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[spa] Esta tesis doctoral constituye una investigación de la obra de Chantal Maillard, en concreto, de determinados conceptos provenientes del ámbito musical desplegados en su pensamiento más teórico y reelaborados en su práctica creativa: “resonancia”, “ritmo”, “disonancia”, “silencio”, “escucha” o “sinfonía”. Las obras de John Cage y Morton Feldman presentes en su poesía y en su prosa devendrán algunos de los referentes determinantes de la investigación. La hipótesis de la investigación es que el concepto de “escucha” en concreto configura el núcleo determinante del nuevo modelo de pensamiento epistemológico que propone Chantal Maillard, en el que tanto la música como el sonido funcionan como estrategias deconstructivas, tanto para una perspectiva micro (a nivel de la construcción de la subjetividad) como macro (en relación con la tradición occidental más hegemónica, a la que la autora denomina “platonismo”, siguiendo a algunos pensadores franceses de los años sesenta y setenta). El objetivo principal de la tesis es definir el valor de la “escucha” en la reflexión teórica de la autora y comprobar hasta qué punto se pone en práctica en la escritura creativa. Los objetivos específicos a través de los cuales se ha limitado y precisado el objetivo principal son los siguientes: localizar los conceptos provenientes del mundo del sonido y la música presentes en la reflexión teórica y la práctica creativa, y disponer de una medición cuantitativa; analizar los modelos de pensamiento en los que se apoya en la reflexión teórica y comprobar sus vínculos con los conceptos derivados del mundo sonoro y la música empleados por la autora; investigar si los conceptos mencionados y los modelos de pensamiento se relacionan entre sí en la práctica creativa y, de ser así, describir el tipo de vínculos que ambos mantienen entre sí. La metodología de la investigación consta de dos fases. En primer lugar, se ha revisado la obra completa de Maillard con el fin de localizar los conceptos musicales que emplea y con los que dialoga. Una vez establecida la frecuencia de las referencias musicales, en la segunda fase se analizó la relevancia de los conceptos mencionados en relación con su propia reflexión teórica y su escritura creativa. Para el análisis y valoración se ha acudido mayoritariamente a los campos de la filosofía, la musicología y la teoría de la literatura. La conclusión principal de la presente investigación confirma la hipótesis de partida, ahondando en matices y detalles. Es la siguiente: la “escucha” deviene una epistemología deconstructiva, de implicaciones éticas y estéticas, que tiene que ver en lo fundamental con la relación con “el otro”, especialmente dañada en la lógica cultural del capitalismo tardío y en cierto modo en la tradición ya mencionada que Maillard denomina con el nombre genérico de “platonismo”. Se trata de un pensamiento que tiene que ver en este aspecto con algunos planteamientos de la tradición de cierto budismo zen, fuente de una parte esencial de la propuesta de Maillard, también y muy en especial como hemos podido comprobar, en lo relativo al terreno de lo musical y/o lo sonoro., [eng] This doctoral thesis is a study of the work of Chantal Maillard, specifically, of certain concepts from the musical field used in her most theoretical thinking and reworked in her creative practice: resonance, rhythm, dissonance, silence, listen or symphony. The works of John Cage and Morton Feldman present in her poetry and prose will become some of the key references of this research. The main hypothesis of the research is that the concept of listening forms the determining core of the epistemological model proposed by Chantal Maillard, in which music and sound work as deconstructive strategies, from a micro perspective (at the level of the construction of subjectivity) and a macro perspective (in relation to the most hegemonic Western tradition which the author calls platonism, following some french philosophers of the 1960s and 1970s). The main objective of the thesis is to define the epistemological value of listening in the author's theoretical reflection and to verify how it is put into practice in her creative writing. The specific objectives of the research are the following: locate the concepts from the world of sound and music present in Chantal Maillard’s writing and obtain a quantitative measurement; analyze the models of thought present in the theoretical reflection and check if there are links with the concepts derived from the world of sound and music, investigate if the concepts mentioned and the models of thought are related to each other in creative practice and describe the type of links they maintain. The research methodology consists of two phases. First, the work of Chantal Maillard has been reviewed in order to locate the musical concepts that she uses. In the second phase, the relevance of the different concepts in relation to theoretical reflection and creative writing has been analyzed. The analysis and evaluation have mainly used the fields of philosophy, musicology and the theory of literature as references. The results of the investigation confirm the starting hypothesis with some nuances and details. As a main conclusion, it is argued that listening ultimately becomes an ethical model for the relationship with "the other", especially damaged in the cultural logic of late capitalism and, to a certain extent, in the tradition that Maillard calls platonism. The author's ethical model coincides with some aspects of the Zen Buddhism tradition, the source of an essential part of her proposal, aspects also present in the field of music and sound.

Màster en Filosofia Analítica (APhil), Facultat Filosofía, Universitat de Barcelona, Curs: 2016-2017, Director/Tutor: José Martínez Fernández, In this paper we present a different approach in the classical debate over pluralism and monism. This approach focuses on whether the application of logic is local or global. The thesis we will defend is in favour of localism. In doing so, we will introduce the methodology of Chunk and Permeate, in order to give an account of one of the problems that localism faces.

В статье основное внимание уделяется анализу проблем о роли философии в естествознании, в частности диалектического характера изучаемых современным естествознанием объектов и диалектических способов воспроизведения их в научных понятиях и представлениях. Причем некоторые вопросы о значении философии для естествознания в статье подтверждаются высказываниями выдающихся естественников XX века., The article focuses on the analysis of problems about the role of philosophy in natural science, in particular the dialectical nature of the objects studied by modern natural science and dialectical ways of reproducing them in scientific concepts and representations. Moreover, some questions about the importance of philosophy for natural science in the article are confirmed by the statements of outstanding natural scientists of the XX century., Социально-гуманитарные знания, Выпуск 2 2023, Pages 74-76

Treballs Finals del Màster en Ciència Cognitiva i Llenguatge, Facultat de Filosofia, Universitat de Barcelona, Curs: 2022-2023, Tutor: Fernando Broncano Berrocal, This essay addresses one of the most central and longstanding problems in epistemology: What is the nature of knowledge? According to robust virtue epistemology, which is a popular answer to this problem, knowledge is explained solely by appealing to cognitive abilities, epistemic competences, or intellectual virtues. In this essay, I defend a reliabilist and modalized version of robust virtue epistemology. More specifically, the main thesis of this essay is that Mortini's (2022) reformulation of the safety principle as "environment-relative safety", which is the best response to Kelp's (2009; 2016; 2018) safety dilemma, makes robust virtue epistemology even more plausible. In section 2, after the introduction, I will present Pritchard's defense of a modest (non-robust) virtue epistemology based on the independence thesis. In section 3, Kelp's (2009; 2016; 2018) safety dilemma, which is an objection to the necessity of safety for knowledge, is presented. However, I will argue that Mortini's (2022) reformulation of safety satisfactorily answers this objection and that it is the best answer to this dilemma thus far in the literature. Finally, in section 4, I argue that the manifestation of cognitive abilities ought to be relativized to actual features of the environment. And I will argue that the satisfaction of the ability condition relativized to those features entails the satisfaction of environment-relative safety.

This pro gradu thesis applies the research literature of epistemic cognition to conduct semi-structured interviews on a set of security analysts. Individual security analysts play a key role in how various state entities sense the world through their function as actors who simplify various sources of data and information for others to base decisions upon, the implications of which may range from policing initiatives to matters of international security based upon the organization that they represent within the given state structure or private entity. Here the theoretical traditions of epistemic communities and strategic cultures play a part, by viewing these individual security organizations as separate, but connected epistemic communities which function as strategic subcultures contributing to a given national strategic culture. So, the cognitive functions of individual analysts are seen to directly influence state behavior at both national and international levels by functioning as actors who filter and simplify various of forms of knowledge for decision-makers through different processes. The thesis illustrates the usefulness of the research literature on epistemic cognition as a novel approach to researching the cognitive biases related to the work of security analysts. The results indicate specific adaptive strategies amongst the respondents for resolving structural limitations to epistemic processes related to their field in the forms of secrecy, uncertainty, and specific timeframes. The thesis provides groundwork for future research in developing analytical methods based on its findings.

Màster en Filosofia Analítica (APhil), Facultat Filosofía, Universitat de Barcelona, Curs: 2017-2018, Director/Tutor: David Pineda Oliva, Emotions are complex phenomena constituted by several dimensions. Among them, their intentionality, their phenomenology, their natural history, their developmental course and their normativity. Focusing on some of these dimensions, several theories of emotions have been proposed. At the same time, there is a scientifically supported therapy for emotional disturbances, Cognitive-Behavioural Therapy (CBT), that points out to the centrality of the normative dimension of emotions. This paper is about finding a theory of emotions, among the already existent, not only consistent with CBT, and the normativity implied by it, but also with a satisfactory explanation of the other mentioned dimensions. That is, a theory of emotions plausibly consistent with CBT.

Màster en Filosofia Analítica (APhil), Facultat Filosofía, Universitat de Barcelona, Curs: 2021-2022, Director/Tutor: José Martínez, The present article follows on a line of research proposed by Ripley in his 2015 article ‘Anything goes’, where he proposes a conception of logical consequence bearing the peculiar characteristic of discarding the cut rule entirely, and transitivity with it. This is, of course, a bold step to take, given transitivity’s usefulness. It still bears some fruitful advantages for an inferential theory of meaning nonetheless, as it allows entrance into the inferential realm of meaning to many previously problematic entities -such as connectives like Prior’s infamous tonk. As the title of Ripley’s article suggests, it seems that in this interpretation of the turnstile (almost) anything goes. But how exactly does it go, we may ask ourselves. And indeed, this shall be the question we will try to sketch an answer for presently. What exactly could the meaning of tonk be in a framework which accounts for it, i.e. Ripley’s? We believe Ripley’s intuition to be mainly right, and that connectives like tonk do indeed possess a meaning, so we will try to delve deeper into what the meaning of these faulty connectives could be about. We will also briefly consider a side issue, which has to do with the fact that, even if everything goes, it does not seem to be the case that everything goes in the same way. Indeed, thanks to the many responses to Prior’s article numerous differences have been spotted between regular, ‘healthy’ connectives like conjunction and problematic ones like tonk.

Resumo: Neste artigo apresentamos um modelo teórico que toma a Divulgação Científica como parte de um processo amplo de produção, circulação e textualização do conhecimento científico. Assim, realizamos uma articulação entre Ludwick Fleck, um autor do campo da epistemologia, e Authier-Revuz, uma autora do campo da linguagem. Com Fleck buscamos compreender as características textuais e papéis epistemológicos de diferentes textos na produção dos fatos científicos, aprofundando sua noção de ciência popular. Com Authier-Revuz, destacamos aspectos sobre um ponto de vista discursivo para a Divulgação Científica. Nossa perspectiva critica visões unidirecionais sobre a Divulgação da Ciência e destaca o papel constitutivo desse tipo de textualização na produção e manutenção dos conhecimentos científicos, em movimentos bidirecionais entre ciência e público. Essa articulação teórica se mostrou profícua para refletir sobre aspectos da Divulgação Científica, o lugar que ocupa, social e epistemologicamente, na produção da ciência, e para derivar implicações para a Educação Científica. Abstract: In this article we present a theoretical model that takes Science Dissemination as part of a broad process of production, circulation and textualization of scientific knowledge. Thus, we articulate the work of Ludwik Fleck, an author in the field of epistemology, and that of Authier-Revuz, an author in the field of language. With Fleck, we seek to understand the textual characteristics and epistemological roles of different texts in the production of scientific facts, deepening his notion of popular science. With Authier-Revuz, we highlight aspects from a discursive point of view for Science Dissemination. Our perspective criticizes unidirectional views on Science Dissemination and highlights the constitutive role of this type of textualization in the production and maintenance of scientific knowledge, in bidirectional movements between science and the public. This theoretical articulation proved to be useful to reflect aspects of Science Dissemination, the place it occupies both socially and epistemologically in the production of science, and to derive implications for Science Education.

In this paper present some points of Gumbrecht’s philosophical thinking about the presence, over the Heidegger’s Dasein senses, especially, regarding the possibilities and conditions of language in relation to this presentiment. From these logos, propose an introductory critique of the concepts of thing, of subject/object, of Cartesian worldview, showing, from the analyzed author, the possibilities of tangibility through language and what it represents in the face of existing of science paradigms., Ce travail a l’intention de présenter certains points de la pensée philosophique de Gumbrecht de la présence, du Dasein de Heidegger, en particulier en ce qui concerne les possibilités et les conditions de la langue sur cette présentification. Ce logos, nous proposons une critique d’introduction des concepts de chose, le sujet / objet de vue cartésien du monde, ce qui démontre, de l’auteur analysé, les chances de tangibilité à travers le langage et ce qu’il est avant paradigmes actuels de la science., O trabalho apresenta alguns pontos do pensamento filosófico de Gumbrecht sobre a presença, a partir do Dasein de Heidegger, especialmente, com relação às possibilidades e condições da linguagem relativamente a esta presentificação. Desse logos, propõe-se uma crítica introdutória aos conceitos de coisa, de sujeito e de objeto, de visão cartesiana do mundo, demonstrando, a partir da análise de parte da obra do autor, as possibilidades de tangibilidade por meio da linguagem e o que isso representa diante dos paradigmas vigentes das ciências.

The goal of the article is to offer a new interpretation of Wittgenstein’s famous commentaries on Russell’s multiple relation theory of judgment, according to which judging is a multiple relationship of a judging subject to particular judged elements. In 1913, Wittgenstein repeatedly tried to convince Russell that the possibility of judging nonsense was not ruled out in his theory, and this accusation was most often seen as a reference to the inability of Russell’s multiple relation theory to ensure the unity of the judgment. In the present article, however, I will try to show that Wittgenstein’s words can be grasped in another way, namely that the central theme becomes the (in)ability of the multiple relation theory to explain the basic feature of the judgment, i.e. its representational ability.

Husserl's phenomenology is widely considered an idealistic philosophy, this article aims to present the empirical side of Husserl's philosophy by analyzing a key epistemological concept, i.e., an object. The research of the first and last of Husserl's writings (which are devoted to the issue of constituting logic) will present a necessary part of the phenomenological conception of the object – its external aspect. This aspect is, on the one hand, based on the general phenomenological conception of knowledge, which prima facie contains the features of idealism, but, on the other hand, by examining the concepts below, the strength of the bond that connects this conception with the outside should be clarified.

The article deals with the interpretation of Kant’s theory of knowledge by Matteo Liberatore, a major representative of Neo-Scholastics in the middle of the 19th century, in his treatise Della conoscenza intellettuale (1858). It is shown that his study of to Kant was conditioned by a number of tasks that were solved by Neo-Scholastics, i. e. (1) apologetic: overcoming Kant’s criticism of theological argumentation; (2) critical: refuting the concurrent doctrines like Ontologism, Hermesianism, etc.; (3) conceptual: actualising scholastic philosophy in the context of the issues of Modern Time. A range of responses given by Liberatore’s predecessors (G. Sanseverino, J. Balmes, J. Kleutgen) could not adequately present and eff ectively substantiate the Thomist theory of knowledge. Liberatore solved that problem on the basis of a consistent reconstruction of Aquinas’ epistemology as part of the questions posed by the theories of knowledge in Modern Time. Taking into account the break in continuity between scholasticism and Modern European philosophy (for which Descartes is responsible), Liberatore notes that the subject content of both types of concepts is the same, although the method of determining the sources of knowledge diff ers. In particular, Liberatore denies the need to assume the original givenness of a certain content (innate ideas) or forms of constituting objects (a priori forms) that mediate the relationship of subject and the objective world. On the contrary, Liberatore assumes only the actual capacity of knowledge as a substantial quality of the rational soul, but it is devoid of content independent of the known reality (tabula rasa); it is formed due to a cognitive mechanism of abstractions and mediations (which Liberatore, like Aquinas and other scholastics, describes as intellectus agens et patiens), driven by aff ections on the part of objects. According to Liberatore, it is a mistake to give this mechanism its own place and a special non-objective content that becomes the focus of knowledge and obscures reality. However, this criticism of Kantianism did not mean that certain aspects of this theory could not be integrated as counter-arguments into Neo-Scholastic epistemology. Liberatore laid the ground for further research and interpretation of Kant’s philosophy by Catholic intellectuals.

The article consider the concept of religious pluralism by M. Mendelssohn and some aspects of his theory of knowledge and linguistic theory, lying in the foundation of the pluralism concept. The article shows that Mendelssohn expressed views that are far ahead of his time. His theory of knowledge repeats some lines of Hume's philosophy, which he praised highly, what was not characteristic of the German Enlightenment as a whole. By virtue of this, Mendelssohn can be considered as Kant's predecessor in a positive assessment of Hume. Some of Mendelssohns ideas are further developed in phenomenology. The author argues that Mendelssohns views on the interaction of religions, although they have a number of features that make this thinker related to other thinkers of the Enlightenment, also have a fundamental difference with them. As a result, his religious pluralism concept is close to the modern understanding of religious pluralism. The author also attempts to reveal the reasons why Mendelssohn, despite his great significance for both German philosophy and Jewish culture, was almost forgotten for a long time.

Nicolai Hartmann interprets the logic of knowledge as a dialectical process that must reveal the processionality of being itself. Sesemann not only extends Hartmann‘s philosophical insights, but also supplements them significantly. He also understands the knowledge of reality not as an analysis of static objects, but as a dynamic and temporal reconstruction of becoming reality. Acknowledging the limitations of intuition, he returns to the possibilities of logically formed knowledge. Sesemann argues that the logical constructions of knowledge must maintain a connection with primal intuition. However, logically formed knowledge is limited by its static nature. A dialectic is needed to reveal a dynamically changing being. I will begin the article by discussing the relationship between intuition and logical knowledge, then examine the problem of the ideal being and conclude by evaluating the significance of dialectics in Sesemann’s theory of knowledge. According to Sesemann, the dialectic, unlike formal logic, must reveal not the ideal laws of thought, but how live knowledge takes place. Dialectics allows one to analyze being as incomplete and indefinite, as becoming and open to infinite change, it allows one to relate a separate aspect of knowledge to the whole.

This paper focuses on the phenomenon of forming one’s judgement about epistemic matters, such as whether one has some reason not to believe false propositions, on the basis of the opinion of somebody one takes to be an expert about them. The paper pursues three aims. First, it argues that some cases of expert deference about epistemic matters are suspicious. Secondly, it provides an explanation of such a suspiciousness. Thirdly, it draws the metaepistemological implications of the proposed explanation.

El presente artículo propone una reflexión crítica sobre el estatuto y naturaleza de los estudios de comunicación en el contexto académico español. En primer lugar, se examina la situación de los estudios de comunicación, que las autoridades académicas españolas han establecido unívocamente en la rama de “ciencias sociales y jurídicas”, más concretamente en el ámbito de las ciencias sociales. En segundo lugar, se aborda el estudio de la ubicación de los estudios de comunicación en las primeras 40 universidades del ranking de Shangai. Para ello, se han estudiado los planes de estudio (grado y postgrado) y la disposición estructural de sus facultades tanto en el campo de la comunicación audiovisual como del periodismo. Los resultados demuestran que, frente a lo que comúnmente se da por sentado, nuestras titulaciones se suelen encontrar mucho más cerca de centros vinculados explícitamente con las “humanidades”. Del mismo modo, mostramos cómo el número de universidades que apuestan por la comunicación es notablemente alto (80% del núcleo del ránking). Finalmente, se debate la posibilidad de definir una nueva epistemología de las ciencias de la comunicación, que asuma su carácter interdisciplinar, esto es, como espacio disciplinar en el que concurren saberes humanísticos y de las ciencias sociales. This paper reflects critically on the status and nature of Communication Studies within the Spanish academic context. First, the situation of Communication Studies, as unequivocally defined by the Spanish academic within the field of “Social and Legal Science”, specifically in the field of social sciences, is examined, followed by an analysis of which of the first 40 universities in the Shanghai ranking offers these studies. To this end, the syllabus (degree and postgraduate) and the structure of their faculties were studied, both in the field of Audiovisual Communication and Journalism. The results reveal that, as opposed to what is commonly assumed, the Spanish degrees are often much closer to academic centres offering studies in the field of Humanities. Similarly, the results reveal that the number of universities offering Communication Studies is remarkably high (80% of the ranking core). Finally, the possibility of defining a new epistemology for Communication Science as an interdisciplinary subject is discussed, i.e., a disciplinary space where humanistic knowledge and social sciences are involved. El presente trabajo ha sido realizado con la ayuda del Proyecto de Investigación “Mapas de la Investigación en Comunicación en las universidades españolas de 2007 a 2018” (código PGC2018-093358-B-100), bajo la dirección de Carmen Caffarel Serra y Carlos Lozano Ascencio, financiado por la Convocatoria 2018 de Proyectos de I+D “Generación de Conocimiento”, del Programa Estatal de Generación de Conocimiento y Fortalecimiento Científico y Tecnológico del Sistema I+D, en el Marco del Plan Estatal de Investigación Científica y Técnica y de Innovación del Ministerio de Ciencia, Innovación y Universidades, para el periodo 2019-2021; y en el marco del proyecto de investigación “Análisis de identidades discursivas en la era de la posverdad. Generación de contenidos audiovisuales para una Educomunicación crítica” (AIDEP) (código 18I390.01/1), bajo la dirección de Javier Marzal Felici, financiado por la Universitat Jaume I, a través de la convocatoria competitiva de proyectos de investigación de la UJI, para el periodo 2019-2021.

[eng] Breaking new ground in advancing the work and thought of the Renaissance humanist Joan Lluís Vives (1492/3-1540), this dissertation includes the following materials: (1) an updated state of investigation in Vivesian studies; (2) a vindication of Vives as a philosopher rather than a pedagogue; (3) the first critical edition of the Introductio ad sapientiam (1524), his second most disseminated work; (4) an explanation of the philosophical content of the Introductio ad sapientiam through an exploration of three key aphorisms (numbers 1, 200 and 604) that shed light on items overlooked by previous scholarship; and, last but not least, (5) a probe into the meaning of the term animus through the lens of eleven Classical Latin and Renaissance authors. [cat] Aquesta tesi doctoral obre nous camins per avançar en l’estudi de l’obra i del pensament de l’humanista renaixentista Joan Lluís Vives (1492/3-1540), i inclou els materials següents: (1) un estat actualitzat de la investigació en els estudis vivesians; (2) una reivindicació de Vives com a filòsof més que no pas com a pedagog; (3) la primera edició crítica de la Introductio ad sapientiam (1524), la seva segona obra més difosa; (4) una explicació del contingut filosòfic de la Introductio ad sapientiam a través de l’anàlisi de tres aforismes clau (números 1, 200 i 604) que fan llum sobre temes desatesos per estudis anteriors; i, finalment, (5) una indagació sobre el significat del terme animus a través d’onze autors llatins clàssics i renaixentistes.

A presente dissertação visa entender a relação entre o estado epistêmico do entendimento e a sorte epistêmica. Alguns filósofos afirmam que o entendimento e a sorte epistêmica são compatíveis (Pritchard, 2010; Kvanv ig, 2003). Dado que o conhecimento não é compatível com sorte epistêmica e o entendimento seria compatível, então conhecimento e entendimento seriam estados epistêmicos distintos. Esses filósofos são chamados de não reducionista s (dado que não reduzem o en tendimento ao conhecimento). Será argumentado que o argumento da sorte epistêmica não é suficiente para refutar o reducionismo (tese de que o entendimento é um tipo de conhecimento). Os autores do argumento da sorte epistêmica utilizam duas vias: uma que e nvolve a sorte ambiental e outra que envolve a sorte interferente. Será defendido que a primeira via não consegue ser bem sucedida, pois ou não gera um caso real de sorte ambiental para o conhecimento ou não faz a pergunta correta para gerar um caso de sor te ambiental para o entendimento. Será defendido que a segunda via não consegue ser bem sucedida, pois há um tipo de conhecimento que é compatível com a sorte interferente, a saber , o saber como. O tipo de reducionismo defendido aqui é o entendimento como um tipo de saber como. Dado que o saber como é compatível com a sorte interferente, então o entendimento também é compatível com a sorte interferente e ainda permanece uma forma de reducionismo. This dissertation aims at understand ing the relation between the epistemic state of understanding and epistemic luck. Some philosophers claim that understanding and epistemic luck are compatible (Pritchard, 2010; Kvanvig, 2003). Given that knowledge is not compatible with epistemic luck and understanding would be compatible, then knowledge and understanding would be different epistemic states. These philosophers are called non reduc t ionists (given that they don't r educe understanding to knowledge). It will be argued that the epistemic luck argument is not enough to refute reductionism (the thesis that understanding is a type of knowledge). The authors of the epistemic luck argument support their claim through either with cases of environmental luck or cases of intervening luck . It will be defended that the first way is not successfu l, because either they don't generate a real case of environmental luck to knowledge or they don't ask the right question to generate env ironmental luck case to understanding. It will be defended that the second way is not successful , because there is a type of knowledge that is compatible with intervening luck, to wit, know how. The type of reductionism defended here is that understanding is a type of know how. Given that know how is compatible with intervening luck, then understanding is also compatible with intervening luck and it is still a form of reductionism.

Роль Абу Насра Фараби, основателя исламской философии и мыслителя, несравнима в развитии философских теорий познания, которые оживили древнегреческую философию. Естественно-научное и философское наследие Абу Насра Фараби включает в себя множество тем и научных проблем, в частности, наиболее актуальными являются вопросы теории познания. Все труды Мыслителя (более 160) охватывали определенный комплекс вопросов философии с ее сущностью, целью и направлением. Большинство естественнонаучных и социально-философских трудов, принадлежащих перу Мыслителя, являются неисчерпаемым источником для теории познания. Целенаправленный анализ различных значений понятия разума позволяет великому мыслителю средневековья Абу Насра аль-Фараби развернуть собственную концепцию мышления. Выдвигая понятие разума, мыслитель в тоже время тонко раскрывает диалектику тождества мышления и бытия. В данной статье рассматривается вопрос о познавательной деятельности научно-философских и духовно-нравственных взглядах Абу Насра аль-Фараби. А также научно обоснован важность их изучения, анализа и внедрения в жизнь как фактора формирования национального познания в Новом Узбекистане; научно-теоретически обоснована важность их изучения, анализа и внедрения в жизнь как основной цели процесса воспитания полноценно функционирующего человека., The role of Abu Nasr Farabi, the founder of Islamic philosophy and thinker, is incomparable in the development of Western spiritual culture with new philosophical theories and conclusions, while reviving ancient Greek philosophy. The natural-scientific and philosophical heritage of Abu Nasr Farabi includes many topics and scientific problems, in particular, the most relevant issues are the theory of knowledge. All the works of the Thinker (more than 160) covered a certain complex of issues of philosophy with its essence, purpose and direction. Most of the natural science and socio-philosophical works written by the Thinker are an inexhaustible source for the theory of knowledge. A purposeful analysis of the various meanings of the concept of reason allows the great thinker of the Middle Ages Abu Nasr al-Farabi to develop his own concept of thinking. Putting forward the concept of reason, the thinker at the same time subtly reveals the dialectic of the identity of thinking and being. This article examines the question of the cognitive activity of the scientific, philosophical, spiritual and moral views of Abu Nasr al-Farabi. The importance of their study, analysis and implementation in life as a factor in the formation of national knowledge in the New Uzbekistan is also scientifically substantiated; the importance of their study, analysis and implementation in life as the main goal of the process of educating a fully functioning person is scientifically and theoretically substantiated.

[spa] La presente investigación tiene por objeto esclarecer las relaciones entre el problema del conocimiento y su transmisibilidad, de modo más concreto, se pregunta acerca de si es posible una educación sin conocimiento, a lo que se responde que la educación no puede prescindir del conocimiento y, por lo tanto, del concepto de verdad. Del mismo modo que no hay conocimiento sin verdad, no hay posibilidad alguna de educación sin apelar al conocimiento. Se trata de una investigación que se enmarca en la disciplina de la Filosofía de la Educación y que se centra en la obra de J.A. Comenius para desarrollar el problema esbozado. La investigación se articula en torno a seis capítulos que representan, cada uno, una etapa en el proceso de responder a la pregunta inicial. Cada uno de ellos presenta, pues, una tesis substantiva sobre el problema. De este modo se afirma: (1) El sujeto del conocimiento aparece para Comenius como criatura caída que debe salir del laberinto del mundo. (2) Si el conocimiento no es posible tal como sostiene el escéptico entonces el ser humano no es capaz de alcanzar verdades por lo que toda empresa pedagógica queda frustrada. Se presentan así los argumentos antiescépticos de Comenius como paso preliminar para la fundamentación de una praxis epistémica y pedagógica. (3) Se sostiene que el argumento a favor del conocimiento parte del presupuesto de que el ser humano es creado a imagen y semejanza de Dios por lo tanto es capaz de la verdad. La metafísica creacionista supone un fundamento trascendental epistemológico que posibilita el tránsito a la práctica pedagógica y le da sentido. (4) Se definen los conceptos de saber y aprendizaje, de modo que se establece la siguiente relación: se enseña lo que se sabe. El saber surge del deseo, de forma que el aprendizaje comporta una búsqueda activa del saber como satisfacción del deseo original. (5) El conocimiento se adquiere a través de un método y su transmisión también es a través de un método. El método aparece como una exigencia racional que se despliega tanto en la cuestión del problema del conocimiento como en la de su transmisibilidad. (6) Tanto el conocimiento como la educación son tareas colectivas que exigen una institucionalización de forma que existe una vinculación entre las instituciones educativas reformadas y las nacientes instituciones científicas. La conclusión general es que para Comenius el conocimiento tiene un valor redentor de la humanidad y que esta finalidad solo puede ser llevado a cabo a partir de la racionalización de la práctica educativa, de modo que las relaciones entre epistemología y pedagogía son de absoluta codependencia., [eng] The purpose of this research is to clarify the relationship between the problem of knowledge and its transmissibility. More specifically, it asks whether education without knowledge is posible. The answer is that education cannot do without knowledge and, therefore, without the concept of truth. Just as there is no knowledge without truth, there is no possibility of education without appealing to knowledge. This research is framed within the discipline of Philosophy of Education and focuses on the work of J.A. Comenius to develop the problem outlined. The research is organized around six chapters, each one representing a stage in the process of answering the initial question. Each of them thus presents a substantive thesis on the problem. Thus it is stated: (1) The subject of knowledge appears for Comenius as a fallen creature who must emerge from the labyrinth of the world. (2) If knowledge is not possible, as the skeptic maintains, then the human being is not capable of attaining truths, so that every pedagogical enterprise is frustrated. Comenius' anti-skeptical arguments are thus presented as a preliminary step for the foundation of an epistemic and pedagogical praxis. (3) It is argued that the argument for knowledge is based on the assumption that the human being is created according the image and likeness of God and is therefore capable of truth. Creationist metaphysics assumes a transcendental epistemological foundation that enables the transition to pedagogical practice and gives it meaning. (4) The concepts of knowledge and learning are defined, so that the following relationship is established: what is known is taught. Knowledge arises from desire, so that learning involves an active search for knowledge as satisfaction of the original desire. (5) Knowledge is acquired through a method, its transmission depends also on method. Method appears as a rational requirement that unfolds both in the question of the problem of knowledge and in that of its transmissibility. (6) Both knowledge and education are collective tasks that require institutionalization so that there is a link between the reformed educational institutions and the nascent scientific institutions. The general conclusion is that for Comenius knowledge has a redeeming value for humanity and that this purpose can only be achieved through the rationalization of educational practice, so that the relationship between epistemology and pedagogy is one of absolute co-dependence.

Topic of the Magister thesis is study of human knowledge about the real world. Thesis focuses on the establishment of Epistemology, a philosophical discipline that focuses on theory of knowledge, introduces its history and its relation to other philosophical disciplines, mainly onthology. Thesis thoroughly studies all epistemological conceptions, both from the epistemological and ontological points of view, including conception of subject-object relationship. Thesis studies different sources of knowledge, i.e. empirical, rational, irational, and also analytical philosophy and critical rationalism of the 20th century. Thesis includes a list of the most influencial philosophers and their concepts of human knowledge - Plato, Aristotle, Descartes, Locke, Berkeley, Hume and Kant. Thesis studies the relationship of epistemology and axiology, the philosophical study of value. Thesis studies concepts of truth of knowledge. Thesis sudies evolutionary epistemology, its theoretical starting points, principles of natural and cultural evolution, phylogenetics and epigenetics and conceptual knowledge.

La investigación narrativa constituye una forma divergente de construcción de conocimiento, la cual requiere de una metodología que se ajuste a las características propias de la riqueza y pluralidad que contiene el dato narrativo. Por ello, se necesita una plataforma teórica y metodológica que profundice en el dato, propicie la articulación de este con las fuentes de referencia y transite por una ruta interpretativa que pone en diálogo al sujeto que narra, al investigador que interpreta, a la narrativa misma y al lector externo quien se aproxima a los hallazgos desde los propios marcos de referencia. Esta obra pretende proporcionar fundamentos epistémicos, visibilizar experiencias narrativas y desarrollar diferentes herramientas necesarias a la hora de emprender un proyecto metodológico basado en la narración, en el área de la educación.

In a 1794 book on logic, Salomon Maimon presented a new table of categories that was meantto replace Kant’s as discussed in his Critique of Pure Reason. I see it as the last stage of an evolution ofMaimon’s view on the subject. In light of a general understanding of Maimon’s epistemological stance,I trace this particular development of his thought from his earliest German work, the TranscendentalPhilosophy (1789), to his aforementioned Logic and divide it into four sections. In the first two, I portrayMaimon’s position as conforming to the Kantian paradigm according to which the categories depend onthe logical forms of judgment. In the third one, I explain Maimon’s inversion of such paradigm in hiscommentary to Aristotle’s Categories. In the last section, I find Maimon’s last version of the table ofcategories to be an expression of the overall improvement of his theory of knowledge. Finally, I arguefor a broader understanding of several key notions of his philosophical system which, in my opinion,could be of assistance in the task of fruitfully interpreting his work. En un libro de lógica de 1794, Salomon Maimon presentó una nueva tabla de categoríasque debía sustituir la que Kant incluyó en su Crítica de la razón pura. Sostengo que esto es la últimafase en la evolución de algunos aspectos fundamentales de su postura epistemológica. A partir de unacomprensión general de su teoría, voy trazando el desarrollo de su pensamiento sobre las categoríasdesde su primera obra en alemán, la Filosofía trascendental de 1789, hasta su mencionada Lógica. Lodivido en cuatro partes. En las dos primeras, describo la posición de Maimon como solidaria con elparadigma kantiano según el cual las categorías dependen de las formas lógicas del juicio. En la tercera,explico la inversión de este paradigma que Maimon acomete en su comentario a las Categorías deAristóteles. En la última parte, expongo que la nueva tabla de categorías refleja una mejora general desu teoría del conocimiento. Por último, exhorto a ampliar la comprensión de alguna noción clave de sufilosofía para propiciar una lectura más productiva.

Diese Arbeit problematisiert "die Sophistik" als Gegenstand der Philosophiegeschichte und stellt die These auf, "die Sophistik" sei das Resultat einer philosophischen Operation. Anhand der kritischen Diskussion relevanter Texte von Platon und Aristoteles wird versucht, eine eigentümliche sophistische λόγος-Form zu rekonstruieren. Der Konflikt zwischen Sophistik und Philosophie wird als ein Konflikt zwischen einer parametrischen und einer strategischen Rationalitätsform dargestellt., This work problematizes the "sophistry" as object of the history of philosophy and puts forward the thesis that "the sophistry" is the result of a philosophical operation. Based on the critical discussion of relevant texts by Plato and Aristotle, an attempt is made to reconstruct a peculiar, sophistic λόγος form. The conflict between philosophy and sophistry is presented as a conflict between a parametric and a strategic form of rationality.

[spa] Esta investigación tiene por objeto de estudio la teoría aristotélica del conocimiento práctico desde la perspectiva de su exactitud (ἀκρίβεια). Para ello se parte de la diferencia que puede establecerse entre dos niveles en la actividad intelectual del ser humano que tiene como fin la orientación de la conducta y no únicamente el conocimiento. En primer lugar, se analiza la virtud dianoética de la prudencia, que supone un conocimiento preciso y eficaz capaz de dirigir las acciones concretas. Se tiene en cuenta para este análisis tanto la relación que establece Aristóteles entre la racionalidad y el deseo, por una parte, como las características específicas de la deliberación (βούλευσις). En este contexto se estudian también las nociones de ‘deseo racional’ (βούλησις) y ‘silogismo práctico’, así como la relación que se establece entre las partes racional e irracional del alma en la denominada ‘verdad práctica’. El segundo nivel de conocimiento práctico que se estudia se centra en la caracterización que hace Aristóteles de la ciencia (ἐπιστήμη) cuyo fin (τέλος) no es exclusivamente cognoscitivo, como en el caso de disciplinas como la retórica o la medicina, y específicamente se presta atención a la ciencia que tiene como finalidad la dirección de la acción. Para ello se analizan tanto las características de su objeto y método como las consecuencias epistemológicas que se siguen de su finalidad práctica. Desde el punto de vista de la precisión del conocimiento, Aristóteles afirma que el conocimiento científico solo puede proporcionar una orientación ‘tosca y esquemática’ (παχυλῶς καὶ τύπῳ) de la conducta al referirse tan solo a ‘lo que pasa la mayor parte de las veces’ (ὡς ἐπί τὸ πολύ), lo que conduce a afirmar la primacía práctica de la prudencia. Sin embargo, la constatación de los propios límites que ofrece el tipo de conocimiento que supone la prudencia explica la utilidad que el saber universal y de las causas que proporciona la ciencia puede tener para la acción., [eng] The object of study of this research is the aristotelian theory of practical knowledge from the perspective of its exactness (ἀκρίβεια). Its starting point is the consideration of the difference between two distinct levels in the intellectual activity of human beings that has, as an end, the orientation of conduct and not solely knowledge itself. Firstly, the dianoetic virtue of prudence – which entails a precise and effective knowledge capable of directing concrete actions – is discussed. This analysis considers both the relationship established by Aristotle between rationality and desire, and the specific characteristics of deliberation (βούλευσις). In this context, the notions of ‘rational desire’ (βούλησις) and ‘practical syllogism’ are studied, as well as the relationship established between the rational and irrational parts of the soul in the so-called ‘practical truth’. The study of the second level of practical knowledge is centered in Aristotle’s characterization of science (ἐπιστήμη) whose end (τέλος) is not exclusively cognoscitive, as it is in the case of disciplines such as Rethorics or Medicine. Attention is paid specifically to the science that has, as an end, the direction of action. For this purpose, both the characteristics of its object and method, as well as the epistemological consequences derived from its practical end are considered. From the point of view of the precision of knowledge, Aristotle states that scientific knowledge is only able to provide a ‘roughly and in outline’ (παχυλῶς καὶ τύπῳ) guide for conduct by referring to ‘things that are for the most part’ (ὡς ἐπί τὸ πολύ), which leads to assert the primacy in the field of action of practical wisdom (φρόνησις). However, the realisation of the limits offered by the type of knowledge represented by practical wisdom explains the usefulness that the universal knowledge – and that of causes – provided by science can have in regards to action.

This research aims to elucidate the conception of language in the De Magistro (389 AD) of Augustine of Hippo. It is based on the idea that this text can be divided into two antagonistic but complementary theses. The first thesis tells us that "nothing is taught without signs" (Mag. I-VII) and the second thesis tells us that "nothing is taught with signs" (Mag. VIII-XIV). It is necessary to emphasize that for Augustine words represent signs. Linguistic signs, according to Augustine, seem not to be closed in on themselves, per se, in terms of propositional signification. Would this notion move Augustine's theory of language away from a semantic realm of signification? How to understand the full elucidation of propositional meaning, in the human interiority, from an insufficiency of signs opposed to an ontological sufficiency coming from God? The purpose of this dissertation is to demonstrate which arguments Augustine uses to move from the first thesis (the necessity of words) to the second (the insufficiency of words). It is intended to show that the epistemological insufficiency of the linguistic signs points to the solitude of the interiority of the rational soul of the listener, in which the process of knowledge formation will be elucidated by an ontological basis, according to the action of the Inner Master. Finally, we will try to reflect on the idea that propositional explicitness is found less in a semantic sense and much more in the illuminating presence of God. Esta pesquisa tem por objetivo fundamental elucidar a concepção de linguagem no De Magistro (389 d.C.) de Agostinho de Hipona. Parte-se da ideia de que tal texto possa ser dividido em duas teses antagônicas, porém complementares. A primeira tese nos diz que “nada se ensina sem signos” (Mag. I-VII) e a segunda tese nos diz que “nada se ensina com signos” (Mag. VIII-XIV). É necessário destacar que para Agostinho palavras representam signos. Os signos linguísticos, segundo Agostinho, parecem não se fechar em si mesmos, de per si, em termos de significação proposicional. Esta noção afastaria a teoria da linguagem em Agostinho de um âmbito semântico da significação? Como entender a plena elucidação do significado proposicional, na interioridade humana, a partir de uma insuficiência dos signos contraposta a uma suficiência ontológica advinda de Deus? Pretende-se, pois, nesta dissertação demonstrar quais argumentações Agostinho utiliza para sair da primeira tese (necessidade das palavras) para a segunda (insuficiência das palavras). Almeja-se demonstrar que a insuficiência epistemológica dos signos linguísticos aponta para a solitude da interioridade da alma racional do ouvinte, na qual o processo de formação de conhecimento será elucidado por um viés de base ontológica, conforme a ação do Mestre Interior. Finalmente, procurar-se-á refletir acerca da ideia de que a explicitação proposicional se encontra menos em um sentido semântico e muito mais na presença iluminadora de Deus.

[eng] The present dissertation explores the role of imagination in different philosophical domains of inquiry. The thesis set out as a collection of self- standing essays and can be divided into two parts: leaks of imagination and boundaries of imagination. The first part concerns what I name leaks of imagination: Effects imagination has on attitudes and behavior. In Chapter 1, I review clinical and empirical evidence on the consequences imagining experiences has. To account for this evidence, I propose a theory—the Prima Facie View—and argue for the implicit assertoric force of imagination. According to this view, experiential imagination is not epistemically innocuous. Chapter 2 concerns the role of imagination in intrinsic symbolic actions. I argue that these actions elude an explanation in terms of a belief- desire pair or an emotion, and characterize them as symbolically displaced imaginings. The second part of the thesis, boundaries of imagination, delimits the appeal to the imagination. Chapter 3 criticizes the appeal to the imagination to explain the functional profile of delusions. This criticism is followed by a positive doxastic account of delusions in a fragmented and psychofunctional system of belief. Chapter 4 examines the Simulation Theory of Memory, which reduces episodic memory to imagination. I argue that given the way it equates episodic memory with imagination, the theory is in a compromised position to account for the characteristic phenomenology of episodic memory, and thus for its reliability. Overall, in this dissertation, I present a critical overview of four independent fields and propose new accounts of the problems at hand.

Orientador: Leda Maria Caira Gitahy Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Geociências Resumo: O objetivo deste trabalho foi discutir as potencialidades e os limites das dinâmicas socio-tecno-ecológicas ligadas à produção de sementes de batata melhorada e nativa nos Páramos La Culata e Sierra Nevada, localizados no município de Rangel, estado de Mérida, Venezuela. Trata-se do estudo de duas experiências: o Centro Biotecnológico de Produção de Sementes Agâmicas (CEBISA) e os Núcleos Base de Sementes (Núcleos BaSe). Essas dinâmicas podem ser entendidas como a relação entre as condições biofísicas e climáticas da ecorregião de páramo; a diversidade de tubérculos que são produzidos nesta região e o conhecimento tanto dos povos indígenas quanto das comunidades camponesas que se estabeleceram nesses territórios; assim como os cientistas que começaram a reinterpretar o Páramo a partir das ciências ambientais e agroecológicas. Conforme a literatura da área, os sistemas de cultivo de batata dificilmente existiriam sem as altas montanhas equatoriais dos Andes sul-americanos e o conhecimento ancestral/local associado, incluindo na atualidade, o conhecimento técnico-científico. A pesquisa foi realizada seguindo um desenho qualitativo, partindo do levantamento empírico de dados por meio de revisões bibliográficas e documentais, com ênfase na produção local e regional de literatura sobre o tema; assim como um trabalho de campo que permitiu o desenvolvimento de entrevistas abertas. As experiências abordadas permitiram distinguir pelo menos três desdobramentos, para os quais o conceito de agrobiodiversidade foi utilizado como subsídio para a análise posterior. Entendo o conceito como a diversidade de espécies vegetais, bem como suas características genéticas e os ecossistemas agrícolas ou cultivados a elas associados. Os resultados mostram, por um lado, que a proteção e promoção da agrobiodiversidade está vinculada a processos sócio-históricos, agroecológicos e geopolíticos complexos. Por outro lado, é possível afirmar que os sistemas de conhecimento que possibilitam a promoção e proteção da agrobiodiversidade são campos em disputa. De acordo com as particularidades de cada caso, foram observados processos de apropriação social de um componente biotecnológico, como no caso do CEBISA, ou processos mais enraizados no resgate de variedades nativas a partir da interação entre os conhecimentos técnico-científicos e conhecimentos locais, como no caso dos Núcleos de Base. Por fim, a agrobiodiversidade, como campo de conhecimento em construção e agência de transformação agroalimentar, é atravessada por um forte componente de participação feminina. As contribuições desta tese fazem parte da discussão teórica sobre a produção de conhecimento para a produção e resgate de sementes nativas de batata, identificando a interação do conhecimento científico e local, como possibilidade não só de resgatar os materiais genéticos associados, de vasta relevância em termos de equilíbrio agroecológico, mas dos direitos que por base costumeira correspondem às populações historicamente assentadas em ecorregiões altamente complexas e suscetíveis a atividades antrópicas Abstract: The aim of this work was to discuss the potentialities and limits of the socio-techno-ecological dynamics linked to the production of genetic improvement and native potato seeds in the Páramos la Culata and Sierra Nevada in the Rangel municipality, Mérida-Venezuela. Specifically, it addresses the study of two experiences: the Biotechnological Center for the Production of Agamic Seeds (CEBISA) and the Seed Base Nuclei (BaSe Nuclei). We can understand such dynamics as the relationship between the biophysical and climatic conditions of the moorland ecoregion; the diversity of tubers that are produced in this region and the knowledge of both the indigenous peoples and peasant communities that settled in these territories; as well as the scientists that have been reinterpreted the Páramo from agroecological and environmental sciences. As the literature points out, potato farming systems would hardly exist without the high equatorial mountains of the South American Andes and the associated ancestral/local knowledge, today including scientific-technical knowledge. We carried the research out following a qualitative design, based on empirical data collection through bibliographic and documentary reviews, with emphasis on the local and regional production of literature on the subject, as well as fieldwork that allowed the development of open interviews. The experiences addressed allowed us to distinguish at least three unfolding, for which the concept of agrobiodiversity was used as a subsidy for the subsequent analysis. I can understand this concept as the diversity of plant species, as well as their genetic characteristics and the agricultural or cultivated ecosystems associated with them. On the one hand, the results show that the protection and promotion of agrobiodiversity is linked to complex socio-historical, agroecological and geopolitical processes, on the other, it is possible to affirm that the knowledge systems that make possible the promotion and protection of agrobiodiversity are fields in dispute. According to the particularities of each case, was observed processes of social appropriation of a biotechnology component, as in the case of CEBISA, or processes more rooted in the rescue of native varieties from the interaction of scientific-technical knowledge and local, as in the case of the BaSe Nuclei. Finally, the agrobiodiversity is crossed by a strong component of female participation, as a field of knowledge of construction and as an agency for agri-food transformation. The contributions of this thesis are part of the theoretical discussion on the production of knowledge for the production and rescue of native potato seeds, identifying the interaction of scientific and local knowledge, as a possibility not only of rescuing the associated genetic materials, of vast relevance in terms of agroecological balance, but of the rights that by customary basis correspond to the populations historically settled in highly complex ecoregions and susceptible to anthropic activities Doutorado Política Científica e Tecnologica Doutora em Política Científica e Tecnológica CAPES 001

Submitted by Biblioteca Central (biblioteca@unicap.br) on 2022-01-17T18:38:21Z No. of bitstreams: 2 Ok_antonio_melo_guerra_neto.pdf: 1098239 bytes, checksum: a2fcd7530180cb76b2315e0e85b88815 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Made available in DSpace on 2022-01-17T18:38:21Z (GMT). No. of bitstreams: 2 Ok_antonio_melo_guerra_neto.pdf: 1098239 bytes, checksum: a2fcd7530180cb76b2315e0e85b88815 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2021-10-05 This dissertation work aims to analyze the epistemological fragility proposed by the universalist characteristic of human rights proposed since the creation of the united nations (un). Throughout this research, such fragility will be evidenced through brazilian colonization, in a proposal for a decolonial investigation, which brings to light all segregation and silencing suffered by the knowledge and cultures of native peoples, rationally and intentionally determined by the europeanization of standards, presenting the hegemonic epistemologies as guiding the process of ―culturation‖ and ―education‖. Thus, under the guidance of decoloniality studies, theoretically supported by southern epistemologies, which enables an ecology of knowledge leading to a pluriversal understanding of this revisit to brazilian colonization, this study shows how fragile the proposed universalism as one of the characteristics has become. Fundamental to human rights, and through the understanding of decoloniality, how urgent it is to build a pluriversal look at human rights, so that cultural and knowledge diversities and diffusion are not only recognized, but affirmative in their existence. In this way, the dissertation opens the reflection for the presentation of criticisms, giving space to new epistemologies that allow a new understanding about the colonization process, and proposing an inclusive redefinition of these cultures and knowledge. To this end, the following research problem was presented: does the pluriversal construction of decolonialism promote a new understanding of human rights by breaking the paradigm of universality? To obtain the answer to it, the dissertation met the rational choice theory methodologically, which understands that the choices for the choice of universalism as a characteristic happened in a rational way and guided by the preferences and interests of the dominant countries, following a logic of causal mechanisms , allowed through the process tracing method, which unites these causal mechanisms in a logical sequence of facts, through an analytical method in the reconfiguration of latin american thought, through resistance, in a counter-hegemonic view. O presente trabalho de dissertação tem como objetivo uma análise da fragilidade espistemológica proposta pela característica universalista dos Direitos Humanos proposta desde a criação da Organização das Nações Unidas (ONU). Ao longo desta pesquisa tal fragilidade será evidenciada por meio da colonização brasileira, numa proposta de averiguação decolonialista, à qual traz à tona toda segregação e silenciamento sofrido pelos saberes e culturas dos povos nativos, determinadas de maneira racional e intencional pela europeização dos padrões, apresentando as epistemologias hegemônicas como norteadoras do processo de ―culturação‖ e ―educação‖. Assim, sob a guia dos estudos da decolonialidade, sustentado teoricamente pelas Epistemologias do Sul, à qual possibilita uma Ecologia de Saberes conduzindo a uma compreensão pluriversal dessa revisita à colonização brasileira, este estudo apresenta o quão frágil se tornou o universalismo proposto como uma das características basilares aos Direitos Humanos, e mediante o entendimento da decolonialidade, o quanto é urgente a construção de um olhar pluriversal para os Direitos Humanos, a fim de que as diversidades e as difusões culturais e de saberes sejam não somente reconhecidas, mas afirmativas em sua existência. Neste caminho, a dissertação abre a reflexão para apresentação de terias críticas dando espaço a novas epistemologias que permitam uma nova compreensão acerca do processo de colonização, e propondo uma ressignificação inclusiva dessas culturas e saberes. Para tal, foi apresentado o seguinte problema de pesquisa: a construção pluriversal da decolonialidade promove uma nova compreensão dos direitos humanos a partir da quebra do paradigma da universalidade? Para obtenção da resposta ao mesmo, a dissertação cumpriu metodologicamente a Teoria da Escolha Racional, a qual entende que as escolhas para a seleção do universalismo como característica aconteceram de maneira racional e pautada pelas preferências e interesses dos países dominantes, seguindo uma lógica de mecanismos causais, permitido através do Metódo Process Tracing, que une esses mecanismos causais numa sequência lógica de fatos, por meio de um método analético na reconfiguração do pensamento latino-americano, através da resistência, numa visão contra-hegemônica.

The opinion defended in this paper is that the interrelationships between the phenomena of data and information can provide a strong basis for analyzing knowledge as a quantified and qualified construction. As other models (e.g., Augusto’s General Theory of Knowledge) suggest, it is important to distinguish knowledge from both data and information in the complicated trio composed of data, information, and knowledge (DIK). However, data and information can be combined into informative data. Taking into account quantified and qualified informative data, I speak here of quantified and qualified knowledge structures.

Tema magistrska naloge je predstavitev epistemološke misli Ludwika Flecka. Ker gre za prvo obravnavo tega poljskega mikrobiologa in epistemologa v slovenščini delo odpira njegova biografija, ter recepcija njegovega dela. Po uvodnih poglavjih se besedilo usmeri k predstavitvi dveh pojmov, po katerih je Fleck postal najbolj znan: miselni kolektivi in miselni slogi. Kasneje naloga predstavi področja, ki so Flecka zaznamovala, kot na primer njegov odnos do medicine preko katere je razvijal svojo teorije, vprašanje opazovanja in uvajanja v znanosti. Večji poudarek je namenjen vprašanju dojemanja realnosti, ki je izhodišče obravnavo Fleckovega odnosa do znanstvenega opazovanja in jezika, ter posledično z vprašanjem resnice, ter zavrnitvijo Fleckove umestitev med relativiste. Del naloge je usmerjen tudi k poizkusu analize metafor s katerimi je Fleck razlagal in gradil svoje dojemanje znanosti. The thesis presents epistemological thought of Ludwik Fleck. Because this is his first presentation in Slovene, I first deal with his life and reception of his work. After biographical presentation the focus is on his theory of thought styles and thought collectives, and their implications on his project of sociology of science. The next chapters are dealing with questions that were important for forming of his attitude towards science, especially his activity in medicine and importance of medicinal thinking on his epistemological thought. These problems are also reflecting in his grasping with the question of understanding reality. His attitude towards reality is the starting point for opening the questions about scientific research, truth, observation and importance of language in science. At the end of dissertation I try to argument why we cannot say that Fleck is relativist.

Submitted by Thiago De Souza Sálvio (thiago.salvio@unesp.br) on 2021-07-02T15:22:21Z No. of bitstreams: 1 DISSERTAÇÃO-THIAGO-SALVIO.pdf: 781374 bytes, checksum: 536bee2148281be1b0cb9f200a48f77c (MD5) Rejected by Satie Tagara (satie@marilia.unesp.br), reason: Boa noite, Thiago! Espero que esteja bem. Está faltando a ficha catalográfica, elemento obrigatório em trabalhos acadêmicos. Você pode obtê-la acessando o aplicativo da rede de bibliotecas da Unesp: https://www.marilia.unesp.br/#!/biblioteca/servicos-oferecidos/ficha-catalografica/ Leia com atenção as instruções e, em seguida, preencha os campos. Atenção no campo "Unidade", conferir se selecionou a Faculdade de Filosofia e Ciências. A ficha é colocada após a folha de rosto (na versão impressa a ficha fica no verso dela). Qualquer dúvida, enviar e-mail para bibl-aquisicao.marilia@unesp.br on 2021-07-03T00:38:16Z (GMT) Submitted by Thiago De Souza Sálvio (thiago.salvio@unesp.br) on 2021-07-06T13:45:05Z No. of bitstreams: 2 DISSERTAÇÃO-THIAGO-SALVIO.pdf: 781374 bytes, checksum: 536bee2148281be1b0cb9f200a48f77c (MD5) DISSERTAÇÃO-THIAGO-SALVIO-1.pdf: 979932 bytes, checksum: cff70356f7cd5dc3572bab8f5a0eb3f3 (MD5) Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2021-07-06T15:38:16Z (GMT) No. of bitstreams: 1 salvio_ts_me_mar.pdf: 979932 bytes, checksum: cff70356f7cd5dc3572bab8f5a0eb3f3 (MD5) Made available in DSpace on 2021-07-06T15:38:16Z (GMT). No. of bitstreams: 1 salvio_ts_me_mar.pdf: 979932 bytes, checksum: cff70356f7cd5dc3572bab8f5a0eb3f3 (MD5) Previous issue date: 2021-06-29 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) O propósito da presente dissertação é analisar as formas de cognição, tão somente, contidos na segunda edição da obra ‘Sobre a quádrupla raiz do princípio de razão suficiente: um tratado filosófico’ [Über die vierfache Wurzel des Satzes vom zureichenden Grunde: Eine philosophische Abhandlung], do filósofo alemão, Arthur Schopenhauer (1788-1860). A partir dessa investigação, será explicitado discursivamente, na economia interna daquela propedêutica inicial, como amiúde é referido, para a compreensão sistêmica da problemática em pauta. Isto é, deslindar os fundamentos necessários contidos nas teses centrais deste contexto. Concernente a respectiva exegese filosófica, vale enfatizar, nosso objetivo mira, apresentar demarcadamente, uma teoria do conhecimento em evidência; sem, por isso, nos atermos aos aspectos de ordem metafísica possivelmente suscetíveis de evocação. The purpose of this dissertation is to analyze the forms of cognition, contained only in the second edition of the work 'On the fourfold root of the principle of sufficient reason: a philosophical treatise', by the German philosopher, Arthur Schopenhauer (1788-1860). From this investigation, it will be explained discursively, in the internal economy of that initial propaedeutics, as it is often referred to, for the systemic understanding of the issue at hand. That is, to unravel the necessary foundations contained in the central theses of this context. Regarding the respective philosophical exegesis, it is worth emphasizing, our objective aims, to present clearly, a theory of knowledge in evidence; without, therefore, sticking to aspects of metaphysical order possibly susceptible to evocation. CAPES: 001

The term ‘apophaticism’ (ἀποφατισμός) is one of the fundamental concepts for theological thinking in Christian East nowadays. In fact, it defines a fundamental gnoseological premise that directly affects the way in which thinking progresses in this tradition. In this article, we present the term’s interpretation by the contemporary Greek philosopher and theologian Christos Yannaras and the association suggested by this author regarding the contemporary Western philosophical enquiries, in particular regarding ‘nihilism’. Yannaras, in his work, drafts an epistemology of the sensorial experience, based on what he calls ‘relational ontology’ (ὀντολογία τῆς σχέσης), in the context of which the language of art takes on a genuine ontological statute. Resumen: El término “apofatismo” (ἀποφατισμός) es uno de los conceptos fundamentales del pensamiento cristiano oriental en nuestros días. De hecho, este término define una premisa gnoseológica fundamental para el desarrollo del pensamiento en esta tradición. En este artículo, presentamos la interpretación que Christos Yannaras, teólogo y filósofo griego contemporáneo, hace de dicho término y la relación que establece con la tradición filosófica occidental, en particular con respecto al nihilismo. En su obra, Yannaras plantea una epistemología de la experiencia sensible, basada en lo que él llama “ontología de la relación” (ὀντολογία τῆς σχέσης), en cuyo contexto el discurso del arte asume un auténtico estatuto ontológico.

本稿では、本学の地域協働型教育が大学の人材育成という観点からどのような意義を有しているのか検討する。検討にあたっては、まず、①中等教育からの接続という観点から、中等教育段階において育成をしようとしている能力と地域協働型教育がどの程度親和性を持つか考察する。次に、②21 世紀を生きるための「学び」という観点から、国際的に提唱されている能力と地域協働型教育との関係性について考察する。最後に、学習者にとって地域協働型教育は学習を促進させ得るかという点について、③動機づけ理論の観点から考察する。, 1

Immanuel Kant’s ‘Transcendental Deduction of the Categories’ addresses issues centrally debated today in philosophy and in cognitive sciences, especially in epistemology, and in theory of perception. Kant’s insights into these issues are clouded by pervasive misunderstandings of Kant’s ‘Deduction’ and its actual aims, scope, and argument. The present edition with its fresh and accurate translation and concise commentary aims to serve these contemporary debates as well as continuing intensive and extensive scholarship on Kant’s Critique of Pure Reason. Two surprising results are that ‘Transcendental Deduction’ is valid and sound, and it holds independently of Kant’s transcendental idealism. This lucid volume is interesting and useful to students, yet sufficiently detailed to be informative to specialists. Kenneth R. Westphal is Professor of Philosophy at Boğaziçi University, İstanbul. His research focuses on the character and scope of rational justification in non-formal, substantive domains, both moral and theoretical. His books include several volumes on Kant. Vertaisarvioitu peerReviewed

This paper explores the challenges and potentialities of establishing a shared paradigm of transformative knowledge based on the dialogue between East Asian experiences and the rest of the global South, particularly Latin America. It gathers and organizes a general overview of significant attempts of framing East Asian struggles within resistances against Western hegemonic epistemological impositions. It makes the case for seeking shared links and critical differences that can help to incorporate East Asian experiences within the paradigm of epistemologies of the South. This study also problematizes the articulation of a propositional methodology of comparison that could nurture the production of local, decolonial approaches and foster the exchange of practices and knowledges from and to East Asia. Este artigo explora os desafios e as potencialidades de se estabelecer um paradigma partilhado de conhecimento transformador baseado no diálogo entre as experiências da Ásia Oriental e o resto do Sul global, particularmente a América Latina. O texto agrega e organiza uma visão geral das tentativas significativas de enquadrar as lutas da Ásia Oriental no seio de resistências contra as imposições epistemológicas e hegemónicas ocidentais. O artigo defende a procura de vínculos partilhados e diferenças críticas que podem ajudar a incorporar as experiências da Ásia Oriental dentro do paradigma das epistemologias do Sul. Este estudo também problematiza a articulação de uma metodologia proposicional de comparação que possa nutrir a produção de abordagens locais descoloniais e fomentar a partilha de práticas e saberes de e para a Ásia Oriental. Dans cet article, on explore les défis et les potentialités de l’établissement d’un paradigme partagé de connaissances transformatrices basé sur le dialogue entre les expériences de l’Asie de l’Est et le reste du Sud mondial, en particulier l’Amérique latine. On rassemble et organise un aperçu général des tentatives significatives d’encadrer les luttes d’Asie de l’Est au sein des résistances contre les impositions épistémologiques hégémoniques occidentales. On défend la recherche de liens partagés et de différences critiques qui peuvent aider à intégrer les expériences de l’Asie de l’Est dans le paradigme des épistémologies du Sud. Dans cette étude, on problématise également l’articulation d’une méthodologie propositionnelle de comparaison qui pourrait nourrir la production d’approches locales et décoloniales et favoriser l’échange de pratiques et de connaissances depuis et vers l’Asie de l’Est.

En este trabajo analizo las diversas interpretaciones que ha suscitado la teoría del conocimiento de Giordano Bruno a partir de la segunda mitad del siglo XX. El objetivo principal es destacar una serie de problemas fundamentales que han de ser superados si se quiere esclarecer adecuadamente el conjunto de la propuesta gnoseológica de Bruno, en concreto sus tesis relativas al estatuto y función de la facultad fantástica y sus productos, las imágenes. Son tres los problemas destacados: (1) la confusión terminológica que por parte de los intérpretes se observa en torno al concepto “imago”, en su doble sentido ontológico y gnoseológico; (2) la tesis de que los productos mentales carecen de rasgos lógicos, idea a su vez derivada de una interpretación en exceso idealista de la génesis del conocimiento y (3) la tesis de la “inmanencia fantásica”, consistente en reducir toda actividad gnoseológica al ámbito de la fantasía. Para justificar la problematicidad inherente a estas ideas acudiré tanto al texto bruniano como a la conocida distinción escolástica entre “concepto formal” y “concepto objetivo”., In this paper, I analyze the different interpretations that Giordano Bruno’s theory of knowledge has aroused since the second half of the 20th century. The main objective is to highlight a series of fundamental problems that have to be overcome if the whole of Bruno’s epistemological proposal is to be adequately clarified, in particular his thesis regarding the status and function of the fantastic faculty and its products, images. There are three outstanding problems: (1) the terminological confusion that, on the part of the interpreters, is observed around the concept “imago”, in its double ontological and gnoseological sense; (2) the thesis that mental products lack logical features, an idea derived from an excessively idealistic interpretation of the genesis of knowledge and (3) the thesis of “fantastic immanence”, consisting of reducing all epistemological activity to the field of fantasy. To justify the inherent problematicity of these ideas, I will turn to both the Brunian text and the well-known scholastic distinction between “formal concept” and “objective concept”.

Se reproduce la “Ponencia de Política Científica”, documento realizado por los profesores Javier Marzal Felici, Catedrático de Comunicación Audiovisual de la Universitat Jaume I de Castellón, y por Juan Antonio García Galindo, Catedrático de Periodismo de la Universidad de Málaga, por encargo de la Presidencia y de la Junta Directiva de la Asociación Española de Investigación de la Comunicación (AE-IC), y que ha sido redactado entre julio y octubre de 2020. Por un lado, el presente Informe, de carácter sintético y propositivo –esto es, “ejecutivo”–, ofrece un balance de la situación de la investigación en el campo de la comunicación en España, que trata de recoger numerosas reflexiones realizadas por varias decenas de investigadoras/es, socias y socios de la AE-IC. Por otro, la “Ponencia de Política Científica” se propone estimular – incluso “provocar”– el debate interno en el seno de la AE-IC, en un momento en el que se percibe con nitidez que el campo científico de las ciencias de la comunicación ha alcanzado una notable madurez. Finalmente, los ponentes tratan de recoger las principales preocupaciones de una parte importante de la comunidad científica del campo de las ciencias de la comunicación, con el fin de construir futuros consensos, de la mayor amplitud posible, a través de la exposición de dieciséis recomendaciones sobre política científica. Below is the Scientific Policy Presentation, a document created by Javier Marzal Felici, Professor of Audiovisual Communication at the Jaume I University of Castellón, and by Juan Antonio García Galindo, Professor of Journalism at the University of Málaga. It was commissioned by the Presidency and Governing Board of the Spanish Association of Communication Research (AE-IC) and written between July and October 2020. This report acts as a summary while making proposals; that is to say, it is “executive”. On the one hand, it gives an overview of the situation for research in the field of communication in Spain, gathering numerous reflections given by several dozens of researchers and members of AE-IC. On the other, the Scientific Policy Presentation proposes to stimulate or even “provoke” internal debate within the heart of AE-IC at a time when it is clearly perceived that the sphere of communication sciences has reached a notable level of maturity. Finally, those presenting it are attempting to gather the main concerns of a large part of the scientific community in the field of communication sciences in order to build future consensuses that are as broad as possible by presenting sixteen recommendations on scientific policy.

Orientador(a): Prof(a). Dr(a). Luciana Zaterka Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós Graduação em Filosofia. São Bernardo do Campo, 2021 As contribuições de John Locke (1632-1704) para a epistemologia, embora amplamente reconhecidas, podem ser frequentemente mal compreendidas, de modo particular a sua noção de substância, a partir da interlocução com uma teoria dos corpos materiais fundada sob a égide da filosofia experimental seiscentista. A inversão lógica da investigação do conhecimento, dos efeitos para as causas, bastante alinhada ao método científico que Locke perseguia, coloca as propriedades dos corpos em evidência, em detrimento de sua natureza substancial, a qual não pode ser conhecida pelas nossas faculdades limitadas. Estabelece-se, assim, a importante e fundamental distinção epistemológica entre o Ser e a Ideia de substância, que nos coloca diante da tensão disruptiva da modernidade, cuja herança viria a ser a eliminação, ou preterição, cada vez mais acelerada do conceito tradicional de substância. O objetivo desta pesquisa é, portanto, investigar como se constituiu esse caminho, dentro do projeto lockeano, que levou à inversão lógica do conhecimento da realidade das coisas, das qualidades, para a sua constituição interna, como uma resposta mais adequada do que a problemática substância da tradição. The contributions of John Locke (1632-1704) to epistemology, although widely recognized, can often be misunderstood, particularly his notion of substance, from the interlocution with a theory of material bodies founded under the aegis of the sixteenthcentury experimental philosophy. The logical inversion of the investigation of knowledge, from effects to causes, very much in line with the scientific method Locke was pursuing, puts the properties of bodies in evidence, to the detriment of their substantial nature, which cannot be known by our limited faculties. Thus, the important and fundamental epistemological distinction between Being and the Idea of substance is established, which places us before the disruptive tension of modernity, the legacy of which would be the increasingly accelerated elimination, or preterition, of the traditional concept of substance. The aim of this research is, therefore, to investigate how this path was constituted, within the Lockean project, which led to the logical inversion of the knowledge of the reality of things, of qualities, to their internal constitution, as a more adequate answer than the problematic substance of tradition.

[eng] Truthlikeness is a property of a theory or a proposition that represents its closeness, similarity or likeness to the truth. The notion allows to defend a middle position between infallibilism and scepticism, providing an optimistic understanding of a set of ideas regarding science that may seem to imply, prima facie, an instrumentalist or pessimistic view of scientific theories. In this sense, perhaps all scientific theories are strictly speaking false, but some may be closer to the truth than others; scientific progress is possible because of an increase in truthlikeness; truth might be said to be the aim of science in the sense of pursuing a better approximation to it; our best developed theories (including the unobservable parts) work because they are close to the truth; and finally, one may embrace fallibilism and still be able to estimate that some theories are closer to the truth than others. Since Popper’s failure to provide a satisfactory definition of truthlikeness, the notion has become a topic of intense discussion by philosophers of science and logicians. This gave rise to two main perspectives, the content-consequence and the similarity approach. This dissertation proposes a framework to define truthlikeness for deterministic and probabilistic laws within Niiniluoto’s version of the similarity approach. According to Niiniluoto, truthlikeness for quantitative deterministic laws can be defined by the Minkowski metric. We present some counter-examples to the definition and argue that it fails because it considers truthlikeness for quantitative deterministic laws to be just a function of “accuracy”, but an accurate law can be wrong about the actual “structure” or “behaviour” of the system it intends to describe. We develop a modification of Niiniluoto’s proposal that defines truthlikeness for quantitative deterministic laws as a function of two factors: accuracy and nomicity. The latter represents the qualitative behaviours implied by a law that are not captured by value comparison and can be measured by shape similarity, appealing to the Euclidean distance between the corresponding derivative functions. The final proposal solves the presented counter-examples and defines a new way of understanding scientific progress. The framework is expanded to cover probabilistic laws, which represent a relevant subset of actual scientific laws. When this research was developed, there were almost no proposals in the literature of truthlikeness to deal with probabilistic laws or probabilistic truths in general. In this way, we followed Niiniluoto’s suggestion to use the Kullback–Leibler divergence to define the distance between a probability law X and the true probability law T and we argue that the Kullback–Leibler divergence seems to be the best of the available probability distances to measure accuracy between probabilistic laws. However, as in the case of deterministic laws, we argue that accuracy represents a necessary but not sufficient condition, as two probabilistic laws may be equally accurate and still one may imply more true or truthlike probabilistic consequences, behaviours or facts about the system than the other. The final proposal defines truthlikeness for probabilistic laws again as a function of accuracy and nomicity, in intimate connexion with the proposal developed for deterministic laws.

S'ha afirmar sovim que en marhia de teoria del coneixemem, Nietzsche és un esckptic. En aquest anide es fa un acurat repil.s de !'obra nictncheana a la cerca de les sentencies en pro o en contra de l'escepticismc, on les posicions en contra d'aqucst són especialment abundases en contradicció amh aquclles intcrprctacions. En el curs d'aqucst recorregut s'esbossa el conccpte nietzscheà de filosofia i la diferCncia entre aquesta i la ciCncia. La tesi final és que Nietzsche considera l'escepticismc una condició necesüria, perO no suficient, de la vcrtadcra filosofia. la filosofia sobirana i disciplinadora de la cultura. Així es dissoldrJ. la contradicció entre les interpretacions de !'autor com un esd:ptic i les que el consideren un anricsdpric. Paraules dau: Nietzsche, cscepticisme, teoría del coneixement, filosofia de la filosofia. Nietzrche and scepticism has ofren been said thac on the subject of the theory of knowledge Nietzsche was a sccptic. This anide pwvides a careful rcview of Nictzschc's work, a scarch for statements both for anJ againsr sccpticism whJCh finds abundam evidencc of a stance against it wich would thus c.:onuadicr rhis frequem inrcrpreration. Nietzschean philosophy is oudind in the course of the papcr and rhe differcn

En este trabajo analizo las diversas interpretaciones que ha suscitado la teoría del conocimiento de Giordano Bruno a partir de la segunda mitad del siglo XX. El objetivo principal es destacar una serie de problemas fundamentales que han de ser superados si se quiere esclarecer adecuadamente el conjunto de la propuesta gnoseológica de Bruno, en concreto sus tesis relativas al estatuto y función de la facultad fantástica y sus productos, las imágenes. Son tres los problemas destacados: (1) la confusión terminológica que por parte de los intérpretes se observa en torno al concepto “imago”, en su doble sentido ontológico y gnoseológico; (2) la tesis de que los productos mentales carecen de rasgos lógicos, idea a su vez derivada de una interpretación en exceso idealista de la génesis del conocimiento y (3) la tesis de la “inmanencia fantásica”, consistente en reducir toda actividad gnoseológica al ámbito de la fantasía. Para justificar la problematicidad inherente a estas ideas acudiré tanto al texto bruniano como a la conocida distinción escolástica entre “concepto formal” y “concepto objetivo”. In this paper, I analyze the different interpretations that Giordano Bruno’s theory of knowledge has aroused since the second half of the 20th century. The main objective is to highlight a series of fundamental problems that have to be overcome if the whole of Bruno’s epistemological proposal is to be adequately clarified, in particular his thesis regarding the status and function of the fantastic faculty and its products, images. There are three outstanding problems: (1) the terminological confusion that, on the part of the interpreters, is observed around the concept “imago”, in its double ontological and gnoseological sense; (2) the thesis that mental products lack logical features, an idea derived from an excessively idealistic interpretation of the genesis of knowledge and (3) the thesis of “fantastic immanence”, consisting of reducing all epistemological activity to the field of fantasy. To justify the inherent problematicity of these ideas, I will turn to both the Brunian text and the well-known scholastic distinction between “formal concept” and “objective concept”.

В работе сравниваются основные положения теории познания Э. Герберта и П. Гассенди и выявляются принципиальные расхождения между ними. На примере столкновения гносеологических подходов данных авторов показаны противоречия между рационалистической и эмпирической философскими линиями, которые начали оформляться в XVII веке. В центре данного спора стоит вопрос о возможности объективного знания на основе человеческих способностей, который сохраняет свою актуальность в наше время. Автор подчёркивает мировоззренческий характер данного философского спора. Научная новизна исследования определяется значительным расширением традиционной интерпретации письма Гассенди благодаря использованию положений учения Э. Гербета, изложенных в его работе «Об истине»., The current article compares the main provisions of the theory of knowledge of E. Herbert and P. Gassendi and distinguishes the fundamental differences between them. On the basis of the clash of epistemological approaches of these authors, the study demonstrates the contradictions between the rationalistic and empirical philosophical lines, which began to take shape in the 17th century. The focus of the dispute under study is the question of the possibility of objective knowledge based on human abilities, which remains relevant in our time The author emphasizes the ideological nature of this philosophical dispute. The scientific novelty of the study lies in a significant expansion of the traditional interpretation of the Gassendi letter through the use of the provisions of the teachings of E. Herbert in his work "De Veritate"., Международный научно-исследовательский журнал, Выпуск 2 (104) 2021, Pages 172-174