Search

In this paper, the author subjects the narrative of "interculturality" to a critique from an intercultural perspective, invoking the critical potential of intercultural philosophy in contrast to a culturalist "interculturality" light. The background of this analysis is the epistemic violence exercised by the West in the fields of knowledge, science, and education. This violence is particularly noticeable in the case of philosophy, leading to a sort of "philosophical homicide" (philosophicide) with respect to indigenous philosophies such as the Andean one in the case of Abya Yala. The paper concludes with some guidelines for the challenges that a critical intercultural philosophy must face in the XXI century. [ABSTRACT FROM AUTHOR]

In this paper I present the position of two philosophers associated with the hermeneutic tradition, Gianni Vattimo and Charles Taylor, about the status of scientific knowledge in our contemporary world. Through a brief exposition of the fundamental features of their respective ontologies and epistemologies, I seek to offer a critical comparison. In the conclusion, I defend the superiority of Taylor's formulation, inasmuch it allows to put in question the primacy of the natural science model without abandoning a realist conception of the world and of the category of truth. [ABSTRACT FROM AUTHOR]

This paper explores the fundamental axes that currently converge for the needs of nature and humanity. The philosophical statements contained in this reflection become valid when it comes to articulating ethical codes with the advancement of science and, at the same time, educating through an axiological system that leads to sustainable human development. In this order of ideas, it is pointed out how Western progress has led to catastrophic events for life on the planet, coupled with the excessive use of science, without any ethical criteria to regulate their actions. However, as a result of the moral reflection of recent times, of the voices of various social groups, scientific improvements have been questioned and directed towards the production of knowledge that allows human activity to be deployed positively on nature and on society, taking into account that, to make this possible, it is necessary to combine ethics, science and education, to walk towards progress in terms of sustainability. [ABSTRACT FROM AUTHOR]

This paper analyzes the relation between the singular and the universal in mythical thinking. The initial problem holds that, conventionally, due to its fantastic expressions, mythical thought is non-objective knowledge of the world; however, I will argue the opposite. Based on Cassirer's Philosophie der symbolischen Formen, I will present two results: firstly, an evaluation of how myth relates singular events with universal concepts, which allows the reassessment of myth as a valid epistemological form. Secondly, the main epistemological resource of myth is the idea of mutation, unlike science, which uses concepts to relate the singular with the universal. [ABSTRACT FROM AUTHOR]

This paper addresses the epistemological tensions generated due to the search for legitimization of scientific knowledge. It stems from the discussion about science seen through "nomothetic" and "ideographic" standpoints, coming to the conclusion that there is a tendency to theorize from a vision that comes from an organizational order, putting on the back burner, to a large extent, the legitimizer tension that occurs in the socialization of scientific knowledge. The paper also values possibilities to analyze social sciences from Bourdieu's scientific field concept, who breaks up certain inertias about the official positions that theorize about science. [ABSTRACT FROM AUTHOR]

The changes that occurred on digitization have produced profound variations in the world of work in general, and academic one in particular. Considering the transformations in terms of production, use and appropriation of knowledge, mainly taking this situation as a kind of social relationship described as "cognitive exploitation of scientific knowledge". From this characterization, I shall discuss in this paper the impact over the work of the social scientist. [ABSTRACT FROM AUTHOR]

This scientific paper focuses the problem of classification of methods of scientific research. Probably covered in theoretical research, not just what they have been awarded scientific knowledge that it is obtained, but also the method by which it is obtained. Is there any chance that supports logical methodological consistency of classification methods in this science are instituted? What reason attends the defense of the idea, that the methodology of scientific research stands through empirical methods, where, regardless of the empirical constitutes the above to the scientific level, the theoretical and the empirical are exclusive natures of knowledge? What arguments invoked in order to demonstrate the falsity of the thesis in which I become identical knowledge and methods according to their scientific nature? Why cling undoubtedly the medieval universal educational thought to absolute canons and the concept of method as a way or path holding?, we would not be far from the scientificity that he quintessential definition and it should be given? The basal idea is to defend and to subsume questions formulated above is to be irrevocably dialectical relationship between the method and theory, which necessarily comes first classification. [ABSTRACT FROM AUTHOR]

Communication, as a knowledge discipline, consists in the analysis of an interdisciplinary object of study, which requires the integral conjunction of other fields of scientific knowledge without losing its essence and specificity. This paper is the result of a critical revision of the numerous studies that have, in the first place, considered the communication as a science; secondly, envisaged the diverse communicative processes and understood the social phenomena from different perspectives. Finally, they have considered the communication science as an interdisciplinary field whose study requires an epistemology with a methodological pluralism that leads to the solution of problems through applied research. Nowadays, the communication research has taken diverse forms; those who study the uses, practices, social representations and the production of sense of the communicative phenomena, face the dilemma of choosing the adequate way to study a social phenomenon, which is the object or subject of the communication. [ABSTRACT FROM AUTHOR]

With the appearance, in recent decades, of so-called knowledge-based economies, there have been various explanatory proposals or theoretical frameworks for understanding them. In this paper we aim to ponder, within a humanistic outlook, various concepts introduced by thinkers like Dominique Foray, from economic theory, Javier Echeverría, from philosophy of science, Manuel Castells, from sociology, and Edgar Morin, from the perspective of complex thinking. Situating human at the center of the equation, we want to approach the problem of knowledge and their meanings. To that end, this essay begins with a consideration on different conceptions of knowledge and the role that it has taken in the new society, continues with an analysis of the relations between the new economy and the idea of integral human development, and ends by outlining the application of the principles of Morin's complex thought as a proposal to articulate different perspectives on knowledge and the global society to which we belong. [ABSTRACT FROM AUTHOR]

The aim of this paper is to examine Leibniz' theory of knowledge in terms of its relationship to the aesthetic universe inaugurated by Baumgarten. Alexander Gottlieb Baumgarten (1714-1762) is well known for having used the concept of Aesthetica as the name of a new and independent discipline focusing on a “special" type of knowledge (concerning with sensitivity), that is characteristic of art and artistic beauty. Baumgarten was trained in the Wolffian school, but he had to return to the works of Leibniz to find an epistemology that would serve as the basis for an approach to sensible knowledge science, that could become a philosophical knowledge. [ABSTRACT FROM AUTHOR]

This paper discusses the relationship between science, technology and women. Thus, it resorts to the history of science and gender as a theorethical instrument because it provides a new way to interrogate reality, visualizing new analytical categories in order to explain aspects of reality that had not been taken into account. [ABSTRACT FROM AUTHOR]

in this paper we analize a third period in Russell's ethics, from 1940 to 1970. Representative of this phase is his Human Society in Ethics and Politics (1954). In his Autobiography Russell does not seem to be aware of the existence of this third phase, a fact that makes more valuable this investigation. In his 1954 book Russell tries to find a middle ground between reason and passion, subjectivity and objectivity in ethics, as well as between science and ethics. This period can also be characterized as a transition from ethical realism (19001914) to emotivism (1915-1940). We contend that Russell's answer to the problem of the relations between reason and passion are not entirely satisfactory. In addition, doubts and contradictions can be found in his writings of this period. [ABSTRACT FROM AUTHOR]

The concepts of 'paradigm', 'incommensurability' and 'rule' are still widely used. Thomas Kuhn applied them to refer to the way in which science could be organized. The problem is that The Structure of Scientific Revolutions is quoted as a case of epistemological discussion, rather than a case of an historical perspective on science. In this paper Kuhn's use of these concepts is commented upon to show that this position has no other backing than a particular vision of science as exposed in the context of the 1950's and 1960's in the United States. [ABSTRACT FROM AUTHOR]

In this paper, I discuss the scientific possibilities of communication. The debate focuses on some aspects of the epistemology of communication epistemology and of the construction of a general science to explain social reality and culture. In this essay, I present the main arguments for those who regard scientificity as a possibility or as a vain enterprise. In the second part, I review ample visions of communication by those who call themselves "communicologists"; that is, scientists who have mainly reflected on communication, from outside communication studies. Finally, I explain why communication has become the area of inquiry that leads to the temptation of regarding it as the meeting point of sciences, whose object is information. [ABSTRACT FROM AUTHOR]

This paper studies the relationship between science and philosophy in the works of Carlos Vaz Ferreira. The idea of "search of truth" is the key to understand the role played by both science and philosophy in human knowledge, and their respective scopes and limits. According to Vaz Ferreira, science and philosophy are not mutually exclusive, but rather complementary; moreover, they do not exhaust the wealth of ways that humans have of acciesing reality. [ABSTRACT FROM AUTHOR]

This paper synthesizes the results of an investigation work (Montiel, 2002) about the didactic system's interaction, when these are carried out in an education scenario at distance. We report, within the socioepistemological framework and empirical evidence, how a derivative learn situation can be develop, taking this (the derivative) like variations successive organization. [ABSTRACT FROM AUTHOR]

The manner in which knowledge is approached seems to be an issue that inhibits our possibility to change in order to confront uncertainty and complexity, the essential signs of these times. In this respect the following question arises: In complex and uncertain contexts in which knowledge is rapidly being discarded, what demands will the new ways of learning establish, that will be required for the emerging paradigms of complex science? The answers to these questions lead us towards a gnoseology of cognoconscious dialogic unlearning. In this paper the activation of cognoconscious subjects as persons capable of learning to unlearn because they have a dialogic type of conscience, is proposed. That is to say, persons capable of realizing the path opposing the route traveled in the process of building their own reality, because they are conscious of themselves, the other and the whole at the same time. [ABSTRACT FROM AUTHOR]

This paper examines an approach to Karl R. Popper's philosophical and epistemological proposition (philosophy of science), as a theoretical framework to analyze the links between literary and visual creativity. Popper's methodological proposal is briefly reviewed, as well as the way his epistemological categories are linked to the creative process, enriching it as a cognitive instrument. Then the scope of this instrument as a tool for proving and predicting validity, is explored by applying it to a particular case: the creative process that led to the creation of 18 original visual works that attempt to reflect the original sounds of vowels and consonants. [ABSTRACT FROM AUTHOR]

In this paper I will try to offer a synthesis between two conflicting epistemological positions on the recent philosophical scene: positivism, whose heritage survives as the belief that science is the most genuine form of knowledge, and the defenders of incommensurability. Overcoming the controversy implies rejecting both the classical conception of knowledge (knowledge as theoria) --which, in fact, both positions presuppose-- and the hierarchical view of knowing in favour of a systemic view permitting epistemological pluralism. [ABSTRACT FROM AUTHOR]