La formación docente es indispensable para responder a los requerimientos de la compleja sociedad actual. De su conocimiento, iniciativa, praxis y creatividad depende el éxito o el fracaso del sujeto que aprende. Al modificar el rol del docente se transforma la actitud de los estudiantes. ¿Cómo entender la formación filosófica transdisciplinar? Este texto responde a este y otros cuestionamientos: ¿cuáles son los planteamientos pedagógicos afines a la era digital? ¿en qué medida las TIC se encuentran al servicio de una filosofía (...) educativa transdisciplinar?, ¿cómo se explica ese enfoque en la formación del docente?, ¿cuál es la función de la formación en la innovación educativa?, ¿cómo formar para la ciudadanía mundial?, ¿cuáles son las contribuciones de las nuevas ciencias para la formación educativa? El crecimiento exponencial de la ciencia y de la tecnología nos obliga a pensar en procesos formativos innovadores. En tal sentido, resulta imprescindible el estudio de estas problemáticas. (shrink)

I argue racial injustice undermines the reliability of news source reports in the information domain of racial injustice. I argue that this in turn undermines subjects’ doxastic justification in inferences they base on these news sources in the racial injustice information domain. I explain that racial injustice does this undermining through the effect of racial prejudice on news organizations’ members and the effect of society's racially unjust structure on non-dominant racial group-controlled news sources.

El presente trabajo surge de la reflexión acerca del fracaso de modelos educativos exteriores aplicados en contextos emergentes sin considerar la realidad de cada pueblo. A juicio de Carnoy (1974) en los países subdesarrollados existe una fuerte tradición en copiar las formas culturales y modelos de sociedades de primer mundo, sin analizar las condiciones objetivas y subjetivas que determinarán el éxito o el fracaso. El objetivo de este documento es analizar los fundamentos ontológicos presentes en el sistema educativo finlandés con (...) la finalidad de identificar los principales referentes que servirán de base para superar problemáticas de la realidad educativa en sociedades emergentes. El documento presenta una revisión de tipo exploratoria, descriptiva y comparativa que por la naturaleza del estudio es de carácter bibliográfico y cualitativo apoyado en el uso de los métodos lógico-científicos (deductivo-inductivo) con sus respectivos procedimientos, y fortalecido con la aplicación de los métodos filosóficos fenomenológico-hermenéutico. La tendencia a la imitación y a la copia de modelos educativos ajenos a nuestra realidad ha dado como resultado sistemas educativos deficientes y que no responden a las necesidades concretas propias de la realidad educativa de las sociedades emergentes. Es preciso determinar el ser, el sentido y el significado del sistema educativo finlandés con miras a la localización de aspectos esenciales que podrían convertirse en pautas para repensar otros modelos educativos. (shrink)

Orthodox semantics for natural language modals give rise to two puzzles for their interactions with disjunction: Ross’s puzzle and the puzzle of free choice permission. It is widely assumed that each puzzle can be explained in terms of the licensing of ‘Diversity’ inferences: from the truth of a possibility or necessity modal with an embedded disjunction, hearers infer that each disjunct is compatible with the relevant set of worlds. I argue that Diversity inferences are too weak to explain the full (...) range of data. Instead, I argue, modals with embedded disjunctions license ‘Independence’ inferences: from the truth of a modal with an embedded disjunction, hearers infer that each disjunct is an independent alternative among the relevant set of worlds. I then develop a bilateral inquisitive semantics for modals that predicts the validity of these Independence inferences. My account vindicates common intuitions about both Ross’s puzzle and the puzzle of free choice permission, and explains the full range of data. (shrink)

The challenges facing us today require practical wisdom to allow us to react appropriately. In this paper, we argue that at a group level, we will make better decisions if we respect and take into account the moral judgment of agents with diverse styles of cognition and moral reasoning. We show this by focusing on the example of autism, highlighting different strengths and weaknesses of moral reasoning found in autistic and non-autistic persons respectively.

Slippery slope arguments are frequently dismissed as fallacious or weak arguments but are nevertheless commonly used in political and bioethical debates. This paper gives an overview of different variants of the argument commonly found in the literature and addresses their argumentative strength and the interrelations between them. The most common variant, the empirical slippery slope argument, predicts that if we do A, at some point the highly undesirable B will follow. I discuss both the question which factors affect likelihood of (...) slippage and the relation between the strength of the prediction and the justificatory power of the argument. (shrink)

El presente trabajo surge de la reflexión acerca del fracaso de modelos educativos exteriores aplicados en contextos emergentes sin considerar la realidad de cada pueblo. A juicio de Carnoy (1974) en los países subdesarrollados existe una fuerte tradición en copiar las formas culturales y modelos de sociedades de primer mundo, sin analizar las condiciones objetivas y subjetivas que determinarán el éxito o el fracaso. El objetivo de este documento es analizar los fundamentos ontológicos presentes en el sistema educativo finlandés con (...) la finalidad de identificar los principales referentes que servirán de base para superar problemáticas de la realidad educativa en sociedades emergentes. El documento presenta una revisión de tipo exploratoria, descriptiva y comparativa que por la naturaleza del estudio es de carácter bibliográfico y cualitativo apoyado en el uso de los métodos lógico-científicos (deductivo-inductivo) con sus respectivos procedimientos, y fortalecido con la aplicación de los métodos filosóficos fenomenológico-hermenéutico. La tendencia a la imitación y a la copia de modelos educativos ajenos a nuestra realidad ha dado como resultado sistemas educativos deficientes y que no responden a las necesidades concretas propias de la realidad educativa de las sociedades emergentes. Es preciso determinar el ser, el sentido y el significado del sistema educativo finlandés con miras a la localización de aspectos esenciales que podrían convertirse en pautas para repensar otros modelos educativos. (shrink)

Opponents of biomedical enhancement frequently adopt what Allen Buchanan has called the “Personal Goods Assumption.” On this assumption, the benefits of biomedical enhancement will accrue primarily to those individuals who undergo enhancements, not to wider society. Buchanan has argued that biomedical enhancements might in fact have substantial social benefits by increasing productivity. We outline another way in which enhancements might benefit wider society: by augmenting civic virtue and thus improving the functioning of our political communities. We thus directly confront critics (...) of biomedical enhancement who argue that it will lead to a loss of social cohesion and a breakdown in political life. (shrink)

I argue that Bartolomé de las Casas and Juan Ginés de Sepúlveda differed in their conclusions regarding the status of Indigenous persons at least partly because las Casas had significant, yet incomplete, understanding of Indigenous persons, culture and societies and Sepúlveda had mere knowledge of them. To this end, I show that the epistemic state of understanding explains why Las Casas properly concluded that Indigenous persons deserve the same moral status afforded to Europeans. And I show how las Casas’ understanding (...) of Indigenous persons, culture and societies related to what he got wrong about Indigenous persons. (shrink)

Does a diagnosis of brain dysfunction matter for ascriptions of moral responsibility? This chapter argues that, while knowledge of brain pathology can inform judgments of moral responsibility, its evidential value is currently limited for a number of practical and theoretical reasons. These include the problem of establishing causation from correlational data, drawing inferences about individuals from group data, and the reliance of the interpretation of brain findings on well-established psychological findings. Brain disorders sometimes matter for moral responsibility, however, because they (...) change an individual’s moral psychology in a way that is beyond their control. While control over psychological changes is not an excusing factor, brain disorders can mitigate moral responsibility because they confront individuals with new psychological deficits or urges for which their previous moral education and existing external and internal moral resources have not prepared them. (shrink)

El tema del hombre ha sido el centro de la reflexión filosófica de los últimos siglos, siendo motivo de debate desde comienzos de la modernidad. El filósofo italiano Michele Federico Sciacca (1908-1975) tuvo conciencia clara de esto, estableciendo que la filosofía debe ser ontología y, sobre todo, ontología del hombre como existente. Esto para él significa, por lo menos, dos cosas: que el autoconocimiento es el punto de partida en el estudio filosófico y que desde el conocimiento del hombre concreto, (...) de la persona humana, podemos entender todo lo real. (shrink)

The article has two aims: (a) to show how the notion of self proposed by Zahavi allows to underlie different aspects of personal identity; (b) to provide some elements that strengthen and complement the arguments of the Danish philosopher. First, I begin with a phenomenological analysis of the acts. Second, I study the identity and the various levels of the self that underlie it. Finally, I present some elements to constitute a metaphysics of the human person as a complement to (...) Zahavi’s phenomenology, considering the philosophy of mind as a framework for reflection. (shrink)

Resumen: Este trabajo se propone revisar la tesis de la proliferación de alternativas, expuesta por Boaventura de Sousa Santos, a la luz de algunas críticas a la tesis de la proliferación de teorías, expuesta por Paul Feyerabend. Se defiende que, aunque no de modo explícito, hay una afinidad entre ambas tesis y, en consecuencia, las debilidades de la segunda afectan a la primera. No obstante, el objetivo básico consiste en mostrar cómo propuestas emergentes, como la ecología de los saberes, antes (...) que insistir en su carácter contraepistemológico, podrían beneficiarse de una discusión epistemológica amplia.: In this paper I review the thesis about the proliferation of alternatives by Boaventura de Sousa Santos, from some criticisms to the thesis of the proliferation of theories by Paul Feyerabend. I claim that, though not in explicit way, there is an affinity between them, therefore the weakness from the second one affects the first one. However, the point is to show how some emergent proposals, as the ecology of knowledges, could benefit from a full epistemological discussion, instead of insisting on its counter-epistemological nature. (shrink)

I defend a Deferred Ostension view of quotation, on which quotation-marks are the linguistic bearers of reference, functioning like a demonstrative; the quoted material merely plays the role of a demonstratum. On this view, the quoted material works like Nunberg’s indexes in his account of deferred ostensión in general. The referent is obtained through some contextually suggested relation; in the default case the relation will be … instantiates the linguistic type __, but there are other possibilities. In this way, the (...) deferred ostension view deals with a problem I pointed out for the identity proposal in my earlier work, that we do not merely refer with quotations to expression-types, but also to other entities related in some way to the relevant token we use: features exhibited by the token distinct from those constituting its linguistic type, features exhibited by other tokens of the same type but not by the one actually used (as when, by using a graphic token, we refer to its phonetic type), or even other related tokens (see the examples on p. 261 of García-Carpintero 1994). (shrink)

Upward monotonic semantics for necessity modals give rise to Ross’s Puzzle: they predict that □φ entails □(φ ∨ ψ), but common intuitions about arguments of this form suggest they are invalid. It is widely assumed that the intuitive judgments involved in Ross’s Puzzle can be explained in terms of the licensing of ‘Diversity’ inferences: from □(φ ∨ ψ), interpreters infer that the truth of each disjunct (φ, ψ) is compatible with the relevant set of worlds. I introduce two pieces of (...) data that this analysis fails to explain. Analyzing this data, I argue, suggests that necessity modals with embedded disjunctions license ‘Independence’ inferences: from the truth of □(φ ∨ ψ), interpreters infer that φ-without-ψ and ψ-without-φ are each compatible with the relevant set of worlds. I outline a bilateral inquisitive semantics for necessity modals that predicts the validity of the Independence inferences. I then argue that the resulting theory should be understood as one on which disjunctions denote pluralities of propositions, and necessity modals behave like collective predicates applied to these pluralities. (shrink)

En la obra dramática A puerta cerrada (1944), el filósofo y literato Jean-Paul Sartre plantea la relación interpersonal como plena de conflicto e imposibilidad para llevar a cabalidad los ideales dialógicos. Las conclusiones a las que llega Sartre serán confrontadas con la propuesta del filósofo judío Emmanuel Levinas, con el fin de vislumbrar sus tesis en torno a la alteridad, mostrando cómo, en vez de acuerdos racionales que superen lo diverso y lo engloben en la totalidad, habrá que recibir al (...) Otro y responderle en la trascendencia que exige su infinitud. The Philosopher and Writer Jean-Paul Sartre, in the dramatic work No Exit (1944), claims the inter-subjective relationship is full of conflict and that it is impossible to reach the dialogical ideal. We will confront Sartre´s conclusions from the proposal of the jewish philosopher Emmanuel Levinas in order to see his thesis about otherness. We will explain how, instead of some rational agreements that overcome the diversity inside totality, it is necessary to receive the other and respond to him in the transcendence that Infinity requires. (shrink)

The general concept of a trope – that of a non-shareable character-grounder – admits of a distinction between modifier tropes and module tropes. Roughly, a module trope is self-exemplifying whereas a modifier trope is not. This distinction has wide-ranging implications. Modifier tropes are uniquely eligible to be powers and fundamental determinables, whereas module tropes are uniquely eligible to play a direct role in perception and causation. Moreover, each type of trope theory faces unique challenges concerning character- grounding. Modifier trope theory (...) faces challenges concerning the inscrutability of predication and the incompatibility with bundle theory, whereas module trope theory faces challenges concerning character overdetermination and a collapse into austere nominalism. These differences indicate that the modifier/module distinction divides the advantages of general trope theory and thus presents the trope theorist with a pivotal choice. (shrink)

Derek Walcott's colonial schoolhouse bears an interesting relationship to space and place: it is both a Caribbean site, and a site that disavows its locality by valorizing the metropolis and acting as a vital institution in the psychic colonization of the Caribbean peoples. The situation of the schoolhouse within the Caribbean landscape, and the presence of the Caribbean body, means that the pedagogical relationship works in two ways, and that the hegemonic/colonial discourses of the schoolhouse are inherently challenged within its (...) walls. While the school was used as a means of colonial subjugation, as a method of privileging the metropolitan centre, and as a way of recreating that centre within the colonies, Walcott's emphasis on place complicates and ultimately rewrites colonial discourses and practices. While the school attempts to legitimize colonial space, it in fact fosters what Walter Mignolo has termed "border thinking.". (shrink)

Abstract: This paper delves into the inadequacy of attempting to reduce community-based benefits solely to individual goods, highlighting the intricate dynamics shaping the well-being of both individuals and the collective. Grounded in Aristotelian distinctions, the argument challenges Hartney's stance by emphasizing the intrinsic value of corrective justice within communities. It explores the interplay between distributive and corrective justice, asserting that the enforcement of corrective measures, essential for societal harmony, transcends individual benefits. The discussion extends to the multifaceted nature of community-based (...) benefits, encompassing shared values, common goods, social cohesion, and collective efforts. Overlooking these complexities oversimplifies the rich tapestry of societal interactions, diminishing the inherent value of communities in promoting the well-being of their members. The abstract advocates for a holistic understanding that appreciates the interconnected and collective nature of these benefits for a comprehensive comprehension of societal flourishing. (shrink)

In the past decade, experimental philosophy---the attempt at making progress on philosophical problems using empirical methods---has thrived in a wide range of domains. However, only in recent years has aesthetics succeeded in drawing the attention of experimental philosophers. The present paper constitutes the first survey of these works and of the nascent field of 'experimental philosophy of aesthetics'. We present both recent experimental works by philosophers on topics such as the ontology of aesthetics, aesthetic epistemology, aesthetic concepts, and imagination, as (...) well as research from other disciplines that not only are relevant to philosophy of aesthetics but also open new avenues of research for experimental philosophy of aesthetics. Overall, we conclude that the birth of an experimental philosophy of aesthetics is good news not only for aesthetics but also for experimental philosophy itself, as it contributes to broaden the scope of experimental philosophy. (shrink)

In this thesis, I argue that empathy is morally significant because it plays an important role in informing our moral deliberations. Empathy should be thought of not as an alternative to rational deliberation about how we are to act, but rather as an important input into such deliberation. -/- I focus on exploring what we learn when we empathize with the suffering of another person. Standard epistemic defences of empathy say only that such empathy will give us knowledge of which (...) affective states the suffering person is feeling. I add to those defences by arguing that empathy with a suffering person also gives us additional types of knowledge about the affective states that this person is feeling. Most significantly, I argue that empathizing with a suffering person gives us knowledge of the strength of one of our reasons to help that person. I call this the Normative Epistemic Claim. -/- In chapter 1, I contextualize my approach within the recent philosophical discussion of empathy. In the following chapter, I explore the relationship between empathy and altruism, and argue that there is an unanswered question about how empathy gives rise to altruistic motivation. I suggest that we should answer this question by considering the idea that empathy gives us phenomenal knowledge about the affective states of other people. I defend this idea in chapter 3, where I also relate it to the debate about phenomenal knowledge that has been stimulated by Frank Jackson’s example of Mary, the scientist who comes to see colour for the first time. In chapter 4, I begin to show the importance of phenomenal knowledge to moral deliberation. I argue that by giving us such knowledge, empathy with a suffering person also gives us knowledge of how intrinsically bad that person’s suffering is for them. In chapter 5, I extend this approach to defend the Normative Epistemic Claim. Finally, in chapter 6, I summarize the role of empathy in moral deliberation and broaden my discussion to include consideration of the significance that empathy has in inhibiting harming and in directing us to promote the joy of other people. (shrink)

Este capítulo reflexiona sobre las vinculaciones entre filosofía de la educación y transdisciplinariedad, así como su incidencia en la formación de los futuros profesionales de la educación; al respecto, el autor considera que la filosofía de la educación como disciplina filosófica, aporta una perspectiva global, totalizante e integradora sobre el hecho educativo, pero respondiendo siempre a un contexto concreto; es decir, a la realidad educativa del sujeto que aprende, con sus necesidades, problemáticas y situaciones específicas. El autor explica la filosofía (...) de la educación como un saber práctico; identifica los puntos de convergencia entre filosofía de la educación y transdisciplinariedad; y analiza sobre la incidencia del modelo transdisciplinar en la formación profesional docente, en el papel de la universidad como espacio donde se integra ciencia, educación y sociedad, y en la consolidación del ecosistema integrado. Además, el capítulo presenta algunos enfoques y desafíos de la filosofía de la educación transdisciplinar que orientan la labor educativa en función del desarrollo, el progreso, la sostenibilidad y el diálogo con los saberes no convencionales. (shrink)

This paper argues that the normative character of our unreflective situated behaviour is not factual. We highlight a problematic assumption shared by the two most influential trends in contemporary philosophy of cognitive science, reductionism and enactivism. Our intentional, normative explanations are referential, descriptive or factual. Underneath this assumption lies the idea that only facts can make true or false our attributions of cognitive, mental and agential abilities. We will argue against this view by describing the main features and problems of (...) reductionism and enactivism and then we will offer two arguments against this shared factualist assumption: (1) normative vocabulary is ineliminable if we want a complete explanation of our situated practices; and (2) the factualist assumption is a species of the is-ought fallacy. Finally, we will claim that a folk psychological explanation of our normative practices is fully compatible with ontological naturalism when such descriptivist or factualist assumption is rejected. (shrink)

El objetivo de este artículo es analizar un modelo de algoritmo de intervención en fisioterapia como estrategia educativa, conocer sus efectos y beneficios al ser aplicado a los alumnos en la Licenciatura de Fisioterapia de la UAMP, ya que consideramos que se ha dejado de lado el Modelo de Intervención en Fisioterapia como ciencia fundamental. Esta aplicación de un algoritmo, entendido como un conjunto ordenado de operaciones sistemáticas que permite hacer un cálculo y hallar la solución de un tipo de (...) problema, es algo que ya está establecido, sin embargo, no se le ha dado la importancia como estrategia didáctica para que los alumnos puedan realizar correctamente su intervención en fisioterapia en la vida laboral y profesional. Este artículo destaca que es u na de las herramientas fundamentales de las que parte un fisioterapeuta para poder ejercer su carrera, la aplicación de un buen tratamiento y conseguir el objetivo principal de la fisioterapia, que consiste en la rehabilitación del paciente. Al investigar las diversas teorías plasmadas por diversos autores y sus estrategias, encontramos que cada uno tiene una teoría de aplicación diferente y una perspectiva disímil, y no todas esas teorías han funcionado como se esperaba, sin embargo, es por ello la aplicación del algoritmo como estrategia didáctica. (shrink)

En este artículo analizamos la contribución de la teología protestante a la idea de autonomía moral a partir de un análisis de la obra de Juan Calvino. Mostramos cómo se afirma en ella la incapacidad del sujeto para conocer y querer el bien, manifiesto en la ley natural. Esta incapacidad es compensada con los mandatos bíblicos, para los que Calvino justificará una positivación jurídica en los Estados cristianos. Concluimos, por todo ello, que Calvino está lejos de la idea kantiana de (...) autonomía que consideramos distintiva de la Modernidad. (shrink)

Cultural evolution is normally framed in informational terms. However, it is not clear whether this is an adequate way to model cultural evolutionary phenomena and what, precisely, “information” is supposed to mean in this context. Would cultural evolutionary theory benefit from a well-developed theory of cultural information? The prevailing sentiment is that, in contradistinction to biology, informational language should be used nontechnically in this context for descriptive, but not explanatory, purposes. Against this view, this article makes the case for the (...) need to take a proper biology-based “informational turn” in the cultural evolutionary sciences. I argue that the current vague use of informational language misses out on the potential benefits for advancing understanding of phenomena that information-theoretic reasoning has provided in other sciences, especially genetics. In particular, by emphasizing the informational aspects of cultural evolutionary processes, this approach can clarify some conceptual and methodological problems that have plagued cultural evolutionary theory since its inception, including (1) how to determine the channel conditions of cultural information flow, (2) the nature and scope of cultural information, and (3) how to quantify trends of cultural cumulation. More generally, theories of cultural evolution will be incomplete until the mechanisms underlying cultural processes are better understood and integrated into the explanations. This article explores the adequacy of an information-theoretic framework to accomplish these purposes. (shrink)

Este artículo analiza los fundamentos doctrinales del derecho penal eclesiástico calviniano, asentado teóricamente en la teología del pecado original y cuyo ejercicio toma forma en la práctica del Consistorio ginebrino. Asimismo, explora las razones de la diferencia entre derecho penal eclesial y civil. Y es que, aunque en el calvinismo la Iglesia y el Estado son titulares de un ius gladii, sólo uno de estos sistemas penales puede reivindicar el ejercicio de la pena corporal, el otro tan sólo puede reclamar (...) un castigo espiritual: en esto haremos radicar la diferencia entre derecho y disciplina. El derecho de coacción propiamente dicho pertenece en exclusiva al Estado como tal y ni el individuo ni la Iglesia pueden reclamarlos para sí. Estamos ante una aportación fundamental de la Reforma a la historia del derecho. (shrink)

It is common to criticize the idea of objectivity by claiming that we cannot make sense of any cognitive contact with the world that is not constituted by the very materials of our thinking, and to conclude that the idea must be abandoned and that the world is ‘well lost’. We resist this conclusion and argue for a notion of objectivity that places its source within the domain of thoughts by proposing a conception of facts, akin to McDowell’s, as thinkable (...) while independent of any act of thinking. However, we do so without any empiricist commitment. (shrink)

Moral Psychology spans both philosophy and psychology: it addresses questions concerning the role of emotions in moral judgment, the nature of moral motivation, whether human beings are ultimately...

Esta obra colectiva expone diversas concepciones teóricas, ontológicas, epistemológicas, axiológicas y prácticas sobre el origen, sentido, problemáticas, ventajas, detrimentos, alternativas y desafías de la filosofía de la innovación y su incidencia en la educación; reflexiona sobre las contribuciones de la tecnología y responde a interrogantes como: ¿Cuáles son los aporte de la tradición filosófica, del pensamiento ilustrado, de la postmodernidad y de la teoría crítica para la filosofía de la innovación educativa?; ¿Cuál es la función de la filosofía para la (...) comprensión de la innovación?; ¿Cómo se explica el progreso tecno-científico desde la epistemología contemporánea?; ¿Cuál es el componente pedagógico de la innovación?; ¿Cuáles son las aportaciones del Laudato Si para la innovación educativa?. Además, plantea la necesidad de repensar algunos aspectos relacionados con la educación, el Estado y la identidad latinoamericana para determinar las posibilidades, las limitaciones y los retos de la innovación, entendida como un fenómeno en permanente construcción. Este tomo se encuentra conformado por ocho capítulos en los que los autores formulan un conjunto de contribuciones para la generación de nuevas investigaciones. Además, evidencia a la innovación como un procesos que exige reformulaciones. La innovación sigue siendo una de las tareas pendientes de la filosofía. (shrink)

A priori theories of justification of logic based on meaning often lead to trouble, in particular to issues concerning circularity. First, I present Boghossian’s a prioriview. Boghossian maintains the rule-circular justifications from a conceptual role semantics. However, rule-circular justifications are problematic. Recently, Boghossian (Boghossian, 2015) has claimed that rules should be thought of as contents and contents as abstract objects. In this paper, I discuss Boghossian’s view. My argumentation consists of three main parts. First, I analyse several arguments to show (...) that in fact, Boghossian’s inferentialist solution is not fully satisfying. Second, I discuss the matter further, if one accepts that basic logical rules are constitutive of meaning, that is, they constitute the logical concepts and the content of a rule is an abstract object, then abstract objects — like, for example, rules — could be constitutive of meaning. The question is whether conceptual priority is in the judgment or in the object and what theory of content is pursued. Grasping content as a matter of knowing how a word or concept behaves in inferences is not completely explicative. Finally, I contend that rules come to exist as a result of certain kinds of mental action. These actions function as constitutive norms. Logical rules are not abstract objects but ideal. What one construes as norms or rules of content may involve idealization, but this is because we share a language. (shrink)

The work of Emmanuel Levinas has been both abundantly recognized and criticized in moral philosophy. This Janus-faced attitude is also present in ecological theories, which find fertile ground in Levinas’ thought without being able to explain its apparent anthropocentrism. Opposing hermeneutical paths tend to focus either on otherness as an absolute alterity, implying a potentially unlimited responsibility for all alterities, or on otherness as a re-foundation of humanism, leading to the conclusion that responsibility is unlimited only among humans. Here I (...) seek to disentangle Levinas from these two extreme interpretations, first by reviewing ecological readings of his philosophy, in both the Francophone and Anglophone spheres, and second by analyzing specific Levinasian terms that might be particularly helpful for a non-anthropocentric or deep ecology. The main results of this investigation are a distinction between the ethics of responsibility and the ethics of vulnerability, an explanation of Levinasian compulsory or methodological humanism, and a schematic model of sensibility as enjoyment/vulnerability capable of supporting deep ecology without the traditional notions of free will, rights, or values. (shrink)

La lógica del mercado y la tendencia consumista de los últimos tiempos ha traído consigo prácticas alejadas de los principios y valores ético-morales en los seres humanos. En las instituciones universitarias cada vez es más frecuente el egoísmo, la tendencia a cumplir fines sin importar los medios empleados, la corrupción, la falta de ética en los procesos investigativos, en la gestión y en las diversas áreas del quehacer institucional. El documento presenta una serie de perspectivas de docentes universitarios en relación (...) al dinamismo existente entre educación universitaria-ética y sociedad; determina las principales problemáticas en el quehacer universitario; plantea algunos desafíos y pretensiones de la ética para la educación universitaria. Toda formación profesional debe generar actitudes éticas que devienen en una sociedad de calidad, por ello es preciso repensar en la praxis educativa con enfoque teleológico como una tarea moral que permite comprender el sentido y significado mismo de la vida. (shrink)

This research is motivated by the need to unravel the progression of learning models, which have been adapting to meet the demands of society in its constant dynamics of fluctuation and transformation. The aim of this work is to systematically examine the evolution of learning models, highlighting the paradigmatic changes that have favored the transition from traditional learning approaches to more innovative and transdisciplinary proposals. To achieve this, a bibliographic analysis is carried out, supported by the hermeneutic method for the (...) contextual interpretation of literature and discourses, in order to unravel the complexities inherent in the evolution of learning models. The results highlight the limiting influence of the simplicity paradigm in traditional educational formation and the need for a shift towards dialogicity and disciplinary collaboration and integration to advance towards complexity. It concludes by arguing in favor of adopting the complexity paradigm, advocating for a transdisciplinary epistemology and an interstructuring approach to learning, which allow for integral human development. Recognizing human complexity in teaching and learning demands a radical transformation of education towards more holistic and transformative practices, essential for building an equitable and just society. (shrink)

La Revista Sophia, se complace en presentar la publicación número 26 de su colección, en esta ocasión la reflexión centra su atención en Biología y Educación: la neuroeducación. Este volumen se propone vislumbrar los fundamentos filosóficos de la biología, su interdisciplinariedad con las ciencias de la educación, los enfoques y perspectivas de la biología de la educación, el valor y los límites de la sociobiología. En el abordaje filosófico de la biología y la educación surgen va-rias interrogantes como ¿Cuáles han (...) sido las consecuencias educativas del evolucionismo social en la actualidad? ¿Cómo sustentar los procesos edu-cativos en el desarrollo biológico sin caer en determinismo biologicista? ¿Es posible una plena libertad para el aprendizaje desde la biología de la educación? ¿Cómo ha influido las teoría de la epistemología evolucionis-ta/genética en el desarrollo de estrategias de enseñanza-aprendizaje?; ¿Es la educación un proceso de adaptación biológica? ¿Cuáles son los funda-mentos filosóficos de la neuroeducación? ¿Qué aportes y estrategias han surgido de la neuroeducación para mejorar los procesos de aprendizaje? ¿Cuáles son los problemas o límites de la neuroeducación? ¿Qué meca-nismos biológicos del aprendizaje vinculan mente y cerebro en la neuro-ciencia contemporánea?, entre otras. (shrink)

Short overview of the From Small Beginnings Project and its relevance for resisting eugenics in contemporary society.

In abstract argumentation, each argument is regarded as atomic. There is no internal structure to an argument. Also, there is no specification of what is an argument or an attack. They are assumed to be given. This abstract perspective provides many advantages for studying the nature of argumentation, but it does not cover all our needs for understanding argumentation or for building tools for supporting or undertaking argumentation. If we want a more detailed formalization of arguments than is available with (...) abstract argumentation, we can turn to structured argumentation, which is the topic of this special issue of Argument and Computation. In structured argumentation, we assume a formal language for representing knowledge and specifying how arguments and counterarguments can be constructed from that knowledge. An argument is then said to be structured in the sense that normally, the premises and claim of the argument are made explicit, and the relationship between the premises and claim is formally defined (for instance, using logical entailment). In this introduction, we provide a brief overview of the approaches covered in this special issue on structured argumentation. (shrink)

This paper tries to address the ethical question of Nazism from the point of view of social relations. That implies linking the fulfilment of the fascist ideology with its economic conditions. In this sense, the main proposal is to highlight that, crimes such as those committed by the Nazi regime, are not only possible based on a monstrous bureaucratic formation but also from a permissive dynamic of production and exchange. However, the relative autonomy that we can claim over the ideological (...) factor of the phenomenon faces severe limits. In the "National-socialist" case, those limits are the declining demand, the increase in government debt and the inhibition of the productive investment of capital. It is as if Evil incarnated only at the cost of eroding its conditions of possibility. (shrink)

Despite the emphasis on dialogue and argumentation in educational settings, still not much is known about how best we can support learners in their interthinking, reasoning, and metadialogic understanding. The goal of this classroom intervention study is to explore the degree of students’ dialogicity and its possible increase during a learning programme implementing dialogic and argument-based teaching goals and principles. In particular, we focus on how students from 5 to 15 years old engage with each other's ideas, and whether/how this (...) engagement is influenced by lesson and classroom setting factors. The participants were 4208 students distributed in preprimary, primary, and secondary classrooms of five countries (UK, Portugal, Germany, Spain, and Cyprus). Findings suggest that there is a consistent increase with age for some high-dialogicity moves, and students behave more dialogically in whole-class discussions rather than small-group activities. (shrink)

Los autores realizan una breve contextualización de la situación mundial y de las grandes incertidumbres generadas por la pandemia de la COVID 19 que han transformado la dinámica de las sociedades rompiendo con la acostumbrada normalidad que para el caso de América Latina puso de manifiesto las desigualdades existentes en el campo educativo fundamentalmente. En el caso ecuatoriano y debido a que un alto número de personas es población indígena y en condiciones de pobreza, para superar en algo la situación (...) de estos sectores, se proponen analizar las aportaciones de Proaño para la educación en estos nuevos escenarios. (shrink)

In the Origin of Species (1859), Darwin argued that his revolutionary theory of evolution by natural selection represented a significant breakthrough in the understanding of instinctive behaviour. However, many aspects in the development of his thinking on behavioural phenomena indicate that the explanation of this particular organic feature was by no means an easy one, but that it posed an authentic challenge – something that Darwin himself always recognized. This paper explores Darwin’s treatment of instincts within his theory of natural (...) selection. Particular attention is given to elucidate how he tackled the difficulties of explaining instincts as evolving mental features. He had to explain and demonstrate its inheritance, variation, and gradual accumulation within populations. The historical and philosophical aspects of his theory are highlighted, as well as his study of the case in which the explanation of instincts represented a ‘special difficulty’; that is, the sterile castes of social insects. (shrink)

This paper points out the technological continuum between information and communication technology (ICT) and narrative structuring, which is defined as the original multimedial technology of temporal manipulation. Its interdisciplinary perspective on the semiotics of temporal representation will be of interest to narratologists, communication theorists and bloggers.