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Michel Henry's trilogy, dedicated to his philosophy of Christianity, generates different reactions from his readers. Some consider him brilliant and pleasant in his interpretation of the Christian scriptures; others detect what they call a form of Gnosticism; finally, there are those who simply do not agree with the theological jump taken from the first of those works onwards: I am the truth. We find ourselves in this last group, although not exactly with the same view as Dominique Janicaud. From our perspective, Henry's theological dimension is better seen in his metaphysical experience, which can be described with the help of Jean Wahl's criteria for it. From there, we can recognize intersubjectivity as being a fundamental part of that experience, as opposed to interobjectivity, which corresponds to Henry's critique of exteriority thinking. Focusing on I am the truth, we show how its concepts and language distance themselves from the authenticity of that metaphysical experience. There, Henry introduces a series of terms that presuppose the Christian faith rather than producing a philosophy that truly can express an introductory path to God, with the exception of his phenomenology of birth. [ABSTRACT FROM AUTHOR]

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Copyright of Ciencia & Trabajo is the property of Fundacion Cientifica y Tecnologica de la Asociacion Chilena de Seguridad and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Existem lacunas no contexto latinoamericano no que se refere à divulgação resultados de intervenções antibullying na escola, desta forma, pretendeu-se analisar os resultados de ações para prevenção ou redução da ocorrência de bullying e cyberbullying. Trata-se de uma revisão sistemática da literatura. O levantamento bibliográfico ocorreu nas bases de dados LILACS, PsycINFO, SciELO, SCOPUS e Web of Science. Foram incluídos apenas ensaios clínicos randomizados no ambiente escolar. Um total de nove estudos foram incluídos na revisão, sendo avaliados como de alta qualidade metodológica. Esta revisão sintetiza conhecimentos obtidos com estudos realizados em diversos países, esclarecendo limitações e contribuições de programas experimentais voltados a estudantes, pais e equipe escolar, o que possibilita reflexões para futuras intervenções. [ABSTRACT FROM AUTHOR]