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This paper outlines the aim, methodology, and initial results of a joint initiative between two universities (Université de Kinshasa in Kinshasa, Democratic Republic of the Congo and Université de Liège in Liège, Belgium), two conservation training courses (Academy of Fine Arts of Kinshasa and École Supérieure des Arts Saint-Luc in Liège), and the Institute of National Museums of Congo. The Nous avons des lacunes (We have gaps) project plays on the notion of loss – both material and of knowledge – to involve communities in the construction of endogenous knowledge on the conservation of objects: a task to be carried out by the Congolese, for the Congolese. For many Congolese, concepts such as 'museum' and 'conservation' sound foreign, and the idea of cultural rights remains highly abstract and theoretical. The challenge is to transform the manifestation of these rights through conservation into a real tool for empowerment. The exhibition concept is two-fold: conservators explain what loss or material alteration has occurred in a specific object, and how they remedy it, thus arousing interest in a little-known profession. At the same time, they show and explain their own gaps in knowledge, and ask the public for information about the technique, function, use, naming, or names of the mystery object in the four national languages and numerous Congolese idioms. The Nous avons des lacunes project aims to highlight the role and involvement of communities and different social entities as active guardians of their heritage, by humbly admitting the lack of knowledge among professionals. [ABSTRACT FROM AUTHOR]

This paper aims to consider the ontological status of fictional objects by confronting two traditions: the Philosophy of language and New Realism. According to a widespread philosophical tradition, intentional objects do not exist; however, negative existential statements pose many challenges to logic, most of them condensed in the expression: Plato's beard, so efforts are required to understand the problem. To conduct this consideration, we begin by mentioning Pegasus, as an example of a fictional object, and we show the ordinary difficulties raised by asking about its existence, even more, by denying its existence. Subsequently, we indicate how the problem acquired a philosophical dimension. Next, some works of two philosophers belonging to the analytic current are explored: Quine and Searle, who respond to the problem of the non-existence of fictional objects or discourse; in turn, in the following section, two perspectives coming from the New Realism are presented, represented by Benoist and Gabriel, who place the discussion in the ontological terrain and confront the problem without eluding it in questions about language. The main result of this work consists in rethinking the concept of existence and extending its consequences to epistemological and ontological discussions in the human sciences. [ABSTRACT FROM AUTHOR]

This paper seeks to contribute to discussions about transformations in the labor market and the international division of production based on the case study of the automotive industry in Brazil. The research was carried out using a quantitative method of analyzing official data on the Brazilian labor market from the RAIS database, covering the period between 2006 and 2020. This data was analyzed using official categories of types of occupation and economic activity, segregating assemblers and auto parts suppliers. As a result, it was identified that, in 2020, Brazil had almost half a million formal jobs in the automotive industry, with 63.5% of these jobs in occupations directly linked to production and only 5.6% of “science and arts professionals”. The calculation of an occupational concentration quotient shows that assemblers concentrate proportionally more jobs related to research and development (R&D) than supplier firms. It is argued that the results reinforce the perception that Brazil occupies an intermediate position in the global automotive production network, being mainly responsible for production activities. At the same time, the study reinforces the hypothesis that the need to adapt products to regional markets puts pressure on transnational companies (TNC) to decentralize part of their R&D processes, transferring knowledge to subsidiaries and local companies. [ABSTRACT FROM AUTHOR]

This paper aims to establish the problems of the Stoic concept of cognitive representation (καταληπτική φαντασία). So I intend to reconstruct the scholarly debate on this definition. For it, I state the debate around its two most conflictive terms: the participle ὑπάρχον and the preposition ἀπό. By analyzing the Stoic fragments in which these terms appear, I explore both textual and philosophical arguments in order to find the different senses of both. By doing so, my aim is highlighting the limits of those interpretations. My conclusion is proposing certain issues to constitute a research agenda on the Stoic definition of cognitive representation, in order to, to some extent, possible solutions might be discerned. [ABSTRACT FROM AUTHOR]

This paper criticizes the idea rooted in the current Brazilian legal culture that the judge knows the law, and this idea is even treated as a principle of the process. The Brazilian proceduralists are rooted in this conviction. But, instead of assuming it in an uncritical way, it tries to show that this idea, instead of collaborating for the improvement of the judicial activity, contributes in the opposite way, supporting decisions that are often divorced from what determines the law and even distant from what the parties to the process intend and how much the evidence reveals. This idea is very much in tune with the positivist theses of Kelsen and Hart, dissociating from what Dworkin defends regarding the integrity of law. Yes, because, in the conclusions of the positivists, the judge is given a wide field to decide according to personal convictions, which generates the so-called solipsistic decisions. Thus, there is a proposal to review this principle or, at least, its mitigation, so that instead of treating the judge and his decisions as immaculate, demanding that judicial decisions be based on the law, be based on valid legal arguments, after a broad and sincere debate with the parties to the process. With this critical perspective in mind, there would be greater rigor in the decision-making act, contributing to an integral treatment of the law, which must be one, before and after the judicial decision. The article used the analytical-deductive method and was guided by bibliographical research. [ABSTRACT FROM AUTHOR]

This paper arises from a comparison of the organisations that are considered Defence Colleges, according to the selection made by the Association of Ibero-American Defence Colleges, in the countries that are part of the South American South Pacific region: Chile, Colombia, Ecuador and Peru. In this sense, the comparison is based on four dimensions: having an academic and indexed journal, having training and education processes available to civilians, having different levels of training and education, and having a Strategic Studies Centre within its structure. These dimensions will allow us to have a conception of the role played by those Defence Colleges in the field of knowledge generation and dissemination, while at the same time establishing similarities and differences in terms of content, programmes and academic processes. The conclusion is that there is a tendency towards similarity in the programmes offered by the Defence Colleges, with only one case of exception, which results in a sort of perception of homogenisation of the threats and processes of Defence within the respective countries studied. [ABSTRACT FROM AUTHOR]

This paper is an approach to some key concepts in Peter Handke's literary production. Throughout his work, Handke refers to and is supported by pictorial images and painting procedures in order to achieve a literary gaze. This article about the writer and his relation to plastic arts revolves around motifs such as landscape, time, transformation, things, the gaze and knowledge as well as some other concepts that provide information about his idea of art, namely topographic relations, absence, "dis-empowerment", the creator's ethical stance and others. Also, all of these topics are studied as a model to understand the development of plastic arts. As a methodology, this article is based on the readings of several of Handke's texts in parallel to the creation of some of our own plastic artwork. [ABSTRACT FROM AUTHOR]

This paper proposes a re-interpretation of the idea of Body in Nietzsche's philosophy to distinguish it from two important perspectives of Nietzsche-studies in Spanish: The first one maintains that the Body is comparable with Nature, and the second one, states that the Body is a cause of subjectivity. Analyzing part of Nietzsche's work after 1885 --published and unpublished-- shows that the idea of the Body works as a methodology that allows Nietzsche to accomplish a new task of his philosophy, such as the task of self-knowledge. In this way, the Body in Nietzsche's philosophy, besides being an innovative and redeemable concept, is a performative tool that establishes new dimensions "in-between" human knowing and bodily experimentation. [ABSTRACT FROM AUTHOR]

This paper develops an account and critique of extractivist epistemologies, which are generated by extractivist projects. I argue that certain metaphysical and epistemological ideas and practices emerge from extractivist projects, and these ideas and practices have influenced the development of Western epistemologies. After presenting a critique, I develop four correct epistemic norms to counteract the effect of extracivist epistemologies: these all center on the question of relationships among knowers and the contextual embeddedness of knowledges. [ABSTRACT FROM AUTHOR]

This paper argues that two claims usually included in any minimally detailed presentation of the epistemic closure principle are inconsistent. The first claim states that the closure principle explains how we extend our knowledge through deduction, while the second claim states that the closure principle is different from another epistemic principle, namely, the principle of transmission. The attempt to offer a correct diagnosis of reasonings such as the one involved in Dretske's zebra case is an instance of a discussion in which the distinction plays a role. To defend my position, I first introduce the distinction between closure and transmission following the standard presentation. Second, I introduce the main motivations behind the principles; in particular, I establish that the main motivation behind closure consists in explaining the phenomenon that we extend our knowledge through deductive reasoning. Third, based on the identification of a restriction on any plausible formulation of closure capable of explaining this phenomenon, I cast doubt on the distinction between this principle and transmission. I conclude that any formulation of the epistemic principle of closure which satisfies its main motivation collapses into the epistemic principle of transmission. [ABSTRACT FROM AUTHOR]

In this paper we present our knowledge cogeneration experience in the Master's Degree of Secondary Education Teacher Training of the University of Valencia (Spain). This is an example of good practices of teaching-learning process where people have structured a collective dimension of activating critical thinking. This work, written in co-authorship between teachers and students, aims to describe and analyze the fundamental characteristics of the strategies, the coparticipation process, the underlying pedagogical model and the importance of evaluation and selfevaluation as a constructive exchange tool. We have learned that educational action must first of all start from motivated people, collaboration instead of competition, recovery instead of passive reception. Starting from the classroom group's experience and interests, we adapted the program, the academic guide, the timing and modalities. Our basis was the knowledge already possessed by us all, the insertion of new concepts, dealing directly with students' realities, a central dimension for educational professionals. The project lasted one academic year and ended by broadcasting a radio program and forming a group for pedagogical reflection and renovation as a tool to build responsible, committed and participatory citizenship. [ABSTRACT FROM AUTHOR]

This paper presents the curriculum implemented in the Interinstitutional Doctoral Program at Pedagógica Nacional University. As a doctoral graduate, each participant is oriented to develop self-management skills to become a professional researcher in chemical education. In order to achieve this objective, an 81 credits curriculum has been designed and developed for more than twenty years, in which the research project is an important piece. The present review aims to offer a deep insight into the path followed by one graduate from this Program, describing not only his doctoral experience, but also his professional development as a researcher working for a public education institution in Bogotá. To better understand this process in doctoral education, authors focus on main achievements in terms of knowledge, articles and books published and presented in national and international scientific specialized journals or events. This study therefore describes the research competencies developed by a Doctoral graduate and suggests that this topic should be addressed in research to further analyze and support such evolution. [ABSTRACT FROM AUTHOR]