Sócrates. A esposa de Lísicles. Sua figura é frequentemente resgatada à sombra das figuras masculinas com (...) as quais se envolveu. Em grande medida porque as fontes que a resgatam trazem seu nome à margem, mas também em parte devido a uma postura metodológica que, por vezes, ignora nomes de mulheres. Neste artigo, viso recorrer às fontes para trazer à tona o protagonismo de Aspásia no que tange à educação e seu pioneirismo no pensamento retórico. Na primeira seção, desenvolverei uma breve biografia de Aspásia, sua possível influência política e suas habilidades pedagógicas. Na segunda seção, tratarei especialmente de suas contribuições para a retórica, abordando o discurso atribuído a si no Menêxeno de Platão e a Oração Fúnebre atribuída a Péricles por Tucídides. Por fim, na conclusão, diante das teses desenvolvidas, chegaremos a uma imagem mais digna de Aspásia, vislumbrando o retrato de uma mulher que dirige um elogio à coragem e cuja opinião incide diretamente em seu corpo social e político. Desse modo, compreenderemos melhor seus avanços nos âmbitos pedagógicos e retóricos, tidos como cruciais para o desenvolvimento dos cidadãos gregos. (shrink)

In his Lectures on Fine Art (1835), Hegel emphasizes the grotesque character of Indian art. Grotesqueness results, in his view, from a contradiction between meaning and shape due to the incongruous combination of spiritual and material elements. Since Hegel's history of art is teeming with examples of inadequacy between meaning and shape, this paper aims to distinguish the grotesque from other types of artistic dissonance and to problematize Hegel's ascriptions of grotesqueness to ancient Indian art. In the first part of (...) the paper, I characterize the grotesque by the unnatural distortion of natural shapes with the purpose of achieving a direct sensuous manifestation of an indeterminate and impersonal divinity, Brahman. Such an attempt is, in Hegel's view, self-contradictory and self-defeating, leading to an exaggeration of the conflict between nature and spirit instead of the intended reconciliation between the two parts. In the second part of the paper, I compare Hegel's account of Indian art to the ‘monstrous myths’ of early modern Europe. Unlike his predecessors, Hegel legitimizes the grotesque representations of Hindu gods as endowed with profound meaning and the result of a universal human need, yet he describes them as ultimately irrational and repulsive based on a prejudiced view of the Indian people(s). In this sense, Hegel's assessment of Indian art functions as a reflection of modern European culture, its fascination and horror in the face of what Enlightenment could not entirely purge, rather than as a truthful and objective account of Indian art and culture. By questioning Hegel's characterization of Hindu iconography and mythology, this paper contributes to underexplored areas of Hegelian aesthetics, namely Hegel's account of symbolic art, especially Indian art, as well as his views on negative aesthetic experiences and values. (shrink)

É relativamente recente a perspectiva revisionista dos intentos filosóficos de Platão. Apesar disso, a ideia de um filósofo preocupado apenas em construir um edifício sistemático e hermético tem se mostrado cada vez menos sustentável, principalmente quando se observam as diversas fontes que apontam para interesses que não se restringem à filosofia, bem como para o desenvolvimento dos aspectos dramáticos presentes no corpus platônico como um todo. A ideia de que a literatura tem uma influência na obra platônica parece clara e (...) um consenso entre os estudiosos, visto as inúmeras referências que Platão faz, por exemplo, à poesia épica nas figuras de Homero e Hesíodo. Mas pouco parece ter sido dito a respeito do inverso: da influência que Platão poderia ter exercido na literatura posterior. Visando lidar com esse obscurecimento, o presente estudo tem como intento primordial identificar e analisar a possível existência de elementos platônicos em dois romances do período imperial grego, a saber, em Quéreas e Calírroe de Cáriton de Afrodísias e em Dáfnis e Cloé de Longo. Em seguida, intenta demonstrar de que modo Platão, ao exercer uma clara influência na literatura posterior, deixou atrás de si não somente o já reconhecido legado filosófico, mas contribuiu substancialmente para o desenvolvimento da atividade literária, efetuando uma síntese complexa entre filosofia e literatura, ao mesmo tempo em que nos leva a questionar a suposta rigidez inflexível que as distinguem. (shrink)

Based on the results obtained from primary education students—fifth and sixth graders—the aim of this work is to check the appropriate self-perceived behaviors during and at the end of the game. The study population was made up of 698 students from fifth and sixth grade in the Autonomous Region of Castilla–La Mancha (Spain). Data were collected through a questionnaire (scale) on the social skills of primary school students linked to the adequate skills when losing, the adequate skills when winning, and (...) the adequate skills during the game. Study results revealed that analyzed behaviors vary, depending on the moment of the game, being it more frequently during the development of the game than when losing or winning. (shrink)

in recent years, policy makers have shown increasing interest in implementing policies aimed at promoting individual well-being. But how should policy makers choose their well-being policies? a seemingly reasonable first step is to settle on an agreed-upon definition of well-being. yet there currently is significant disagreement on how well-being ought to be characterized, and agreement on the correct view of well-being does not appear to be forthcoming. Nevertheless, i argue in this paper that there are several reasons to think that (...) the domain of well-being in the public policy context is narrower than that of well-being in general, which makes agreement on how to understand well-being in the public policy context more likely. (shrink)

O objetivo deste estudo é propor um modelo explicativo ao problema da beleza desenvolvido no diálogo Hípias Maior de Platão. É um lugar-comum entre os estudiosos defender o senso aporético do diálogo, ressaltando como todas as hipóteses formuladas são descartadas pelos interlocutores, tese que é geralmente endossada pela afirmação final de que as coisas belas são difíceis (304e8). No entanto, no epicentro deste emaranhado de hipóteses, algumas conclusões importantes surgem e serão, conforme se espera demonstrar, fortemente incorporadas em outros lugares (...) daquilo que chamamos de corpus platônico. Assim, a partir desta condição fragmentária, inerente ao próprio texto, e através dela mesma, a presente dissertação visa propor um senso de unidade ao diálogo. Para cumprir tal intento, defende-se que a estrutura do diálogo repousa em três características centrais, sendo estas responsáveis por qualificar o belo em si, são elas: a ordem (kalós é identificado com o kósmos, a ordem, à medida em que estabelece um principio estético de organização, garantindo a ordem harmônica dos seres); a admiração (isto é, o objeto perseguido tem uma validade permanente e universal de estima e, neste sentido, aparece conectado àquilo que é genuinamente bom (agathós), embora a ele não se limite); e, por fim, o comum (kalós é identificado com o koinós, o comum, pois é apresentado como aquilo que é compartilhado pelas coisas belas). A partir destas atribuições, espera-se alcançar uma designação apropriada do belo, de modo a conferir uma certa dignidade e prestígio a um diálogo pouco abordado nos estudos platônicos. (shrink)

In book II of Plato’s Republic, Socrates discusses the cities of necessity and luxury (372d-373a). Discussions of these cities have often focused on citizens desiring more than they need, which creates a demand for luxury. Yet the second part of the equation, which is not usually recognized, is that there must be sufficient supply to meet this demand. The focus of this article is on the importance of supply in the discussion of the first two cities in book II of (...) the Republic. This article argues that the way Plato models the cities makes it the case that a surplus above levels of necessity will be generated from time to time. That the unwanted surplus cannot be spontaneously disposed of entails that the first two cities are institutionally incomplete. A government is needed in order to coordinate the disposal of the surplus supply the city will produce. (shrink)

How should we make distributive decisions when there is not enough of the good to go around, or at least not enough of it right now? What does fairness require in such cases? In what follows, we distinguish between cases of scarcity and bottleneck cases, and we argue that both arguments for lotteries and arguments for queues have merit, albeit for different distributive scenarios. When dealing with scarcity not everyone can get the good. A secondary good that can be distributed (...) fairly is the chances of obtaining the good. In cases of scarcity, lotteries are the best way of allocating chances of obtaining the good fairly. When dealing with bottlenecks, the secondary good that can and ought to be distributed fairly is waiting time. Queues are best suited to distribute the good of waiting time fairly. (shrink)

The move from open outcry to electronic trading added another responsibility to futures exchanges—that of matching orders between buyers and sellers. Matching systems can affect the level and speed of price discovery, the distribution of revenue, as well as the level of price efficiency of a given market. Whether the matching system is procedurally fair is another important consideration. I argue that while FIFO (First In First Out) is a fair procedure in principle and is perceived as the default matching (...) system, it is not a fair procedure in practice. Likewise, while pro rata is a fair procedure in principle, it is not so in practice. Nevertheless, both FIFO and pro rata are relics of an open outcry system. Instead, I propose an alternative approach to matching systems that builds on the strengths of electronic trading—the ability to randomize in real time. I introduce random selection for service (RSS) as a matching system that is procedurally fair both in principle and in practice. (shrink)

Alasdair MacIntyre argues that moral virtues are antithetical to what is required of those who trade in financial markets to succeed. MacIntyre focuses on four virtues and argues that successful traders possess none of them: (i) self-knowledge, (ii) courage, (iii) taking a long-term perspective, and (iv) tying one’s own good with some set of common goods. By contrast, I argue that (i)–(iii) are, in fact, traits of successful traders, regardless of their normative assessment. The last trait – caring about the (...) common good – is often counterproductive in most for-profit ventures, including trading, and so singling out traders is inappropriate. (shrink)

Este libro ofrece un marco pedagógico y herramientas educativas con las que garantizar una educación de calidad, inclusiva y equitativa, y promover las oportunidades de aprendizaje permanente para todos, como propone la UNESCO. -/- A través de estas páginas, encontrarás una guía para ayudar a las familias a vivir con excelencia su función educativa. El objetivo es aprender a trabajar en colaboración, familias y docentes, para ayudar a crecer a los adolescentes e invitarlos a ser la mejor versión de sí (...) mismos en un nosotros maduro, con emociones positivas, autonomía personal y responsabilidad social. -/- Se trata de un recurso didáctico de primer orden para aprender a ser tutor de un curso, comprender a las familias y la sociedad en la que habitamos, y saber orientar a los estudiantes para que sepan caer en la cuenta de su propia visión y se dispongan a desarrollar sus competencias con valores y emociones positivas, desplegando una educación para el desarrollo sostenible por medio de pequeños pasos posibles personalizados. (shrink)

"Una Pedagogía del Nosotros" pretende mostrar la esencia de la educación como punto de encuentro, compatible con todas las cosmovisiones. La pedagogía del nosotros invita a habitar la educación con originalidad, pero con un criterio más allá de la propia originalidad. Se trata de tener sensibilidad ante el peligro de manipulación, pero también ante el peligro de no educar, por temor a manipular. Los grandes problemas de la Humanidad no se producen por conflictos y crisis, sino por el egocentrismo. Las (...) dificultades, errores, debilidades, conflictos y crisis son humanos, y cuando se gestionan con nosicentrismo, suponen una oportunidad para crecer, pero si se gestionan con egocentrismo, no solo no se resuelven, sino que se agravan, y si se logra un equilibrio de egocentrismos que aporte apariencia de paz, en el fondo, no hay autorrealización porque los sujetos no están sabiendo madurar; simplemente viven para aplacar a su egocentrismo. El nosicentrismo es la maduración original de sí más allá de sí, que tiende a la autorrealización apoteósica entregándose al nosotros-maduro. Para que las comunidades sean vivencias de “nosotros” felices, es primordial que los sujetos se dispongan de forma nosicéntrica en cuerpo, mente y apertura. Cultivando el carácter, desarrollando las competencias y madurando la sensibilidad. De este modo, la unidad de sujetos forma un nosotros-maduro donde cada sí-mismo es más sí-mismo desplegándose hacia fuera, colaborando, sirviendo o dándose sin devorar y sin dejarse devorar. Es un salir para dar o darse, de modo que el sujeto se hace grande haciendo grandes a los demás y se enriquece interiormente, enriqueciendo lo otro. Cuando los sujetos desde su egocentrismo forman un nosotros, en realidad es un falso-nosotros. La educación apertural, libera del falsos-nosotros, cicatriza la originalidad y la despliega por medio de una pedagogía del nosotros-maduro. ¿Y cómo se educa la apertura? Aportando motivos por los que vale la pena abrirse, madurando la conciencia y capacitando al sujeto para una libertad consciente. El sentido es clave para dar, para darse y para saber a quién vale la pena darse por entero, por qué y para qué. ¿Y cómo descubrir el sentido de darse por entero? La clave está en enseñar a cada sujeto a mirar hacia su propio sentido original, que se encuentra en su conciencia. Y así es como realmente uno se hace original y creativo. La educación apertural no es un forzar hacia fuera “porque es bueno”, sino invitar a buscar hacia dentro para reconocerse en su origen y desplegar el sí-mismo original. Pero el sí-mismo no podrá ser plenamente sí-mismo sin el tú, así que será una educación de comunidad, comenzando por la familia. Desde esta interpretación, la acción educativa tiene mucho de acompañar a cada sujeto en la aventura de conocerse a sí mismo, descubrir su propia originalidad y disponerle para que la despliegue con sensibilidad y empatía. No se tratará de imponer desde fuera, sino invitar a sacar; ayudar a crecer. Desde la pedagogía del nosotros se busca el entendimiento de todas las cosmovisiones y de ellas entre sí, para ayudarnos a madurar y habitar en un nosotros-maduro. Así, se considera que lo más práctico es ir al fondo: ¿Cuál es el fin último de la educación? ¿Cuál es la esencia de la autorrealización máxima a la que puede aspirar un sujeto? Para sintetizar la respuesta, se tomará el concepto “apoteosis” del griego apothéōsis “deificación”, “divinización”, “endiosar”. Según cada cosmovisión, la apoteosis supone “estar en la gloria”, disfrutando del máximo bien, al que cada cual aspirará, según sus prioridades vitales: Placer, Poder, Sentido u Originalidad (se explica en el libro). Sea como fuere la cosmovisión del sujeto, el “tú” endiosa, pero es la propia conciencia la que está llamando a ser “dios” y si no se encuentra en el camino de la apoteosis, siente una especie de vacío interior, como que algo no va bien. No termina de vivir colmado; ni cuando prospera con actividades exitosas, ni en una situación general de bienestar, ni en una actitud vital de servicio a los demás, nada colma. La apoteosis es la máxima autorrealización de un sujeto en el “nosotros” o la mejor realización de la Humanidad como “nosotros total”. La educación apoteósica consiste en ayudar a descubrir o redescubrir, en conciencia, el sabor de las alegrías originales de la vida. La pedagogía del nosotros no plantea ninguna fórmula absoluta para educar ni para vivir. Sencillamente se considera el vivir humano como un vivir-con, que sorprende con descubrimientos constantes. Desde la Pedagogía del nosotros todas las instituciones intermedias: familia, escuela, etc., y la sociedad en su conjunto, contribuyen a la educación de cada sujeto, más o menos egocéntrico y más o menos abierto a la aventura de habitar la vida con mayor conciencia. La Pedagogía del nosotros invita a cada sujeto a que apueste toda su existencia a la exploración y experimentación de lo auténtico. Cada sujeto solo puede crecer y desarrollarse, una vez que ha aprendido a vivir en relación con los demás, a reconocer las posibilidades del espacio entre sus “nosotros”. El medio fundamental es el diálogo al que se ha llamado amor, que es lo que sucede cuando dos sujetos comparten en conciencia, algo o todo de sus vidas al mismo tiempo. Dice Antoine de Saint-Exúpery: "amor no es mirarse el uno al otro, sino mirar los dos en la misma dirección". Este compartir en conciencia es convivir en realidad. Dice Buber: "Toda vida real es reunión" y la sociedad, la familia y la escuela tienen la llave para reunirnos y enseñarnos a dialogar. Solo se vive la vida real, la vida auténtica desde la originalidad compartida, cohabitada. Ahí es donde los sujetos pueden ser más sí mismos, creativos y auténticamente felices. (shrink)

Zetetic norms govern our acts of inquiry. Epistemic norms govern our beliefs and acts of belief formation. Recently, Jane Friedman (2020) has defended that we should think of these norms as conforming a single normative domain: epistemology should take a zetetic turn. Though this unification project implies a substantive re-elaboration of our traditional epistemic norms, Friedman argues that the reasons supporting the turn are robust enough to warrant its revisionary implications. In this paper, I suggest we should read Friedman’s proposal (...) as a dilemma. Either we believe the zetetic turn is well-motivated and undertake the task of looking for the proper revision of our traditional epistemic norms, or we take the revisionary implications of the turn to be unacceptable, in which case our challenge is to show why a zetetic epistemology is not a well-motivated project after all. After presenting this dilemma, I make a case for endorsing its second horn by presenting a two-pronged argument against Friedman’s project. First, I show that the revisionary implications of the zetetic turn are more far-reaching than expected. Second, I defend that the most persuasive reasons for endorsing the turn are not strong enough to support it. Taken together, these considerations speak against accepting the zetetic turn and the revisionary implications that come with it. (shrink)

In this paper I consider Althusser's concept of 'overdetermination' as a variation on the theme of a Spinozist physics of modes that attempts to incorporate the Marxist problematic of social antagonism.

This work shows differences in public participation in China and Western countries, conceptually and empirically. To do so, the different philosophical and public administration traditions are outlined. Main contributions are tables and dashboards to allow general comparisons and to differentiate contexts in both political settings, besides being useful for other settings. The tables included are: 1) Main features of context in China, 2) Deliberative democracy, 3) Main features of context in the west, 4) The Gil Dashboard helping to outline the (...) endogenous foundations for change both in China and the West. -/- democracy, rule of law, public participation, China, western countries . (shrink)

Si no me falla la memoria, fue el dibujante Álvaro Barrios quien afirmó que el trabajo del artista contemporáneo colombiano se desarrolla según una agenda de trabajo. Si miramos algunos fenómenos del arte último en Colombia, podemos señalar que su agenda está determinada por el intento de comprensión de los procesos de la violencia en el país, a partir de una amplia gama de aproximaciones al concepto de memoria que ha tenido resonancia en las disciplinas humanísticas, las investigaciones académicas, el (...) uso político del concepto por parte de la legislación estatal, y una gran diversidad de eventos artísticos. Desde el ámbito del arte, exposiciones como Destierro y reparación (2008), Tapices de Mampuján (2010), La guerra que no hemos visto (2009) o La piel de la memoria (2011), han discutido sobre la violencia en Colombia desde la aproximación a los procesos de comprensión de la memoria y nuestro pasado reciente. Así, la imbricación de violencia y memoria se manifiesta en la visión del pasado y en los efectos que este puede desplegar sobre el presente, en tanto se ha considerado, incluso, a la memoria como una instancia de reconciliación social. (shrink)

In this work, a general framework for the analysis of governance of artificial intelligence is presented. A dashboard developed for this analysis comes from the perspective of political theory. This dashboard allows eventual comparisons between democratic and non democratic regimes, useful for countries in the global south and western countries. The dashboard allows us to assess the key features that determine the governance model for artificial intelligence at the national level, for local governments and for other participant actors. The dashboard (...) allows us to appraise aims of AI strategy and aims left aside in alternative strategies. The work shows the theoretical framework could be of use to advance case studies globally, and comparative endeavors. Applying the theoretical dashboard, the case study on China is undertaken. These are the main points the study tackles in the final discussion, conclusion and further recommendations: 1) the complex reality of AI command and control 2) uncertainties about future society and the polity against AI development and 3) particular cultural values enshrined in countries' AI development. (shrink)

This work stresses the importance of AI accountability to citizens and explores how a fourth independent government branch/institutions could be endowed to ensure that algorithms in today´s democracies convene to the principles of Constitutions. The purpose of this fourth branch of government in modern democracies could be to enshrine accountability of artificial intelligence development, including software-enabled technologies, and the implementation of policies based on big data within a wider democratic regime context. The work draws on Philosophy of Science, Political Theory (...) (Ethics and Ideas), as well as concepts derived from the study of democracy (responsibility and accountability) to make a theoretical analysis of what artificial intelligence (AI) means for the governance of society and what are the limitations of such type of AI governance. The discussion shows that human ideas, as cement of societies, make it problematic to enshrine governance of artificial intelligence into the world of devices. In ethical grounds, the work stresses an existing trade off between greater and faster advancement of technology, or innovation on the one hand, and human well being on the oher, where the later is not automatically guaranteed by default. This trade off is yet unresolved. The work contends that features of AI offer an opportunity to revise government priorities from a multilevel perspective, from the local to the upper levels. artificial intelligence, accountability, democracy, regulation, philosophy of science, ethics, political theory . (shrink)

This dissertation critically examines the writings of Max Stirner, especially his masterpiece The Ego and Its Own, as a discourse of resistance against modern forms of domination and, in particular, against the modern political State. I begin by examining Stirner's inversion of the Hegelian concept of the State, from the “actualization of freedom”to an instance of domination. The State appears, to Stirner as to Hegel, as the guardian of order and cohesion in modern societies. While both recognize the genesis of (...) sovereign power as violent, Hegel sustains that, with the progress of civilization, force is eradicated from the public order and private interests and common interest are reconciled. Stirner, on the contrary, insists that force is the other face of right, as the hidden pillar of the norm, which only reveals itself in moments of crisis. Stirner’s focus on the extreme case, largely anticipated and devalued by Hegel as unilateral and equivocal, seems to be anchored on the conviction that conflict is ineradicable, that between my own will and the (political, social) representation of that will there is always a gap, which cannot be filled by any collective arrangement. From this follows that, if conflict is scarcely manifest in modern societies, it is not because it was truly solved, but because it is effectively masked, due to the dissymmetry of power and the internalization of authority. The “unique one” appears, in this environment of great suspicion, as the one who cannot be represented, who surpasses every representation, threatening the authority of every representative. Accordingly, the “unique one” reclaims his own power, without allowing the satisfaction of his will to be mediated by obedience to collective institutions, affirming himself instead as sovereign over himself. Stirner suggests that the self-affirmation of the “unique one” inevitably leads to confrontation with the external powers that organize his existence. Stirner, nonetheless, chooses to think this confrontation in terms of a “revolt”, of a reflexive and individual act by which the individual emerges from the situation in which he finds himself, rather than as a “revolution”, a political or social act directed towards the systemic transformation of the status quo. Even if we admit the validity of the Stirnerian critique of the legitimizing discourses of modernity, the problem remains if this critique can be sustained on the “unique one”, “a thoughtless word”, an openly self-contradictory and self-destructive name, subject or principle (?). The possibility of founding a discourse of resistance on the egoism of Max Stirner seems to depend upon the answer that we choose to give to two intimately connected questions: what remains after the destructive vortex of the “unique one” that may sustain the resistance against a state that Max Stirner deems oppressive? Can this resistance be realized in the revolt of a unique one without the recognition of another one with whom to build the conditions of freedom? (shrink)

The objective of this article is to compare and contrast the influential notion of natural and property rights created by John Locke in his "Second Treatise on Government" (1689) to the posterior notion of abstract right expressed by Georg Wilhelm Friedrich Hegel in his "Elements of the Philosophy of Right". Said analysis is particularly pertinent given the complexity of Hegel’s political philosophy, and, perhaps more importantly, seeing as Hegel’s abstract right was (allegedly and in part) intended to point out the (...) shortcomings of Locke’s theory of natural and property rights, in order to further the human understanding of the world. More specifically, this article will examine the two rights theories in terms of their respective amounts of emphasis on individualism, or lack thereof. It will reveal three areas in which Lockean rights are more geared towards the primacy of the individual than Hegelian rights: (1) in their respective understandings of what it means to be a person, (2) in their conduciveness to individual wellbeing through the obligations each theory entails, and (3) in the extent of the rights themselves in relation to the state. (shrink)

La autonomía constituye uno de los pilares básicos de un sistema político como el democrático que se asocia a la capacidad de toma de decisiones de la ciudadanía como su núcleo moral principal. Los descubrimientos en el ámbito de las neurociencias y su aplicación al campo del marketing y a la comunicación política despiertan hoy en día las sospechas por la posible capacidad de activar el "botón del voto" de los electores. Este artículo tiene como objetivo adentrarse en el estudio (...) de los principales trabajos desarrollados sobre el neuromarketing político y la neuropolítica. La finalidad de esta propuesta consiste en presentar los debates éticos que irrumpen con el neuromarketing político. Autonomy is one of the basic pillars of a political system like democracy, which is associated with citizens’ decision-making capacity as its main moral core. Discoveries in the neurosciences domain and their application to the marketing and political communication field now arouse suspicions about the possible capacity of activating voter’s "voting button". The objective of this article is to examine the main works on political neuromarketing and neuropolitics. The purpose of this proposal consists in presenting the specific ethical debates that emerge around political neuromarketing. (shrink)

Catharine Trotter Cockburn’s metaphysics dissolves the necessary relationship between immateriality, immortality and thought. While in her youth this leads her to admit the possibility of thinking matter, in her mature work, it allows her to conceive space as non-thinking immaterial substance that links non-thinking material substance and thinking immaterial substance. To ground this conception of space, she draws on the thesis of the great chain of being. However, the possibility of thinking matter is not consistent with the hierarchy of beings, (...) because within this frame matter occupies the lowest place. My aim is to evaluate whether there is any alternative within Trotter's philosophy to solve this contradiction. -/- La metafísica de Catharine Trotter Cockburn disuelve la relación necesaria entre inmaterialidad, inmortalidad y pensamiento. Mientras que en su juventud esto la lleva a admitir la posibilidad de la materia pensante, en su madurez le permite concebir al espacio como sustancia inmaterial no pensante que oficia como eslabón entre la sustancia material no pensante y la sustancia inmaterial pensante. Para ello, apela también a la tesis de la gran cadena del ser. Sin embargo, la posibilidad de la materia pensante no es consistente con la tesis de la jerarquía de seres, porque en ella la materia ocupa el lugar más bajo. Me propongo estudiar si existe alguna alternativa dentro de la filosofía de Trotter que permita resolver esta contradicción. (shrink)

A inicio de los años 90 la sociedad cubana se enfrentaba a un proceso de profundas transformaciones internas como consecuencia de los cambios en la esfera de las relaciones internacionales, el recrudecimiento del bloqueo de Estados Unidos y la necesidad de insertarse en la nueva dinámica de las relaciones económicas mundiales después de desaparecida la URSS y el socialismo este-europeo. Todo ello tuvo un importante impacto en los valores de la sociedad cubana, especialmente en los jóvenes. En razón de ello, (...) la Asamblea nacional del Poder Popular convocó a una audiencia pública sobre la formación de valores en las nuevas generaciones, llevada a cabo los días 24 y 25 de abril de 1995. Este libro recoge las más importantes intervenciones presentadas desde diversos planos de análisis: filosófico (José Ramón Fabelo Corzo), histórico (Cintio Vitier), sociológico (María Isabel Domínguez), psicológico (Fernando González) y pedagógico (Gilberto García Batista). (shrink)

As it is known, there is no rule satisfying Additivity in the complete domain of bankruptcy problems. This paper proposes a notion of partial Additivity in this context, to be called µ-additivity. We find that µ-additivity, together with two quite compelling axioms, anonymity and continuity, identify the Minimal Overlap rule, introduced by Neill (1982).

News about personal data breaches or data abusive practices, such as Cambridge Analytica, has questioned the trustworthiness of certain actors in the control of personal data. Innovations in the field of personal information management systems to address this issue have regained traction in recent years, also coinciding with the emergence of new decentralized technologies. However, only with ethically and legally responsible developments will the mistakes of the past be avoided. This contribution explores how current data management schemes are insufficient to (...) adequately safeguard data subjects, and in particular, it focuses on making these data flows transparent to provide an adequate level of accountability. To showcase this, and with the goal of enhancing transparency to foster trust, this paper investigates solutions for standardizing machine-readable policies to express personal data processing activities and their application to decentralized personal data stores as an example of ethical, legal, and technical responsible innovation in this field. (shrink)

This review article provides a new perspective on the ethics of green nudging. We advance a new model for assessing the ethical permissibility of green nudges (GNs). On this model, which provides normative guidance for policymakers, a GN is ethically permissible when the intervention is (1) efficacious, (2) cost-effective, and (3) the advantages of the GN (i.e. reducing the environmental harm) are not outweighed by countervailing costs/harms (i.e. for nudgees). While traditional ethical objections to nudges (paternalism, etc.) remain potential normative (...) costs associated with GNs, any such costs must be weighed against the injunction to reduce environmental harm to third parties. (shrink)

The members of the International Network for the Analysis of Intergenerational Relations (Generationes) proudly present the most recent issue of the jointly produced compendium “Generations, Intergenerational Relations and Generational Policy”. This new version includes seven languages (English, French, German, Italian, Spanish, Polish (New) and Portuguese (New)). Its layout is designed for using it to translate the specific concepts and terminology of research into generations and intergenerational relations from one language into another.

The members of the International Network for the Analysis of Intergenerational Relations (Generationes) proudly present the most recent issue of the jointly produced compendium “Generations, Intergenerational Relations and Generational Policy”. This new version includes seven languages (English, French, German, Italian, Spanish, Polish (New) and Portuguese (New)). Its layout is designed for using it to translate the specific concepts and terminology of research into generations and intergenerational relations from one language into another. -/- .