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This paper aims to investigate how Buddhism is related to science as a mechanism for legitimizing its meditative practices and worldview. The first part takes a historical review of the different moments that mark the dialogue between Buddhism and the scientific worldview in the Western sociocultural context. Then, the paper explores the narratives of various contemporary Buddhist leaders and personalities from the scientific field to identify the different argumentative modalities that support the compatibility between Buddhism and science. From this conceptual scheme, the last section of the article analyzes the stories of committed practitioners of Buddhist centers formed in Argentina in recent decades to investigate the modalities of reception and appropriation of this discourse. [ABSTRACT FROM AUTHOR]

The role of scientific and technological developments in the well-being of current societies is fundamental at a political, economic and social level (Albornoz, 2012). However, not all governments perceive science and technology policies as a priority. Indeed, many neoliberal governments, mainly in developing Latin American countries, tend not to recognize this role, developing public policies that undermine the desirable development of scientific and technological research and its application. Such is the case of government management for the 2015-2019 period, which, as will be seen in the next few pages, defunded and dismantled the National Science and Technology System (Filmus, 2019). This paper will reflect on the public policies of said management regarding satellite technological development, in contrast to the policies promoted by the previous government. In the first place, the social value of scientific and technological development and public science and technology policies will be made explicit. Then, an overview will be given of the way in which these policies have been developed in the period 2003-2019. Finally, the ARSAT case will be analyzed and contextualized in said panorama, by virtue of accounting for the importance of the implementation of state public policies linked to technological development, in this particular case to the construction of geostationary satellites for telecommunications. [ABSTRACT FROM AUTHOR]

In the last two decades, the number and variety of policy instruments implemented in the field of science, technology and innovation in Latin America and particularly in Argentina has increased significantly. In this context, although new initiatives to promote the participation of women in the area have been created, they have been poorly incorporated into inventories and diagnoses in the area. This paper analyzes a specific type of policy instrument: prizes for women in science, in this case the L'Oréal-unesco prize in Argentina. The approach focuses on three main aspects from the point of view of both the research and the formulation of policies: the motivations of the winners to participate, the effects they identify after being distinguished and their opinion about the participation of women in science and its relation to the objectives of the award. The study is based on qualitative evidence through the combination of the analysis of official documents of the sponsoring agencies and the conduction of in-depth interviews with the prize winners. [ABSTRACT FROM AUTHOR]

In Argentina, Young People and Adult Primary Education has a growing enrollment rate, but has only just begun to develop level-specific teacher training and curricular development. In particular, little has been explored about Science teaching at this level, an area that is critical in developing critical thinking and empowering citizenship. In this paper we study the cases of four teachers from a Epja Center in the City of La Plata, who self-identify and are recognized by their colleagues as "intellectual transformers". We found that teachers characterize their students as belonging to excluded sectors of the population, being eager to learn, and with valuable previous knowledge. Consequently, teachers plan their Science lessons prioritizing discussions and contents which link to students' everyday reality and strengthen their decisionmaking capabilities. Our results provide insights and exemplify effective teaching practices that foster Science learning and develop teaching materials. [ABSTRACT FROM AUTHOR]

We present a biographical and contextual analysis of the creative processes of leading Argentine scientists: Houssay, Leloir and Milstein. We analyze interviews, biographies, autobiographies and documents (works, speeches, letters) and several sources of information available in different formats: official websites and foundations, interviews, digital and paper texts and documentaries. We emphasize the role of exchanges with specialists as a conditioning factor of creative processes and significant advances in science. The biographical- contextual studies carried out indicate that interactions with teachers, mentors, tutors, colleagues and students favor the development of creativity and scientific activity in the cases analyzed. We also present analysis of other determinants of the creative process: contexts of work, ability to generate resources, educational background, knowledge available, sources of information, emotions, motivations and personality traits. Theoretical issues and previous studies on creativity in science are included in the first part of the text. Then, we describe significant results of the study. Finally, we argue about the relationship between communication, creativity and science. [ABSTRACT FROM AUTHOR]

We present the final results of an investigation (UBACYT F157) that determined the scientific production indicators of the Facultad de Filosofía y Letras of the Universidad de Buenos Aires for 2007. Quantitative procedures were applied to analyze the data recorded in a database created ad hoc. Preferences of researchers to disseminate their findings through the production of journal articles, conference papers, book chapters and books, audiovisual and electronic productions were determined. Among the different bibliographic formats, the following variables were studied: language, types of journals, scope of the conferences, authors, types of publishers. Of the three hypotheses stated the one that presupposed the existence of various strategies for dissemination of knowledge among different disciplines has been refuted. The other two were confirmed: preference for printed over digital media and almost non-existent use of electronic resources for dissemination, and preference for certain semi-formal channels of dissemination such as conferences. [ABSTRACT FROM AUTHOR]