Desde hace ya bastante tiempo existe una tendencia a afirmar que el derecho o las normas de diferente tipo no son adecuadas o aplicables para las diferentes nuevas tecnologías que van apareciendo de forma continua. Este trabajo intentará dar la vuelta a ese razonamiento y, centrándose en la inteligencia artificial, tratará de plantear criterios adecuados para que esa tecnología y muchas otras sean desarrolladas y aplicadas de forma adecuada a los derechos fundamentales en general y a la privacidad en particular. (...) Dentro de esos criterios se analizará lo que debe aportar la explicabilidad de la tecnología mencionada y se profundizará en algunos conceptos adicionales como la posibilidad y la necesidad de controlar y de auditar sistemas de inteligencia artificial. Para realizar la mencionada profundización se recurrirá a lo que se conoce como objetivos de protección y a los principios de la ciberética, incluyendo una referencia especial a la sostenibilidad y a la resiliencia de este tipo de sistemas. (shrink)

BackgroundResearch during 2020 has been rapidly attending to the impact of COVID-19 on various dimensions of wellbeing on adults and children around the world. However, less attention has focused on the psychoeducational impact on children and their families. To our knowledge, no currently available studies have looked specifically at the impact of COVID-19 on students with dyslexia and their families. Research on this topic is needed to offer greater support for this population of students and their families.ObjectiveThe main objective of (...) this paper is to examine the psychoeducational impact of the required COVID-19 quarantine in Spain among children with dyslexia and their families.MethodA sample of 32 children with dyslexia and their mothers participated in this study.MeasuresChildren and adolescents with dyslexia and their mother completed several measures before the required national quarantine in Spain and again during the quarantine. Children completed measures of depression, state anxiety, reading activity, and reading motivation. Mothers provided demographic information and completed measures related to students’ emotional and behavioral difficulties as well as parenting stress, parental distress, and a questionnaire about educational problems during quarantine.ResultsMajor findings showed that during quarantine, children with dyslexia had increased levels of depression and anxiety symptoms, and parents perceived their children as having more emotional symptoms, hyperactivity-inattention, and conduct problems. During quarantine, children and adolescents with dyslexia also showed less reading activity and less reading motivation. Parents also reported significantly more stress, during quarantine compared to pre-quarantine conditions. Some demographic and psychological variables predicted children’s state anxiety as well parental stress. The questionnaire related to impacts of quarantine also revealed several important findings. For example, nearly all parents of children with dyslexia reported difficulties in establishing study routines, that the quarantine negatively affected their child’s learning, and that they did not receive sufficient help from teachers on how to support their child’s learning. Additionally, the vast majority of the parents were very worried about the child’s learning and school success, the child’s motivation and interest in reading, the child’s peer relations, and the professional skills of the child’s teacher.ConclusionThis study offers a preliminary investigation into this topic and elucidates several psychoeducational challenges that children with dyslexia and their families have experienced during the quarantine in Spain. Study findings highlight the need to provide immediate support for children with dyslexia and emphasizes the importance of developing prevention programs to mitigate any future negative impacts of COVID-19 on children with dyslexia and their parents. (shrink)

The introduction of and the commitment to evidence-based nursing in all care settings have led to a rapid increase of intervention and outcome-based research programs. Yet, the topics of nursing research are not only affected by interventions and outcomes but also affected by the concept of caring derived from humanistic philosophy. Considering this twofold orientation of nursing science, nuanced ethical regulations for nursing research programs are called for. In addition to the different research approaches, further arguments for ethical regulations are (...) as follows: first, the different degrees of contextualization and the variety of participation models regarding the target groups; second, the capacities and opportunities of participants; and third, the caring relationship between nurses and research subjects. To capture these special features of nursing science, four approaches to fill the gaps in existing ethical regulations for nursing research are proposed: (a) process orientation, (b) community orientation, (c) context orientation, and (d) relation orientation. (shrink)

People in extraordinary situations are vulnerable. As research participants, they are additionally threatened by abuse or exploitation and the possibility of harm through research. To protect people against these threats, informed consent as an instrument of self-determination has been introduced. Self-determination requires autonomous persons, who voluntarily make decisions based on their values and morals. However, in nursing research, this requirement cannot always be met. Advanced age, chronic illness, co-morbidity and frailty are reasons for dependencies. These in turn lead to limited (...) abilities or opportunities for decision-making and self-determination. Exclusion of vulnerable people from research projects would disadvantage them by not covering their needs, which would violate the ethical principles of justice and beneficence. Commonly, vulnerability is attributed to social groups. The consequence for individuals, attributed as belonging to such a vulnerable group, is that the principles of respect for autonomy, justice and beneficence are subordinated to the principle of non-maleficence, understood as avoiding the risk to cause more harm than good. In addition, group-specific attribution could lead to stigmatizing because labelling a person as deviation from a norm violates integrity. For clinical nursing research, the question arises how the protection of vulnerable people could be granted without compromising ethical principles. The concept of relational ethics provides a possible approach. It defines vulnerability as the relation between a person’s health status and the extent to which this person is dependent on the researcher and the research context. Vulnerability is not attributed solely to a person but to a situation, meaning the person is viewed in context. By combining vulnerability as a context-related and situational concept with existing approaches of informed consent, the different ethical principles can be balanced and preserved at every step of the research process. (shrink)

Corporate social responsibility pedagogies and teaching techniques have been extensively discussed in the literature. They are viewed as crucial for illustrating business–society relationships and encouraging business students to act ethically. Although the experiential learning perspective prevails in the discussions on CSR education, little attention has been paid to the discursive nature of CSR learning. Considering this gap, the paper explores the role of discourses in CSR education by drawing upon the discursive perspective on CSR and the relational social-constructionist orientation to (...) management learning. To that end, a story co-creation exercise implemented in a CSR course in a Nordic University is used to demonstrate how discourses enable and constrain certain CSR meanings within a business educational context. The paper contributes to the field of CSR education and critical CSR research by suggesting how the discursive nature of CSR can be used to promote more reflexive practices among business students. (shrink)

Plural Logic is an extension of First-Order Logic which has, as well as singular terms and quantifiers, their plural counterparts. Analogously, Higher-Level Plural Logic is an extension of Plural Logic which has, as well as plural terms and quantifiers, higher-level plural ones. Roughly speaking, higher-level plurals stand to plurals like plurals stand to singulars; they are pluralised plurals. Allegedly, Higher-Level Plural Logic enjoys the expressive power of a simple type theory while committing us to nothing more than the austere ontology (...) of First-Order Logic. Were this true, Higher-Level Plural Logic would be a useful tool, with various applications in philosophy and linguistics. However, while the notions of plural reference and quantification enjoy widespread acceptance today, their higher-level counterparts have been received with a lot of scepticism. In this paper, I argue for the legitimacy of Higher-Level Plural Logic by providing evidence to the effect that natural languages contain higher-level plural expressions and showing that it is likely that they do so in an indispensable manner. Since the arguments I put forward are of the same sort advocates of Plural Logic have employed to defend their position, I conclude that the commonly held view that Plural Logic is legitimate, but not so its higher-level plural extensions is untenable. (shrink)

Text and notebooks by Friedrich Nietzsche. -/- Translations: -/- 15 = U II 11 Spring 1876? [1-27] pages 13-19 16 = N II 1. 1876. [1-55] pages 20-29 17 = U II 5b. Summer 1876. [1-105] pages 30-48 18 = M I 1. September 1876. [1-62] pages 49-62 19 = U II 5c. October-December 1876. [1-120] pages 63-87 20 = Mp = XIV 1a (Brenner). Winter 1876-1877. [1-21] pages 88-94 21 = N II 3 End of 1876 - Summer 1877. (...) [1-84] pages 95-106 Nietzsche’s Notebooks in English: a Translator’s Introduction and Afterward pages 107-118 Also include two early essays: About Truth and lie in the extra-moral sense. ……………pages 119-128 About the pathos of truth. Christmas 1872. From: Five prefaces to five unwritten books…….………………..pages 129-133 . (shrink)

Emmanuel Levinas aprendió a pensar y a “trabajar en filosofía” gracias a Husserl y, posteriormente, a Heidegger. De ellos alababa la sospecha ante una pretendida objetividad a la que accedería la razón y la exploración de intencionalidades afectivas que caracterizan la experiencia humana. Sin embargo, declarándose abiertamente heredero de la fenomenología, se empeñó en salirse de ella. Levinas consideró que el discurso filosófico allanó el camino a las atrocidades del s. XX, y pretendió reorientarlo atendiendo a un encuentro con la (...) alteridad que suspende el movimiento usual de la conciencia, todo ella representación, dominio y asimilación. Así pues, intentó hablar en el lenguaje de aquello que lo funda y se le escapa, para que el pensamiento dejara de ser un monólogo desorientado e, incluso, un preludio de la violencia. Investigaremos cómo revisa Levinas su herencia fenomenológica e, incluso, filosófica en general, y cómo responde a ella abriéndole nuevos lares. (shrink)

Estudiamos los hitos principales por los que ha pasado la voz fenómeno desde que la fenomenología husserliana lo tematizara. Husserl pone como condición al fenómeno la mención identificadora antecedente. Pero se plantea la posibilidad de que la donación intuitiva sobrepase la mención: es el caso de los fenómenos saturados, reivindicados por J-L Marion. Una nueva brecha se abre al fenómeno cuando se trata del rostro ajeno, en que el fenómeno se convierte en manifestación nunca concluida: su disimetría y paradoja reside (...) en que soy fenómeno para él en la medida en que él lo es para mí, manifestativos ambos de un alguien que los trasciende. Los nuevos interlocutores son Levinas y Ricoeur. Concluimos en la diversificación del fenómeno y en la consiguiente exigencia de una hermenéutica previa para delimitar su alcance. (shrink)

Cada vez más, la medida de los estándares educativos está arrojando luz a las Reformas emprendidas en los distintos países. En el caso español, y concretamente en lo relativo a la enseñanza de las Ciencias, el paso a dar está en la transferencia de los aprendizajes hacia situaciones de vida.

A partir de la reivindicación de Adorno del poder crítico del arte, este trabajo confronta la posición de este pensador con las de Kant y Hegel a propósito de la cuestión de la autonomía del ámbito estético. Explica por qué Adorno considera que ni Kant, quien afirma esa autonomía, ni Hegel, quien, por el contrario, asume su heteronomía, logran reconocer (el poder de) la obra de arte y de la experiencia estética. Muestra luego que Adorno tomó conciencia de que ello (...) proviene del compromiso de ambos autores con la pretensión de plena autonomía del sujeto moderno, y explica finalmente que Adorno sí reconoce la función crítica del arte y del pensamiento que le corresponde gracias a que rechaza tal pretenciosa subjetividad. Taking Adorno's vindication of the critical power of art as a starting point and focussing on the question of the autonomy of the aesthetic field, this paper confronts Adorno's position with those of Kant and Hegel. I explain why Adorno considers that neither Kant-affirming its autonomy- nor Hegel -assuming its heteronomy- succeeded in recognising (the power of) the work of art and the aesthetic experience. I show that Adorno saw that this was due to their common commitment to the modern subject's claim to full autonomy, and finally argue that Adorno, on the contrary, can do that because he abandons such a pretentious subjectivity. (shrink)

This book first published in the year 2021 June. Paperback: 240 pages Publisher: Kuhn von Verden Verlag. Includes bibliographical references. 1). Philosophy. 2). Metaphysics. 3). Philosophy, German. 4). Philosophy, German -- 19th century. 5). Philosophy, German and Greek Influences Metaphysics. 6). Nihilism (Philosophy). 7). Eternal return. I. Nietzsche, Friedrich Wilhelm, 1844-1900. II. Ferrer, Daniel Fidel, 1952-.[Translation from German into English of Friedrich Nietzsche’s notes of 1881]. New Translation and Notes by Daniel Fidel Ferrer. Many of the notes have (...) never been translated into English before. Go inside the workshop of a great philosopher's mind and read these notes. Table of Contents Introduction and Preface (Pages: 1-11 ) Notebook: 11 = M III 1. Spring - Autumn 1881 11 [1 to 348] (Pages: 12-167 ) Nietzsche’s Notebooks in English: a Translator’s Introduction and Afterward (Pages: 168-183 ) The thought of the eternal return of the same (Pages: 184-197 ) Later Recapitulation note of 1888 14 [188] (Pages: 198-204 ) Rejection of the idea of eternal (Pages: 205 ) Translation of 4 notes by Nietzsche on Perspectivism (Pages: 206-210 ) Nietzsche gets some final few words (Pages: 211-216 ) Bibliographies (Pages: 217-236 ) Project started in summer of 2012. No one else has read this book for errors. As always, any errors, mistakes or oversights etc. are mine alone. Given a couple more years, I could improve this book. This is a philosophical translation and not a philological translation. If you want to get in to more philological details you must learn German (see Nietzschechannel plus many published books on the topics). Translation notes. I have not tried to fix, polish-up, or clarify Nietzsche’s unpublished writings. Some of the translator have really refined Nietzsche’s ideas and positions. I have not “fixed” Nietzsche. I have not dropped or added words or changed the wording to make Nietzsche’s position clearer or stronger (others have done enough damage). Learn German and read the texts in German – my best recommendation and advice to you the reader. There are groups on the internet that work on all the details of translating Nietzsche’s remarks. There are many nuances and shades of the meaning in attempting to translate anyone’s language. Some words I could not translate from German and French; and I left those few words in German, but more words in French. I think most of the French texts are quotes that Nietzsche wrote down from French authors that he was reading at the time he wrote these notes. Reader beware. There are many historical and philosophical allusions as in all of Nietzsche’s philosophical writings and these notebooks are similar. Remember these are “notebooks” and include lots of notes or jottings -- and these are neither fragments nor polished drafts for publication. Nietzsche may have written these notebooks from back to front and re-used various notebooks at a later time. In the German text there are missing punctuations marks, missing quotation marks, missing words, abbreviation of words, miss numbered section, working table of contents for project books he wanted to publish, projects outlined, quotes without quote marks. Enjoy reading and thinking with Nietzsche in his unpublished notes. (shrink)

Nietzsche’s Ecce homo, Notebooks and Letters: 1888-1889 / Translation by Daniel Fidel Ferrer. ©2023 Daniel Fidel Ferrer. All rights reserved. -/- Ecce homo: How One Becomes What One Is (Ecce homo: Wie man wird, was man ist). -/- Who should read Nietzsche? You can disagree with everything Nietzsche wrote and re-read Nietzsche to sharpen your attack. Philosophy. Not for use without adult supervision (required). Philosophy is a designated area for adults only. Read at your own risk. You have (...) the pleasure of reading and of course disagree with all philosophy. Warning philosophical ideas are present. Reading Nietzsche does not mean you will gain anything, in fact, you might lose your previous ideas. -/- Nietzsche does not call this book an autobiography (he has written many short autobiographical sketches before); but rather, uses the expression “I tell myself my life”. -/- Nietzsche was the past philosopher who wrote about our future, “The time is coming when the struggle for the domination of the earth will be waged - it will be waged in the name of basic philosophical doctrines.” KGWB/NF-1881, 11[273]. The world has seen plenty of wars and death, since 1881. The process of the domination of the earth and world is still on-going. -/- What is Nietzsche’s overall project with Ecce homo? -/- Main Leitmotifs in Ecce homo. -/- Christianity as the denial of the will to life, revaluation of all values (Umwerthung aller Werthe), Amor fati, Dionysus as a god and his philosophy (future project for Nietzsche), overthrowing idols, two worlds (“true world" finally became a fable) against Plato eternal world and forms, eternal recurrence or the eternal return of the same (Nietzsche heaviest thought, also his most abysmal thought “abgründlichsten Gedanken”), opposite and counterpart to type of person decadent (décadent), “I count the overcoming of pity among the noble virtues”, against the concept of God (Christian), overman or superman (Übermensch), Will to Power (Wille zur Macht), great politics, immoralist, morality of the Christian church, and Declaration of war (“Kriegserklärung”). -/- Table of Contents -/- Motto [page 3]. Epigraph [pages 4-6]. -/- Preface to the Translation of Ecce homo [pages 7-16] -/- Major Leitmotifs in Nietzsche [pages 17-24]. -/- Translations from Nietzsche’s German to English include. -/- 1). Ecce homo: How One Becomes What One Is (Ecce homo: Wie man wird, was man ist. [pages 25-113]. -/- 2). This poem was included in the first publications of Ecce homo (1908). Glory and Eternity (Ruhm und Ewigkeit). [pages 114-124]. -/- 3). These are all of Nietzsche’s last notebooks (complete) they are numbered 21, 22, 23, and 24. There are a total of 82 notes. Final notes by Nietzsche from the Nachlass (Nachlaß). Sometime in German called the Notizheft. Nietzsche’s notebooks that include some drafts for Ecce homo and other topics he was thinking during his last writings. Dating from October 1888 until early Janurary 1889. [pages 125-191]. -/- 4). Nietzsche’s Letters Regarding Ecce homo. Nietzsche’s letters starting at the end of October 1888 discussing Ecce homo. These are not always the complete letters but include all of the passages of Nietzsche discussing Ecce homo. Complete translation of the last letter Nietzsche wrote. Dated until BVN-1889. #1256. Letter to Jacob Burckhardt in Basel. Turin, about 6 January 1889. [pages 192-223]. -/- Bibliographies [pages 224-254]. -/- Nietzsche’s Philosophy Final Thoughts [pages 255-259]. -/- Enjoy reading Nietzsche's last book. (shrink)

Este artículo explora el llamado fenómeno de la suerte moral, centrándose en el planteamiento seminal de Thomas Nagel y Bernard Williams. Se pretende clarificar los diversos aspectos envueltos en la cuestión y remarcar las divergencias entre ambos. Asimismo, se caracterizan las diferentes cuestiones a las que han de dar razón tanto quienes mantienen que el fenómeno es ilusorio, como quines lo consideran real. La meta no es otra que alcanzar una comprensión crítica de la naturaleza de dicho fenómeno y de (...) los diferentes elementos involucrados en él. (shrink)

En la primera parte del artículo se reconstruye detalladamente el argumento global contra la suerte moral en todos sus tipos, distinguiendo dos estrategias principales (moderada y radical). A continuación se defiende que ninguna de ellas es sostenible, pues si la primera resulta insuficiente, la segunda es impráctica y finalmente incoherente. Fundamentalmente se intenta mostrar que un argumento definitivo contra la suerte moral en todos sus tipos dependerá por necesidad de la noción imposible de merecimiento incondicionado, o merecimiento verdadero (esencial), en (...) el sentido especialmente fuerte de función estricta del control del agente (o estrictamente proporcional a dicho control). (shrink)

My hypothesis is that the cognitive challenge posed by death might have had a co-evolutionary role in the development of linguistic faculties. First, I claim that mirror neurons, which enable us to understand others’ actions and emotions, not only activate when we directly observe someone, but can also be triggered by language: words make us feel bodily sensations. Second, I argue that the death of another individual cannot be understood by virtue of the mirror neuron mechanism, since the dead provide (...) no neural pattern for mirroring: this cognitive task requires symbolic thought, which in turn involves emotions. Third, I describe the symbolic leap of the human species as a cognitive detachment from the here and now, allowing displaced reference: through symbols the human mind can refer to what is absent, possible, or even impossible (like the presence of a dead person). Such a detachment has had a huge adaptive impact: adopting a coevolutionary standpoint can help explain why language is as effective as environmental inputs in order to stimulate our bodily experience. In the end I suggest a further coevolutionary reversal : if language is necessary to understand the death of the other, it might also be true that the peculiar cognitive problem posed by the death of the other (the corpse is present, but the other is absent) has contributed to the crucial transition from an indexical sign system to the symbolic level, i.e., the cognitive detachment . Death and language, as Heidegger claimed, have an essential relation for humans, both from an evolutionary and a phenomenological perspective: they have shaped the symbolic consciousness that make us conceive of them. (shrink)

During the last decades the special literature has paid relatively much attention to the problematic of speech acts. However, in Slovakia it still remains underdeve-loped. Therefore the author decided to examine it from the points of view of its establishment, gradual development and interactional communication. The paper offers a survey of all philosophical-linguistic views on this problematic. Further, it gives a more detailed analysis of the theory of the founders of the speech acts theory , comparing their main ideas with (...) those of other philosophers and linguists. (shrink)

This paper analyses the particular composition of the last book of the Quaestiones Convivales and puts it in relation to the remaining eight books. The particularity of the 9th book can be seen at different levels. The prologue is the shortest one and has no educational goals in contrast to all preceding ones. There are more questions - 15 instead of 10 - and all of them belong to the same symposion. Accordingly there is a stable constellation of participants instead (...) of a permanent changing of characters. In this particular structure the last book should be placed near to the classical symposia of Plato and Xenophon, while the first eight books have a strong proximity to the problemata literature. A close look at the content shows an interesting development: There is no friendly conversation at the beginning, but disconnected and chaotic discussions, so the symposiarch Ammonios and other participants like Plutarch have to apply all their knowledge on symposia to achieve a friendly atmosphere. There are no programmatic discourses on symposia but a display of all necessary skills. Therefore the last book of the Quaestiones Convivales can be seen as a last examination for the reader and an opportunity to polish his learned symposiac skills. The dramatic time of this last symposion is set in the young days of Plutarch, when he was a student in Athens. He is one of the young participants, his master Ammonios is the host.While Ammonios plays the role of an alter Socrates, Plutarch as his pupil acts as a symposiast-to-be. In this way Plutarch illustrates in this last book the first step of his path to knowledge and presents himself as a worthy successor of Ammonios in sympotic competence. (shrink)

Cuando hablamos de iconos nos referimos a representaciones que producen un cierto impacto en nosotros aunque no sean perfectas; del icono se esperan armonía, belleza, simplicidad. Cuando el icono no es una imagen sino una persona humana, se convierte en referente: observamos aspectos de su personalidad con los que nos identificamos aunque nos coincidan exactamente con los nuestros. A lo largo de la historia de la ciencia, las mujeres han sido iconos referenciales fundamentalmente por dos cosas, su calidad humana y (...) su excelencia científica. (shrink)

The essay presents an interpretation of Hegel’s speculative sentence that, emphasizing the “counter-thrust” that the modern subject undergoes here, allows us to connect the movement of the Hegelian subject to the negativity recognised by Kant at the bottom of the faculty of judgment with regard to its aesthetic dimension. This way, it aims, first, to put into question the interpretation that sees in Hegel’s philosophy a regression with regard to the consciousness, attained by Kant, of the finitude, or the constitutive (...) split, of the modern subject, and, finally, in line with recent interpretations of Hegel, like those of Žižek or Malabou, to contribute to the questioning of the traditional interpretation of Hegel’s dialectics as the overcoming of negativity into a final reconciling synthesis. (shrink)

Reseña de Como ser un existencialista, por Gary Cox (traducción de Luis Noriega).

This is a reply to G.K. Harrison's article «Hyper Libertarianism and Moral Luck». There he argues for the advantage of hyper-libertarianism upon reason-responsive compatibilism in virtue of its integration of moral luck in a principled way. I shall try to show that his argument is unsound. Crucial to my reply will be that Harrison's idea of moral luck is an unjustifiedly narrow one. Although the aim of establishing an appropriate connection between the issues of moral luck and free will is (...) worth pursuing, I shall argue that moral luck cannot solve the free will dispute in the way Harrison intends. (shrink)

Este artículo se ocupa de reconstruir y evaluar los principales argumentos epicúreos contra la idea de que la muerte es un mal para quien muere. Para combatir la vida angustiada por el temor a la muerte, Epicuro y Lucrecio despliegan una serie de razonamientos que aspiran a mostrar la irracionalidad o falta de justificación de este temor. Compartiendo la idea de que una vida eudaimónica requiere que asumamos nuestra naturaleza mortal, se defiende, sin embargo, que esto no nos fuerza a (...) aceptar la tesis mucho más radical de que “la muerte no es nada para nosotros”. En particular, se arguye que los argumentos discutidos invalidan el temor al hecho mismo de estar muerto, pero no otros temores a no seguir viviendo. (shrink)

This paper deals with Hume’s main claims on human action and morality. Three connected issues are considered: the so-called Humean theory of motivation, the sentimentalist basis for moral judgment and the consequential motivational internalism. After diagnosing a possible incoherency in Hume’s overall account, due to his aim of overcoming sheer subjectivism and to the resulting Possible Sentiment Problem, I present an alternative picture of the kind of sentiment involved in moral judgment that surmounts this problem and undoes the incoherency.