La pedagogía Ignaciana, basada en los Ejercicios Espirituales de San Ignacio de Loyola, se adapta a los desafíos educativos contemporáneos. La educación virtual se constituye en el escenario idóneo para una educación mediada por la tecnología, el internet y las redes sociales. A partir de modelos y principios tecnoeducativos, el presente artículo plantea corolarios de los cinco momentos del Paradigma Pedagógico Ignaciano, como son el contexto, la experiencia, la reflexión, la acción y la evaluación; y los cinco (...) principios para una enseñanza eficaz, tales como el problema, la activación, la demostración, la aplicación y la integración. Estos corolarios, a manera de demostración, proponen puentes y conexiones para el diseño tecnopedagógico de la pedagogía Ignaciana evidenciados en la integración de las TIC en los entornos virtuales de aprendizaje. (shrink)

Las problemáticas originadas a raíz de la pandemia han incidido notablemente en la educación, especialmente en cuanto a la calidad y el acceso igualitario para los sectores más vulnerables. La investigación analizó las experiencias de escuelas radiofónicas en Ecuador y su potencial para garantizar el acceso a la educación en sectores que enfrentan limitaciones de conexión a internet en tiempos de pandemia. Se trata de una investigación cualitativa que recopila datos de entrevistas aplicadas a especialistas en el tema (...) y miembros de comunidades indígenas. Entre los resultados se destaca la relación significativa entre dificultades de acceso a la educación virtual y las condiciones históricas de injusticia. Se concluye que la alternativa radiofónica constituye una opción práctica para responder a las dificultades de acceso a la educación virtual; sin embargo, se reconoce que no es ni la única alternativa, ni la mejor puesto que implica subsanar superficialmente deficiencias del sistema. (shrink)

Los cambios tecnológicos ya habían impactado desde hace más de dos décadas en el aula de las universidades. Sin embargo, el crecimiento de las herramientas virtuales como soporte del proceso de enseñanza aprendizaje se acentuó a raíz de la pandemia provocada por el COVID 2019. Este paper muestra una revisión de la literatura sobre el impacto de las nuevas tecnologías en la enseñanza de grado desde una doble mirada. Se analizan los aportes y experiencias anteriores, focalizadas en las pruebas acreditativas (...) basadas en tecnología (computer based assessment), el impacto de las plataformas en la enseñanza de grado y los recursos audiovisuales mayormente utilizados. Asimismo, se efectúa una mirada de los conocimientos sobre tecnología que requiere un docente, partiendo de la construcción de Lee Shulman en los 80 y las adaptaciones de Mishra y Koehler mediante el modelo TPACK. El artículo finaliza con la propuesta de un modelo adaptado a la realidad de las universidades públicas sudamericanas . (shrink)

La educación en el periodo digital en el que vivimos está alcanzando retos nunca antes vistos, precedidos por fenómenos que involucran no solamente a unidades sociales tradicionales, sino también a las nuevas comunidades virtuales; innovar es difícil, es un reto, no obstante, hay que pensar en nuevos métodos de enseñanza que impacten a la actual generación de estudiantes, los mismos que llegan con nuevas necesidades y expectativas. La construcción del conocimiento desde el sujeto y el mundo virtual que (...) lo rodea, establece la base para el desarrollo de un nuevo modelo de enseñanza, donde el salón de clase es la representación particular de un nuevo ecosistema físico-cibernético compuesto por las tres grandes dimensiones que forman parte de esta nueva convergencia tecno-social (humano – información – maquina); permitiendo una interrelación entre el estudiante, la información, la máquina y el profesor; usando métodos Biocibernéticos de influencia, control y replica, mediante el vector masivo de impacto (i); además, el desarrollo de nuevas estrategias asistidas por la cibernética y la actualización del contenido académico acorde al nuevo ambiente de enseñanza. De ahí la importancia de este estudio, el cual nos lleva a la necesidad de un nuevo modelo transformador de instrucción académica, el cual no se base en un conglomerado de herramientas tecnológicas, más establezca un nuevo modelo educativo y transformador, basado en el “pensamiento colaborativo” y la ubicuidad de la información, estableciendo así la relación entre el sujeto y objeto de estudio, permitiéndonos de esta manera establecer el nuevo paradigma educativo Biocibernético en el periodo digital. (shrink)

Este artículo examina en profundidad el impacto de la digitalización en la sociedad contemporánea, centrándose específicamente en los ámbitos del trabajo y la educación. Se analizan las diversas perspectivas filosóficas sobre cómo la tecnología remota ha alterado significativamente las dinámicas laborales y educativas, desplazando gradualmente la necesidad de interacciones presenciales hacia un entorno virtual. Se destaca la obra de varios autores, como Marcuse, Heidegger y Baudrillard, que exploran los efectos de esta transformación en la experiencia humana y en (...) la esfera social en general. Por un lado, se discute cómo la digitalización ha llevado a una mayor eficiencia en la producción laboral, por otro come ha planteado preocupaciones sobre la alienación del individuo y la pérdida de la conexión emocional en las interacciones humanas. Se enfatiza la importancia del diálogo cara a cara y la colaboración en la preservación de la empatía y la autenticidad en un mundo cada vez más dominado por la tecnología. Además, se aborda el tema de la "nueva alienación" y la "mercantilización de la cultura" en el contexto de la sociedad digital, donde la persona se encuentra cada vez más alejada de su ser auténtico y se convierte en un mero consumidor de imágenes y representaciones digitales. Se exploran los riesgos y desafíos que surgen de esta transformación, así como las posibles estrategias para mitigar sus efectos negativos en la vida social y laboral. En resumen, este artículo proporciona una visión integral de cómo la digitalización está remodelando fundamentalmente nuestra forma de trabajar, aprender y relacionarnos, y plantea importantes cuestiones éticas y sociales que requieren una cuidadosa consideración en el desarrollo futuro de la tecnología y la sociedad. (shrink)

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

Este trabajo examina la educación pública chilena desde la perspectiva de la ontología social. En primer lugar, se exponen brevemente elementos de la teoría de la realidad social para dar sentido a la tesis que se defiende: la educación pública es institución para instituciones. En la segunda parte se muestra de qué forma la educación pública es una instancia preparatoria para navegar en la realidad social. Y lo es porque enseña a posponer deseos personales en aras del (...) servicio, tal como acontece en la Educación pública chilena: constituye la esencia de la racionalidad institucional. En la última parte del ensayo se examina una experiencia histórico-paradigmática de dicha educación, la del Instituto Nacional. La formación en dicho liceo de numerosos presidentes, ministros de Estado, además de profesionales, científicos y humanistas, confirma que la educación pública es institución para instituciones. (shrink)

La educación es siempre, por su misma naturaleza, transformadora. Transforma vidas, transforma realidades, transforma culturas y civilizaciones y todo ello a partir del hecho básico inicial de que dicha transformación comienza por ser la de sus propios actores: educadores y educandos. Es válida, en relación con ello, la afirmación del filósofo Gadamer (2000) acerca de que “educar es educarse”, pues en la educación “de lo que se trata –dice el autor, parafraseando a Hegel-- es de que el hombre (...) acceda él mismo a su morada”: acceder a la morada en el mundo es para la persona abrir el camino a ese espacio en el que se siente bien, donde es feliz. Desde esta perspectiva, el ejercicio de educarse es, para educadores y estudiantes en primer término pero con proyección a la sociedad entera, un ejercicio compartido de diálogo, involucramiento y enriquecimiento mutuo mediante el cual asumen el desafío de impulsar sus vidas hacia la plenitud personal, en armonía con la construcción de felicidad social. En tiempos en los que predominan formas de educación orientadas al éxito, a ser competitivo y poseer habilidades avanzadas para interactuar con las máquinas, o bien –en algunas perspectivas psicológicas-- solamente para adaptarse y no sufrir, según Gadamer (2000) “si lo que uno quiere es educarse y formarse, es de fuerzas humanas de lo que se trata y sólo si lo conseguimos sobreviviremos indemnes a la tecnología y al ser de la máquina” (p. 48) o, agregaríamos, a la ilusión de refugiarnos en islas de bienestar individual que nos aíslan de la comunidad y del entorno. Esas fuerzas humanas de las que habla el filósofo son las que pueden impulsar una educación basada en la capacidad de aprender a ser felices a lo largo de toda la vida. (shrink)

The goal of this article is to present a first list of ethical concerns that may arise from research and personal use of virtual reality (VR) and related technology, and to offer concrete recommendations for minimizing those risks. Many of the recommendations call for focused research initiatives. In the first part of the article, we discuss the relevant evidence from psychology that motivates our concerns. In Section “Plasticity in the Human Mind,” we cover some of the main results suggesting (...) that one’s environment can influence one’s psychological states, as well as recent work on inducing illusions of embodiment. Then, in Section “Illusions of Embodiment and Their Lasting Effect,” we go on to discuss recent evidence indicating that immersion in VR can have psychological effects that last after leaving the virtual environment. In the second part of the article, we turn to the risks and recommendations. We begin, in Section “The Research Ethics of VR,” with the research ethics of VR, covering six main topics: the limits of experimental environments, informed consent, clinical risks, dual-use, online research, and a general point about the limitations of a code of conduct for research. Then, in Section “Risks for Individuals and Society,” we turn to the risks of VR for the general public, covering four main topics: long-term immersion, neglect of the social and physical environment, risky content, and privacy. We offer concrete recommendations for each of these 10 topics, summarized in Table 1. (shrink)

The history of humankind is full of examples that indicate a constant desire to make human beings more moral. Nowadays, technological breakthroughs might have a significant impact on our moral character and abilities. This is the case of Virtual Reality (VR) technologies. The aim of this paper is to consider the ethical aspects of the use of VR in enhancing empathy. First, we will offer an introduction to VR, explaining its fundamental features, devices and concepts. Then, we will approach (...) the characterization of VR as an “empathy machine,” showing why this medium has aroused so much interest and why, nevertheless, we do not believe it is the ideal way to enhance empathy. As an alternative, we will consider fostering empathy-related abilities through virtual embodiment in avatars. In the conclusion, however, we will, we will examine some of the serious concerns related to the ethical relevance of empathy and will defend the philosophical case for a reason-guided empathy, also suggesting specific guidelines for possible future developments of empathy enhancement projects through VR embodied experiences. (shrink)

There is widespread consensus that present patterns of consumption could lead to the permanent impossibility of maintaining those patterns and, perhaps, the existence of the human race. While many patterns of consumption qualify as ‘sustainable’ there is one in particular that deserves greater attention: virtual consumption. We argue that virtual consumption — the experience of authentic consumptive experiences replicated by alternative means — has the potential to reduce the deleterious consequences of real consumption by redirecting some consumptive behavior (...) from shifting material states to shifting information states. (shrink)

In a recent study by Cai et al. about water shortages in Beijing-Tianjin-Hebei urban areas, virtual water has become the central concept of the groundwater security strategy by suggesting increasing imports of water-intensive agricultural products instead of utilizing the depleted groundwater resources for production. However, despite reviewing the content, we could not see how the authors discussed the households’ economic and financial issues from both production and consumption perspectives.

The debate between instrumentalist and technological determinist positions on the nature of technology characterised the early history of the philosophy of technology. In recent years however technological determinism has ceased to be viewed as a credible philosophical position within the field. This paper uses Merleau-Ponty’s phenomenology to reconsider the technological determinist outlook in phenomenological terms as an experiential response to the encounter with the phenomenon of modern technology. Recasting the instrumentalist-determinist debate in a phenomenological manner enables one to reconcile the (...) apparent dualism of the instrumentalist and determinist positions through Merleau-Ponty’s ontology of the flesh. This ontology has recently been used to ground accounts of virtual embodiment. We argue that in addition to explaining away the classical form of technological determinism, it can also phenomenologically ground a novel understanding of technological determinism. Namely, a technological determinism of virtual embodiment. (shrink)

Es posible abordar el tema de la relación entre la educación y los valores, desde múltiples horizontes, desde una perspectiva pedagógica, psicológica, histórica, sociológica e incluso antropológica. En este trabajo se aborda la cuestión desde una dimensión más general, filosófica, o axiológica. Para ello se arranca reflexionan sobre la relación entre vida y valores, para luego pasar al análisis del vínculo entre educación y valores. Finalmente se comparten algunas experiencias cubanas en el trabajo de formación de valores mediante (...) la educación. (shrink)

Se realiza un análisis de las identidades desde una perspectiva axiológica y se valora el papel de la educación en el fomento preservación de las identidades. La educación constituye el mecanismo fundamental para la conformación de una identidad propia, proceso que conduce no sólo al autorreconocimiento del individuo como personalidad única e irrepetible, sino también al sentimiento de pertenencia a grupos humanos que van desde los más particulares hasta los más universales. Las identidades presuponen la asunción colectiva de (...) valores comunes y el sentimiento de pertenencia a una comunidad y, por lo tanto, una actitud subjetiva compartida. (shrink)

El presente artículo es un extracto de la Tesis Doctoral leída en la Facultad de Filosofía de la Universidad de Oviedo el 16 de abril de 2010 titulada Educación para la Libertad en el pensamiento de John Stuart Mill. Este artículo recoge de forma resumida, a lo largo de sus páginas, los aspectos más destacables de dicha Tesis Doctoral. Se subraya el aspecto de la educación como elemento fundamental en el pensamiento del filósofo inglés John Stuart Mill, en (...) el sentido de mostrar la educación como aquello que permite sacar al exterior las capacidades, talentos, destrezas que la persona posee. Al mismo tiempo es la educación, en el marco de la cultura, la que afina y refina a la persona, ayudándola a construirse como una persona que se incorpore a la ciudadanía con derechos y deberes y que ejerza esa ciudadanía responsablemente en aras del bien común. La educación hace al ser humano más libre, y la libertad es la esencia de la persona en el pensamiento de Stuart Mill. (shrink)

Es posible abordar un tema como el que anuncia el título de este trabajo -la relación entre la educación у los valores- desde múltiples horizontes. Podemos tratar el asunto desde una perspectiva pedagógica, psicológica, histórica, sociológica, incluso, antropológica. En este trabajo se enfrenta la cuestión desde una dimensión más general, filosófica о axiológica, si tenemos en cuenta aquella rama de la filosofía que estudia de manera especial el tema de los valores. Para ello se parte de un acercamiento filosófico-axiológico (...) a los dos conceptos básicos del trabajo: la educación y los valores. (shrink)

Olfactory Virtual Reality (OVR) for Wellbeing and Reduction of Stress, Anxiety and Pain - Journal of Medical Research and Health Sciences.

This paper draws on the notion of the ‘project,’ as developed in the existential philosophy of Heidegger and Sartre, to articulate an understanding of the existential structure of engagement with virtual worlds. By this philosophical understanding, the individual’s orientation towards a project structures a mechanism of self-determination, meaning that the project is understood essentially as the project to make oneself into a certain kind of being. Drawing on existing research from an existential-philosophical perspective on subjectivity in digital game environments, (...) the notion of a ‘virtual subjectivity’ is proposed to refer to the subjective sense of being-in-the-virtual-world. The paper proposes an understanding of virtual subjectivity as standing in a nested relation to the individual’s subjectivity in the actual world, and argues that it is this relation that allows virtual world experience to gain significance in the light of the individual’s projectual existence. The arguments advanced in this paper pave the way for a comprehensive understanding of the transformative, self-transformative, and therapeutic possibilities and advantages afforded by virtual worlds. (shrink)

According to David Chalmers, the virtual entities found in Virtual Reality (VR) and Augmented Reality (AR) environments instantiate virtual properties of a specific kind. It has recently been objected that such a view (i) can’t extend to all types of properties; (ii) leads to a proliferation of property-types; (iii) implausibly ascribes massive errors to VR and AR users; and (iv) faces an analogue of Jackson’s “many-property problem”. My first objective here is to show that advocates of (...) class='Hi'>virtual properties can deal with each of these objections. The other goal of this paper is to examine the consequences of Chalmers’ theory in the particular case of AR. If we countenance virtual properties, AR highlights that non-virtual objects can possess both non-virtual and virtual properties. With AR, it also appears that a same non-virtual object can have different and even incompatible properties across augmented environments. Lastly, considering properties in light of AR highlights the risk of an “augmented solipsism”, and calls forth interesting questions about the persistence conditions of non-virtual objects in AR environments. (shrink)

Erick J. Ramirez, Miles Elliott and Per‑Erik Milam (2021) have recently claimed that using Virtual Reality (VR) as an educational nudge to promote empathy is unethical. These authors argue that the influence exerted on the participant through virtual simulation is based on the deception of making them believe that they are someone else when this is impossible. This makes the use of VR for empathy enhancement a manipulative strategy in itself. In this article, we show that Ramirez et (...) al.’s ethical rejection of empathy enhancement through VR is based on confusion. First, we show that this misunderstanding stems from the conception of empathy-enhancing simulations solely as failed attempts at “being someone else,” along with ignoring the crucial difference between the psychological perspective-taking processes of imagine-other and imagine-self. Then, having overcome that misconception, we argue that the ethical misgivings about the use of VR to promote empathy should disappear and that these projects have greater potential for behavioural change than purely sympathy-focused interventions. (shrink)

Throughout history, education has always been essential for humanity's justice and fundamental for the creation of a free and satisfying society with the dissemination of knowledge. Hence, in addition to the life occurrences educating people, traditional higher education methods have played an important role for a long period. However, the age of technology has changed the educational system along with the people's lifestyles to meet the continuously changing conditions. During the past twenty years, the Information and Communication Technologies (ICTs) led (...) to the emergence of e-learning non-traditional educational methods bringing about an innovative dimension of virtual learning. With its beneficial features provided by the Internet and various technologies, this method passes the control of time and location from the tutors to the students during the learning process. Despite the entrance of online education into the students' life many years ago, the Covid-19 outbreak initiated in 2020 turned this method into the only possible way of education for almost two years. Afterward, plenty of studies investigated its effects on students' social and academic life, mostly considering its negative impacts on their mental health and motivation due to interaction issues. They also pointed out the specific problems of tactile learner students in the lack of face-to-face design courses. As an innovative solution able to be adopted, game technologies, increasing immersion of the learner in a real-world skill, and triggering motivation are one of the best methods integrated into educational systems. Known as serious games, these games, adopted by almost any domain, convey educational content along with entertainment, increasing interaction. They train or enhance a certain skill or topic to the player by immersing them. While serious games are more expanded nowadays, they are still not being played by the mass public due to people's immersiveness expectations of a game. Hence, the Head-Mounted Displays (HMDs), with their emergence, increased the players' engagement and immersion with all types of virtual environments in digital games. This technology, however, evolved serious games area most, among others, by enabling the opportunity to provide a riskless and low-cost learning environment for real-world skills. In the process of suggesting serious games as a replacement for the traditional educational methods, the most important factor is being aware of their effectiveness for education. Generally, digital games, one of the world's biggest and fastest-growing industries, rely heavily on the virtual landscape, a major part of its development process. Its design demands remarkable effort, and it directly affects the whole game's characteristics. Hence, serious games, as a type of digital game, carry the same attributes. With the appearance of virtual reality technology, gaming started to gain more immersiveness and engagement with artificial elements and environments. Although virtual landscapes were always being developed since the emergence of digital games, the studies taking virtual landscapes into account are mostly using them as a tool for enhancing real spaces, not as a domain for the sake of its development. While other design domains are applying various design methodologies, it is challenging to find a standard design methodology for the design and production of virtual landscapes in the gaming industry, leading to inconsistent and low-quality results. Hence, it comes to the question of what is the virtual landscapes' role in serious games and their effect on the data comprehension rate. Since the literature lacks regarding the gradual change of the virtual landscape in serious games and the content they transmit, this thesis aims to figure out the gradual chronological evolution of the virtual landscapes in serious games. It also aims to seek how this change and the virtual reality technology invention have affected the contents transmitted by digital games and its influence on the player interaction and learning rate. To do so, in the process of this thesis, we developed, tested, and evaluated various serious games, both text-based and with 360° photos. The steps taken revealed the reluctance of the players to follow the providing educational content and their inadequacy of interaction. Hence, the thesis seeks the reasons ending to this result and the ways of increasing this learning rate. Afterward, the thesis uses a currently available but not massively used digital game classification methodology. This methodology, which is based on the principles of architecture, landscape architecture, and urban planning, classifies the games based on their constituting virtual landscapes. Hence, the thesis considers all Steam games, one of the biggest video game digital distribution services, filtered with the 'education' tag, ending in 2531 digital games. Afterward, adding the 'game' tag the result reduced to 1102 games. Finally, with some manual filterings ignoring the irrelevant content, the final number decreased to 702. Sorting chronologically, we made an Excel database including the games' introductory information, the content they transmit, their release date, if they support HMD or not, and whether they are simulation games or not. Due to Steam's dating spectrum, our database includes games dating back from 1992 to 2020. Afterward, we classified all of these games using the virtual landscape classification methodology and generated their related codes based on their player scale, story, dimension, space shape, and interaction level. Investigating the results, they revealed some growth patterns relating to the content educated in the game, the VR technology, and the virtual landscape evolution. Adding the user reviews of Steam, we reverse engineered five of the best serious games on the database due to the digital game design methodology. This methodology divides the games' virtual environment into five layers, namely, player activity map (PAM), story layer, natural environment layer, virtual environment layer, and media layer. Reverse engineering the five best digital games ever, based on the IGN database, enabled us to compare the outcomes. Due to released data, we understand how the games' assets are distributed within the various layers of the virtual environment in the most successful games. Finally, the thesis aims to provide a framework based on these results for developing serious games to increase player interaction and enhance the learning rate. However, these results can be expanded to any virtual landscape other than only serious games' for their interaction enhancement. Currently, the landscape architecture domain only adopts the virtual landscape area as a tool for enhancing design in the real world. However, in the near future, landscape architects will perform in the virtual landscape area as a domain to be enhanced. Hence, that day, the results of this study will play an important role and will be a roadmap for generating highly interactive virtual landscapes. (shrink)

This essay offers some thoughts on the editors' (Annette w. Balkema and Henk Slager) project "Exploding Aesthetics" with the goal of extending aesthetics based on a specific type of artistic output. Both artists--Orlan and Morimura--have already expanded the normal parameters of artistic inquiry and the resulting critical discourse. As an aesthetician, I merely offer some elaboration and philosophical backdrop to their creative enterprise. They constitute the paradigm of the avant-garde artist extraordinaire leading us into the uncharted realm of cyberspace and (...) offering us a provocative glimpse of virtual beauty in which artistic insight complements philosophical inquiry. Motivated by their creativity, this essay explores contrasting definitions of real and virtual beauty as well as suggest some reasons why these definitions may prove useful in stimulating discussions about art and the philosophy of art. (shrink)

Marriage is one of the most important topics in the education field since life in this world is structured by interaction among families and between families and other social institutions. Dissatisfaction and unsustainability of marriage have led the urgency of premarital education in various countries. The problem is that the spread of virtual reality has made marriage itself to become more complex and experience reinterpretation and reconfiguration, moreover with the emergence of new kind of marriage in the digital era, (...) i.e. virtual marriage. Everybody who has observed, known, or even tried, certainly asks the question, “Could (or: should) I accept virtual marriage?” . This study was aimed to investigate the role of tolerance of ambiguity and illusion of intimacy in online dating in predicting the acceptance of virtual marriage. There were 420 adolescents and young adults (212 males, 208 females; Mage=21.10 years old, SDage=1.459 years; 338 students, 82 employees or entrepreneurs) in the Greater Jakarta, Indonesia, participated in this study. It was found that the acceptance was not predicted by the ambiguity tolerance, but by the illusion of intimacy in online dating. The psychometric issues, substantive discussion, and recommendation are presented at the end of this article. The trend of virtual marriage should not be allowed to roll away, by autopilot, without loaded by strategies in designing an online game as one of the pivotal educational technologies that needs to shape appropriate character and attitude for it. (shrink)

Los propósitos de este artículo son dos: en primer lugar, presentar los rasgos característicos tanto de la filosofía de la educación como de la estética de Dewey y su íntima vinculación; en segundo lugar, señalar la relevancia que la influencia de Albert C. Barnes tiene para el desarrollo de las concepciones de arte y de educación del autor de Art as Experience. Para mostrar la influencia de Barnes en Dewey, tópico pasado por alto por la literatura secundaria o (...) solo tratado superficialmente, utilizamos diversos elementos, especialmente la reseña que Dewey escribe sobre el libro de Barnes, The Art in Painting (1925), titulada “Art in Education - Education in Art” (1926) y que traducimos en este número de la revista. (shrink)

I discuss how virtual reality can be used to acquire self-knowledge. Lawlor (Philos Phenomenol Res 79(1):47–75, 2009) and Cassam (Vices of the mind: from the intellectual to the political. OUP, Oxford, 2014) develop inferential accounts of self-knowledge in which one can use imagination to acquire self-knowledge. This is done by actively prompting imaginary scenarios and observing one’s reactions to those scenarios. These reactions are then used as the inferential basis for acquiring self-knowledge. I suggest that the imaginary scenarios can (...) be in principle replaced with scenarios in virtual reality in a way that still provides an inferential basis for self-knowledge. Instead of internal prompting in imagination, I call this external prompting in virtual reality. I discuss the advantages and disadvantages of external prompting. On one hand, external prompting avoids some of the common biases that can intervene with internal prompting in imagination. On the other hand, external prompting comes with some challenges of its own. External prompting might be more time-consuming and might be open to a game-like approach of the agent leading to a different sort of distortion that gets in the way of self-knowledge. I suggest that these are practical challenges, but nevertheless, external prompting seems worthwhile for self-knowledge that is otherwise especially difficult to acquire. (shrink)

Education moves in the space of distance between those who are coming into the world and the world that they arrive. Since Modern Age, this distance formed by the opposing subject and object, has tended to be an impassable abyss. In this way, the world unfolds in two: the world whose image under investigation in the field of Education is the blackboard, and the world of everyday life. In front of the blackboard the student is installed, constituted as a subject, (...) which should curtail the reality until it fits with the security and accuracy of mathematical world-object-blackboard. The world of ordinary life is there and education does not know what to deal with it, and have it for non-existent. The reality held by non-existent prevents people’s existential integration. But there’s another kind of Educations that integrates and includes subjective and objective world and needs the courage to accept and even demand the new perspectives of those who are coming to build a more complete and always risky world. (shrink)

La filosofía de la educación ocupa un lugar paradójico en el campo de los saberes. Diversas producciones teóricas - de filósofos y pedagogos - convergen en señalar este carácter problemático. Siendo un área temática propia de la filosofía, resulta un espacio en general poco disputado entre los filósofos, como si la educación no estuviera entre las grandes preocupaciones filosóficas de nuestro tiempo. Por el contrario, suelen ser pedagogos quienes llevan a cabo investigaciones y publicaciones en el área y, (...) más aún, quienes ofrecen la disciplina en universidades e institutos de formación. Por lo menos en la inmensa mayoría de las universidades de América Latina, filosofía de la educación, como disciplina, ya no pertenece a los Departamentos o Facultades de Filosofía sino a los de Ciencias de la Educación o Pedagogía. En filosofía de la educación, el “de” ha pasado de indicar materia y tema, aplicación de la filosofía, a señalar pertenencia a la educación. En los Congresos de Filosofía no suele siquiera conformarse un área de la materia. Con reticencias, algunas veces los filósofos admiten discutir cuestiones de didáctica de la filosofía. (shrink)

This chapter addresses the growing problem of unwanted sexual interactions in virtual environments. It reviews the available evidence regarding the prevalence and severity of this problem. It then argues that due to the potential harms of such interactions, as well as their nonconsensual nature, there is a good prima facie argument for viewing them as serious moral wrongs. Does this prima facie argument hold up to scrutiny? After considering three major objections – the ‘it’s not real’ objection; the ‘it’s (...) just a game’ objection; and the ‘unrestricted consent’ objection – this chapter argues that it does. The chapter closes by reviewing some of the policy options available to us in addressing the problem of virtual sexual assault. (shrink)

It is commonly assumed that a virtual life would be less meaningful (perhaps even meaningless). As virtual reality technologies develop and become more integrated into our everyday lives, this poses a challenge for those that care about meaning in life. In this chapter, it is argued that the common assumption about meaninglessness and virtuality is mistaken. After clarifying the distinction between two different visions of virtual reality, four arguments are presented for thinking that meaning is possible in (...) virtual reality. Following this, four objections are discussed and rebutted. The chapter concludes that we can be cautiously optimistic about the possibility of meaning in virtual worlds. (shrink)

This is a copy of the presentation given at the "Workshop on Agency and Distributed Cognition" at Macquarie University, March 2012. What is noteworthy about this piece of work is that (i) it is a very early foray into the pedagogy, ontology, and epistemology of virtual worlds (it's 2012, way before David Chalmers' book "Reality+" in 2022); and (ii) it was my first foray into "social epistemology" beyond the standard "S knows that p" epistemology, drawing on Vygotskian collaborative approaches (...) to learning and teaching, moving beyond analytic philosophy into educational research. Finally, (iii) there's a hyperlink to the actual virtual world in Unity3D created by a cross-disciplinary team of researchers from Sydney University and Macquarie University for the purposes of teaching scientific inquiry. (shrink)

This paper reports on an ongoing ARC Discovery Project that is conducting design research into learning in collaborative virtual worlds (CVW).The paper will describe three design components of the project: (a) pedagogical design, (b)technical and graphics design, and (c) learning research design. The perspectives of each design team will be discussed and how the three teams worked together to produce the CVW. The development of productive failure learning activities for the CVW will be discussed and there will be an (...) interactive demonstration of the project's CVW. (shrink)

RESUMO: As novas tecnologias revolucionaram tanto as relações humanas quanto as formas de exploração. Com o uso massivo e a dependência das redes sociais, muitas pessoas descobriram fontes de ganhos fnanceiros a partir da exposição da imagem, seja da sua ou de outrem. Nesse cenário, a intimidade de centenas de crianças é exposta por seus pais ou responsáveis em troca de audiência, fama e recursos fnanceiros. Partindo dessa problemática, o presente artigo investiga os impactos do trabalho infantil mediante a exploração (...) da imagem e da intimidade da criança nas plataformas digitais. Por se tratar de uma nova modalidade de produção abundante de artistas mirins, suas consequências têm impactado a atual geração, sobretudo na saúde biopsicossocial. -/- PALAVRAS-CHAVE: Trabalho Infantil. Exposição Virtual. Exploração da Imagem. Redes Sociais. -/- ABSTRACT: New technologies have revolutionized both human relationships and forms of exploitation. With the massive use and dependence on social networks, many people have discovered sources of fnancial gain from the exposure of the image, whether theirs or someone else’s. In this scenario, the intimacy of hundreds of children is exposed by their parents or guardians in exchange for audience, fame and fnancial gain. Based on this problem, this article investigates the impacts of child labor through the exploitation of the image and intimacy of the child on digital platforms. As it is a new modality of abundant production of child artists, its consequences have impacted the current generation, especially in biopsychosocial health. -/- KEYWORDS: Child Labor. Virtual Exposure. Image Exploitation. Social networks. (shrink)

What is the status of a cat in a virtual reality environment? Is it a real object? Or part of a fiction? Virtual realism, as defended by D. J. Chalmers, takes it to be a virtual object that really exists, that has properties and is involved in real events. His preferred specification of virtual realism identifies the cat with a digital object. The project of this paper is to use a comparison between virtual reality environments (...) and scientific computer simulations to critically engage with Chalmers’s position. I first argue that, if it is sound, his virtual realism should also be applied to objects that figure in scientific computer simulations, e.g. to simulated galaxies. This leads to a slippery slope because it implies an unreasonable proliferation of digital objects. A philosophical analysis of scientific computer simulations suggests an alternative picture: The cat and the galaxies are parts of fictional models for which the computer provides model descriptions. This result motivates a deeper analysis of the way in which Chalmers builds up his realism. I argue that he buys realism too cheap. For instance, he does not really specify what virtual objects are supposed to be. As a result, rhetoric aside, his virtual realism isn’t far from a sort of fictionalism. (shrink)

Daniel O’Shiel recently identified four categories of virtuality, which he terms “real virtualities”, that are perpetually present in human perception. These virtual horizons (Self, World, Others, and Values) continuously structure our experience without themselves being directly experienced. This essay argues that O’Shiel’s four categories of the virtual correspond strongly to the concept of the Fourfold found in the writings of the later Heidegger, and that Heidegger’s Fourfold can be fruitfully understood as a phenomenological framework of the virtual.

This paper aims to show that Lessing develops in his aesthetics a pre-Kantian philosophy of consciousness. The concept of virtuality that the german writer puts forward in his essay Laocoon implies an interweaving of temporal dimensions similar to the threefold temporal synthesis described by Kant in the transcendental deduction of the Critique of Pure Reason. But whereas Kant thematizes an a priori of consciousness, Lessing is in search of an a priori of plastic art. It will be seen that perfect (...) sculpture presupposes the choice of that moment in time which can open the imagination to the past and the future in a way that enriches the present by transforming it into a "pregnant moment". The final aim of the article is to trace the genesis of the concept of simultaneity of temporal dimensions presupposed by the idea of the pregnant moment, and its implications for the idea of the temporality of consciousness. (shrink)

Background: As part of a consistent effort to examine and provide integrative medical approaches to the therapeutic offering for psychophysical health, this study investigates the utilization of Olfactory Virtual Reality (OVR) in an inpatient psychiatry unit, more specifically in the Shepardson 3 Inpatient Psychiatry Unit at the University of Vermont Medical Center, in Burlington, VT, USA. Objectives: The purpose of this protocol is to explore the therapeutic value of olfactory virtual reality (OVR) in the above described population, and (...) to collect statistically significant data to determine the feasibility of potential future OVR studies. Method: Direct subject observation and monitoring in the context of Olfactory Virtual Reality (OVR) sessions and Qualitative data collection via the administration of subject surveys, subdivided in: a) Pre-OVR experience, b) Immediate post-OVR experience, and c) 1-to-3-hour post-OVR experience questionnaires. Results: The research yielded positive outcomes in all areas investigated, despite challenges related to the utilization of the device itself, issues in individual olfactory threshold, and COVID-19 restrictions and limitations. Conclusion: The outcome of this study indicates that the utilization of olfactory virtual reality technologies is a safe and effective integrative approach to target several aspects of psychological and physical health such as anxiety, stress, and pain, in combination with the psychotherapeutic and pharmacological standards of care in inpatient psychiatry. (shrink)

Con el presente libro se da razón del resultado investigativo y colaborativo que se realizó entre dos universidades chilenas, la Universidad Finis Terrae y la Universidad Alberto Hurtado, con cuatro universidades colombianas: la Universidad de La Salle (sede Bogotá), la Universidad Católica de Oriente, la Universidad Mariana de Pasto y la Universidad Católica de Pereira, en torno a la reflexión pedagógica y disciplinar que atañe a la educación religiosa escolar en ambos países. Esas disertaciones posibilitaron avanzar en la investigación (...) y hoy se reúnen en este texto, Intuiciones para el cultivo de la inteligencia espiritual en la Educación Religiosa Escolar desde la perspectiva de la libertad religiosa y de cultos. (shrink)

Can trust evolve on the Internet between virtual strangers? Recently, Pettit answered this question in the negative. Focusing on trust in the sense of ‘dynamic, interactive, and trusting’ reliance on other people, he distinguishes between two forms of trust: primary trust rests on the belief that the other is trustworthy, while the more subtle secondary kind of trust is premised on the belief that the other cherishes one’s esteem, and will, therefore, reply to an act of trust in kind (...) (‘trust-responsiveness’). Based on this theory Pettit argues that trust between virtual strangers is impossible: they lack all evidence about one another, which prevents the imputation of trustworthiness and renders the reliance on trust-responsiveness ridiculous. I argue that this argument is flawed, both empirically and theoretically. In several virtual communities amazing acts of trust between pure virtuals have been observed. I propose that these can be explained as follows. On the one hand, social cues, reputation, reliance on third parties, and participation in (quasi-) institutions allow imputing trustworthiness to varying degrees. On the other, precisely trust-responsiveness is also relied upon, as a necessary supplement to primary trust. In virtual markets, esteem as a fair trader is coveted while it contributes to building up one’s reputation. In task groups, a hyperactive style of action may be adopted which amounts to assuming (not: inferring) trust. Trustors expect that their virtual co-workers will reply in kind while such an approach is to be considered the most appropriate in cyberspace. In non-task groups, finally, members often display intimacies while they are confident someone else ‘out there’ will return them. This is facilitated by the one-to-many, asynchronous mode of communication within mailing lists. (shrink)

¿Podemos habituarnos a un mundo más sostenible? Más vale que digamos que sí. En septiembre de 2015, Naciones Unidas adoptó los 17 Objetivos de Desarrollo Sostenible (ODS). Esta Agenda 2030 es la respuesta del concierto mundial frente a desafíos como la pobreza, la desigualdad social, el hambre, la corrupción y el cambio climático. Los gobiernos de los 193 miembros de la ONU se comprometieron con esta hoja de ruta por un mundo más vivible. Pero ¿cuál es el papel de las (...) personas corrientes y molientes? Esta obra apunta a integrar los ODS en el ejercicio cotidiano de la ciudadanía. El futuro es sostenible no solo por el compromiso gubernamental, sino también individual de cada ciudadano. En estos 15 capítulos, profesores e investigadores de universidades de España, de México, de Colombia y de Venezuela exploran la tríada ambiental, social y económica que define el desarrollo sostenible. De allí que la educación ética y filosófica ha de transitar, a nuestro juicio, por el diálogo, la ecoética, la ecosofía indígena, la igualdad de género, el pensamiento crítico, la educación en y para la paz, la educación emocional, la compasión, la agencia epistémica, la inclusión, el cuidado de la salud mental, la fraternidad en las redes sociales, la moda sostenible, el consumo sostenible en consonancia con la educación ambiental y la verdad frente a la desinformación. La sostenibilidad no es un logro instantáneo, sino un proceso continuo que se entrelaza con hábitos y prácticas sostenibles. El êthos, o hábito (héxis) sostenido que se convierte en praxis, es el hilo conductor de estas reflexiones éticas y filosóficas sobre 15 hábitos, vinculados directa o transversalmente con los 17 ODS, que se han identificado como un nuevo mapa -este más ciudadano- para conseguir no un futuro, sino un presente más sostenible. (shrink)

Nuestro frenesí de comunicación e información hace que las cosas des- aparezcan y devengan en no-cosas, también llamadas informaciones (Han, 2021: 10). El marco ontológico presente es resultado de un desplazamiento que va del ocaso de las cosas al consumo rápido y frenético de no-cosas. En este entorno intangible el ser humano ya no maneja ninguna cosa. Las no cosas son aquellas cosas puramente intangibles, que no pueden aprehenderse con las manos. Lo único que le queda de las manos al (...) ser humano que habita este entorno son las yemas de los dedos con las que presiona las teclas para jugar con símbolos (Flusser, 2002: 107). ¿Qué efectos contrae este nuevo paradigma vital en el campo de la educación? ¿Qué significa educar en y trabajar con no-cosas? (shrink)

Multi-user online environments involve millions of participants world-wide. In these online communities participants can use their online personas – avatars – to chat, fight, make friends, have sex, kill monsters and even get married. Unfortunately participants can also use their avatars to stalk, kill, sexually assault, steal from and torture each other. Despite attempts to minimise the likelihood of interpersonal virtual harm, programmers cannot remove all possibility of online deviant behaviour. Participants are often greatly distressed when their avatars are (...) harmed by other participants’ malicious actions, yet there is a tendency in the literature on this topic to dismiss such distress as evidence of too great an involvement in and identification with the online character. In this paper I argue that this dismissal of virtual harm is based on a set of false assumptions about the nature of avatar attachment and its relation to genuine moral harm. I argue that we cannot dismiss avatar attachment as morally insignificant without being forced to also dismiss other, more acceptable, forms of attachment such as attachment to possessions, people and cultural objects and communities. Arguments against according moral significance to virtual harm fail because they do not reflect participants’ and programmers’ experiences and expectations of virtual communities and they have the unintended consequence of failing to grant significance to attachments that we take for granted, morally speaking. Avatar attachment is expressive of identity and self-conception and should therefore be accorded the moral significance we give to real-life attachments that play a similar role. (shrink)

It is controversial whether virtual reality should be considered fictional or real. Virtual fictionalists claim that objects and events within virtual reality are merely fictional: they are imagined and do not exist. Virtual realists argue that virtual objects and events really exist. This metaphysical debate might appear important for some of the practical questions that arise regarding how to morally evaluate and legally regulate virtual reality. For instance, one advantage claimed of virtual realism (...) is that only by taking virtual objects and events to be real can we explain our strong emotional reactions to certain virtual actions, as well as their potential immorality. This paper argues that emotional reactions towards, and wrongs within, virtual reality are consistent with its being merely fictional. The emotional and ethical judgments we wish to make regarding virtual reality do not provide any grounds for preferring virtual realism. (shrink)

This paper examines the convergence of large language models, multimodal AI, and generative spatial technologies to enable sophisticated simulated worlds for studying agentic behavior. Recent developments in generative architectures, particularly GenEx and topology-aware mesh generation, facilitate the creation of coherent, explorable environments with artificial agents capable of complex interactions. The proposed framework for "virtual anthropology" presents novel opportunities for studying emergent behaviors and cognitive processes in controlled, generative environments, with implications for both theoretical research and practical applications in artificial (...) intelligence. (shrink)

Framed within the development policies for the region, educational agendas for Latin America represent specific commitments that transcend the improvement in the results of specific tests permeating both pedagogical practices and conceptual frameworks in which these ones acquire meaning. This paper covers some of the commitments made by these agendas and develops the general framework in which participation of philosophical community is expected and required as a guarantor and promoter of the construction of spaces for reflection and action on educational (...) system. (shrink)

The trolley problem is one of the liveliest research frameworks in experimental ethics. In the last decade, social neuroscience and experimental moral psychology have gone beyond the studies with mere text-based hypothetical moral dilemmas. In this article, I present the rationale behind testing the actual behaviour in more realistic scenarios through Virtual Reality and summarize the body of evidence raised by the experiments with virtual trolley scenarios. Then, I approach the argument of Ramirez and LaBarge (2020), who claim (...) that the virtual simulation of the Footbridge version of the trolley dilemma is an unethical research practice, and I raise some objections to it. Finally, I provide some reflections about the means and ends of trolley-like scenarios and other sacrificial dilemmas in experimental ethics. (shrink)

Extended reality devices provide users with unprecedented immersive and hybrid perceptual experiences, and users will act their bodies according to the information perceived. This shows that visual perception plays a crucial role in the formation and shaping of self-perception and spatial position. Users have a strong perceptual experience of their physical presence and self-perception in the real world as a result of their avatar perspective based on visual perception in a virtual hybrid environment, as is issued by Chalmers in (...) his "Mirror Argument". However, users can still clearly differentiate their self and spatial experience between virtual and reality. To refute Chalmers' argument regarding perceptual experience in virtual reality, this article proposes a thought experiment called "Mary's Room in the Virtual Reality World" based on the experimental evidence of neuroscience. Finally, a possible future solution to this dilemma is presented. (shrink)

Are acts of violence performed in virtual environments ever morally wrong, even when no other persons are affected? While some such acts surely reflect deficient moral character, I focus on the moral rightness or wrongness of acts. Typically it’s thought that, on Kant’s moral theory, an act of virtual violence is morally wrong (i.e., violate the Categorical Imperative) only if the act mistreats another person. But I argue that, on Kant’s moral theory, some acts of virtual violence (...) can be morally wrong, even when no other persons or their avatars are affected. First, I explain why many have thought that, in general on Kant’s moral theory, virtual acts affecting no other persons or their avatars can’t violate the Categorical Imperative. For there are real world acts that clearly do, but it seems that when we consider the same sorts of acts done alone in a virtual environment, they don’t violate the Categorical Imperative, because no others persons were involved. But then, how could any virtual acts like these, that affect no other persons or their avatars, violate the Categorical Imperative? I then argue that there indeed can be such cases of morally wrong virtual acts—some due to an actor’s having erroneous beliefs about morally relevant facts, and others due not to error, but to the actor’s intention leaving out morally relevant facts while immersed in a virtual environment. I conclude by considering some implications of my arguments for both our present technological context as well as the future. (shrink)

Virtual environments engage millions of people and billions of dollars each year. What is the ontological status of the virtual objects that populate those environments? An adequate answer to that question requires a developed semantics for virtual environments. The truth-conditions must be identified for “tree”-sentences when uttered by speakers immersed in a virtual environment (VE). It will be argued that statements about virtual objects have truth-conditions roughly comparable to the verificationist conditions popular amongst some contemporary (...) antirealists. This does not mean that the virtual objects lack ontological standing. There is an important sense in which virtual objects are no less real for being mind-dependent. (shrink)

RESUMEN ‒ Injusticias Epistémicas en la Educación de Personas con Dis- capacidad Mental. Se ofrece en este artículo una perspectiva de la educa- ción inclusiva a partir de la concepción de las injusticias epistémicas de Fricker. Se pregunta cuál es la relación entre la educación inclusiva y la in- justicia epistémica en el caso de estudiantes con deficiencias mentales. Es necesario adaptar las tesis de Fricker a este caso límite, por lo que se debe pensar la injusticias epistémicas (...) a partir del modelo social de la discapaci- dad. Se propone que la injusticia epistémica perjudica a toda la comunidad educativa y a la sociedad. -/- . (shrink)