Search

El artículo aborda el vínculo entre conocimiento y poder en el siglo XVII, destacando la revolución científica y el surgimiento de la "Nueva Ciencia". Examina cómo las autoras inglesas de esa época enfrentaron la transformación científica y su conexión con el auge del empirismo y la Royal Society.

Introduction: Currently, the specialized literature agreed on the need to democratize knowledge in techno-cognitive decision-making. In particular, some participation mechanisms are questionated because are considered mere exercises used to legitimize preexisting decisions. This accounts for the need to outline new tools to analyze the participatory dynamics in the generation of projects and technologies for local development. Objective: This paper aims to propose an analytical framework to map participatory dynamics, applied to the analysis of local development projects promoted by research institutions through the design and apply of a specific typology. Methodology: This qualitative research is based on two case studies, which involved indepth interviews with relevant actors, documentary analysis and fieldwork in key participatory action research. To carry out the analysis, we use a theoretical-methodological approach based on the sociology of constructivist technology, which proposes to inquire the way in which society and technology are co-constructed. Results: The analysis of two case studies alowed to identify two different trajectories of social participation. The first case initiate with aa broad participation experience, but derived a form of expert control. The second case began with expert control, but participation broadened and intensified throughout the process. Conclusions: Finally, the paper propose some reflections on how participatory dynamics work in the promotion of interactive learning processes and capacity building in technoscientific projects for local development. [ABSTRACT FROM AUTHOR]

In this paper we analyse the expectations regarding university studies and career choice of first-generation university students and graduates. Our interest in this particular population is due to the fact that they are atypical cases. The theoretical perspective is the relationship with knowledge and dispositionalist and contextualist sociology. The methodology is qualitative and we used in-depth interviews with a sample of 35 students from three degree courses at the National University of La Plata. The families and the school experience were central in the construction of expectations, while the choice of career was defined on the basis of the transit through secondary school, in the university experience itself as well as in other non-school environments. [ABSTRACT FROM AUTHOR]

Culture of peace and education work together to shape individual with knowledge, attitudes and behaviors focused on harmony, tolerance, respect, inclusion, and peace. This paper presents a systematic review whose purpose was to identify the lines of study of the culture of peace in secondary education globally during the last decade (2012-2022). The study was based on the PRISMA methodology; 367 articles were collected from the databases of ERIC, Education Source, Academic Search Ultimate, Web of Science and Redalyc. Based on inclusion and exclusion criteria, 27 articles were analyzed. The results obtained reflect that most of the articles focus on the of the peace component in the school curriculum, although scientific production focused on identifying the effects of culture of peace programs was also identified. It is concluded, the study of this topic provides a deeper understanding of how education contributes to the development of citizens committed to peace. [ABSTRACT FROM AUTHOR]

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

This article presents what I call the Central Normative Proposal of Luis Villoro. This proposal is based on an interpretation of the principle of non-exclusion in ethics and epistemology. The core argument of the paper is based on a linguistic analogy that demonstrates the importance of reasonable communication for non-exclusion in epistemology, which is assumed in various theses of Villoro. A consequence of this analogy for non-exclusion in ethics is that Villoro defends basing what is reasonable on the concrete possibilities of mutual understanding, starting with asymmetries and injustices that are obfuscated or eliminated in a contractualist analysis, or one that begins with strictly egalitarian principles. This criticism is compatible with egalitarian views, but it assumes a radically different point of departure. Although various theses by Villoro are compatible with egalitarian notions, given this point of departure based on asymmetries of power his proposal should be understood based on our cognitive capacities to understand and appreciate such asymmetries. For this reason, the paper concludes with an analysis of the notion of reasonableness, which under my interpretation Villoro defines in terms of our capacities for attention, that are not reducible to beliefs or systems of beliefs. In this way, the Central Normative Proposal of Villoro depends on the convergence between truth and the dignity of the members of communities in which as matter-of-fact asymmetries exist and must be eliminated through concrete communicative efforts. [ABSTRACT FROM AUTHOR]

This paper presents an introduction to dynamic epistemic logic through some formal systems that allow to represent knowledge and beliefs of one or more agents, as well as epistemic actions that can modify them. Specifically, we present the public announcements logic, action models and plausibility models. [ABSTRACT FROM AUTHOR]

The objective of this article is centered in valuing from the pedagogic didactic point of view the importance of the practical professional pre, and how through a systemic didactic work you can contribute to the development of professional abilities. For it, it is indispensable to discern the paper of the theoretical knowledge in the process of teaching learning practice, summing up the interaction centers the theoretical thing and the practical thing. In this analysis the methods configuration relationship were used, the dialectical one as system and concrete historical analysis when studying the practical professional pre in the Ecuadorian reality. Lastly this study ago a characterization of the main deficiencies of the practical professional pre and their incidence in the ways of performance of the professional futures in the universities of Ecuador. [ABSTRACT FROM AUTHOR]

The aim of this paper is to make explicit an explanatory strategy that lies at the core of Robert Brandom's A Spirit of Trust. This strategy consists, according to our reading, in treating the epistemological opposition between appearances and reality --and other related conceptual oppositions-- as an internal, normative and historical distinction. We will show how Brandom employs the procedure of recollections to make this strategy work: by situating different representations in a sequence of historical development, recollections allow us to understand the distinction between appearances and reality as the distinction between how things are for us and how they ought to be for us. [ABSTRACT FROM AUTHOR]

The main objective of this paper is to study some questions that we consider fundamental about the methodological position of Jerome Bruner in relation to research, production and communication of knowledge in the field of Psychology and its interrelations with other social sciences, based on the consideration of human phenomena as inherently psychological, social, cultural and historical. For this purpose, we resorted to an analytical-comparative hermeneutic method taking as a documentary basis articles and books written by the author in the period between 1960 - 2015. In these texts we believe we find his most important critical elaborations on positivism and his methodological proposal of overcoming it, which here, we only attempt a first approximation. It is an interpretation, a recapitulation and a rewriting of some of the knowledge bequeathed by Bruner on how to approach "the proper study of man" (Bruner, 1991) in order to continue along the path taken under the challenge that he himself proposed to us: to go beyond the information received. [ABSTRACT FROM AUTHOR]

The current paper contains a comparative reading of the Phaedrus and the Cratylus. Some of their central topics are here contrasted in order to highlight the characteristic traits of Platonic thought present in both dialogues. The description of dialectic in the Phaedrus fits well with a Socratic definition in the Cratylus which clearly specifies that names are tools at the service of the dialectician. This evidence leads us to the conclusion that --besides being the main mechanism to control and judge rhetoric-- dialectical technic appears in the dialogues as the only correcting procedure that makes it possible to verify any sort of proposition and bring speeches and depictions of reality closer to the truth. [ABSTRACT FROM AUTHOR]

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]

In this paper, the author subjects the narrative of "interculturality" to a critique from an intercultural perspective, invoking the critical potential of intercultural philosophy in contrast to a culturalist "interculturality" light. The background of this analysis is the epistemic violence exercised by the West in the fields of knowledge, science, and education. This violence is particularly noticeable in the case of philosophy, leading to a sort of "philosophical homicide" (philosophicide) with respect to indigenous philosophies such as the Andean one in the case of Abya Yala. The paper concludes with some guidelines for the challenges that a critical intercultural philosophy must face in the XXI century. [ABSTRACT FROM AUTHOR]

The present paper is an attempt to show that the philosophical distinction between "rational being" and "use of reason" lies at the core of Francisco de Vitoria's position and offers the legitimacy foundation for its political-legal development. A careful examination and analysis of Vitoria's Relectiones brings to light a variety of arguments (anthropological-philosophical, epistemological, and ethical), all of which presuppose a universal concept of human being. The analysis reveals that such concept serves, in turn, as the foundation for a universal concept of law, which concerns every human being, and explains why the Vitorian view would reach global acceptance and repercussion. [ABSTRACT FROM AUTHOR]

This paper describes the reflections built in the context of a dialogue of knowledges that took place among protagonists and spectators, about the iconoclastic actions carried out by the indigenous people misak during the Colombian protests in 2021. The discussion is proposed from the theoretical perspective of the anticolonial struggle, which helps to read these communicative actions as part of a liberation path from the imposed identity and ideological strategies that jeopardize the autonomous realization of the political project of this indigenous people. Beside this, we review the effect over the non indigenous master frames of the protest and what happened to the physical places previously occupied by the main statues pulled down, to conclude how artivism has led communicative processes of resignification of these recovered spaces, all for a liberated memory. [ABSTRACT FROM AUTHOR]

Self-revision is an essential part of the translation production process in which one checks and amends one's own translation (Mossop, 2014 [2001]). Since the activities linked to self-revision involve the application of knowledge, skills and aptitudes of translation competence (Kelly, 2002, 2005 y 2008), self-control of the work procedure (Pietrzak, 2019) is basic to manage time and effort (Gile, 2005; Pym, 2010a) required by these activities. Therefore, self-revision is an essential didactic instrument to develop strategic competence and self-efficacy beliefs (Haro-Soler, 2017) in translator training. This paper presents the results of an analytical comparative study focused on the monitoring of the time devoted to the activities of the translation process by 20 students and their teacher. The aim is to demonstrate how the time invested in self-revision is a valuable indicator of the learning progress. According to the results obtained, the students with greater self-control of their work procedures manage the time and effort invested in the different activities of the translation process considering their strengths and weaknesses when translating (Way, 2008), and are more effective both in detecting errors and deficiencies in their translations and in correcting them. In the conclusions, additional possibilities for analysing the data obtained and the limitations of this type of study are addressed. [ABSTRACT FROM AUTHOR]

This paper addresses the lack of consensus within the field of discourse traditions (DTs) -and more precisely regarding the Coserian tripartition of language into universal, historical, and individual levels-which results from Peter Koch's understanding of DTs as entities meant to be embedded in the historical level, as opposed to that of Johannes Kabatek or Franz Lebsanft, according to whom they must be placed at the individual level. The specific aim sought is to show the criteria on which the scheme constructed by Coseriu relies by interweaving his tripartition of levels with the Aristotelian-Humboldtian one -in turn structured around the concepts of energeia, dynamis and ergon. The article thus reveals that the extent to which Koch's position differs from Coseriu's original proposal -to which Kabatek and Lebsanft remain faithful-can be explained in terms of how the opposition between the subject and the object of study and the ontology of the former is conceived in each case. Added to the above, this article likewise highlights the close link tying epistemology to ontology which becomes evident when closely examining the foundations that underpin the well-known Coserian tripartition. [ABSTRACT FROM AUTHOR]

In this paper we present our reflections from the development of a postgraduate course on teaching practices at the university, in which the contributions of the attending teachers evidenced the essential articulation of didactics with other fields of knowledge, in order to understand the problems that teaching raises in the present. Issues such as the relationship of teaching with technology, with the ways of learning of young people, affectivity as a component of teaching, attention to diversity and the working conditions of teachers are presented as topics recurring, which although they are not new, have acquired other connotations that make them more complex. This made us think in the sense of considering a "didactics from or towards the edges", focusing on the contributions of those other fields to this discipline that offer greater richness to the analysis of teaching. [ABSTRACT FROM AUTHOR]

In this paper I present the position of two philosophers associated with the hermeneutic tradition, Gianni Vattimo and Charles Taylor, about the status of scientific knowledge in our contemporary world. Through a brief exposition of the fundamental features of their respective ontologies and epistemologies, I seek to offer a critical comparison. In the conclusion, I defend the superiority of Taylor's formulation, inasmuch it allows to put in question the primacy of the natural science model without abandoning a realist conception of the world and of the category of truth. [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]

On the first pages of Voltaire's Histoire de l'empire de Russie sous Pierre le Grand, published between 1759 and 1763, he reflects upon the method which should be used when writing a historical work and the characteristics an ideal historian should have. The aim of this paper is to assess to what extent the text follows the methodology Voltaire is proposing. This article attempts to demonstrate that the author himself, occasionally, does not respect his own methodology, jeopardizing the objective of his work. On the other hand, the paper highlights some ideological and epistemological differences between Voltaire and Diderot as regards Russian history, something which may be noteworthy, since their texts are usually studied within the same historiographical categories. In a more general sense, this work sheds some light on the theory of history during the siècle des Lumières. [ABSTRACT FROM AUTHOR]

This paper presents a Matyä’äky (interwoven word, talk, dialog), as a personal reflective account for the concretion of Wejën Kajën (Vargas-Vásquez et al.: 2008) in the educational field, which is a term of public domain within the Ayuujk people in its various dialectal variants. Ja matyä’äky is made from the Xaamkëxp variant; which is an inherent part of my being, with which I name and co-inhabit the universe, of the Ayujk people from Oaxaca, Mexico. It describes the collaborations, meetings and encounters that have been found over time to accompany this concreteness. [ABSTRACT FROM AUTHOR]

Este trabajo persigue dos objetivos. En primer lugar, estudiar el efecto potencial de la percepción del clima escolar por parte de los profesores y de las variables motivacionales de estos relacionadas con los estudiantes en la satisfacción de los profesores con la escuela y el clima motivacional del aula (CMC). En segundo lugar, validar una batería de cuestionarios para evaluar las diferentes variables motivacionales de los docentes relacionadas con los estudiantes: conocimiento motivacional, enfoque de los docentes en las calificaciones y necesidades emocionales de los estudiantes y expectativas. En total, 441 profesores y 5,380 estudiantes de España y Costa Rica participaron en el estudio. Los análisis factoriales confirmatorios mostraron la adecuación de la estructura de cada cuestionario. Además, los resultados de los análisis de correlación y regresión mostraron, en primer lugar, que la percepción del clima escolar, junto con las expectativas de los profesores, son los principales factores que pueden influir en la satisfacción de los profesores con la escuela. En segundo lugar, que el CMC no depende de la satisfacción de los profesores, sino solo de dos componentes del clima escolar, el apoyo mutuo de los profesores y las actitudes de los estudiantes, y de las expectativas de autoeficacia. En ambos análisis de regresión, satisfacción y CMC, se encontraron diferencias transculturales. [ABSTRACT FROM AUTHOR]

The definite integral is a central concept in the applications of calculus to experimental sciences and engineering, and consequently, a relevant didactic research topic. This paper analyses the different meanings of the definite integral by applying theoretical tools of the ontosemiotic approach to mathematical knowledge and instruction, particularly, the interpretation of meaning in terms of systems of operational and discursive practices related to the resolution of types of problems and the algebraization levels model of mathematical activity. Types of problem-situations and configurations of practices, objects, and processes are identified that allow us to characterize and articulate the various partial meanings of the definite integral (geometric-intuitive, as a limit of Riemann sums and cumulative function) as well as its extensions to the case of the double integral (as a particular case of the multiple) and the line, from the most intuitive to the most formal. The analysis allows us to identify the generality degrees of the objects of integral calculus and the role of algebra in the characterization of the meanings of the definite integral, which must be considered in the planning and management of the processes of teaching and learning of integral calculus in engineering degrees. [ABSTRACT FROM AUTHOR]

This paper aims to show the opposition between the Humanist cultural tradition and the main theses currently defended by Posthumanism. The structure of the paper is built upon the corresponding answers provided by both trends to the three main philosophical questions: How do we know reality? What are the world and life, and how are they explained? What is the best way to live one’s life? Gnoseology (or theory of knowledge), Ontology, and Deontology or Ethics have respectively tried to provide answers for such questions. Certain ambiguities of the Posthumanist dehumanizing project are also addressed. The paper concludes with an exposition of the arguments that justify the continuity of Humanist values, principles, and rights, updated according to the demands of our time. This paper aims to show the opposition between the Humanist cultural tradition and the main theses currently defended by Posthumanism. The structure of the paper is built upon the corresponding answers provided by both trends to the three main philosophical questions: How do we know reality? What are the world and life, and how are they explained? What is the best way to live one’s life? Gnoseology (or theory of knowledge), Ontology, and Deontology or Ethics have respectively tried to provide answers for such questions. Certain ambiguities of the Posthumanist dehumanizing project are also addressed. The paper concludes with an exposition of the arguments that justify the continuity of Humanist values, principles, and rights, updated according to the demands of our time. [ABSTRACT FROM AUTHOR]

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

This paper invites an exercise of ontological reflection on Franz Hinkelammert's theoretical proposal. For this aim, it exposes some conceptual implications of his idea of subject and tries to show how, from it, ethics, epistemology and politics are organized in his work. Although Hinkelammert does not explicitly address an ontology in his writings, the review of his theoretical corpus based on a set of questions linked to the reflection of the ontological level allows us to suggest this dimension or aspect of his thought. [ABSTRACT FROM AUTHOR]

This paper analyzes the profile required by a chief risk officer (CRO) in large companies in Colombia, based on knowledge of the traits, skills, aptitudes and knowledge that are necessary to achieve adequate performance, so that it contributes the achievement of objectives. The study is carried out under a qualitative methodology of descriptive scope. Semi-structured interviews were conducted with risk managers of large Colombian companies in different sectors, and experts. In the results found it can be evidenced the importance to the chief risk officer and as well as to develop their profile both in technical aspects and in the soft skills they require. This is due to the fact that from their performance they add value to the company with their expertise and provide a prospective vision on the risk situations to which they may be exposed. This paper contributes to the knowledge about CRO that requires further academic research. [ABSTRACT FROM AUTHOR]

The strategical learning "how to learn" responds to improve the teaching of the architectural design, recognizing to the mental functions that intervene in this process and that are those in charge of processing, organizing, coordinating, and integrating the information interacting with the environment that surrounds us, which is part in the student's integral education. The evaluation of a teaching-learning process is vital for the effectiveness of the process, because it allows us the correction of any current error and to reinforce the successes, which is inherent to all dynamic process. This paper aims to offer an evaluative model of the architectural teaching that is represented with the support of the Description Logics. They are formed by a family of logics that allow us the representation of the knowledge on a certain domain, in a structured way and formally well-defined. The advantages offered by the proposed model, besides representing the knowledge, is that it is possible the evaluation and self-evaluation, the socialization of the knowledge, as well as to carry out logical inferences. [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]

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 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]

This paper explores the advantages of a dynamic notion of context in which not only shared knowledge, but also accommodation of assumptions has a central role. To this end, we analyze the interpretation of tautologies: according to the literature, their interpretation is based on prior knowledge. By contrast, our hypothesis is that shared knowledge is neither a necessary nor a sufficient condition for the felicitous uses of a tautology. To support our view, we conducted a corpus study and an interpretation questionnaire with two experimental tasks. The results align with our predictions. [ABSTRACT FROM AUTHOR]

Objective: this paper seeks to account for the path experienced from certain epistemic-methodological key elements, and from certain practices located in/from the southern feminisms. It takes as a starting point actions of protests against cis men as an enclave for the analysis of their testimonies accounting for the multiple spacetimes that were specified during the investigation. It seeks to provide materiality to an epistemology of coalitions in which the translation, the fictionalized narrative and thinking in conversation, one together with the other, were central devices. Methodology: as the axis of this methodology, the fictional narratives, based on testimonies, resulting conversations, discussions, debates, and coalitions, and diffracted a collective elaboration of materials that enable thinking of pedagogical strategies in a feminist element. Some of the inquiries that emerge and are plotted in this writing refer to: what has been the methodological renewal of southern feminisms? What epistemological tensions, conflicts, emergences, blindness and deafness make southern feminisms visible? To what extent does the displacement of subject-object to subjectsubjectxs foster other forms of knowledge production? What risks are confronted if new masculinities are included as informants to think about protests? What are the variations that the fictional narrative enables? Why does its productive power drive from representation to diffraction? At what point does one assume a pedagogy of desire as a creative anchor? Why would this pedagogy overflow the known channels of all possible pedagogy? Would diffractions make an epistemology of coalitions possible? Results: in the framework of this itinerary, a feminist pedagogy develops based on an epistemology of location, positioning and articulations. [ABSTRACT FROM AUTHOR]

The main aim of this paper is to make thinking visible in early childhood education students through experimental science. To do so, a teaching proposal has been developed and taken to practice, focused on the consciousness, raising and knowledge of the uses and care of water. It is based on problem-based learning and thinking routines used as methodologies. This didactic intervention allowed us to check the ongoing accomplishment of advanced achievement levels in the development of the thinking movements selected for this proposal. As a result, the main conclusion obtained is the importance of teaching how to think, since early childhood education is the perfect moment to start making thinking visible in students. [ABSTRACT FROM AUTHOR]

This paper identifies two types of constitutionalism, understood as knowledge of the law established by the constitutional rights of the Constitution of Colombia and which it calls the (initial) moral reading and the (current) turn towards efficacy. Its main argument says that instead of complementary types of knowledge, an adequate understanding shows them as the exclusive alternatives that arise from our need to choose (between two readings on the way in which such norms operate within the judicial courts as devices of claim Social). For his defense it resorts to a strategy in which both types of constitutionalism are linked to the republicanism of Machiavelli (the fight for effective power) and that of Montesquieu (the fight against despotic power). This, first, to sustain that a moral reading in a comprehensive sense and in which the type of reconciling reason that Alexy works with operates would allow his harmonic understanding; second, that under political conditions such as those of the department of Córdoba (which Espinosa and García call institutional apartheid) it becomes inevitable to choose between undertaking the fight against the power deficit or against despotic power. [ABSTRACT FROM AUTHOR]

This paper analyzes the incommensurable and incommensurable nature of subalternity, which materializes a position without an identity whose intelligibility is complex, especially when we try to access the configurations of its ontopolitical schema. Subalternity constructs a binary opposition to the nation-state. It is necessary to fight for the production of new criteria of legibility of the educational and cultural subject. This problem is reduced to an obstruction in its ontopolitical and existential rules of intelligibility of a wide constellation of specific heterogeneous groups amalgamated through political, structural, relational, contingent and historical issues that determine their units of cultural legibility. The method employed is that of critical documentary review, organizing a critical corpus of review works derived from intercultural studies, subalternity and postcoloniality. Each of them are key to promote other types of epistemological performances in this regard. Among the main findings and conclusions, we note that subalternity documents a deeper methodological problem: we do not know exactly what the cultural and political agency of such groups consists of. The only thing we should not forget is that we, educators, are at the service of subaltern groups, our task is to learn from their environment, to become a disciple of their cultural space. [ABSTRACT FROM AUTHOR]

The purpose of the paper is to explore the theme of the principles of the new juridical branch of Health Law, showing the philosophical and epistemological aspects. The theoretical framework is complex thought and -renewed- trialism, and the methodology is qualitative, with a predominance of philosophical, argumentative and documentary analysis. The main result is the historical contextualization, clarification of abstraction and systematization in the branch, achieved through the exposition of principles, with philosophical support, which constitutes an epistemological achievement, even more essential if the branch is in a consolidation period. This paper is closely related to another one where empirical support of the principles is provided, based on national laws and decisions of the highest Argentine Court. [ABSTRACT FROM AUTHOR]

The aim of this research paper is to present, on the one hand, the symbolic nature of formal logical reasoning and, on the other hand, its diagrammatic nature. Particularly, this research paper attempts to explain what means to know by means of diagrams and symbols and how this knowledge is linked to the formal nature of logic. As a concrete case of study, will be analyzed Venn diagrams as well as their teaching in the program of High School and College. [ABSTRACT FROM AUTHOR]

Objective/context: This paper analyses the relations between 19th century travelling naturalists and the indigenous inhabitants of Brazilian Amazonia. The region was a favourite among travellers during the latter half of the 19th century. On their travel books, naturalists reported not only on local Nature, but also on local inhabitants and their contributions to the expeditions, making them valuable sources for understanding the interactions between them and the natives. Originality: The originality of the paper rests in the use of a diverse set of primary sources, in the form of 19th century travel books. The article contributes to the current historiography on Natural History expeditions while aiming specifically at the relations between naturalists and the indigenous inhabitants of the region. Methodology: The analysis relies on primary sources, which consist mainly of the travel books written and published by some of the most well-known 19th century travelling naturalists that visited the Brazilian Amazonia. It is from their personal reports and observations that we aim to understand, on the one hand, how these foreign naturalists interacted with the local indigenous inhabitants and, on the other, how the natives were able contribute to the scientific expeditions led by European naturalists. Conclusions: It is safe to conclude that the indigenous inhabitants of Brazilian Amazonia were a constant presence during 19th century expeditions in the region. The interactions between naturalists and natives, sometimes mediated by a third party, were often essential to the success of these expeditions. The principal contribution of the indigenous inhabitants, as stated by the naturalists themselves, was the aid in the collection of specimens. The natives' expertise on the habits and habitats of animals and plants, paired with their hunting and to navigational skills through the region's complex river system, seem to have been a subject of admiration as well as a source of information and specimens. [ABSTRACT FROM AUTHOR]

This article aims to account for the relationships between the development of the children's political knowledge and the social practices in which they participate. In order to achieve this objective, the following paper examines a series of psychogenetic studies carried out since the end of the 80's in Buenos Aires in school environment, on the political ideas that children and adolescents construct about the national government and the presidential function. This analysis is elaborated in the light of another very recent research, of anthropological orientation and ethnographic perspective, where it is studied the political knowledge elaborated by children and young people who participate in community practices and inhabit houses as illegal tenants in the same city. In this way, a critical comparison is established between these investigations, which centrally includes the methodological aspects, as well as the scope of the results, for a conceptual re-elaboration around the study of the processes of knowledge construction in the political field. [ABSTRACT FROM AUTHOR]

In this paper I analyse the critique of psychologism advanced by Husserl in his Logical Investigations. In order to adequately rebuild the author's approach, I will link the central points of the argument against psychologism developed in the first volume with some analyses and theses introduced by Husserl in the second volume. These analyses and theses, although not explicitly presented as criticisms of psychologism, are clear contributions to overcoming a radical empiricist approach, closely linked to subjectivism and psychologism. I pay special attention to the critique of the theories of abstraction carried out in the Second Investigation, whose link with the critique of psychologism is not properly recognized. I also analyze the concept of ideal possibility, which is fundamental for the understanding of the Husserlian concept of species. [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]

In this paper I will make a review of the core elements of the recent natural law ethical theories in analytic philosophy. I will expose the elements they share, and then its more essential differences, especially those related to epistemology and metaphysics. Finally, I shall explore the possibilities of development for natural law theories, and its metaethical implications, especially those related to a metaphysical and epistemological grounding for natural law. [ABSTRACT FROM AUTHOR]

Pestre once argued that laboratory studies had produced an irreversible epistemological break in the way science was studied and conceived. This article expands that idea to consider epistemological problems found in a knowledge-production scenario that has been historically degraded: the field. Based on historical, sociological, and anthropological studies, this paper discusses how field sciences can make epistemological debates more complex and richer. Hence, it proposes three epistemological dimensions of these fields of knowledge in order to connect them to problems that are relevant to (a) the philosophy of science and (b) science, technology and society studies. First, it was found that doing science in the field means contextualizing the objects of knowledge because fieldwork implies operating on a terrain that has not been designed to be investigated. Second, field scientists produce and mobilize knowledge in order to control and organize their workplace. Third, experimental practices take on differential characteristics in the field. These three specific dimensions of field sciences represent a contribution to the ultimate development of contextualized epistemologies. [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]

Despite conceiving epistemological principles as the most important element in a science, Eugenio Coseriu did not ever succeed in publishing any Lessons in Philosophy of Linguistics as such. Instead, he expressed a great number of his epistemological convictions as comments scattered across nearly all of his writings. In order to highlight the indissolubility between the linguistic and philosophical dimensions of theorization which characterized Coseriu's approach to language, it becomes necessary to check which aspects his linguistic thinking, which argumentation procedures and which key categorizations and concepts in his linguistic theorization originated from issues of a philosophical nature - especially in what specifically concerns philosophy of linguistics. In this respect, the aim of this paper is to identify the philosophical-scientific foundations underlying "Logicismo y antilogicismo en la gramática" ("Logicism and Antilogicism in Grammar"). In doing so, my goal consists in showing that this work is not a mere linguistic study, but an essential approach to unravel the epistemological principles around which the whole philosophical-scientific edifice of Coserian linguistic theory is structured. [ABSTRACT FROM AUTHOR]

Objective: Study about the epistemic stances that influence the knowledge organization domain by analyzing its scholarly literature. It aims to describe the conception of epistemology in the journal Knowledge Organization through metatheory. Methods: It is an exploratory and descriptive research that develops a metatheoretical study based on Ritzer's metatheory. In the analysis stage, two grounded theory tools were used, coding and memoing Results: Three attribute families arose from the coding and memoing processes: the concept of epistemology in knowledge organization, the purpose of epistemology of knowledge organization and, epistemic stances influencing the knowledge organization domain. The third attribute family is analyzed in this paper. Empiricism, rationalism, historicism and pragmatism are described as the mains epistemic stances influencing the domain. The pragmatist stance is prominent in the analysis, followed by critical theories and historicism. Conclusions: The study concludes that the conception of epistemology on the knowledge organization domain is the critical study of principles, hypothesis and knowledge production in the domain. Epistemology is concerned with the scientific knowledge produced by the knowledge organization domain, as well as with the application of that knowledge to design the Knowledge Organization Systems and to support the knowledge organization process as a whole [ABSTRACT FROM AUTHOR]