La distinción entre acto y movimiento que enuncia Aristóteles en Metafísica IX 6, 1048b18–35, ha causado una gran polémica entre los intérpretes aristotélicos contemporáneos. En este artículo defendemos que la distinción no está en conflicto con el resto del libro IX, ni con el Corpus Aristotelicum en general. De hecho, aparece también en ética a Nicómaco X 4 y De Anima III 7. Además, sin esta distinción no sería posible entender la inmovilidad del primer motor defendida en Metafísica XII, puesto (...) que allí se afirma que este motor es vida y que su actividad es placer y pensamiento. -/- Palabras clave: acto, movimiento, pasaje, actividad, metafísica -/- The distinction between act and movement stated in Metaphysics IX 6, 1048b18–35, has been the subject of a major controversy among contemporary interpreters. In this article I defend that the distinction does not conflict with the rest of book IX, nor with the Corpus Aristotelicum in general. Indeed, the distinction also appears in Nicomachean Ethics X 4 and in De Anima III 7. Furthermore, without this distinction the immobility of the first mover defended in Metaphysics XII would be unintelligible, since Aristotle says that the first mover is life, and that his activity is pleasure and thinking. -/- Key words: act, movement, passage, activity, metaphysics. (shrink)

Ang kakayahan ng mga mag-aaral sa paggamit ng wikang Filipino ay nararapat lamang na malinang nang lubusan ng mga tagapagturong may sapat na kasanayan. Ang pag-aaral na ito ay gumamit ng pagsusuring palarawan, upang malinaw na makita ang saloobin ng mga mag-aaral sa paggamit ng Filipino sa paraan na pagpapahayag ng kanilang saloobin. Nilayon ng pag-aaral na ito na malaman ang saloobin ng mga mag-aaral hinggil sa paggamit ng Filipino sa mga piling asignatura ng GEC (General Education Subject) kabilang dito (...) ang GEC 5 (Purposive Communication), GEC 2 (Readings in Philippine History), GEC 1 (Understanding The Self) at GEM 14 (The Life and Works of Rizal). Sinusuri rin dito ang mga uri ng pag-uulat, mga sulatin at proyekto sa naging negatibong saloobin ng mga mag-aaral sa paggamit ng wikang Filipino. At bilang midyum sa mga piling asignatura, 33 o 27.50% ng mga mag-aaral ay may negatibong tugon samantalang (87 o 72.50%) karamihan ay nagsabi na kailangan, mahalaga, nakatutulong, madaling gamitin, at gamitin pa sa ibang asignatura. Ang mga respondent ay napatunayan na batid nila na ang paggamit ng Filipino ay isa sa mga wikang panturo sa mga piling asignatura sa antas tersarya at ang walang pagkakaibang saloobin ng mga mag-aaral sa paggamit ng Filipino ay nagpapakita ng kanilang positibong pagtanggap sa Filipino ay kinakailangan sa kanilang pagkatuto. Batay sa kinalabasan ng pag-aaral, ang mga mag-aaral ay kailangang mabigyan ng mga kaukulang gawain kaugnay sa wika upang mapahalagahan ang kanilang saloobin at lalong magamit ang wikang Filipino bilang unang wika sa paraang pasulat at pasalita. (shrink)

This study focused on determining the attitudes and academic performance of engineering students in Technological University of the Philippines-Manila. A total of 139 male engineering and 47 female engineering students were the respondents of the study. This only dwell on the attitude in learning English Language Vocabulary in terms of their behavioral aspects, cognitive aspects, and emotional aspects. This is a quantitative study utilized by descriptive and inferential method as the research design. Based on the findings, academic grades strongly correlate (...) with their attitude in learning English vocabulary which is a negative correlation coefficient in all its components with r value of -0.3695 in behavioral, -0.5261 in Cognitive, and -0.4332 in emotional aspect. Their P values is less than .00001 which is significant at p<0.05. Thus, the null hypothesis where there is no significant relationship between their ALEV and academic performance is rejected. The researcher recommends that teachers should enhance creativity in teaching vocabulary which inculcate the positive attitudes and motivation towards learning process. Teachers and parents should encourage the learners to read and watch educational related materials. (shrink)

Abstract: Folktale is universal. It is found in all parts of the world. One of the outstanding characteristics of folktale is the possession of trickster. Trickster has different name in the tales of different ethnic groups of the world. In Hausa, he is “ereke”, in Yoruba he is “ijapa”, in Ashanti (Ghana) he is “ananse”, in Trinidad, he is fox, in other parts of Europe, he is either rabbit, monkey or hare etc. A trickster is often something of a (...) rogue. He manages to extricate himself from intrigue and sometimes saves himself from dangerous situation by a display of mental ability. The trickster of the folktales of the Igbo people of Nigeria is tortoise ‘Mbe’. Tortoise is not an outstanding animal. In the case of gathering of animals, he would least be noticed. There are large, ferocious, and beautiful animals that would make the presence of tortoise unnoticed. But when it comes to folktales, tortoise is the smallest among the characters. He so much defeats other characters by his deceptions. His greatest weapon is lies. Most of Igbo folktales are moral tales. They teach moral, yet trickster plays prominent role in the tales of Igbo people. In other words trickster is used in the education of the young. The writer investigated to find reasons for such development through reading books and journals relating to the topic. She studied six Igbo folktales and also through oral interviews of some prominent Igbo people of ages ranging from 20-70 yrs of age. The writer found out amongst other things that Igbo world view on life is responsible to the use of tricksters in their education of the young. (shrink)

El filósofo inglés John Locke es más conocido por su Ensayo sobre el entendimiento humano y por sus escritos sobre la tole-rancia, esto es, por su aportación epistemológica, psicológica y política, que por su profundo interés en la religión cristia-na; empero, como muchos de sus contemporáneos Locke tuvo especial interés en el estudio de la religión. Justamente en este artículo hago una primera aproximación a esta cues-tión, es decir, al interés lockeano por la religión que plasmó rotundamente en su obra (...) The Reasonableness of Christianity. Sus estudios sobre la Biblia y sobre algunos de los dogmas cristianos, como el de la Trinidad, influyeron decisivamente en los movimientos heterodoxos de la época, sobre todo en el llamado deísmo del siglo XVII, cuyas ideas y posturas tras-cendieron al siglo XVIII con los librepensadores; ya en ese siglo el deísmo, que para entonces también era llamado mo-vimiento del librepensamiento, fue cuestionado y criticado por muchos filósofos y pensadores, dentro de los cuales des-taca el filósofo irlandés George Berkeley, quien vio en las ideas de esos grupos el germen de la decadencia de la socie-dad de su tiempo. Berkeley y su obra Alcifrón son abordados en la segunda parte del artículo, en donde se retoma la críti-ca berkeleyana al librepensamiento porque representa y ejemplifica, mediante la actitud crítica del irlandés, la in-fluencia de Locke en los movimientos deístas y librepensa-dores de épocas posteriores. (shrink)

Se hace presente la necesidad de una ontología relacional para la teología (Hemmerle, 1996, p. 26) y la fenomenología actual ayuda a dar piso a esa ontología en cuanto muestra el fondo de la existencia, de la realidad, de la forma de aquello que está en el origen como dato dado. La donación se convierte así en la nueva concepción del ser, no el ser como esse, sino como donación y relación, como llamado originario y como respuesta existencial, así se (...) puede pensar una ontología trinitaria cristiana pero también plenamente humana. (shrink)