Search

Kripke has had an enormous impact on theories of reference thanks to his distinction of the metaphysical necessity of epistemological naming, breaking with decades of descriptive traditions of reference. Nevertheless, within the process of naming, there exist in the author's theory, glimpses of propositional attitudes and intentional aspects that the author does not delve into. This paper will detail the most important aspects of the American philosopher's theory to give rise to the discussion of the scope of the intentional aspects and propositional attitudes at the moment of naming. [ABSTRACT FROM AUTHOR]

The researcher's belonging to a scientific community implies benefits but also, simultaneously, opportunity costs. The latter include the impossibility of questioning the foundations that explain the corpus of premises and regulatory ideas by virtue of which such collective conceives itself as the creditor of a given "impartial" knowledge. This paper will provide, in this sense, an analysis of the epistemic and sociological possibilities that researchers count on so as to question the set of such premises without this necessarily implying -in Kuhn's terms- the genesis of an abrupt paradigm change. [ABSTRACT FROM AUTHOR]

The recurrent changes that we are experiencing nowadays indicates that we are immerse in the XXI century, which means that we are facing a globalized society that requires an ethical, critical and aware individual capable to face the different problems that afflict their communities or country of residence. That is why talking about linking ethical values with university responsibility is necessary, considering that the vast Latin America must educate, not only and individual trained to carry out and activity in a certain discipline of knowledge, but also that he is responsible professional with the institution that formed him, as well as with the environmental, ecological, moral and social elements. This paper aims to describe the different definitions of University Social Responsibility (RSU) talking into account characteristics such as: 1.- Impact of this in the Globalized Society 2.-Emergence of the RSU concept, based on the laws that gave rise to it, 3.- Differences between Corporate Social Responsibility (RSE) and University Social Responsibility, 4.-Ethical values and their involvement with University Social Responsibility [ABSTRACT FROM AUTHOR]

This paper aim of the essay is to analyze Paulo Freire's proposal for a liberating education in relation to the decolonial positions of today. To achieve this end, the research considers the following aspects: 1) Conceptualizes Freire's proposal referring to liberating education, in which he postulates a social praxis, with a view to building a pedagogy of the oppressed, as a mechanism to disarticulate the advances of the modernity, leading more and more to liberation. 2) It questions the banking conception of knowledge, as it assumes a depersonalized system of accumulation of knowledge, without understanding the complexity of existence. 3) It considers the role of the individual in the processes of social transformation, expressing a critique of the prevailing educational models, taking as an example the theory of the five skins of Friedensreich Hundertwasser. The method used is the hermeneutic-documentary. It concludes in the need to maintain a critical attitude and a permanent social action, which allows consolidating liberation through a decolonization project. [ABSTRACT FROM AUTHOR]

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

The objects that populate the world are external to the human mind, as well as individual and particular. Concepts, on the other hand, are the result of conceiving something mentally, detached from the immediacy of sensible impressions and, therefore, from particular representations. By means of the concept, then, we arrive at a universal significance which is formulated by means of a word and constitutes that which we refer to and can apply to a multitude of individuals indistinctly. The concept is an intellectual representation of a universal or general object that is obtained through abstraction and, for this very reason, is abstract and not concrete. This paper focuses on how the Middle Ages dealt with the problem of universals, as well as the most important arguments of the debate. Thus, after pointing out the early ancient antecedents of the universals polemic, I will give a brief overview of the medieval era as a conflictual context and, finally, I will analyse the main positions: the realist position, with its twofold extreme, with Platonic roots, and moderate, influenced by the Aristotelian conception of substance), and the nominalist position, articulated theoretically by William of Occam and put into scientific practice by thinkers who mark the transition from medieval philosophy of nature to Renaissance physical-mathematical philosophy. [ABSTRACT FROM AUTHOR]

Today, rational intuition is the subject of intense debate. Particularly, it is discussed what epistemic role it fulfills, if it fulfills some. Recently, Machery (2017) has proposed a modal skepticism regarding the validity of intuitions in the philosophical field, restricting with this moreover the scope of the philosophical discipline in general. The proposal of experimental philosophy would not only rules out the validity of intuitions in the philosophical field, but might through this debate put in question the very nature of philosophy, as well as its object of study. It is therefore a metaphilosophical discussion. In this paper I propose an anti-skeptical response to the role of rational intuitions, while at the same I discuss the scope of method of cases. I conclude that although an intuition does not justify or evidence any belief or knowledge, it fulfills a relevant propaedeutic role, which allows sustaining an rationalist naturalist position, empirically informed. [ABSTRACT FROM AUTHOR]

This paper is carried out under the method of documentary research and its objective is to analyze the approach to education by competencies, under the new demands of the knowledge society. To achieve this end, the work is structured as follows: 1. It indicates the historical context in which the proposal arises. 2. Presents the theoretical foundation, which highlights the novelty and intention to respond to the demands of global society (Aldana, 2005), as well as the complex task of executing various actions to solve daily and work problems (Tobón, 2006)). 3. Indicates the importance of adapting to the demands of the knowledge society proposed by UNESCO (2005). 4. Shows the main criticisms of the model, in which the excessive economic focus (Sánchez Parga, 2011) and the foundation in a commercial ethics (Sánchez, 2011) are distinguished. It concludes on the need to maintain a holistic approach in educational processes, without losing sight of the complexity of the human being. [ABSTRACT FROM AUTHOR]

The reality of today's society makes it necessary to introspect on the determining aspects for the generation of an education that not only complies with the expected training standards, but also that integrally develops the ethical components in students in order to forge professionals and workers who perform around the aspects of responsibility and fundamental values for the common good. Due to the above, this paper presents a reflective analysis of the importance of higher education in the current global context, and the contributions of ethics in the formative processes of the individual. [ABSTRACT FROM AUTHOR]

The challenges of what to do in the contemporary communication, especially in the learning process associated with the university education, are unveiled with a complexity and deeper meaning that is precise approach with new perspectives, tools, strategic theories and methods. In this sense, and particularly in the academic field of the Communication, it would be appropriate the search for new focuses and theoretical models, including classic and recent ones, which evidence the art state of the knowledge and practice refer to as Communication theories, their models, and the research focuses. The present working paper propose re-interpret, re-discuss and re-articulate some theories and their central concepts, which give sense and action setting in the Communications studies with the purpose of verify its trans disciplinary, eclectic, transversal and heterodox character in the presence of others disciplines own theories in the Latin-American Communication thinking. [ABSTRACT FROM AUTHOR]

The article aims to contrast the Freirian educational ontology with the current guidelines of decolonial pedagogy. To achieve this purpose, this papers considers three fundamental aspects: the first, raises the core elements of Paulo Freire's liberating education, which include the break with the banking conception of education, the humanizing process of pedagogy and the decoding of the world through words. Next, the critical postulates that, from the decolonial pedagogy, are made to the work of Freire are pointed out. Finally, the need to orient knowledge towards an epistemic reconfiguration of another, free of modern Eurocentric patterns, is postulated. [ABSTRACT FROM AUTHOR]

This paper aims to criticize the epistemological reductionisms in the social sciences, among which are: geocentric reductionism, geographic, economic, linguistic, logical analysis, structural-functionalist, hermeneutic, phenomenological and emergent reductionism. In contrast to these reductionisms, there are several approaches that have emerged in the history of human thought, that with different terms, have been trying to overcome these reductionist points of view, such as: the dialectical paradigm, the holistic, the complexity and the postcolonial paradigms. As final thoughts, the paper highlights that there have always been and there will always be epistemic grounds to conceive -both unilaterally and multilaterally-reality; and the fact that one or another perspective prevails will depend on the level of development of science and philosophy ( the greater or lesser recognition that the protagonist of some sciences has, in particular, given their social and technological impact), as well as on the degree of development and solution for social contradictions of the historical epoch in which reductionisms are generated and dissolved. [ABSTRACT FROM AUTHOR]

The objective of this paper is to make a brief theoretical synthesis that allows us to understand some philosophical assumptions of modernity and postmodernity, in such a way that the critical scenarios of this cultural and historical phenomenon of rationality in its paradigmatic crisis are highlighted. The context of this analysis tends to generate a critical hermeneutics about the instituted sense that Higher Education carries out in the face of the challenges of globalization, especially as it is received in Latin America. [ABSTRACT FROM AUTHOR]

This paper aims to analyze the feasibility of the proposal for a university with decolonial relevance. To this end, work is approached from three main aspects: the first shows the distinctive elements that come together in the relationship of the binomial university / modernity that endures over the years, even until today. Secondly, an approach to the possibility of a decolonized university provides, thought outside the Eurocentric-modern patterns; finally, thirdly, there is a pressing need to think of another university that is open to a frank dialogue of knowledge, with a remarkable intercultural and transcultural background. The reflections are provided from this elucidation aim to contribute to the theoretical debate on the current university crisis that exists in Latin America and the rest of the world, with an additional contribution to pursue the goal of a college decolonized. The method used is the hermeneutical-documentary. It is concluded on the need for deep ontological, epistemological and political transformations to the university through the symmetrical intercultural dialogue, which in turn enables the colonizer and counter hegemonic discourse of modernity. [ABSTRACT FROM AUTHOR]

This paper aims to weigh the feasibility of a key-colonial education. To this end, work is outlined from three edges: the first presents the modern / colonial foundations that survive in the current education system; the second shows the theoretical basis of the decolonial pedagogy; finally, the third reflects on the role of permanent inter-colonial education in intercultural dialogue and other knowledge gestated outside the Eurocentric epistemic patterns. The analysis developed from these aspects aims to help open up new scenarios for discussion, they are not exhausted in time, however, with each contribution is a step closer to building a society descolonizada. The method used is the hermeneutical documentary. We conclude on the need to think of education from another perspective, to examine alternative experiences and knowledge, promoting a critical and emancipatory thought. [ABSTRACT FROM AUTHOR]

This paper points out that in constructing his "critique of culture", Cassirer, as much as Wittgenstein in developing his ideas of "grammar" and "seeing aspects", arrive at a diversified conception of culture(s). Thus, they both seek to outline the cultural by way of many-sided cultural networks that emerge from a kind of epistemic-cultural grammar operative in any human life. But the fact that science -merely one amongst many cultural realms, according to Wittgenstein- remains for Cassirer an acme in the evolution of cultures, suggests that the Wittgensteinian approach is more promising towards fulfilling the dream of working out an authentic cultural epistemology. [ABSTRACT FROM AUTHOR]

A couple of years ago, the Cuban philosopher, Pablo Guadarrama, wrote an article titled: "Criticism of epistemological reductionisms in the social sciences." The aim of this paper will be to show how the reading made by this philosopher can lead to a misunderstanding of phenomenology. Instead of indicating some omissions about phenomenology made by Guadarrama, this text tries to explain how phenomenology, instead of being an epistemological reductionism, could facilitate some "integral investigations" in social science. To fulfill this objective, the article starts with a succinct presentation of Guadarrama's thesis; later, some aspects that do not correspond with an informed interpretation of phenomenology are pointed out. Finally, the article presents some arguments about the importance of phenomenology in the social science framework. The possibilities of phenomenology for "real" research in social sciences are noted. [ABSTRACT FROM AUTHOR]

Based on two notional fields belonging to the philosophy of Ludwig Wittgenstein -logical space and seeing aspects-, this paper aims to show that: both approaches suggest the availability of certainties that underlie human dialogue with the environment; seeing aspects is subordinated to the logical spaces involved; and the resulting mechanism of epistemic standards holds for any grammatical or cultural diversification of cosmovisions. This will reveal a set of epistemic and conceptual factors which determine the intra and inter-cultural relations and enable the harmonious coexistence of different world views. [ABSTRACT FROM AUTHOR]

The growth and development of cultural complexity throughout human history has had the form of a moving spiral that opens to possibilities; from one point, a series of concentric circles is extended that expand the cultural spectrum. This opening can be perceived from a key concept in Wittgenstein's thought, namely, the notion of seeing aspects. On the other hand, with this concept we can also identify and understand another key point in that cultural dynamic: the idea of change and social conflict. Thus, the idea of this paper is to show the epistemic structures through which conflicts and socio-cultural changes operate, which are so relevant to social development and the anthropological theory, taking the Wittgensteinian idea of seeing aspects as a background. This article is not only a contribution to "cultural study" based on an epistemological interest, but it also tries to link Wittgenstein's philosophy with scientific anthropology. [ABSTRACT FROM AUTHOR]

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