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In this paper, I claim that the distinction between "philosophy" and "spirituality" can be a key for understanding Foucault's work, assuming that his philosophy and historical thought do possess a "spiritual dimension." For this purpose, I analyze the figures of transgression and pensée du dehors of the archaeological period, the figures of resistance and criticism as reflexive indocility of the genealogical period, and the fold of the ethical period. I determine whether they can be considered a spiritual dimension that promotes être autrement. [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]

The purpose of this paper is to examine the philosophies of the late Heidegger and the young Marx side by side to show how, while differing radically in some important aspects, both philosophies are motivated by similar concerns and are not so different as to preclude a productive dialogue between them. In so far as both thinkers can be said to have thought, taking the word in a Heideggerian sense, the "same", the way both philosophies diverge from each other can be especially illuminating when it comes to offering a clear interpretation of them (a task which is especially important to gain an understanding of Heidegger's philosophy which is often obscure). We'll see how Heidegger's notion of finitude implies a series of criticisms of Marx's philosophy. Finally, I'll pose a question regarding the limits of Heidegger's criticism of Marx, considering that this criticism goes as far as to criticize the idea that all human beings are equal and so implies a rejection of the idea of human rights. [ABSTRACT FROM AUTHOR]

This paper seeks to demonstrate how the recognition and study of women's exile narratives could bring new analytical and reflexive registers to the field of philosophical work on political punishment. In order to do this, first of all, a review of its classical, Greek and Roman origins is made, pointing out that, although the exile has varied over the centuries, there are certain constituent elements that are maintained in its contemporary applications. This leads us to observe the way that these constitutive elements of exile are present in a particular way in women's exile narrative writing - especially those of the last civil-military dictatorships of the Latin American Southern Cone. To recognise and include these women's experiential narratives in a highly masculinised textual and analytical corpus allows for new approaches and reflexive projections to the field of philosophical studies on exile. [ABSTRACT FROM AUTHOR]

The subject of this paper is metaphysics in the research of the Croatian neo-scholastic Stjepan Zimmermann. The introduction and the first part summarize the basic bio-bibliographical data of Zimmermann and his importance for the Croatian philosophy of the 20th century. The second part deals with Zimmermann‘s statements as to whether one can talk about scientific metaphysics at all. The following section of the article deals with the question to what extent the natural sciences can replace metaphysics. In Zimmermann‘s opinion metaphysics largely transcends empirical reality and is therefore still possible and very necessary. Only philosophy, and in this context metaphysics, can lead man to God. [ABSTRACT FROM AUTHOR]

In this paper I study Engels' ideas on dialectical materialism, from the perspective of Thomas Kuhn's philosophy of science. I argue that Engels' efforts, in works such as Anti-Düring or (even more so) in his Dialectics of Nature, are best understood as an attempt to crystalize a new scientific paradigm, in the sense that Kuhn (2000) gives to this last word. In order to do this, I start by identifying Marx's previous statement regarding this topic. Then I present Kuhn's concept of a "disciplinary matrix". Thirdly, I apply the aforementioned concept to Engels' work, identifying all the elements of the disciplinary matrix. [ABSTRACT FROM AUTHOR]

This paper aims to discuss the theme of autofiction and present the possibility of using it for the interpretation of philosophical works, notably the book Ecce homo, by Friedrich Nietzsche, and, secondarily, Testo junkie, by Paul B. Preciado. To do so, first, it will be discussed the relationship between philosophy and literature in the context that some contemporary thinkers have called literary culture. In a second moment, it will be described a brief history of the formation of the notion of autofiction and the consolidation of the term to demarcate a literary subgenre. Then, it will be presented aspects of Ecce homo that seem to allow me to frame it in the field of auto-fiction. In the final part, it will be resumed the articulations between fiction and philosophy, through the analysis of an example of autofiction in the contemporary thought, Testo junkie, to suggest that the approximation of such a subgenre contributes to the comprehension of both the place of philosophy in the literary culture and aspects of our time. [ABSTRACT FROM AUTHOR]

The aim of this paper is to examine the relationship between riddles, education, and philosophy that Clearchus of Soli proposes in fr. 63W. I begin by analyzing the definition of "riddle" given in fr. 86W. I will argue in favor of the following claims: (1) a riddle (grîphos) is different from an enigma (aínigma); (2) a riddle is similar, in a certain way, to a dialectical problem; (3) there is a relationship between riddle and aporia. Then, taking the examples of riddles transmitted in the fragments of the treatise On Riddles into account, I will try to explain what the exact relationship between riddle, education, and philosophy could be. [ABSTRACT FROM AUTHOR]

The paper presents an innovative approach to teaching philosophy, which the authors name as a comicsophy approach to teaching philosophy. Such creative application of comics in the teaching of philosophy fully corresponds to the skandalonic and dialogical character of philosophy itself. The methodical value of using comics in philosophy teaching is manifested exactly in comics' distinctly skandalonic character. The skandalon is a methodical process that seeks to provoke students' curiosity by questioning something that otherwise seemed unquestionable, self-evident, to present it in a new light, in order to make it the subject of critical questioning and reflection. Given the visuality of the comics, its fun and root in popular culture, it is an excellent motivational tool for philosophical reflection and understanding of reality, philosophical issues, ideas and concepts in teaching philosophy. By introducing comics as recognizable products of pop culture close to students' reading interest and experience in teaching philosophy, it is easier for them to connect what they learn in school with real life, ie to apply what they have learned in everyday life situations. Comics can be used as a source of information, a form of learning new content, as well as a basis for encouraging dialog and discussion in the classroom. Also, comics can be used as a stimulus in philosophy for children (P4C) approach. P4C and the comicsophy approach to teaching philosophy are particularly complementary, which allows them to be combined effectively. Students can individually or in pairs/groups create comics on specific philosophical topics, thus developing creative, critical and collaborative thinking. The paper presents specific criteria for evaluating comics on philosophical issues that students create in philosophy classes. [ABSTRACT FROM AUTHOR]

Nicholas of Cusa wrote about philosophy with reserve, even some dislike, and defined it as idle chatter and earthly knowledge that leads to excessive pride. On the other hand, he associated philosophy with the most important human task, i.e. the pursuit of truth. The objective of this paper is to explain this disparity in the understanding of philosophy by means of a distinction between knowledge and wisdom. Analyzing passages from selected works by Nicholas of Cusa, the paper presents Cusanus' concept of wisdom and emphasizes its Christocentric character and the close relationship between wisdom and immortality. [ABSTRACT FROM AUTHOR]

In this paper, I talk about the conception of the Stoic sage as simultaneously courageous and devoid of anger. To do so, I will follow the path below: I will talk about stoicism, individuality and multiculturalism; about why Stoics seek to understand and not judge; about ingrained beliefs; on courage rather than rage in the ideal of the Stoic sage; about the always imperfect character of humanity. After that, I will exemplify what was said with the example of Musonius Rufus when trying to peacefully stop the troops of Mark Antony Primus who were about to invade Rome at the end of the year 169. [ABSTRACT FROM AUTHOR]

This paper discusses the perceptions about the role of the Philosophy teacher. It is based on the hypothesis of the relevance of teaching Philosophy as an experience that allows students to relate the concepts of Philosophy to their daily lives. The research was of a qualitative nature and the data were collected in a questionnaire carried out with 208 Philosophy teachers from the State of Paraná, Brazil. For data organization and analysis, the Atlas Ti software and Bardin's content analysis (2016) were used. It relied on the theoretical framework of Deleuze and Guattari (2010) and Mendes (2017) and Obiols (2002). Four categories were identified: creating concepts; stimulating critical thinking; problematizing existence; and providing a philosophical experience. Regarding the role of the Philosophy teacher, the results indicate a teaching that goes beyond the encyclopedic transmission and moves towards a philosophical experience, of philosophizing through everyday life. [ABSTRACT FROM AUTHOR]

Histology and embryology is a science that studies the micro structure and function of the body and embryogenesis, and has insight into the microcosmic world of human body. It is delicate and ingeniousness, which greatly satisfy our thirst for knowledge and visual appreciation. This paper expounds the beauty of Science in histology and Embryology from the perspectives of aesthetics on cell morphology, tissue mode, organogenesis and life birth. Aesthetic education in histology and embryology can possible cultivate medical students' humanistic quality and aesthetic thinking, So that they are able to have an access to the essence of life. [ABSTRACT FROM AUTHOR]

In this paper I wish to explore how Wittgenstein's pyrronism can be understood. I do not want to get into discussion with authors who supporting or rejecting this appellation for Wittgenstein. My intention is considering the conflict of opinions, the suspension of judgment, ataraxy and philosophy as ethic and then analyzing whether through these concepts some kind of similarity can be established between Wittgenstein and pyrronism. In the same way, I consider it useful if the text serves to show that all the similarities between the way Wittgenstein's philosophy is conceived and the pyrrhonics can serve to defend Wittgenstein's neopyrrhonism as something more than a simple family resemblance. [ABSTRACT FROM AUTHOR]

This paper examines cultivated epistemic doubt in the context of collaborative philosophical inquiry (CPI) with children in Years 2 to 7 at an inner-city primary school in Brisbane, Australia. The paper documents and categorises episodes of epistemic doubt expressed by children as they participated in an extended, design-based investigation of CPI. Epistemic doubt is theorised according to pragmatist notions developed by Charles Sanders Peirce (1877) who maintained that the space for inquiry is formed between 'genuine doubt' and a fixed or settled belief. The inquiry process is genuinely elicited when a 'real' experience provokes one's sense of disequilibrium, resulting in the need to revise an existing belief. He later proposed the process may commence with 'cultivated doubt' (rather than genuine doubt), initiated within the inquiry by the inquirer/s desire to review their own existing beliefs and assumptions. The cultivation of doubt would then provoke further examination and re-evaluation of these beliefs, thus leading to genuine doubt at the middle point of the inquiry. The doubt expressed by the students in this study arose from classroom discourse and inquiry rather than spontaneously through direct experience, hence would be considered cultivated doubt. Two distinct categories of cultivated doubt were found: doubt as an interactive process within the group that enhanced collective inquiry; doubt as the object of inquiry. When doubt was the object of inquiry, children sought to distinguish its features and how it functioned within the group to sustain dialogue. The paper enhances our understanding of cultivated doubt during CPI and demonstrates that even quite young students can engage in the collective examination of the features of doubt. Implications for educators are elaborated in terms of the pedagogical practices that engage children productively in the exploration of epistemic doubt. [ABSTRACT FROM AUTHOR]

It is almost a consensus, among those who study the works of Lucius Annaeus Seneca, that this philosopher's tragedies set forth aspects of the stoic doctrine. However, there are only a few studies actually dedicated to deeply analysing how the philosophic themes might have been transposed to the dramatic verse. Therefore, the goal in this paper is to trace an interpretation that could, in a more precise manner, delimitate how these transpositions might occur. For this purpose, an argument was developed with the goal of identifying, in Seneca's Agamemnon, some examples that could show, in an organized way, the transparency of a topic that is cherished by stoicism: the struggle between human reason and passions, which is addressed by Seneca especially in his treaty On Anger. Through a mindful reading this treaty and of Agamemnon, as well as of three other of Seneca's tragedies and of some other of his philosophical treaties, together with an analysis of the corpus of letters written by the stoic, it was possible to determine how Seneca's tragic writing seems to really be oriented towards disseminating stoic themes since many verses in the dramas support this interpretation. Thus, this paper is a stepping stone so that the debate over this hypothesis might become prolific, in order to make the possibility of interpreting senecan tragedies as a means of teaching philosophy increasingly tangible. [ABSTRACT FROM AUTHOR]

The advent of the 21st century, the human being has seen before him the challenge of adopting more realistic positions to preserve his own existence and that of nature, this means that knowledge, science and technology are today at the top of the scale of knowledge and intelligence. The real and objective implementation of all the legislation that makes it possible to achieve sustainability in development on a global scale and above all to guarantee the environmental education of current and future generations, then, and within the framework of this study, poses a new challenge. This paper aims to make an approach to environmental education from philosophy. [ABSTRACT FROM AUTHOR]

The deep influence of philosophy in Jorge Luis Borges is widely known. The relationship between philosophy and literature is investigated in this paper as a way to present how Borges converts literature as an extension of philosophy. Through the concepts of humor and irony, works of this Argentinian writer are analyzed here to establish a vision of its metaphysics. The purpose of this paper is to reflect on how short stories of the Argentinian writer converge within the frameowrk of the relationship between philosophy and literature, seen from irony and humor. Borges must be understood from different approaches; one of them is certainly philosophy. From there, a relationship is established between philosophy and literature which analyzes in depth metaphysics and irony in his short stories. As Borges' writing is understood, in some way, by the prism of philosophy, this paper demonstrates an analytical approach to the irony and humor as part of the metaphysical point of view. [ABSTRACT FROM AUTHOR]

In this paper, two different philosophical proposals to introduce and carry out philosophy in school spaces which include the participation of children are compared. These are: Philosophy for Children (P4C), mainly developed by Matthew Lipman and Ann Sharp, and Philosophy with Children (PwC), which is actually a set of "second generation" (counter)proposals--as described by Vansieleghem and Kennedy (2011), based on Reed and Johnson (1999)--among which those created by Walter Kohan and Karin Murris, to mention a few, stand out. The text begins with some similarities between both proposals, before comparing them in each of their dimensions. First, P4C is discussed. Second, PwC. Their ideas about education, school, philosophical education, their concept of childhood, the role given to teachers and their relation with politics are the main focus. Third, PwC's critique of the P4C program is studied. Finally, the paper concludes with some ideas on the issue of introducing philosophy in the school space. Particularly, PwC's proposal is supported, fundamentally because of its coherent acknowledgment of the autonomy of teachers and of the political element in education, and since philosophical experience with children is characterized in particular by questioning and critiquing, and, therefore offers the possibility of bringing about important transformations, at both the personal-individual and the collective levels. [ABSTRACT FROM AUTHOR]

The paper presents some illustrative turns in the history of the interactions between philosophy, logic, mathematics, and mathematical education since the 16th century. The underlying problem could be called the Aristotelian problem. Aristotle argued that any individual thing consists of a substantial form, which determines its general nature, and matter, which individuates the thing and makes it numerically distinct from other similar substances. [ABSTRACT FROM AUTHOR]

One hundred years after the birth of Leopoldo Zea, one of the most prominent philosophers of Latin America, in this paper we reflect on the role of the human being in history and the philosophy proposed by the author. We gather his vision about the Western philosophical heritage, anthropocentric and Eurocentric, facing the possibility of generating from our region a philosophy centered on the idea that all humans are human. Thus, we will unveil his criticism to the pretension of a universal Man and we will make visible his anthropological and humanist proposal, from which he manifests the need of recognition, from the cultural diversity, of all human beings. [ABSTRACT FROM AUTHOR]

This paper introduces the idea that essay has a aesthetics, a literary style, but at the same time this aesthetics is a mental style that presupposes a ethics as ground. Therefore, we think the essay as philosophy. More precisely: in modernity, philosophy is essayistic. This essay's philosophy has five main characteristics that are inseparable from each other. Essay is based on lifeworld and in consequence is a experimental philosophy opposed to the rationalist system. This philosophy is a philosophy of finitude, anti-absolutist, that defends the philosophical relevance of the concrete and real subject. Finally, the essay understands critical reflection as a method of freedom. Essayistic philosophy contains a ethics that avoids both rationalist totalitarianism and aestheticist nihilism, and that concludes in a dialogical pluralism. [ABSTRACT FROM AUTHOR]

"There is no such Revival. Around the Philosophical Disquisitions on Alienation in the late Twentieth Century". The following paper proposes to give arguments to relativize the extensive account that the concept of alienation lost theoretical attention in the field of philosophy during the eighties of the last century, and that a revival of the study of the concept occurred in the nineties. The conclusion is that there was no such loss of attention, but that furthermore, the presumed premises in the discussion concerning alienation from the nineties up to the present were delineated during the eighties. This conclusion has two supporters: the type of approach regarding alienation carried out by analytical Marxism and the philosophical incursions into the concept in the context of North American sociology. Based on this, the text offers a systematization of the history of the philosophical study of the concept in two sections or stages. And it concerns itself with two -and not three- stages because, for what was argued, philosophy did not stop talking about alienation in the eighties, although it did so to a much lesser extent than before (specifically, during the sixties and seventies, considered the boom in the philosophical treatment of alienation). [ABSTRACT FROM AUTHOR]

The following paper offers an analysis of the idea of wit according to Juan Huarte in order to construct a philosophic criterion that guides the individual to choose the science that best corresponds to them. This criterion is based on the determination of the different types of wit for the sciences and, according to Huarte, it is not guide by likes or wishes of the individual, but by the natural propensities objectified by the exercised capacities. In contrast to a psychologic perspective, Huarte's criterion represents an approach based on philosophic ideas, which are deemed within a system of thought that coordinates the intellectual faculties in relation to the sciences, arts and techniques corresponding to the different types of wits. [ABSTRACT FROM AUTHOR]

The paper explores the work of the Mexican philosopher Leopoldo Zea in search of theoretical elements that allow him to be identified as an antecedent of de-colonial developments. In this search for writings that appeared between the 1950s and 1970s, an evolution in his thought can be observed that makes it possible to divide it into two stages. The first represents an effort to justify the belonging of American philosophy to the great tradition of Western thought, considered as the only one with a claim to universality. The second will consider American philosophy as a disruptive contribution to a colonialist and decadent tradition. [ABSTRACT FROM AUTHOR]

El propósito de este artículo es explicar el papel de la persuasión y de lo que aquí se ha llamado pre-persuasión en la percepción del mundo y de nosotros mismos y en las reflexiones filosóficas en general, tratando de mostrar que por más original que se ha querido considerar, a lo largo de los siglos, las preguntas fundamentales en torno al sentido último de las cosas, como: "¿qué es el ser?", "¿qué es lo bueno?", o, "¿qué es la verdad o lo bello?", o aún, "¿quiénes somos?", siempre hay persuasiones de fondo que, una vez explicitadas por el método de análisis retórico, relativizan no solo las posibles respuestas, sino la pregunta misma. Esto, a su vez, revela la prioridad de la persuasión sobre la percepción y la retórica inconfesable de los discursos. El aporte del presente estudio es evitar la ingenuidad del objetivismo y de la metafísica, de la intención de la ultima verba y evitar la ilusión del discurso definitivo, visto por Perelman, como una forma pseudo laica de revelación. El único carácter sagrado admitido y que, por tanto, nos pre-persuade es, en palabras de Perelman, el del diálogo sin fin. [ABSTRACT FROM AUTHOR]

The paper examines some key places in G. Vico's work, De antiquissima Italorum sapientia ex linguae latinae originibus eruenda (1710), in which the distinction between physics and metaphysics is never transformed into absolute distance, just as the heterogeneity of the infinite with respect to the finite is not dissolved. This is the great theme of the new metaphysics, concerned with reconciling itself with 'our religion', Christianity, and the limits of human reason in controversy with 'the first true meditated by Renato Descartes'. Man is not only the meeting point of nature and spirit but also the place of evil, of original sin, and yet vis veri, according to Augustine's lesson that helps correct Malebranche. The theoretical novelty lies in the assimilation of the ingenious faculty to the formative forces (memory, imagination and fantasy) capable of carrying out synthetic operations, devalued by Cartesian gnoseology and psychology. If the verum is the factum, the latter is the fruit of 'fictiones', i.e. of mental constructions made by the ingenium and its 'eye', the 'phantasy', capable of referring the metaphysical prototype of the divine truth to human operations. [ABSTRACT FROM AUTHOR]

Martha Nussbaum claims that literature can be moral philosophy. This thesis, not so popular among philosophers, has been the target of different attacks. One of the most fundamental objections to the thesis is that literature do not do some traditional philosophic work. Specifically, it is said that philosophy does systematic conceptual work, and that philosophy shows truths by arguing. This paper claims that literature can indeed do systematic work and argue. Therefore, a literary work can be, at the same time, a philosophical work; more precisely, it can be moral philosophy. The main argument for this is based on two ideas inspired by Wittgenstein's work. First, that a way of systematize is to offer a panoramic view that illuminates the problem field. Second, that there are some truths, particularly moral truths, that language cannot grasp, but can show. [ABSTRACT FROM AUTHOR]

This paper presents social and political dimensions of forgiveness within Jacques Derrida's philosophy. Derrida's philosophy of forgiveness is an example of how philosophy can help us understand and resolve contemporary social and political issues. Derrida believes that traditional concept of forgiveness should be broadened beyond the bounds of the rational and the imaginable. According to Derrida, traditional concept of forgiveness needs rethinking because of the phenomenon of proliferation of scenes of forgiveness after the Second World War that produced globalization of forgiveness and trivialized and decharacterized this term. According to Derrida, the act of forgiveness can only be thought beyond the limits of common sense and in the space of the impossible, and that is the forgiveness of something that common sense cannot forgive. Derrida's philosophy of forgiveness has wide social and political implications as it transcends binary oppositions: present/past, self/other, friend/enemy and so forth. All concepts within Derrida's philosophy of politics (friendship, enemy, hospitality, forgiveness, justice, and so on) are significant for societies eroded with traumas of wars and ethno-national divisions and conflicts. [ABSTRACT FROM AUTHOR]

This paper studies the ethical significance of Wittgenstein's Tractatus Logico-Philosophicus. First, I elucidate what Wittgenstein means by the point of the book being ethical. I defend that the ethical point and significance of the Tractatus is to delimit the ethical and, thereby, show or make manifest what it is to live a good ethical life. Second, I study how the correct method of philosophy propounded by the Tractatus contributes to ethics and the attainment of the good ethical life. I argue that, although philosophy is neither a necessary nor a sufficient condition for achieving a good ethical life, it serves as useful tool that can help one undergo the required ethical changes to achieve said life. [ABSTRACT FROM AUTHOR]

This paper aims to analyze human sexuality from its philosophical and pedagogical dimensions. In philosophical matters, sexuality has been a controversial and overlooked subject within philosophical studies; However, based on the theoretical proposals of Michael Foucault, the concept of sexuality is re-dimensioned, by stating that it serves as an instrument of oppression imposed by the hegemonic culture; For this reason, in a world characterized by information, interconnectivity, population growth and various social conflicts that affect the human psyche, it is necessary to carefully reflect on these aspects. On the other hand, the pedagogical guidelines offered are intended to provide theoretical support for sexual education, based on Piaget's socio-cognitive theories and Bruner's theory of discovery; likewise, this model has sociocultural, epistemological and legal foundations, which makes the study of notable interdisciplinary interest. It is concluded that the human being has the need to know the fundamental aspects of his sexuality, not only biological, but from a broader perspective: philosophical and social. [ABSTRACT FROM AUTHOR]

This paper has as objectives, propose the issue of the need for analog dialogue between Critical Theory with the Philosophy of Liberation, fundamentally among the new generations, towards a concerted effort a systematic criticism of capitalism and modernity. View some relationships that had place in XX century, between the thinkers of the Frankfurt School and Latin America that new generations should retake. And finally, see the conditions of possibility of such analog dialogue. [ABSTRACT FROM AUTHOR]

Nietzsche was not only attentive to the contributions empirical sciences could make to moral psychology, but he also advocated the development of a scientifically informed moral philosophy. The purpose of this paper is twofold: it starts defending a naturalistic reading of Nietzsche's genealogical program and then relates it to contemporary genealogical approaches to moral philosophy. In order to achieve this objective, the paper addresses two main questions: first, how justified is the naturalistic reading that takes Nietzsche to be committed to the methodological thesis of the continuity between science and philosophy; second, what kind of solution (if any) Nietzsche offers to the traditional philosophical concerns involving the relationship between the descriptive and the normative. [ABSTRACT FROM AUTHOR]

This paper proposes an approach to the poetic write of the Colombian Raúl Gómez Jattin. As a result of the interpretation of the poems "Veneno de Serpiente Cascabel" and "El Elogio de los alucinogenos" written in the period from 1983 to 1986, this paper explain the symbolic multiplicity of poetic writing by Raúl Gómez Jattin. In relation with a viewpoint philosophical-literary this paper can decipher the relationship between the poetic saying and the connotations of otherness that the world of literature crosses, that from the poetry of Raúl Gómez Jattin is thought at the same time as descent, possibility of challenge to study the elements of the transgression what the Colombian poet Raúl Gómez Jattin needs inexcusable for the affirmation of life and literary space. [ABSTRACT FROM AUTHOR]

This article explores a modern approach to childhood that goes beyond the traditional view of children in western societies, which is based mainly on their inferiority and vulnerability. The modern approach explored in this paper takes a plural perspective in the conception of children as people who are able to think for themselves and who have the right to participate in the affairs that affect them, from their point of views, as children. This modern approach is related in this study to the free-rangers thesis, in which childhood is interpreted as a process of maturation and not as a stage of life, which is the conception linked to the traditional percepcion of childhood in the western societies. In the framework of formal education, this modern approach to childhood is related to Freire's liberating education and the proposals for the school of philosophy with children in which philosophical practices are encouraged from an early age, thereby stimulating a much more active role for children in schools and giving their voice due recognition. So, this study highlights the importance of promoting liberating education in schools with the aim to subvert the traditional roles of both teachers and pupils in formal education to give a more active role to children. In this sense, this paper calls for the activity of philosophy whith children and encourages the idea of putting philosophy at the service of schools to give children's voices greater value. [ABSTRACT FROM AUTHOR]

The paper seeks to analyze the notion of intentionality according to Jakob von Uexküll's theory. Also following John Searle's biological naturalism, its aim is to present the philosophical meaning of the notion of Umwelt and to show that it can offer an alternative approach to the traditional intellectualist perspectives on intentionality that consider it to be an internal and representational property of the mental states. According to a philosophical non-representationalist perspective on intentionality, the article also tries to trace the ancestral relation between the notions of Umwelt and enaction. The proposal of the paper is therefore to explore the conceptual elements that can be drawn from the notion of Umwelt in the philosophy of mind and to show that it means an intentional structure without mediation of internal representation of the states of the organism. [ABSTRACT FROM AUTHOR]

This paper seeks to understand the links and contradictions between social responsibility of business and the theory of justice proposed by John Rawls. To build the argument, the paper reviews the hypothesis in which Rawls' theory relays, analyses the notion of responsibility and contrast it with the notion of accountability. It questions the business mechanisms commonly proposed by social responsibility of business and explores the fundamental differences between this ideological proposal and the liberal ideas sustained by Rawls. [ABSTRACT FROM AUTHOR]

This paper aims to highlight the nature of philosophy as a task and show some resulting epistemological consequences, such as the overcoming of epistemological limitations related to the identification between knowledge and reflection, basis of theses on the end of truth. Maurice Blondel's work, the philosophy of action, will be our guiding element, especially his two writings making up Le point de départ de la recherche philosophique (published in January and June 1906). Using a dialectical methodology, this paper starts by examining the question of the crisis of reason and its connection with the interpretation of reflection as a tool of knowledge. It then examines some assumptions concerning the starting point of philosophy that are related to realism, critical idealism and intuitionism. Finally, it discusses the issue of individuation of knowledge as act which is a process of elucidating prospection through reflection, as the proper way of acquiring knowledge in philosophical research. [ABSTRACT FROM AUTHOR]

This paper recounts the experience of a community of inquiry in a Philosophy with Children's workshop directed at teacher training students. The workshop experience is documented in the form of pedagogical narrative, a practice-training-research strategy that seeks to make school practice visible from the teacher's point of view. Our narrative documents the experience of the workshop in the students' voices. Between August and October 2018, each session was audio-recorded and transcribed. The critical issue of the narrative analyzed here is the question of names; the discussion shows how the name not only constitutes a fundamental issue for identity definition, but also problematizes identity. The students' experience of naming and being named opens questions about the teacher's role in the classroom context, and problematizes the concept of the human subject in current pedagogical discourse, particularly in its opposition to the concept of community of inquiry in current philosophy of education discourse. [ABSTRACT FROM AUTHOR]

This paper elaborates a philosophical reflection framework in order to access the essence of culture. After pointing out a lack of consensus regarding the definition of culture, it presents a work scheme based on the concepts of both «the endearingness» and «the voice» to contribute to solve this problem. The objective, thus, will be to define culture as an acoustic of the being intended to plunge the subjects into some affectively discernibles limits. [ABSTRACT FROM AUTHOR]

In this paper we will attempt to determine the essence of philosophical thinking with respect to a closelyrelated form of spiritual culture - scientific knowledge. The purpose of the study is to identify the possibility or impossibility of defining philosophy as one of the sciences belonging to the humanitarian sphere. The pro arguments of the scientific status of philosophy and the arguments rejecting the possibility of defining philosophy as a science are discussed. Nevertheless, philosophy per se is significantly wider than its purely scientific segment, creating fundamentally new ways of understanding reality, and thereby leaving the limits of concrete scientific knowledge. [ABSTRACT FROM AUTHOR]

This paper analyzes the figure of the intellectual in Michel Foucault and Maurice Blanchot, from three distinct perspectives: 1) The affirmation of the anonymity of language; 2) the critical approach against power; and 3) the ethics of thinking and writing. The intellectual is thus characterized as an anonymous voice among anonymous voices; as someone who holds power accountable; as a solidary guard for the anonymous--and his writing as the exercise of a specific kind of responsibility. [ABSTRACT FROM AUTHOR]

In this paper, I shall present a reasoned answer to the question about the usefulness of philosophy. I start by analyzing the meaning and intentionality of the question "philosophy: what for?" Next, I study the different meanings of the word "philosophy" in the context of that question (section two). In the third section, I present some examples of certain answers given to the question "philosophy: what for?" as they can be studied from a historical and anthropological perspective. Next, I take into account certain outstanding philosophical systems to see how they have answered the question about the usefulness of philosophy (section four). Finally, I argue a reasoned answer to the question from the perspective of a Stoic, materialistic philosophy of the present (section five). [ABSTRACT FROM AUTHOR]

This paper focuses on the relationship between philosophy and literature in J.R.R. Tolkien’s (1892-1973) essay On Fairy-stories. Delivered as a lecture in 1939 and published in 1947, the text presents the author’s conception of the literary genre known as fairy-stories and we explore the possible philosophical and theological mediations and references in his investigation. The objectives of this article are twofold: 1) to highlight the literary theory proposed by Tolkien as part of the philosophical tradition of medieval realism, with conceptual correspondences in Plato, Aristotle, Augustine and Thomas Aquinas; and 2) to demonstrate Tolkien’s original contribution to the appreciation of imagination and fantasy as a form of contemplation, which is the purpose of the educational effort, called paideia, of this philosophical tradition. The methodology comprises a comparative bibliographical review of these authors, using both the essay by J.R.R. Tolkien and his personal letters, as well as the books by the above-mentioned philosophers and their contemporary commentators. The conclusion upholds the viability of the connection between the paideia and mythopoeia conceived by Tolkien as a contemplative way that values the production of myths as a means of admiration of reality from the metaphysical perspective. [ABSTRACT FROM AUTHOR]

this article seeks to approach the challenge of inventing oneself as a teacher through the eyes of childhood--a human dimension characterized by intensity, full of possibilities, connecting the movement of invention to the challenges encountered in day-to-day learning and teaching in school spaces. From that encounter with childhood, it is possible to create new perspectives and clues that can contribute to the development of eyes capable of seeing, "unraveling", "overturning" the world--in other words, seeing the world from several angles not yet explored, with new childlike lenses. This approach is potent enough potent to bring to life educational activities that provoke the teacher, in the complex art of building or inventing themselves, and developing the capacity to preserve the creativity of children of all ages. This perspective enables the act of thinking to be experienced in infinite and unimaginable ways, not only enriching but also transforming the practices and knowledge that inhabit the time of searching--the time of becoming teacher, becoming learner, becoming school. This paper does not seek to provide answers to the challenges and concerns presented, but, it is intended to be a careful exercise of looking at the issues that directly or indirectly affect the journey of all who venture out and challenge themselves to build educational experiences committed to the transformation and creation of other ways of relating to childhood, with children, with school, in short, with the very invention of the self, as an art of traversing the paths along which one becomes an educator. [ABSTRACT FROM AUTHOR]

Taking previous research work into account, I intend to formulate the anthropological issue in the context of contemporary philosophy, as it has been challenged in the last decades by accomplishments of biomedicine, especially molecular genetics and bioengineering, in their medical applications and different uses with other aims. Particular attention is given to epistemic, ontological and ethical aspects, by emphasizing the capacity of different technologies, in the wake of the different equations of knowledge and power, to make and create things, authorizing philosophical speculations about the new demiurge and the geneticist "playing God". From another perspective, with the powers of technology, especially of biotechnologies, the contemporary philosophical debate is marked by intense discussions about the dangers and the menaces caused by more radical and ambitious technologies, like CRISPR and transgenics. These debates give rise to proposals such as moratoria and stricter rules for bioproducts and biohackers, leading Chinese authorities to banish two geneticists who edited the HIV-immune twins. This is the more polemical and dramatic face of contemporary moral philosophy, whose foundations will be discussed in this paper and developed in further studies. [ABSTRACT FROM AUTHOR]

Considering the hostile relationship between philosophy and politics proposed in antiquity by Plato, this paper attempts to delve into this line from the treatment of Hannah Arendt from one of his fundamental works: The human condition. We estimate that in this work it is possible to capture the core of the Arendtian concerns about this tense relationship, being able to project from this place its vicissitudes in other works that contemplate the concern for the foundation of this and its dynamic complexity. Arendt sees in Plato the key to understand hostility between both disciplines and. in dialogue with his figure, we will try to get into the reflections concerning the problem and its drifts. [ABSTRACT FROM AUTHOR]

This paper discusses the Philosophy class as an opportune moment for conceptual creation in Deleuze and Guattari's perspective (2010) and as conceptual laboratory in Carrilho's perspective (1987). The theoretical approach adopted points to the teaching of Philosophy as a philosophical experience, distancing itself from a merely encyclopedic and doctrinal teaching. The objective is, therefore, to highlight the contributions of the authors already mentioned for the teaching of Philosophy that provides the student to relate Philosophy with daily experience. The results of this bibliographic research highlight the importance of considering the classroom as conceptual laboratory in which the student can relate the philosophical concepts of tradition to the problems of the contemporary society in which he/she is inserted. [ABSTRACT FROM AUTHOR]

This paper aims the discussion between Augusto Salazar Bondy and Leopoldo Zea about lateinamerican philosophy, that takes place towards the end of the 1960s. The objective is to show that this discussion is the place of a differendum; that means, of conflict between dissimilar positions and representations, in some cases irreconcilable. As proposed, what is discussed in that controversy is the meaning of philosophy and the philosophical, in contexs of enunciation such Latin America. For this, we review some conceptual nuclei of the dispute, showing it as a current philosophical discussion. [ABSTRACT FROM AUTHOR]

This paper defends the relevance of philosophy in the contemporary study of concepts. With the advent of cognitive science, naturalistic and interdisciplinary the orizing about concepts has gained momentum. In this context, it has been recently argued that philosophers' theories of concepts are not aimed at answering the issues that psychologists are interested in, thus dismissing the mentioned philosophical contribution as scientifically otiose. We present and discuss two cases in point suggesting otherwise, as an attempt to vindicate the crucial role of philosophy in the development of empirical theories of concepts. [ABSTRACT FROM AUTHOR]