Results for 'Estiven Valencia Marín'

87 found
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  1.  8
    Correlación cosmológica y ética de los conceptos de límite y medida en la filosofía platónica.Estiven Valencia Marín - 2022 - Universitas Philosophica 39 (78):83-104.
    Los objetos sensibles y el hombre, que constituyen el mundo sometido a alteración o cambios, poseen una estructura, organización y dinámicas propias por las cuales se intuye la presencia de causas o principios que dotan a ambos de tales atributos. De aquí que el límite y la medida representen condiciones de orden establecidas por el mundo ideal, un orden que actúa como causa de la armonía y la proporción que conforman todo el mundo visible. El orden ontológico y cósmico que (...)
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  2.  85
    Estimación erótica del amor cristiano en las Confesiones de San Agustín.Estiven Valencia Marín - 2020 - Perseitas 9:120-141.
    La búsqueda de lo divino que aparece en el cristianismo como un asunto espiritual, perfila ser tema de importancia para una mística agustiniana que tiene referencias a la figura de Dios, esto es, expresiones que intentan describir la naturaleza divina. Así pues, el santo de Hipona a través de términos como luz y verdad, presenta los rasgos de un Dios que parece mostrarse tal como es, pero para alcanzar una visión tan inefable es necesario el deseo de esta; una búsqueda (...)
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  3.  2
    Leandro Sánchez Marín. (2022). Michel Foucault y Gilles Deleuze. Sobre la imagen, el poder y la resistencia.Leandro Sánchez Marín - 2021 - Perseitas 10:379-398.
    En este texto nos proponemos abordar la última clase del semanario de Deleuze sobre el poder en Foucault a partir de dos momentos. El primero tiene que ver con el concepto de imagen y la interpretación sobre el cine que ya venía siendo una constante —aunque marginalmente— en estas clases de Deleuze. Seguidamente, el segundo momento tiene que ver con la relación entre poder y resistencia que arroja como resultado una interpretación del pensamiento de Foucault por parte de Deleuze como (...)
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  4.  7
    Feuerbach, Ludwig. (2022). El hombre es lo que come. (Trad. Leandro Sánchez Marín y Pablo Uriel Rodríguez).Leandro Sánchez Marín - 2022 - Medellín: ennegativo ediciones.
    "El ser es uno con la comida; ser significa comer; es (ist) lo que come (isst) y lo que ha comido. Comer es la forma subjetiva, activa, siendo lo comido la forma objetiva, pasiva, pero ambas son inseparables. Por tanto, únicamente comiendo se llena el concepto vacío del ser y se revela el carácter absurdo de la pregunta: ¿el ser y el no ser son idénticos, es decir, comer y pasar hambre son idénticos?".
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  5.  22
    Brian O’Connor. (2022). El legado filosófico de Theodor W. Adorno (Trad. Leandro Sánchez Marín).O'Connor Brian & Sánchez Marín Leandro - 2022 - Revista Filosofía (UIS) 21 (2):293-303.
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  6.  65
    ‘Why Aren’T You Taking Any Notes?’ On Note-Taking as a Collective Gesture.Lavinia Marin & Sean Sturm - 2021 - Educational Philosophy and Theory 53 (13):1399-1406.
    The practice of taking hand-written notes in lectures has been rediscovered recently because of several studies on its learning efficacy in the mainstream media. Students are enjoined to ditch their laptops and return to pen and paper. Such arguments presuppose that notes are taken in order to be revisited after the lecture. Learning is seen to happen only after the event. We argue instead that student’s note-taking is an educational practice worthy in itself as a way to relate to the (...)
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  7. How to Teach Engineering Ethics?: A Retrospective and Prospective Sketch of TU Delft’s Approach to Engineering Ethics Education.J. B. van Grunsven, L. Marin, T. W. Stone, S. Roeser & N. Doorn - 2021 - Advances in Engineering Education 9 (4).
    This paper provides a retrospective and prospective overview of TU Delft’s approach to engineering ethics education. For over twenty years, the Ethics and Philosophy of Technology Section at TU Delft has been at the forefront of engineering ethics education, offering education to a wide range of engineering and design students. The approach developed at TU Delft is deeply informed by the research of the Section, which is centered around Responsible Research and Innovation, Design for Values, and Risk Ethics. These theoretical (...)
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  8. Page, Text and Screen in the University: Revisiting the Illich Hypothesis.Lavinia Marin, Jan Masschelein & Maarten Simons - 2018 - Educational Philosophy and Theory 50 (1):49-60.
    In the age of web 2.0, the university is constantly challenged to re-adapt its ‘old-fashioned’ pedagogies to the new possibilities opened up by digital technologies. This article proposes a rethinking of the relation between university and (digital) technologies by focusing not on how technologies function in the university, but on their constituting a meta-condition for the existence of the university pedagogy of inquiry. Following Ivan Illich’s idea that textual technologies played a crucial role in the inception of the university, we (...)
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  9.  66
    Los límites de la ética en Temor y temblor de Søren Kierkegaard. una discusión con la filosofía sistemática.Leandro Sánchez Marín - 2019 - Agora Philosophica 19:6-22.
    Esta reflexión plantea el problema que se da al querer dar cuenta del individuo, como existencia, de manera sistemática en el terreno de las tendencias lógicas de la ética. Sören Kierkegaard, será la guía para plantear que tal pretensión es dañina y se presenta como la imposibilidad para la afirmación de la subjetividad como vitalidad abierta siempre a las posibilidades que ofrece la condición humana. Para el desarrollo de este planteamiento trataremos de confrontar algunos planteamientos de Kierkegaard -sobre todo el (...)
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  10. Something to Die For. The Individual as Interruption of the Political in Carl Schmitt’s The Concept of the Political.Marin Lavinia - 2016 - Revue Roumaine de Philosophie 60 (2):311–325.
    This article aims to question the anti-individualist stance in Carl Schmitt's concept of the political by uncovering the historical bias of Schmitt's anti-individualism, seen here as one of the main driving forces behind his argument. For Schmitt, the political can take place only when a collectivity is able to declare war to another collectivity on the basis of feeling existentially threatened by the latter. As such, Schmitt's framework implies the inescapable possibility of war, as the condition which makes possible the (...)
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  11.  50
    Sharing (Mis) Information on Social Networking Sites. An Exploration of the Norms for Distributing Content Authored by Others.Lavinia Marin - 2021 - Ethics and Information Technology 23 (3):363-372.
    This article explores the norms that govern regular users’ acts of sharing content on social networking sites. Many debates on how to counteract misinformation on Social Networking Sites focus on the epistemic norms of testimony, implicitly assuming that the users’ acts of sharing should fall under the same norms as those for posting original content. I challenge this assumption by proposing a non-epistemic interpretation of information sharing on social networking sites which I construe as infrastructures for forms of life found (...)
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  12. University Lecturing as a Technique of Collective Imagination.Lavinia Marin - 2020 - In Naomi Hodgson, Joris Vlieghe & Piotr Zamojski (eds.), Post-critical Perspectives on Higher Education. pp. 73-82.
    Lecturing is the only educational form inherited from the universities of the middle ages that is still in use today. However, it seems that lecturing is under threat, as recent calls to do away with lecturing in favour of more dynamic settings, such as the flipped classroom or pre-recorded talks, have found many adherents. In line with the post-critical approach of this book, this chapter argues that there is something in the university lecture that needs to be affirmed: at its (...)
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  13. Value Attainment, Orientations, and Quality-Based Profile of the Local Political Elites in East-Central Europe. Evidence From Four Towns.Roxana Marin - 2015 - Symposion: Theoretical and Applied Inquiries in Philosophy and Social Sciences 2 (1):95-123.
    The present paper is an attempt at examining the value configuration and the socio-demographical profiles of the local political elites in four countries of East-Central Europe: Romania, the Czech Republic, Bulgaria, and Poland. The treatment is a comparative one, predominantly descriptive and exploratory, and employs, as a research method, the case-study, being a quite circumscribed endeavor. The cases focus on the members of the Municipal/Local Council in four towns similar in terms of demography and developmental strategies (i.e. small-to-medium sized communities (...)
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  14.  61
    Self-Trust and Critical Thinking Online: A Relational Account.Lavinia Marin & Samantha M. Copeland - manuscript
    An increasingly popular solution to the anti-scientific climate rising on social media platforms has been the appeal to more critical thinking from the user's side. In this paper, we zoom in on the ideal of critical thinking and unpack it in order to see, specifically, whether it can provide enough epistemic agency so that users endowed with it can break free from enclosed communities on social media (so called epistemic bubbles). We criticise some assumptions embedded in the ideal of critical (...)
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  15. Emotions and Digital Well-Being. The Rationalistic Bias of Social Media Design in Online Deliberations.Lavinia Marin & Sabine Roeser - 2020 - In Christopher Burr & Luciano Floridi (eds.), Ethics of Digital Well-being: A Multidisciplinary Approach. Cham: Springer. pp. 139-150.
    In this chapter we argue that emotions are mediated in an incomplete way in online social media because of the heavy reliance on textual messages which fosters a rationalistic bias and an inclination towards less nuanced emotional expressions. This incompleteness can happen either by obscuring emotions, showing less than the original intensity, misinterpreting emotions, or eliciting emotions without feedback and context. Online interactions and deliberations tend to contribute rather than overcome stalemates and informational bubbles, partially due to prevalence of anti-social (...)
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  16.  78
    Three Contextual Dimensions of Information on Social Media: Lessons Learned From the COVID-19 Infodemic.Lavinia Marin - 2021 - Ethics and Information Technology 23:79–86.
    The COVID-19 pandemic has been accompanied on social media by an explosion of information disorders such as inaccurate, misleading and irrelevant information. Countermeasures adopted thus far to curb these informational disorders have had limited success because these did not account for the diversity of informational contexts on social media, focusing instead almost exclusively on curating the factual content of user’s posts. However, content-focused measures do not address the primary causes of the infodemic itself, namely the user’s need to post content (...)
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  17.  23
    Doctrine des «habitus» et ordonnancement encyclopédique des disciplines chez Leibniz: la Nova Methodus Discendae Docendaeque Iurisprudentiae.Marine Picon - 2015 - Noctua 2 (1-2):402-431.
    In the autumn of 1667, the young Leibniz published a «new method» for the science of law. Producing a revised edition of that early work was to become his lifelong project, to the purpose of which he wrote, in the 1690s, a succession of new versions of most of its sections. The main reason for this enduring interest was probably the fact that the juridical part of the treatise was preceded with a more general one, encapsulating in a few pages (...)
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  18. ‘Why Aren’T You Taking Any Notes?’ On Note-Taking as a Collective Gesture.Lavinia Marin & Sean Sturm - 2020 - Educational Philosophy and Theory:1-8.
    The practice of taking hand-written notes in lectures has been rediscovered recently because of several studies on its learning efficacy in the mainstream media. Students are enjoined to ditch their laptops and return to pen and paper. Such arguments presuppose that notes are taken in order to be revisited after the lecture. Learning is seen to happen only after the event. We argue instead that student’s note-taking is an educational practice worthy in itself as a way to relate to the (...)
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  19.  63
    ASKING MORE FROM THE ONLINE UNIVERSITY. CAN WE THINK TOGETHER WHILE SEPARATED BY A SCREEN?Lavinia Marin - 2022 - Teoría de la Educación 34 (2).
    The switch to online education that occurred during the Corona pandemic brought to the fore questions about the value and desirability of a fully online university. This article explores to what extent is a fully online university desirable from an educational perspective, whereby education is seen as a valuable experience taken in itself, regardless of its output. I start from the hypothesis that a fundamental dimension of study practices at the university is the experience of collective thinking triggered by specific (...)
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  20.  54
    Twisted Thinking: Technology, Values and Critical Thinking.Lavinia Marin - 2022 - Prometheus. Critical Studies in Innovation 38 (1):124-140.
    Technology should be aligned with our values. We make the case that attempts to align emerging technologies with our values should reflect critically on these values. Critical thinking seems like a natural starting point for the critical assessment of our values. However, extant conceptualizations of critical thinking carve out no space for the critical scrutiny of values. We will argue that we need critical thinking that focuses on values instead of taking them as unexamined starting points. In order to play (...)
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  21.  80
    Pučka psihologija: znanstvene perspektive realizma, eliminativizma i instrumentalizma.Marin Biondić - 2017 - Filozofska Istrazivanja 37 (3):559-578.
    U radu analiziram realisticki, eliminativisticki i instrumentalisticki pristup prema mental­nom diskursu pucke psihologije. Temeljna ideja razmatranje je pucke psihologije kao teorije koja objasnjava i predviđa ponasanje. Ako je pucka psihologija teorija, onda se mora moći reducirati na ili inkorporirati u dobro ucvrscene znanstvene fizikalne teorije, neuroznanost prvenstveno. Pitanje je, je li tako nesto barem principijelno moguce? Trebamo li ocekivati znanstvenu redukciju entiteta pucke psihologije ili je realno za ocekivati njenu eliminaciju iz znanstvenog objasnjenja i predviđanja ponasanja utoliko, ukoliko se ne (...)
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  22. Marine Debris Ingestion by Sea Turtles (Testudines) on the Brazilian Coast: An Underestimated Threat?Robson Henrique Carvalho, Pedro Dutra Lacerda, Sarah da Silva Mendes, Bruno Corrêa Barbosa, Mariana Paschoalini, Fábio Prezoto & Bernadete Maria de Sousa - 2015 - Marine Pollution Bulletin 101 (3):746-749.
    Assessment of marine debris ingestion by sea turtles is important, especially to ensure their survival. From January to December 2011, 23 specimens of five species of sea turtleswere found dead or dying after being rehabilitated, along the coast of the municipality of Rio de Janeiro, Brazil. To detect the presence of marine debris in the digestive tract of these turtles, we conducted a postmortemexamination from the esophagus until the distal portion of the large intestine for each specimen. Of the total (...)
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  23.  28
    How to Do Things with Information Online. A Conceptual Framework for Evaluating Social Networking Platforms as Epistemic Environments.Lavinia Marin - 2022 - Philsophy and Technology 35 (77).
    This paper proposes a conceptual framework for evaluating how social networking platforms fare as epistemic environments for human users. I begin by proposing a situated concept of epistemic agency as fundamental for evaluating epistemic environments. Next, I show that algorithmic personalisation of information makes social networking platforms problematic for users’ epistemic agency because these platforms do not allow users to adapt their behaviour sufficiently. Using the tracing principle inspired by the ethics of self-driving cars, I operationalise it here and identify (...)
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  24.  28
    Pedir más a la Universidad en línea. ¿Podemos pensar juntos estando separados por una pantalla?Lavinia Marin - 2022 - Teoría de la Educación 34 (2):87-108.
    El cambio a la educación en línea que se produjo durante la pandemia del coronavirus puso en primer plano las preguntas sobre el valor y la conveniencia de una universidad totalmente en línea. Este artículo explora hasta qué punto es deseable una universidad totalmente en línea desde una perspectiva educativa, en la que la educación se considera una experiencia valiosa tomada en sí misma, independientemente de su resultado. Parto de la hipótesis de que una dimensión fundamental de las prácticas de (...)
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  25. Schiță pentru o posibilă filosofie a digitalului.Lavinia Marin - 2016 - Revista de Filosofie (Romania) 63 (5):571-582.
    This article aims to develop the outline of a possible philosophy of the digital, as a proper philosophy with its own domain, questions, methods and own theories. The article starts by describing the crisis of liniar thinking undersood, following Vilém Flusser, as as a crisis of historical-causal thinking. Then the digital thinking is described as a new way of thinking which aims to become the dominant way of scientific explanation of our times, by replacing historical-causal explanations with numerical models. The (...)
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  26. Moral Judgment in Adults with Autism Spectrum Disorders.Tiziana Zalla, Luca Barlassina, Marine Buon & Marion Leboyer - 2011 - Cognition 121 (1):115-126.
    The ability of a group of adults with high functioning autism (HFA) or Asperger Syndrome (AS) to distinguish moral, conventional and disgust transgressions was investigated using a set of six transgression scenarios, each of which was followed by questions about permissibility, seriousness, authority contingency and justification. The results showed that although individuals with HFA or AS (HFA/AS) were able to distinguish affect-backed norms from conventional affect-neutral norms along the dimensions of permissibility, seriousness and authority-dependence, they failed to distinguish moral and (...)
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  27. Criticising Humanities Today:-Framing Debates on the Value of Humanities in EU Higher Education Policy with a Special Focus on the Bologna Process.Lavinia Marin - 2014 - Dissertation, Uppsala University
    The main research question that this paper aims to answer is: ‘In what does today’s attack on humanities consist and how can humanities be defended?’ In order to answer this research question, one needs first to describe how the humanities have argued for their usefulness before the Bologna Process; second, provide reasons for the claim that the Bologna Process would be a new type of attack; and third, analyse the new defences for the humanities, so as to discuss whether these (...)
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  28. Jean-Paul Sartre y Michel Foucault: Encuentros y tensiones de una relación intelectual.Leandro Sánchez Marín - 2020 - Espirales 5 (5):79-87.
    Este texto se propone explorar la relación intelectual de Jean-Paul Sartre y Michel Foucault respecto de su activismo intelectual en la forma de sus manifestaciones públicas. Además de ello, también busca analizar sus desacuerdos teóricos y la forma en la cual se debatió en favor de cada una de sus consideraciones filosóficas y los posicionamientos que asumieron uno y otro autor respecto de la sociedad a la cual les tocó asistir. De otra parte, también se asume que existe un punto (...)
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  29.  33
    Enactive Principles for the Ethics of User Interactions on Social Media: How to Overcome Systematic Misunderstandings Through Shared Meaning-Making.Lavinia Marin - 2022 - Topoi 41 (2):425-437.
    This paper proposes three principles for the ethical design of online social environments aiming to minimise the unintended harms caused by users while interacting online, specifically by enhancing the users’ awareness of the moral load of their interactions. Such principles would need to account for the strong mediation of the digital environment and the particular nature of user interactions: disembodied, asynchronous, and ambiguous intent about the target audience. I argue that, by contrast to face to face interactions, additional factors make (...)
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  30. Universitatea şi problema proprietăţii intelectuale.Lavinia Marin - 2014 - In Constantin Stoenescu (ed.), Etica cercetării şi proprietatea intelectuală. Editura Universitatii din Bucuresti. pp. 125-152.
    În studiul Laviniei Marin, Universitatea şi problema proprietăţii intelectuale, este discutată problema actuală a tipului de universitate pe care îl presupune noua economie a cunoaşterii. Pornind de la interesul pentru cuantificarea performanţelor universităţilor şi stabilirea de ierarhii, autoarea ajunge la unele teme epistemologice privind reportul dintre cunoaşterea teoretică şi cunoaşterea practică şi cel dintre cunoaşterea explicită şi cunoaşterea tacită într-o societate în care însăşi cunoaşterea devine un capital, iar inovarea este modul în care se realizează performanţă.
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  31.  55
    Aclaraciones sobre el concepto de angustia en Søren Kierkegaard.Leandro Sanchez Marin - 2017 - Agora Philosophica 16:86-105.
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  32.  87
    Book Review: The Textbook and the Lecture: Education in the Age of New Media by Norm Friesen. [REVIEW]Lavinia Marin - 2018 - LSE Bookreview Blog 1.
    Does it seem that education is somehow always lagging behind the latest technologies? In The Textbook and the Lecture: Education in the Age of New Media, Norm Friesen presents a longue durée study of the historical relationship between education and technologies of reading and writing in order to reframe accusations of ‘inertia’ in education. This is a useful introduction to a media history of education, finds Lavinia Marin, that offers insight for researchers and educational practitioners into the longstanding philosophical assumptions (...)
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  33.  56
    A Digital Picture to Hold Us Captive? A Flusserian Interpretation of Misinformation Sharing on Social Media.Lavinia Marin - 2021 - Philosophy Today 65 (3):485–504.
    In this article I investigate online misinformation from a media philosophy perspective. I, thus move away from the debate focused on the semantic content, concerned with what is true or not about misinformation. I argue rather that online misinformation is the effect of an informational climate promoted by user micro-behaviours such as liking, sharing, and posting. Misinformation online is explained as the effect of an informational environment saturated with and shaped by techno-images in which most users act automatically under the (...)
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  34.  25
    La situación demoníaca.Una aproximación a la crítica social en Søren Kierkegaard.Leandro Sánchez Marín - 2016 - Tábano 12:125-141.
    El presente texto intenta establecer algunas bases de la filosofía social de Søren Kierkegaard. Para ello, toma el concepto de lo demoníaco, que se desarrolla en Sobre el concepto de ironía y El concepto de la angustia. En ellas, Kierkegaard señala las determinaciones de este concepto y lo enmarca dentro de las posibilidades de la subjetividad en su relación con los otros y consigo misma. En la primera, la figura de Sócrates da cuenta de lo demoníaco en el sentido del (...)
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  35.  39
    Notes on Note-Making: Introduction.Lavinia Marin, Sean Sturm & Joris Vlieghe - 2021 - Educational Philosophy and Theory 13 (13):1316-1320.
    This special issue aims to explore what is educational in the seemingly humble gesture of making notes: not only how and why the practice of note-taking is educative in and of itself, but also what it says about education as such. The contributions to the issue each highlight different aspects of note-making and approach it differently, but all assume that note-making is an educational practice that merits philosophical study. Interestingly, they mostly focus on note-making as a non-digital practice, perhaps because (...)
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  36. Two Modes of Non-Thinking. On the Dialectic Stupidity-Thinking and the Public Duty to Think.Lavinia Marin - 2018 - Revue Roumaine de Philosophie 62 (1):65-80.
    This article brings forth a new perspective concerning the relation between stupidity and thinking by proposing to conceptualise the state of non-thinking in two different ways, situated at the opposite ends of the spectrum of thinking. Two conceptualisations of stupidity are discussed, one critical which follows a French line of continental thinkers, and the other one which will be called educational or ascetic, following the work of Agamben. The critical approach is conceptualised in terms of seriality of thinking, or thinking (...)
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  37. La temprana formación literaria del joven José Gaos en Valencia (1915-19).A. B. H. - 2016 - Quaderns de Filosofia 3 (2):11-36.
    This paper studies in detail about the early years of José Gaos (1900- 1969) and his education in philosophy and literature. Therefore, we know that their studies (academic or not) were not purely “philosophical” in 1915. Literature and philosophy played in Gaos an equally important role. The first real encounter with philosophy happens before he comes to Valencia in 1915; but in this year Gaos also receives a strong education, in aesthetic and literary, through press and philosophical journals, and (...)
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  38. How to Think Critically About the Common Past? On the Feeling of Communism Nostalgia in Post-Revolutionary Romania.Lavinia Marin - 2019 - The Annals of the University of Bucharest - Philosophy Series 68 (2):57-71.
    This article proposes a phenomenological interpretation of nostalgia for communism, a collective feeling expressed typically in most Eastern European countries after the official fall of the communist regimes. While nostalgia for communism may seem like a paradoxical feeling, a sort of Stockholm syndrome at a collective level, this article proposes a different angle of interpretation: nostalgia for communism has nothing to do with communism as such, it is not essentially a political statement, nor the signal of a deep value tension (...)
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  39. Robinson and Self-Conscious Emotions: Appreciation Beyond (Fellow) Feeling.Irene Martínez Marín - 2019 - Debates in Aesthetics 14 (1):74-94.
    Jenefer Robinson believes that feelings can play an important role in the critical evaluation of artworks. In this paper, I want to put some pressure on two important notions in her theory: emotional understanding and affective empathy. I will do this by focusing on the nature of self-conscious emotions. My strategy will be, firstly, to demonstrate the difficulty that Robinson’s two step theory of emotions has in accommodating higher cognitive emotional responses to art. Secondly, I will discuss how the tight (...)
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  40. A Possible Answer to Newman’s Objection From the Perspective of Informational Structural Realism.Lavinia Marin - 2015 - Revue Roumaine de Philosophie 59 (2):307-318.
    This paper aims to reconstruct a possible answer to the classical Newman’s objection which has been used countless times to argue against structural realism. The reconstruction starts from the new strand of structural realism – informational structural realism – authored by Luciano Floridi. Newman’s objection had previously stated that all propositions which comprise the mathematical structures are merely trivial truths and can be instantiated by multiple models. This paper examines whether informational structural realism can overcome this objection by analysing the (...)
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  41. The Appeal to Expert Opinion in Contexts of Political Deliberation and the Problem of Group Bias.Lavinia Marin - 2013 - Annals of the University of Bucharest - Philosophy Series 62 (2):91-106.
    In this paper, I will try to answer the question: How are we supposed to assess the expert’s opinion in an argument from the position of an outsider to the specialized field? by placing it in the larger context of the political status of epistemic authority. In order to do this I will first sketch the actual debate around the problem of expertise in a democracy and relate this to the issue of the status of science in society. Secondly, I (...)
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  42. Through a Telescreen Darkly.Lavinia Marin - 2018 - In Ezio Di Nucci & Stefan Storrie (eds.), 1984 and philosophy, is resistance futile? Open Court. pp. 187-198.
    “It was a peculiarly beautiful book. its smooth creamy paper, a little yellowed by age, was of a kind that had not been manufactured for at least forty years past. . . . Even with nothing written in it, it was a compromising possession. The thing that he was about to do was to open a diary. This was not illegal (nothing was illegal, since there were no longer any laws), but if detected it was reasonably certain that it would (...)
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  43.  86
    Tunnel Vision.Lavinia Marin - 2018 - In Laboratory for Society and Education (ed.), Sketching a Place for Education in Times of Learning. Dordrecht: Springer. pp. 91-94.
    When Wittgenstein was young, he wrote a small book intended to solve all of philosophy’s problems with language, called Tractatus Logico-Philosophicus (1922). As an intellectual piece, the Tractatus is a strange beast, written by a student with the voice of a professor. Its process of creation resembles that of a fictional piece: the author is struck by inspiration, labours in solitude, and then translates the vision onto paper. Yet the Tractatus was not meant to be a work of fiction, rather (...)
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  44. Changing Subjects of Education in the Bologna Process.Lavinia Marin - 2015 - In Council for European Studies’ Twenty - Second International Conference of Europeanists on “Contradictions: Envisioning European Futures ”. Paris:
    One of the purposes of the Bologna Process was to facilitate the construction of a Europe of Knowledge through educational governance, yet it fails to reach its purpose because of several unexplained assumptions that undermine the conceptual standing of the whole project; it is the purpose of this paper to bring these assumptions to light. -/- A knowledge economy cannot exist without the knowledge workers which were previously formed in educational institutions, therefore the project for a Europe of Knowledge is (...)
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  45.  68
    At Arm's Length.Lavinia Marin - 2018 - In Laboratory for Education and Society (ed.), Sketching a Place for Education in Times of Learning. Leuven: Springer. pp. 49-52.
    In 1915, a student named Walter Benjamin published his first article, entitled “The life of students”. In this reflection on the condition of student life, Benjamin touched upon one of the most puzzling features of the university: its disconnection from the real world. Benjamin draws our attention to the “huge gulf between ideas and life”, which the university was supposed to bridge through its connection with the state. Benjamin claims, however, that there is no such bridge. On the one hand, (...)
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  46.  60
    La filosofía en forma: el fondo metafórico.José A. Marín-Casanova - 2001 - Logos. Anales Del Seminario de Metafísica [Universidad Complutense de Madrid, España] 34:267-281.
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  47. Richard Dawkins. The God Delusion. First Mariner Books, 2008. / Michael Martin . The Cambridge Companion to Atheism. Cambridge University Press, 2007. / Louise M. Antony . Philosophers Without Gods. Meditations on Atheism and the Secular Life. Oxford University Press, 2007. [REVIEW]Raymond Aaron Younis - 2009 - European Journal for Philosophy of Religion 1 (1):157-176.
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  48. Creation of the World and Man. Synthesis of Dogmatic Theology.Bugiulescu Marin - 2015 - ICOANA CREDINȚEI. REVISTA INTERNATIONALA DE CERCETARE ȘTIINȚIFICA INTERDISCIPLINARA, 1 (2):12-22.
    This articles presents the creation of the world and of man, and especially the relation between God and His creation. In the act of creation, God Shows His love for man. The man is the companion of God and the continuer of creation.This article presents the creation of man and alienation from God by sin and has the following themes: The image of God and man's relationship with God, Man's ikeness to God. Man was created as being different from the (...)
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  49.  58
    La sociedad industrial avanzada y la exigencia de una pacificación de la existencia en Herbert Marcuse.Sánchez Marín Leandro - 2017 - Symploke 6:35-40.
    Sociedad industrial avanzada es un concepto que utiliza Herbert Marcuse para referirse a las sociedades capitalistas de posguerra del siglo XX, más exactamente sociedades bajo el modelo norteamericano. Estas sociedades se erigen desde una base de producción capitalista que más allá de estar específicamente al servicio del interés particular de una clase –algo que no se puede negar– también logra satisfacer la inmediatez de gran parte de los miembros que la conforman. Así, cualquier persona que viva bajo el régimen de (...)
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  50.  55
    Una indagación sobre la dimensión estética en Herbert Marcuse.Sánchez Marín Leandro - 2017 - Revista Trazos 2:111-127.
    Este texto se propone indagar la formulación de la dimensión estética en Marcuse. Para ello se abordará algunas consideraciones del autor sobre el arte y las posibilidades revolucionarias que éste comporta. Para Marcuse, el arte puede llegar a ser un elemento subversivo que configuraría una sensibilidad diferente a la que produce una sociedad regida por un principio de realidad que estanca la realización del placer en función de una vida agobiada y malograda entre los hombres. Las posibilidades de una nueva (...)
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