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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]

The objective was to describe the emerging epistemology in the theoretical construction of knowledge from an anthropic perspective. The contributions of Ricci (2015), Calderón (2019), Ramos (2015), Mendoza (2015), among others, were used. The research was classified as descriptive with documentary design. The instrument used was the category matrix. The results indicate that emerging epistemologies should be fostered, to promote the construction of concepts that give rise to theories. As a conclusion, this theoretical conception must be linked, which will allow to empower researchers to be fully trained, appropriating analogies, inferences, reflections and arguments necessary in the consolidation of an anthropic vision. [ABSTRACT FROM AUTHOR]

The present study aimed to carry out a systematic review of the papers related to analogical thinking and creativity. Original articles that address the subject were searched using the PRISMA methodology. A total of 24 articles were obtained that met the inclusion criteria. It was possible to observe a preponderance of studies whose objectives were oriented to a greater knowledge of the subject. From them, some variables that are of great importance can be defined, as well as a great heterogeneity in the research methodologies used. From the results the contributions and vacancies in the area are discussed. [ABSTRACT FROM AUTHOR]

This article introduces the transductive nature of invention, from the perspective of learning associated with the psychic individuation, and the problem resolution associated with the collective. The discussion focuses on the following thesis statement: the learning and the problem resolution are invariants of a psychology of individuation, which is developed in four moments: first, simondonian epistemology is used based in the analogy and the alagmatic to show that there is no individuation without problem resolution; second, it will develop the continuum from primary behavior to intelligent learning and problem resolution, which finds in the technique a paradigmatic way in Simondon; third, the concept of subject is approached, the learning, and the ways that are opening to psychology as a scientific discipline and as a profession. Lastly, in the form of a colophon, related aspects to Simondon with L. Vygotsky and C. Freinetwill be presented as cases of a psychosocial perspective in problem resolution. [ABSTRACT FROM AUTHOR]

In the search of an epistemology which consolidates didactic science, this pages analyse relationships between analogic hermeneutics (AH) and socio-didactics: If this one last can provide elements to hermeneutics for a knowledge of the social reality, socio- didactics finds in AH a precise methodological device to interpret the environment and interpret itself. This last dimension is of special interest to us, because improves didactic theory and its praxis. We start from a didactics with sociocommunicative base, to which we add a hermeneutic dimension as episteme of first order from which to interpret the classroom. [ABSTRACT FROM AUTHOR]

This article intends to present the essentials of an analogic hermeneutics. The procedure will be to expose in the first place what is understood by hermeneutics; then, the theory of analogy, and, lastly, what an analogic hermeneutics adds to the hermeneutics as such. Other topics, as the objectivity in the interpretation, will be mentioned. [ABSTRACT FROM AUTHOR]

Analogical hermeneutic can be interpreted as a pragmatist stream. In fact, Beuchot is clearly influenced by Peirce. These elements are manifested in Rorty's hermeneutic neo-pragmatism. Analog hermeneutics refers to the possibility of developing the understanding of cultural differences through the use of abductive and metaphorical reasoning. In the case of Rorty, this one is concerned by the generation of new metaphors that allow the extension of the solidarity and the reduction of the cruelty. All this forms a new utopia of understanding. [ABSTRACT FROM AUTHOR]

It has been traditionally sustained that predicates attributed to God and to the creatures are analogical predicates. But, what is analogy? Several philosophers have thought that analogy should be taken as a form of ambiguity. Here we argue that predicates attributed to God and to creatures are neither ambiguous nor vague. Following some suggestions given by McDaniel, we propose a view of analogy in which the semantic phenomenon is associated with the more or less natural character of the property or properties that the entities that satisfy the analogous predicate instantiate. A predicate "θ" is analogous if and only if the property Θ, which something instantiates, if and only if it is θ, is less natural that any property Ξ so that anything that instantiates Ξ, instantiates Θ. Furthermore, it is required that the entities of which the analogous term is predicated should be either ontologically or epistemically dependent on each other. [ABSTRACT FROM AUTHOR]

This study tries to clarify some effective influences of the Scheler's philosophy in the Heidegger's thought. I center, then, in Scheler's principal analyses in the Sympathiebuch, especially of his appendix, which they influence powerfully in the theory on the intersubjectivity that Heidegger sketches in Being and Time. [ABSTRACT FROM AUTHOR]

The article Sensibility and Morality in Kant presents an exposition of Kant's practical philosophy from the epistemological assumptions that link the entire transcendental philosophy. According to Kant, the basis of the possibility that our concepts are cognitively valid rests on the possibility of referring or exposing them to sensibility. Therefore the representation (exposition or sensibilization) of the concept of moral duty arises as especially problematic, since the universality and necessity inherent to this concept is fully inderivable from experience. This article delves into the Kantian concept of «symbolic exposition» as a signifying model that agrees with the specificity of morality. It also tries to clarify how the Kantian requirement of an analogical use of the concept of nature in the reflection over the moral correction of our actions should be understood. [ABSTRACT FROM AUTHOR]

In this text I wish to make an introductory exposition about what analogical hermeneutics is or aspires to be. So, I will first talk about hermeneutics in general so that I can give a brief but sufficient idea about it and later I will detail what analogical hermeneutics is. But, in order to do that, we will have to make an exposition, also very briefly, about what analogy is, so that we can understand the concept. [ABSTRACT FROM AUTHOR]

The article outlines the thesis that the so-called postmodernity is the last stage of the dissolution of the medieval synthesis that reaches its fullest expression in the work of Saint Thomas Aquinas. It stresses the role of the Blessed John Duns Scotus in the introduction of a new way of thinking that ends up dissolving the thrust of the Fathers and Scholasticism. The theological defense of God’s freedom, which leads to the “theological voluntarism” as opposed to the excessive intellectualism of Avicenna, leads to the decomposition of the analogical unity of being, which is deprived of metaphysical consistency by the radical contingency that voluntarism assignes to the essences of created beings. Ockhamist Nominalism is a radicalization of that same way of thinking, which puts its stamp on all subsequent philosophical development to this day, in the sense of enclosing the intellect in the immanence of its own representations without contact with being. While “modernity”, at least in the rationalist side, retained, in an inconsistent way, in our opinion, the notion of the universal and absolute, we see “postmodernism” as a settlement of that inconsistency in the sense of a serious attempt to radical immanence which leads logically into relativism and nihilism. [ABSTRACT FROM AUTHOR]

This paper is a reply to the text of Guillermo Hurtado "Mestizaje, analogía y posmodernidad". Samuel Arriarán refuses the thesis of Hurtado about no validity of analogic barroque hermeneutics. The author argument is that the thesis of Hurtado has its basis in an old philosophical nacionalism that postulates the necessity of construction of own categories for mexican philosophy. [ABSTRACT FROM AUTHOR]

Firstly, in this paper a theoretical scheme on the mechanisms of the analogical thinking in science education is summarised. Secondly, the degree of understanding reached by a group of students about the analogies used in class on the molecular model is analyzed. Finally, the relationship between analogical thinking and the students' mental models about the nature of the matter is studied. The collected data indicate a moderate but acceptable final level of understanding of the analogies used, as well the existence of a narrow relationship between the understanding analogies and the construction of a model for the matter. [ABSTRACT FROM AUTHOR]