This paper defends the view that one's own mental states are metaphysically privileged vis-à-vis the mental states of others, even if only subjectively so. This is an instance of a more general view called Subjectivism, according to which reality is only subjectively the way it is. After characterizing Subjectivism in analogy to two relatively familiar views in the metaphysics of modality and time, I compare the Subjectivist View of the Mental with Egocentric Presentism, a version of Subjectivism recently advocated by (...) Caspar Hare. I argue that the Subjectivist View of the Mental goes a considerable way towards solving certain long-standing philosophical puzzles having to do with the unity of consciousness, the contents of self-awareness and the intransmissibility of experiential knowledge through testimony. (shrink)

There are two intuitions about time. The first is that there's something special about the present that objectively differentiates it from the past and the future. Call this intuition Specialness. The second is that the time at which we happen to live is just one among many other times, all of which are ‘on a par’ when it comes to their forming part of reality. Call this other intuition Egalitarianism. Tradition has it that the so-called ‘A-theories of time’ fare well (...) at addressing the first intuition, but rather badly when it comes to the second. The goal of this article is to offer advice to A-theorists about how to reconcile their view with Egalitarianism. (shrink)

It has been observed that, unlike other kinds of singular judgments, mental self-ascriptions are immune to error through misidentification: they may go wrong, but not as a result of mistaking someone else’s mental states for one’s own. Although recent years have witnessed increasing interest in this phenomenon, three basic questions about it remain without a satisfactory answer: what is exactly an error through misidentification? What does immunity to such errors consist in? And what does it take to explain the fact (...) that mental self-ascriptions exhibit this sort of immunity? The aim of this paper is to bring these questions into focus, propose some tentative answers and use them to show that one prominent attempt to explain the immunity to error through misidentification of mental self-ascriptions is unsuccessful. (shrink)

Kilimanjaro is an example of what some philosophers would call a ‘vague object’: it is only roughly 5895 m tall, its weight is not precise and its boundaries are fuzzy because some particles are neither determinately part of it nor determinately not part of it. It has been suggested that this vagueness arises as a result of semantic indecision: it is because we didn’t make up our mind what the expression “Kilimanjaro” applies to that we can truthfully say such things (...) as “It is indeterminate whether this particle is part of Kilimanjaro”. After reviewing some of the limitations of this approach, I will propose an alternative account, based on a new semantic relation—multiple reference—capable of holding in a one-many pattern between a term and several objects in the domain. I will explain how multiple reference works, what differentiates it from plural reference and how it might be used to accommodate at least some aspects of our ordinary discourse about vague objects. (shrink)

According to Leibniz’s infinite-analysis account of contingency, any derivative truth is contingent if and only if it does not admit of a finite proof. Following a tradition that goes back at least as far as Bertrand Russell, several interpreters have been tempted to explain this biconditional in terms of two other principles: first, that a derivative truth is contingent if and only if it contains infinitely complex concepts and, second, that a derivative truth contains infinitely complex concepts if and only (...) if it does not admit of a finite proof. A consequence of this interpretation is that Leibniz’s infinite-analysis account of contingency falls prey to Robert Adams’s Problem of Lucky Proof. I will argue that this interpretation is mistaken and that, once it is properly understood how the idea of an infinite proof fits into Leibniz’s circle of modal notions, the problem of lucky proof simply disappears. (shrink)

Many philosophers have been attracted to the idea of using the logical form of a true sentence as a guide to the metaphysical grounds of the fact stated by that sentence. This paper looks at a particular instance of that idea: the widely accepted principle that disjunctions are grounded in their true disjuncts. I will argue that an unrestricted version of this principle has several problematic consequences and that it’s not obvious how the principle might be restricted in order to (...) avoid them. My suggestion is that, instead of trying to restrict the principle, we should distinguish between metaphysical and conceptual grounds and take the principle to apply exclusively to the latter. This suggestion, if correct, carries over to other prominent attempts at using logical form as a guide to ground. (shrink)

Relativists make room for the possibility of “faultless disagreement” by positing the existence of subjective propositions, i.e. propositions true from some points of view and not others. We discuss whether the adoption of this position with respect to a certain domain of discourse is compatible with a realist attitude towards the matters arising in that domain. At first glance, the combination of relativism and realism leads to an unattractive metaphysical picture on which reality comprises incoherent facts. We will sketch the (...) contours of a realist-relativist position called “subjectivism”, which avoids this result by giving up the assumption that the points of view of different subjects are all metaphysically “on a par”. (shrink)

Solving the meta-problem of consciousness requires, among other things, explaining why we are so reluctant to endorse various forms of illusionism about the phenomenal. I will try to tackle this task in two steps. The first consists in clarifying how the concept of consciousness precludes the possibility of any distinction between 'appearance' and 'reality'. The second consists in spelling out our reasons for recognizing the existence of something that satisfies that concept.

Williamson’s anti-luminosity argument has been thought to be in tension with the doctrine that we enjoy privileged epistemic access to our own mental states. In this paper, I will argue that the tension is only apparent. Friends of privileged access who accept the conclusion of the argument need not give up the claim that our beliefs about our own mental states are mostly or invariably right, nor the view that mental states are epistemically available to us in a way that (...) renders everything within our mind ‘open to view’ – arguably, two main pillars of their doctrine. What they need to reject is the idea that the mental is a realm whose ’determinacy’ or ’fineness of grain’ never escapes our appreciation. This idea – I will suggest – is not essential to privileged access and defenders of the doctrine should not be afraid to give it up. (shrink)

This essay undertakes an examination of the foundational status of logic, rethinking its origins and limitations from an empirical perspective. Drawing upon the original concepts of Conceptual Quarks (CQs)—defined as the fundamental units of knowledge—and the Programmed Conceptual Deconstruction (PCD) algorithm, which I created for this study, I present methodologies to systematically analyze and deconstruct the principles of logic, exposing their empirical roots. Utilizing a custom-built artificial intelligence model, the study proposes that classical logical principles, such as identity and non-contradiction, (...) are emergent phenomena shaped by sensory context rather than immutable absolutes. By integrating philosophical inquiry with technological innovation, this work offers a new perspective on traditional perspectives, including those of Kant and Leibniz, and establishes a novel framework for understanding logic as a contextual and contingent phenomenon. (shrink)

Cartesians and Lichtenbergians have diverging views of the deliverances of introspection. According to the Cartesians, a rational subject, competent with the relevant concepts, can come to know that he or she thinks – hence, that he or she exists – on the sole basis of his or her introspective awareness of his or her conscious thinking. According to the Lichtenbergians, this is not possible. This paper offers a defence of the Lichtenbergian position using Peacocke and Campbell's recent exchange on Descartes'scogitoas (...) a framework for discussion. A thought-experiment will be presented involving two communities with radically different conceptions of the metaphysics of the self. The purpose of the thought-experiment is to suggest that a substantive metaphysical thesis, whose truth cannot be a priori known, is presupposed by any justified transition from one's introspective awareness of a certain mental activity to the self-ascription of that activity. (shrink)

According to Russellian monism (RM), the quiddities which underlie the fundamental causal structure of the physical world are also responsible for the existence of phenomenal consciousness. This view has been argued to provide an attractive alternative to physicalism and dualism, but it is plagued by the so-called ‘combination problem’ – namely, the problem of explaining how the quiddities underlying the microphysical structure of a macroscopic conscious agent (e.g., a human being) combine together to constitute his or her phenomenal experiences. In (...) this paper, I will explore a type of monism that avoids the combination problem altogether. According to this view – which I shall call panquidditist monism – all causal roles, and not just the fundamental ones, stand in need of quiddities realizing them. Moreover, the quiddities that realize causal roles at one physical level should not in general be seen as grounded in, or otherwise derivative on, the quiddities that realize causal roles at lower levels. Crucial to the tenability of this view is a distinction between two varieties of grounding – one aiming to metaphysically explain the causal properties of various objects ‘from below’ (vertical grounding), the other aiming to metaphysically explaining them ‘from the inside’ (horizontal grounding). I will argue that, thanks to the distinction between vertical and horizontal grounds, panquidditist monism is well-placed to secure the advantages that RM promises – but, because of the combination problem, fails to deliver – vis-à-vis physicalism and dualism. (shrink)

El éxodo de más de 5,6 millones de venezolanos representa un fenómeno migratorio con múltiples facetas, cada una merecedora de atento análisis y profundización. Ante la dimensión del movimiento de millones de seres humanos, se corre el riesgo de subestimar tragedias que ocurren dentro del drama migratorio. Una de ellas, es el exilio de científicos y académicos. Bajo esta perspectiva, la investigación tiene como objetivo general mostrar la banalización frente al riesgo de pérdida de talento y avance científico de países (...) en vías de desarrollo. Tomamos como objeto de estudio el caso de la Diáspora Científica Venezolana. Se abordan de forma multidisciplinar tres ejes temáticos: 1) Causas y consecuencias de la Ciencia en Riesgo, 2) Instrumentalización de la Ciencia en Riesgo y 3) Efectividad de programas dirigidos a científicos en riesgo. El primer eje temático, está fundamentado en analizar las causas y consecuencias de la Diáspora científica venezolana, centrándonos en los estudios realizados, desde el ámbito sociológico, de Iván de la Vega, Francisco Kerdel-Vegas y Tomás Páez. El segundo eje establece, desde el marco filosófico habermasiano-marcusiano, la conveniente preservación del statu quo de la Ciencia en riesgo, a través de instrumentalización y unidimensionalidad del quehacer científico en países en vías de desarrollo por parte de programas internacionales financiados por organismos privados y gubernamentales. El tercer y último enfoque tiene como punto de partida la situación actual de la diáspora científica y la exposición de soluciones eficaces que rompan la inercia presente, enmarcando las ideas dentro de la actual crisis de la posmodernidad. Palabras Claves: diáspora venezolana, instrumentalización, ciencia, riesgo. (shrink)

Not unlike many contemporary philosophers, Leibniz admitted the existence of temporary truths, true propositions that have not always been or will not always be true. In contrast with contemporary philosophers, though, Leibniz conceived of truth in terms of analytic containment: on his view, the truth of a predicative sentence consists in the analytic containment of the concept expressed by the predicate in the concept expressed by the subject. Given that analytic relations among concepts are eternal and unchanging, the problem arises (...) of explaining how Leibniz reconciled one commitment with the other: how can truth be temporary, if concept-containment is not? This paper presents a new approach to this problem, based on the idea that a concept can be consistent at one time and inconsistent at another. It is argued that, given a proper understanding of what it is for a concept to be consistent, this idea is not as problematic as it may seem at first, and is in fact implied by Leibniz’s general views about propositions, in conjunction with the thesis that some propositions are only temporarily true. (shrink)

This paper highlights John Stuart Mill’s views on the problem of gender equality as expressed in The Subjection of Women, which is commonly regarded as one of the core texts of Enlightenment liberal feminism of the 19th century. In this paper, the author outlines the historical context of both Mill’s views and his personal biography, which influenced his argumentation for the emancipation of women, and considers Mill’s utilitarianism and liberalism, as the main philosophical background for his criticism of social conditions (...) that subordinated women. She reflects on some of the philosopher’s ideas and arguments for equality and friendship between women and men which may still be considered noteworthy and relevant. Attention is also given to the main lines of contemporary reception of Mill’s liberal feminism from the perspective of current feminist philosophy, within which certain critical views predominate. Despite some problematic points in Mill’s considerations, his essay on women’s subjection may be regarded as one of the philosophically most interesting conceptions of liberal feminist thinking. (shrink)

Due to the COVID-19 Pandemic, several changes have been forcibly made and observed in various fields and areas of society, one of which include the field of education; the foundation of the formation of intellect and knowledge. After two years of studying indoors and private educational institutions holding virtual classes, the time has finally come for students to be re- adjusted once more to the blended mode of learning; a combination of virtual and in-person classes. Thus, this study aimed to (...) investigate the development of students’ study habits and how these habits could potentially affect the students’ academic achievement or performance. The study utilized a descriptivecorrelational design to examine the impact of study habits to the academic performance of 137 senior high school students. The study made use of the Palsane and Sharma’s Study Habits Inventory, or also known as PSSHI, and using this instrument, the study has been able to procure sufficient results that will answer the present study’s problems. Using linear regression analysis, the present study found that there was a significance between the study habits and academic performance of the senior high school students, thus the study’s null hypothesis was eventually rejected. (shrink)

A Grã-Bretanha setecentista foi um dos períodos mais preocupados e que mais escreveu sobre galanteria, moral, modéstia, virtudes, cavalheirismo e boas maneiras; em uma palavra: polidez. Uma das razões que justifica a preocupação de grande parte dos autores britânicos com esse tema (Hume, Chesterfield, Gregory, Mandeville, Wollstonecraft, Fordyce, Shaftesbury – só para citar alguns) estaria atrelada a uma necessidade de evidenciar a diferença entre os povos bárbaros e os civilizados. As boas maneiras seriam um dos principais divisores de águas entre (...) a barbárie e a civilização, inculcadas principalmente através de textos de morais práticas, refletiriam a superioridade de caráter, o acúmulo de virtudes e de conhecimentos, tornando as faculdades mentais aptas para agirem sempre da melhor forma possível. Um dos pontos que usualmente são esquecidos ou ignorados por esses autores – e por seus comentadores – diz respeito ao caráter da hipocrisia exposto por Davidson. Meu objetivo será apresentar de que forma estas relações se constituíam através da compreensão da formação de caráter proporcionada aos considerados cavalheiros e mulheres de mérito e em que medida pode-se caracterizá-los como hipocrisia. (shrink)

In this issue of the Journal, Dundas et al. (Am J Epidemiol. 2014;180(2):197–207) apply a hitherto infrequent multilevel analytical approach: multiple membership multiple classification (MMMC) models. Specifically, by adopting a life-course approach, they use a multilevel regression with individuals cross-classified in different contexts (i.e., families, early schools, and neighborhoods) to investigate self-reported health and mental health in adulthood. They provide observational evidence suggesting the relevance of the early family environment for launching public health interventions in childhood in order to improve (...) health in adulthood. In their analyses, the authors distinguish between specific contextual measures (i.e., the association between particular contextual characteristics and individual health) and general contextual measures (i.e., the share of the total interindividual heterogeneity in health that appears at each level). By doing so, they implicitly question the traditional probabilistic risk factor epidemiology including classical “neighborhood effects” studies. In fact, those studies use simple hierarchical structures and disregard the analysis of general contextual measures. The innovative MMMC approach properly responds to the call for a multilevel eco-epidemiology against a widespread probabilistic risk factors epidemiology. The risk factors epidemiology is not only reduced to individual-level analyses, but it also embraces many current “multilevel analyses” that are exclusively focused on analyzing contextual risk factors. (shrink)

FENOMENOLOGIA Y FISICA EN HUSSERL, WEYL Y NEELAMKAVIL: MATERIA-CAMPO BASADO EN EXTENSIÓN-CAMBIO Castillo Ochoa, Ruth Transferencias Interculturales e Históricas de la Europa Medieval Mediterránea RESUMEN La historia de la terminología científica posibilita dar cuenta de 'cambios lingüísticos' o contingencia de términos en Ciencia. La Fenomenología de Husserl resulta un marco filosófico completo para elucidar significados en terminología científica enfatizando el carácter a priori de conceptos fundacionales, su aspecto contingente (lenguaje), intersubjetividad, sujeto transcendental y epojé. En tal sentido, soportar las (...) nociones fundacionales en física bajo las categorías universales Extensión-Cambio de Neelamkavil contribuye al ideal husserliano. Aún no se llega a una imagen adecuada de las intricadas relaciones entre Filosofía y Ciencia. Sin embargo, los hallazgos científicos de Moser-Britt (2014) soportan posiciones kantianas y husserlianas en torno a los términos a priori que fundamentan las teorías físicas. Como consecuencia, los resultados han despertado el interés de filósofos y científicos hacia las ideas husserlianas en tanto terminología lingüística y comprensión aprioricista del mundo. De esta forma, dentro del estado actual del arte, P. Berghofer y H. Wiltsche (2018) abordan el rol de fenomenología en Filosofía de la Física; mientras J. Drummond (2019) en "Husserl: German Perspectives" analiza el rol de la fenomenología en Ciencia. R. Neelamkavil (2018) da cuenta de un nuevo conjunto de categorías en física que comulgan con las ideas de Husserl. La comprensión de los términos Masa y Campo en física, se aborda el estudio de H. Grelland "Husserl, Einstein y Weyl and Concepts of Space, Time and Space-Time" y H. Weyl, "Space, Matter and Time". Un análisis metalingüísitico entre términos científicos y fenomenológicos no se ha realizado aún. La intención de la propuesta es abordar este punto ciego. -/- PALABRAS CLAVE Extensión, Cambio, Masa, Campo, Esencia . (shrink)

SYMMETRY IN PHYSICS: FROM PROPORTION AND HARMONY TO THE TERM OF METALENGUAJE -/- Ruth Castillo Universidad Central de Venezuela -/- The revolutionary changes in physics require a careful exploration of the way in which concepts depend on the theoretical structure in which they are immerse. A historical reconstruction allows us to show how the notion of symmetry evolves from the definition as proportion and harmony to its consideration within the language of contemporary physics, as a linguistic meta-theoretical requirement in (...) physical theories. In contemporary terms, symmetry is a fundamental category of research to which the usual categories of the natural sciences can be reduce in: space, time, causality, interaction, matter, strength, etc ... Thus, symmetry is a concept with different meanings: heuristically symmetric models inspire scientists in the search for solutions to different problems. Methodologically, symmetric structures are use to make theories, laws with invariant properties. A description of nature in terms of symmetric structures and symmetry ruptures seems to be the proper way to describe the complexity of reality. (shrink)

This paper investigates the semantics of implicit comparatives (Alice is tall compared to Bob) and its connections to the semantics of explicit comparatives (Alice is taller than Bob) and sentences with adjectives in plain positive form (Alice is tall). We consider evidence from two experiments that tested judgments about these three kinds of sentence, and provide a semantics for implicit comparatives from the perspective of degree semantics.

In times of crises, public health leaders may claim that trials of public health interventions are unethical. One reason for this claim can be that equipoise—i.e. a situation of uncertainty and/or disagreement among experts about the evidence regarding an intervention—has been disturbed by a change of collective expert views. Some might claim that equipoise is disturbed if the majority of experts believe that emergency public health interventions are likely to be more beneficial than harmful. However, such beliefs are not always (...) justified: where high quality research has not been conducted, there is often considerable residual uncertainty about whether interventions offer net benefits. In this essay we argue that high-quality research, namely by means of well-designed randomized trials, is ethically obligatory before, during, and after implementing policies in public health emergencies (PHEs). We contend that this standard applies to both pharmaceutical and non-pharmaceutical interventions, and we elaborate an account of equipoise that captures key features of debates in the recent pandemic. We build our case by analyzing research strategies employed during the COVID-19 pandemic regarding drugs, vaccines, and non-pharmaceutical interventions; and by providing responses to possible objections. Finally, we propose a public health policy reform: whenever a policy implemented during a PHE is not grounded in high-quality evidence that expected benefits outweigh harms, there should be a planned approach to generate high-quality evidence, with review of emerging data at preset time points. These preset timepoints guarantee that policymakers pause to review emerging evidence and consider ceasing ineffective or even harmful policies, thereby improving transparency and accountability, as well as permitting the redirection of resources to more effective or beneficial interventions. (shrink)

Under the approach of basic concepts analysis and historical reconstruction, the evolution in meaning and use of symmetry, from the Greek world to the modern age is recognized, classifying it under the schemes of Branding-Castellani, R. Carnap and J. Roche. In this sense, two problems are studied: 1) the existence or not of the term symmetry in antiquity and 2) the Leibnizian position in reference to the understanding of the inertial problem and its repercussions in the evolution of the notion.

En las actividades ordinarias de nuestra vida cotidiana encontramos nuestros actos de percepción confrontados por las cosas materiales. A ellos ─actos de percepción─ les atribuimos una existencia "real" asumiéndolos de tal manera que los sumergimos y transfundimos, de forma múltiple e indefinida, dentro del entorno de realidades análogas que se unen para formar un único mundo al que yo, con mi propio cuerpo, pertenezco. Ahora bien sí frente a la cotidianidad descrita anteriormente asumimos una actitud escéptica acerca de lo que (...) es “real” en el mundo,nos descubriremos haciendo una reflexión filosófica. Bajo esta deliberación encontramos que, por ejemplo, la cualidad "verde", tiene existencia por medio de la sensación "verde"asociada a un objeto dado por la percepción, lo que nos lleva a pensar que no tiene sentido vincularla sensación como cosa en sí misma a cosas materiales existentes en sí mismos , esto nos lleva a pensar que las cualidades de los sentidostienen carácter subjetivo.A pesar de esta reflexión es conveniente acotar que esta subjetividad no interesaa las ciencias exactas ya que éstas procuran lo objetivo. -/- Desde este punto de vista,encontramos dentro de los estudios de Galileo Galilei el principio que subyace al método matemáticoconstructivo de nuestra física moderna ; de esta manera, y bajo este principio,los colores ─ por ejemplo “verde”─ son solo vibraciones en un medio repudiando de esta forma el carácter subjetivo a la vez que se mantiene la objetividad. Sin embargo, dentro del campo de la filosofía el idealismo transcendental de Kant marca un cambio de paradigma en relación a lo anterior. Kant sostiene que no solamente las cualidades de los sentidos tienen carácter subjetivo, sino que espacio y tiempo, conceptos fundacionales dentro de la física, no tienen significación absoluta; en otras palabras, espacio y tiempo son formas de nuestra percepción . Para Kant aquello que sustenta nuestra percepción y aquello que sustenta el conocimiento matemático aplicado a la experiencia son lo mismo: intuiciones puras a priori del espacio y el tiempo. De esta manera, y bajo esta perspectiva, sólo la teoría de la relatividad deja muyen claro que las dos esencias: espacio y tiempo, como formas de la intuición en términos kantianos, no tienen lugar en el mundo construido por la física matemática concebida por Galileo . -/- Según esto, los colores no son siquiera vibraciones en un medio sino simplemente una serie de valores de funciones matemáticas en las que se producen cuatro parámetros independientes que corresponden a las tres dimensiones del espacio y la del tiempo, expresado como principio general esto significa que el mundo real y cada uno de sus constituyentes con sus características sólo pueden ser, en términos husserlianos, objetos intencionales de actos de conciencia . En otras palabras: los datos inmediatos que recibo son las experiencias de la conciencia. Esto nos permite afirmar que la sensación de un objeto está presente de una forma físicamente real para mí con quien esa sensación se relaciona. Esto es lo que Brentano llama objeto intencional ;es así como al percibir un objeto, por ejemplo: veo este “libro” mi atención está totalmente dirigida hacia él. Yo "tengo" la percepción, pero sólo cuando hago de esta percepción ─ acto libre de reflexión ─algo que "conozco" con respecto a ella ─y no sólo el “libro”─ llego precisamente a un segundo acto: objetos intencionales de actos de conciencia, que son a los que referíamos antes . -/- El objeto intencional es inmanente y lo que es inmanente es absoluto ; es exactamente lo que es en la forma en que lo tengo, y puedo reducir esto, su esencia, por los actos de reflexión . En otras palabras, es un componente real de mis experiencias; contrario a lo que sucede con el acto primario de percepción, donde el objeto es trascendental , esto es, se da en una experiencia de conciencia pero no es un componente real de la misma. Por otra parte, los objetos trascendentales tienen sólo una existencia fenoménica; son apariencias que se presentan de múltiples maneras. Ninguno de estos modos de aparición puede pretender presentar aquello que percibimos – por ejemplo el libro- tal como es en sí, además en toda percepción está involucrada la tesis de la realidad del objeto que aparece en ella; este último es, de hecho, un elemento fijo y duradero de la tesis general de la realidad del mundo . En resumen, lo que interesa ver claramente es la importancia enel dato de la conciencia como punto de partida en el que debemos situarnos si queremos comprender el significado absoluto . (shrink)

El exilio de académicos y científicos venezolanos, representa un desastre para una colectividad emergente y joven dentro del país. La desatención a la comunidad académica venezolana en el exilio, puede llevar a una desconexión, pérdida y aislamiento de la Ciencia venezolana ─formada antes y durante los primeros años del periodo totalitario─ dentro del contexto nacional e internacional. Actualmente los intentos por mantener la cohesión de la comunidad académica venezolana en el exilio están fragmentados y desvinculados entre sí, lo que se (...) traduce en desaprovechamiento de las distinta iniciativas y perjuicio a la población académica-científica. No existe una adecuada organización que permita cohesionar a los académicos y científicos venezolanos en riesgo. Esta desorganización conlleva la “no integración” del talento venezolano académico-científico en programas internacionales en países de acogida. Y digo “académica” y no “científica”, porque la mayoría de programas e iniciativas internacionales están dirigidas solo ciencias exactas dejando de lado las ciencias humanísticas. Sin embargo, son las investigaciones humanísticas las que muestran el devenir de científicos exiliados. En los países que han sufrido regímenes totalitarios, guerras y/o situaciones de conflicto, el desvanecimiento de la investigación y acción humanística representa uno de los primeros objetivos. Es por esto, que he querido usar el término “Academia” en lugar de “Ciencia” ya que la primera acepción tiene un mayor radio de inclusión, evitándose posibles disertaciones positivistas y neopositivistas —desde el ámbito filosófico—en torno a lo que entendemos o categorizamos por “Ciencia. (shrink)

The Lewis-Sider argument from vagueness is one of the most powerful objections against restricted composition. Many have resisted the argument by rejecting its key premise, namely that existence is not vague. In this paper, I argue that this strategy is ineffective as a response to vagueness-based objections against restricted composition. To that end, I formulate a new argument against restricted composition: the argument from determinate vagueness. Unlike the Lewis-Sider argument, my argument doesn’t require accepting that existence is not vague, but (...) only that it is not vague in a specific way, which, I argue, is entailed by restricted composition. I show that the rejection of this species of vague existence follows from assumptions even friends of vague existence should be happy to accept. (shrink)

O filósofo escocês David Hume é comumente lembrado, por aqueles que não estão familiarizados com sua obra, como o autor que iluminou Immanuel Kant e como uma figura de grande importância no empirismo. Mas estamos preocupados neste texto é com uma outra parte dos seus engenhos. Pretendemos ver neste autor algo que era comum em parte de seus contemporâneos, a saber, preocupações com o cenário em que se incluía com seus compatriotas, com o rumo que a sociedade estava levando, com (...) a influência das artes na vida dos indivíduos e com um melhor caminho para a felicidade individual e geral. É neste sentido que a polidez ganha um espaço importante na obra do escocês. Para Hume, no momento que um indivíduo tiver sido educado o suficiente para ser polido, tendo cultivado em si o gosto por artes, filosofias, literaturas e poesias, terá paixões adequadas para cada situação, será capaz de ter conversas adoráveis sobre os mais diversos e eruditos temas, terá amizades mais duradouras e agradáveis, não irá deixar que qualquer frivolidade da vida comum o abale, terá o juízo fortalecido a ponto de não ser abatido pelas paixões mais violentas, e, tendo todas essas qualidades de caráter, não poderá deixar de ser justo e virtuoso uns para com os outros. Dito isso, o presente texto pretende elucidar como o que Hume defende como polidez seria capaz de educar o homem por meio do cultivo das letras, da poesia, da escrita, da arte e da conversação, elevando-o no âmbito intelectual e no do convívio. (shrink)

Reconstruying historically the beginning of development scientific thought in Venezuela, particularly in Physics, allow to account imperative need to preserve academic-scientific formation of Venezuelan society in 21st century. The Venezuelan historians Rafael Balza and Yajaira Freites in their respectively studies "Modern Physics in the Caraqueña Society of the late eighteenth century: between Mathematics and technique and "The problem of knowledge between hacendados and illustrated merchants of the province of Caracas-Venezuela (1793-1810)" allow to account efforts of Agustín de la Torre to (...) insert, in Venezuelan society of 18th century, teaching , research, divulgation and application of modern physical sciences initiated in Europe, marking the beginning of development of eighteenth-century Venezuelan technical and scientific thought. It should be noted that historical study of Agustín de la Torre is a complicated due to scarce documentation and cultural complexity of eighteenth-century Venezuela. The contribution of study is to account for risk of loss of Science in Venezuela in XXI century, through historical reconstruction around of Agustín de la Torre and his countless and tireless efforts to develop the study and application of physics experimental in Venezuela. The scope of this research is framed in the need to show the importance in the preservation of scientific talent. Studying the efforts in eighteenth-century Venezuela allows this. The historical study around Agustín de la Torre gives an account of the origin in the studies of physics and the complex situation within the scientific and social context to develop Science in Venezuela. (shrink)

Durante uma competição que envolveu Lord Byron, Polidori e Percy Shelley, numa prova de quem seria capaz de criar a melhor história de horror, nasce o rascunho de o que conhecemos hoje como Frankenstein. Aprovado e exaltado pela crítica, o novo romance de horrores, que marca o início da segunda fase do gótico, é tido por Walter Scott como uma obra que investiga as condições e implicações do conhecimento e da imaginação humana. Não é novidade que o gênero gótico é (...) tido como uma marca e um local no qual temas marginalizados e silenciados podem ser tratados de forma aberta, os ideais deixados por grandes filósofos como, por exemplo, Bacon e Descartes passam a ser questionados e têm suas implicações levadas às últimas consequências. Frankenstein não foge dessa regra. O romance se distingue por conta da formação do arquétipo do cientista louco, do medo dos avanços científicos e a superação de limites através da artificialidade que são caracterizados, em última instância, no ato de "brincar" de Deus e tentar conferir vida a uma matéria morta. Dito isso, meu objetivo é explorar, em primeiro lugar, de que maneira este romance se posiciona perante os ideais filosóficos (especialmente científicos); em segundo lugar, como recusa tais ideais e, por fim, de que maneira se difere dos romances góticos que o antecedeu. (shrink)

The current technoscientific progress has led to a sectorization in the philosophy of science. Today the philosophy of science isn't is informal interested in studying old problems about the general characteristics of scientific practice. The interest of the philosopher of science is the study of concepts, problems and riddles of particular disciplines. Then, within this progress of philosophy of science, neuroscientific research stands out, because it invades issues traditionally addressed by the humanities, such as the nature of consciousness, action, knowledge, (...) normativity, etc. As a result, the new area of interdisciplinary study of neuroscience and philosophy arises: neurophilosophy. This emerging area applies neuroscientific concepts to traditional philosophical questions, limiting their responses to neuroscientific revelations about nervous systems. Neurophilosophy research focuses on problems related to the indirect nature of mind and brain, computational or representative analysis of brain process, relationships between psychological and neuroscientific research, adequate adaptations of physical and philosophical concepts in neuroscience and the place of cognitive functions. Now, the temporal representation of conscious experience and the types of the neural architecture to represent objects in time have aroused scientific interest. Under these interests, we focus on the studies on the temporary triadic structure of phenomenological consciousness in Dan Lloyd and Rick Grush. From Grush’s studies, the importance of Kantian ideas for cognitive neuroscience emerges, due to the active way in which Kant conceived space and time as forms of intuition, within which the mind interprets its experience. Under this perspective, the theoretical arguments of Dennett-Kinsbourne and Eagleman-Sejnowski represent winks in the direction of Kant-Husserl within the neuroscientific goal while considering that the contents provided by the mind included space, objects and perception of causal relationships. Then, theories of cognitive neuroscience are beginning to suggest that these elements are also, as Kant argued, interpretative elaborations provided by mind / brain, and not only content received from outside. In other words, current cognitive neuroscientific theories try to pass from its Humean phase to a Kantian phase. So, the challenge has been to explain that these elements are provided by the mind and the world itself, and how they have the content they have come from. These are lacking in current studies. Filling this gap helps to involve the analysis of the scientist’s experience in his theoretical attitude. In this sense, an investigation under the Kantian-Husserlian approach that involves pure intuitions a priori with the experience of the scientific and neuroscientific concepts represents a ground-breaking. At present, a neurophilosophical study about this does not exist. In this sense, one feasible proposal for research would be based on the application of neuroscientific results of Moser-Britt to philosophical problems of foundational notions in relativistic physics: space, time, space-time, field, etc., under the Kantian-Husserlian approach, which allows to demonstrate the multidisciplinary link between neurophilosophy and physics. This represents a ground-breaking area in current interests in scientific research, with a positive impact in the field of neuroscience, and contributing to the study of abstraction emphasizing the importance of Kant’s Copernican turn and Husserl’s phenomenological ideas in the construction of physical theories. -/- . (shrink)

Pretende-se apresentar de que forma a considerada boa poesia do século XVIII britânico pode ser vista com o mesmo objetivo das morais práticas, isto é, o de refinar e polir os indivíduos. Para isso, seguiremos os seguintes passos: i. reconstruir o contexto que produziu essa concepção: a distinção entre civilização e barbárie, bem como a dificuldade de unificar o modo escrito e o oral e a preocupação com a supressão do ócio; ii. sublinhar a relevância de Milton, Shakespeare e Spenser (...) para a poesia britânica setecentista; iii. apresentar os ideais a esse respeito que permeavam os textos de importantes filósofos. (shrink)

For Tarski talk about the truth in a language, and not generate contradictions, it requires doing it from a different language with greater expressive power: the metalanguage. So, a metalanguage is a language that is used to talk about another language. In scientific language this distinction is very important. In physics, the notion of symmetry is shown through the language used within physical theories. In this way, through algebraic language ─automorphism─ we shown the symmetry ─invariancia, order, equilibrium─ finding (within the (...) language of these theories) the use of the notion sometimes as a principle and sometimes as argument. The distinction in use of the notion of symmetry, on the part of physics, allows us to glimpse symmetry as a term of the metalanguage. Through a brief historical reconstruction ─from the Greeks to present time─ we show the notion of symmetry as a metalanguage term distinguishing the use ─principle and argument─ that physics makes of the concept. Keywords: symmetry, automorphism, principle, argument. (shrink)

Abstract -/- The indistinction between repose and uniform movement exposed in the principle of inertia marks one of the most famous dissertations: the discussion between Newton and Leibniz. Through their respective conceptions of space, both seek to solve the problem of indistinction. The relational space of Leibniz, supported by the principle of sufficient reason and the identity of indiscernibles leads to the kinematic solution of the problem of inertia. The objective of this paper is to show the contribution of Leibniz, (...) in terms of relations of order, by distinguishing between equality by identity and equality by equivalence. Under a philosophical approach we link identity, equivalence and equality as relations of order with the indiscernibility between different states of movement. We expose first the principle of sufficient reason and the identity of indiscernibles. Under Bernoulli's principle of indifference, we argue that we distinguish between equality in abstract and equality in concrete. As a third part, we present the relationship between the identity of the indiscernibles and the predicate of equality under logical analysis. Finally we present the conclusions. -/- . (shrink)

The notion of space is one of the most discussed within classical physics concepts. The works of Copernicus and Galileo, as well as Gassendi´s ideas led to Newton to regard it as substance. This conception of space, allows the notion of symmetry is present in an indirect or implied, within the laws of physics, formed through the notions of equivalence and balance. The aim of this study is to identify the symmetry, through such notions, under the study of indistinction between (...) the repose state and the state of uniform translational movement known as the law of inertia. The philosophical approach is framed in the link between these notions and the problem of indistinguishability between states of different movement. We will discuss first the conception of space Telesio and Gassendi that led Newton to his absolutist conception of space. The conception of space and its relationship with Newton symmetry is the second part of our work. As a third part present linking of the Newtonian space with notions of balance, symmetry and equivalence. Subsequently they give our conclusions. (shrink)

La noción de espacio representa una de las concepciones más discutidas dentro de la física clásica. Los trabajos de Copérnico y Galileo, así como las ideas de Gassendi, condujeron a Newton a considerarlo como sustancia. Esta concepción del espacio, permite que la noción de simetría se presente de una forma indirecta o implícita, dentro de las leyes de la física, a través de las nociones de equivalencia y equilibrio. El objetivo de este trabajo es la de identificar la simetría, a (...) través de dichas nociones, bajo el estudio de la indistinción entre el estado de reposo y el estado de movimiento de traslación uniforme conocido como ley de inercia. El enfoque filosófico está enmarcado en la vinculación entre estas nociones y el problema de la indiscernibilidad entre estados de movimiento diferentes. Expondremos primeramente, la concepción de espacio de Telesio y Gassendi que llevaron a Newton a su concepción absolutista del mismo. La concepción de espacio de Newton y su relación con la simetría es la segunda parte de nuestro trabajo. Como tercera parte presentamos la vinculación de dicho espacio newtoniano con las nociones de equilibrio, equivalencia y simetría. Posteriormente se dan nuestras conclusiones. (shrink)

O objetivo deste trabalho consiste em apresentar algumas mudanças promovidas por Hobbes entre Elementos da Lei e as edições inglesas de Leviatã e De Corpore no que diz respeito à sua teoria da linguagem. Sustenta-se que não é possível conceber uma unidade entre todas as obras supracitadas e que De Corpore contém a versão final da teoria da linguagem hobbesiana; e sugere-se que as alterações promovidas se devem, ao menos em parte, às críticas que Descartes promove nas respostas às Terceiras (...) Objeções e à adoção, a partir de 1651, da geometria, enquanto método, na teoria da linguagem. (shrink)

In both scientific and popular circles it is often said that we are in the midst of a sixth mass extinction. Although the urgency of our present environmental crises is not in doubt, such claims of a present mass extinction are highly controversial scientifically. Our aims are, first, to get to the bottom of this scientific debate by shedding philosophical light on the many conceptual and methodological challenges involved in answering this scientific question, and, second, to offer new philosophical perspectives (...) on what the value of asking this question has been — and whether that value persists today. We show that the conceptual challenges in defining ‘mass extinction’, uncertainties in past and present diversity assessments, and data incommensurabilities undermine a straightforward answer to the question of whether we are in, or entering, a sixth mass extinction today. More broadly we argue that an excessive focus on the mass extinction framing can be misleading for present conservation efforts and may lead us to miss out on the many other valuable insights that Earth’s deep time can offer in guiding our future. (shrink)

HOW TO CITE: Castillo, P. (2021). Cuida tu cerebro con deporte: avances neuroeducativos [Take care of your brain with sport: neuroeducational advances]. In J. M. Romero Rodríguez, M. P. Cáceres Reche, J. C. De la Cruz Campos & M. Ramos Navas-Parejo (Eds.), Investigación educativa ante los actuales retos migratorios (pp. 245-260). Dykinson. ____________________________________________________________________________________________________ _______________________________________________ CÓMO CITAR: Castillo, P. (2021). Cuida tu cerebro con deporte: avances neuroeducativos. En J. M. Romero Rodríguez, M. P. Cáceres Reche, J. C. De la Cruz (...) Campos y M. Ramos Navas-Parejo (Eds.), Investigación educativa ante los actuales retos migratorios (pp. 245-260). Dykinson. (shrink)

Conference proceedings. Paper presented at the 8th International Conference on Education (ICEDU 2022) held March 24-26, 2022 and organized by The International Institute of Knowledge Management (TIIKM) of Sri Lanka. HOW TO CITE: Castillo, P. (2022). Technophilia or technophobia for the XXI century education. In E. P. Sheehan & M, Köhler (Eds.), The Book of Abstracts 8th International Conference on Education (ICEDU 2022) (p. 91). The International Institute of Knowledge Management (TIIKM). ____________________________________________________________________________________________________ ______________________ Acta de congreso. Comunicación presentada al 8th (...) International Conference on Education (ICEDU 2022) celebrado del 24 al 26 de marzo de 2022 y organizado por The International Institute of Knowledge Management (TIIKM) de Sri Lanka. CÓMO CITAR: Castillo, P. (2022). Technophilia or technophobia for the XXI century education. En E. P. Sheehan y M, Köhler (Eds.), The Book of Abstracts 8th International Conference on Education (ICEDU 2022) (p. 91). The International Institute of Knowledge Management (TIIKM). (shrink)

Al interior de la filosofía de la técnica, el debate sobre la acción es recurrente y recientemente muestra discusiones polarizadas. En un extremo, se encuentran los defensores de una teoría estándar de la acción (TEAI), quienes sostienen que la acción interesante es únicamente humana, con base en las intenciones de los sujetos y, aplicada objetos técnicos, vinculada a su función. En el otro extremo, encontramos a quienes sostienen la posibilidad de que elementos no humanos también posean capacidad de transformación, más (...) próximos a lo que se denomina una “teoría de la agencia”. En un esfuerzo inicial para revisar la potencialidad de la TEAI para su abordaje en el campo de estudios de la técnica y la tecnología, revisitamos la noción de intencionalidad. Para ello, dividimos el trabajo en tres partes. En la primera parte, caracterizamos los rasgos básicos de la TEAI. En la segunda parte, desde los aportes de la filosofía de la mente, analizamos internamente la distinción entre intencionalidad original y derivada (Dennett). Finalmente, desde los aportes de la Teoría del Actor-red, revisamos externamente la acción intencional desde algunos desplazamientos propuestos por la ontología relacional, con nociones como actantes y ensamblajes (Latour). Consideramos que estas reflexiones contribuyen a repensar las transformaciones contemporáneas del mundo artificial. (shrink)

INTRODUCTION. Today's fervent scientific and technological development needs to be governed by human values. Pedagogical and transhumanist discourses respond jointly to this purpose, in the face of a society that is in danger of both the abuse of progress and the renunciation of it. However, among the challenges of transhumanism are the possibilities of changing the most genuine condition of humanity. The deepest longings and the most important achievements require a controversial act of discernment present in every corner of current (...) education. METHOD. A hermeneutic-reflexive methodology has been used to carry out an exploratory analysis of the main implications of transhumanism, as an intellectual and cultural movement, in 21st century education. RESULTS. In the light of what has been studied, three axes can be distinguished: time, capacity and freedom. We live under parameters of instantaneity, fluidity and accelerated performance, but we advocate slowness for human flourishing; we long for the consecration of intelligence, but we fear losing what makes us unique; we foresee the end of our limits, but we risk chaining our freedom. DISCUSSION. The resulting discussion revolves around the crisis of postmodernity and the deep scepticism that emerges about one of the ends of education: our own reason; the soul of democracy.__________________________________________________________________________________________ _______________________________________________________________________________________________INTRO DUCCIÓN. El ferviente desarrollo científico y tecnológico actual necesita ser gobernado por los valores humanos. Los discursos pedagógicos y transhumanistas responden conjuntamente a este propósito, ante una sociedad que peligra tanto del abuso del progreso como de la renuncia al mismo. Sin embargo, entre los desafíos del transhumanismo se encuentran las posibilidades de modificar la condición más genuina de la humanidad. Los anhelos más profundos y los logros más importantes requieren de un controvertido acto de discernimiento presente en cada esquina de la actualidad educativa. MÉTODO. Se ha utilizado una metodología hermenéutica-reflexiva para llevar a cabo un análisis exploratorio de las principales implicaciones del transhumanismo, como movimiento intelectual y cultural, en la educación del siglo XXI. RESULTADOS. A la luz de lo estudiado se distinguen tres ejes: tiempo, capacidad y libertad. Vivimos bajo parámetros de instantaneidad, fluidez y rendimiento acelerado, pero abogamos por la lentitud para el florecimiento humano; anhelamos la consagración de la inteligencia, pero tememos perder lo que nos hace singulares; auguramos el fin de nuestros límites, pero nos arriesgamos a encadenar nuestra libertad. DISCUSIÓN. La discusión resultante gira en torno a la crisis de la postmodernidad y al profundo escepticismo que emerge sobre uno de los fines de la educación: nuestra propia razón de ser; el alma de la democracia._________________________________________________________________________________________ ___________________________________________HOW TO CITE / CÓMO CITAR: Castillo, P. (2023). Desafíos del transhumanismo en la educación del siglo XXI: el alma de la democracia contra las cuerdas. Revista Complutense de Educación, 34(2), 347-356. (shrink)

What are and where are the ethical limits of neuroeducation? The article reflects on a necessary question for the evolution of cognitive processes through critical deliberation, the delimitation of boundaries and the estimation of progress. On the one hand, it argues that the experimental turn could call into question the ethical and humanistic goal of education; on the other hand, it argues that a systematic renunciation of neuroscientific advances would also mean abandoning the quest for human flourishing. The humanities alone (...) do not provide the biopsychosocial approach from which we must understand our self-realisation. Thus, the first of the limits that is the origin of all the others arises from a scientific-humanist dilemma. The new boundaries to be delimited are the neuroscientific implications in themselves and how these are translated into educational, if they were to be valid in this field. Here neuromyths play an important role. It is precisely neuroethics as an applied ethics or branch of bioethics that takes up these aspects through neuroeducational ethics and educational neuroethics. In its fundamental branch, this discipline opens up the debate on moral neuroeducation. But the possibility of reducing morality and all that we are to our neural bases leads to new limits. To overcome them, he highlights the potential of a sociocultural and biological symbiosis with the notions of 'neuroculture' and 'proactive epigenesis'. Finally, the essay deliberates on the more speculative boundaries between what we are and our possibilities for understanding it on the basis of transhumanism. ____________________________________________________________________________________________________ ______________________________________________________________________________________________¿Cuále s son y dónde están los límites éticos de la neuroeducación? El artículo reflexiona sobre una cuestión necesaria para el devenir de los procesos cognitivos mediante la deliberación crítica, la delimitación de fronteras y la estimación del progreso. Su hilo argumental proyecta, por un lado, que el giro experimental podría poner en entredicho el objetivo ético y humanista de la educación; por otro lado, que una renuncia sistemática a los avances de las neurociencias supondría, igualmente, abandonar la búsqueda del florecimiento humano. Las humanidades solo no brindan el enfoque biopsicosocial desde el que hemos de entender nuestra autorrealización. Por ende, el primero de los límites que es origen de todos los demás surge dada una disyuntiva científico-humanista. Los nuevos confines a delimitar subyacen de las implicaciones neurocientíficas en sí mismas y de cómo estas se trasladan a la praxis escolar, si es que tuviesen validez en este campo. Aquí los neuromitos juegan un papel importante. Precisamente, la neuroética como ética aplicada o rama de la bioética recoge estos aspectos mediante la ética neuroeducativa y la neuroética educativa. En su rama fundamental, dicha disciplina abre el debate sobre la neuroeducación moral. Pero la posibilidad de reducir lo moral y todo lo que somos a nuestras bases neurales deriva en nuevos límites. Para superarlos, destaca el potencial de una simbiosis sociocultural y biológica con las nociones de ‘neurocultura’ y de ‘epigénesis proactiva’. Finalmente, el ensayo delibera sobre los límites más especulativos entre lo que somos y nuestras posibilidades para entenderlo en base al transhumanismo._____________________________________________________________________________________ ____________________________________________________________________________________________________ _______HOW TO CITE / CÓMO CITAR: Castillo, P. (2023). Los límites éticos de la neuroeducación. Teoría de la Educación. Revista Interuniversitaria, 35(2), 191-208. (shrink)

This article reflects on whether today, there is a need for a ‘new’ educational ideal of rationality. To articulate that objective, a critical analysis is made of the pedagogical ideas underlying two conflicting trends: transhumanism and critical thinking. First, the distinctive identity of the transhumanist philosophical movement is examined in terms of its partial ascription to, and, given its attempts to overcome it, its renunciation of Humanism. In the face of the apparent promises and pitfalls that techno-science portends for pedagogical (...) discourse, a distrust of reason is imminent. Contrary to such an assumption, critical thinking, as the embodiment of rationality in Israel Scheffler’s conception, illuminates the inconsistencies of scientific imperialism that conceal the moral-rational aspects of teaching. In view of the above, the discussion focuses on the relationship between theory and practice, justification and commitment, fallibility and wisdom; in short, between the moral and the rational of any educational ideal to be proposed.___________________________________________________________________________________________ ____________________________________________________________________________________________________ ________________________________ -/- Questo articolo riflette sulla necessità di un “nuovo” ideale educativo di razionalità. Per articolare tale obiettivo, viene effettuata un’analisi critica delle idee pedagogiche alla base di due tendenze in conflitto: il transumanesimo e il pensiero critico. In primo luogo, si esamina l’identità distintiva del movimento filosofico transumanista in termini di parziale ascrizione e, visti i suoi tentativi di superamento, di rinuncia all’Umanesimo. Di fronte alle apparenti promesse e insidie che la tecno-scienza comporta per il discorso pedagogico, si profila una sfiducia nella ragione. Contrariamente a tale ipotesi, il pensiero critico, in quanto incarnazione della razionalità nella concezione di Israel Scheffler, illumina le incongruenze dell’imperialismo scientifico che nascondono gli aspetti morali-razionali dell’insegnamento. Alla luce di quanto detto, la discussione si concentra sul rapporto tra teoria e pratica, giustificazione e impegno, fallibilità e saggezza; in breve, tra morale e razionale di qualsiasi ideale educativo da proporre.___________________________________________________________________________________________ ____________________________________________________________________________________________________ ________________________________________________________________HOW TO CITE / CÓMO CITAR: Castillo, P. (2023). Does There Exist a Need for a ‘New’ Educational Ideal of Rationality? The Crossroads between Transhumanism and Israel Scheffler’s Conception of Critical Thinking. Encyclopaideia: Journal of Phenomenology and Education, 27(66), 49-61. (shrink)

Este volumen contiene los trabajos presentados en el I Simposio de Pensamiento Contemporáneo, celebrado en la Universidad Técnica Particular de Loja (UTPL) durante los días 23 y 24 de enero de 2019 y cuyo tema central fue las «Nuevas Tecnologías en la Educación» (SPC–NTE). Este Simposio tuvo como objetivo fomentar la interacción entre personas de diferentes formaciones e intereses en la discusión de problemas y soluciones relevantes para la educación en la era digital, a fin de intercambiar ideas sobre prácticas (...) e investigaciones que busquen comprender, mejorar y ampliar el uso de las nuevas tecnologías en los procesos de enseñanza–aprendizaje en los más diferentes contextos de enseñanza. 28 trabajos analizan abordan temáticas de especial interés para los futuros docentes, así como para quienes ya se desempeñan como tales en los diversos niveles educativos. Estos textos son instantáneas breves, ágiles y claras de las contribuciones teóricas o de experiencias pedagógicas que tratan sobre ambientes, softwares y hardwares para apoyar la enseñanza y aprendizaje; TIC en la educación universitaria; técnicas y estrategias lúdicas en educación; experiencias pedagógicas con las TIC y humanidades digitales en la educación. (shrink)

In Beyond the Anthropological Difference, Matthew Calarco aims both at exposing and interpreting the current theoretical situation regarding animals and at proposing a new way of conceiving human-animal relations, advancing what he calls an ‘ontology of indistinction’. Mimicking Jacques Derrida’s project of decentring philosophy, here Calarco aims at decentring ethics appealing to a serious consideration of the relations between beings as opposed to a search for a ‘primary locus of ethical consideration’ (41). -/- .

SUMARIO 1. ¿Cómo pensamos sobre el pensamiento educativo? Luces y sombras. 2. El sentir moral-racional. 3. Pensar para hacer, que no hacer sin comprender. 4. Bibliografía._______________________________________________________________________________________ _____________________________________________ HOW TO CITE: Castillo, P. (2024). El buen pensar, sentir y hacer. La formación moral-racional del profesorado en tiempos de rendimiento acelerado. En J. L. Fuentes, C. Fernández-Salinero, J. Ahedo Ruiz (Coords.), Avances sobre la pedagogía actual. Propuestas de educación cívica y educación del carácter (pp. 325-328). Dykinson.

Sumario 1. INTRODUCCIÓN 2. ¿DÓNDE ESTAMOS? LAS SEIS ÉPOCAS DE LA EVOLUCIÓN 3. TRANSHUMANISMO: ¿SUPERACIÓN DEL HUMANISMO? 4. TRANSHUMANISMO: ¿EXTENSIÓN DEL HUMANISMO? 5. ¿SINGULARIDAD EDUCATIVA? LA IDENTIDAD EN TIEMPOS TRANSHUMANOS 6. CONCLUSIONES ____________________________________________________________________________________________________ _____________________________________ HOW TO CITE: Castillo, P. (2023). ¿Singularidad educativa? Fronteras entre el transhumanismo y el florecimiento humano [Educational singularity? Frontiers between transhumanism and human flourishing]. In C. Naval, J. L. Fuentes, & L. D. Rojas (Coords.), Desarrollo de la identidad y el buen carácter en el siglo XXI (...) (pp. 93-103). Dykinson. ____________________________________________________________________________________________________ ___________________________________________________ CÓMO CITAR: Castillo, P. (2023). ¿Singularidad educativa? Fronteras entre el transhumanismo y el florecimiento humano. En C. Naval, J. L. Fuentes, & L. D. Rojas (Coords.), Desarrollo de la identidad y el buen carácter en el siglo XXI (pp. 93-103). Dykinson. -/- . (shrink)