From the most prominent thinkers in Latin American philosophy, literature, politics, and social science comes a challenge to conventional theories of globalization. The contributors to this volume imagine a discourse in which revolution requires no temporalized march of progress or takeovers of state power but instead aims at local control and the material conditions for human dignity.

The current times call for reforms in educational processes. The Covid-19 pandemic had an unforeseen impact on the educational system in all countries. This need for change requires new pedagogies and new methods for teaching and learning. Understanding the need for change is essential for the formulation of adaptive proposals, as well as for the generation of training activities to complement the teaching curriculum. New educational practices lead to a vision of educational quality, with new approaches that allow the continuous (...) integration of knowledge and permanent interaction with the student. This paper presents an analysis of the new teaching methodologies in times of confinement due to the pandemic caused by Covid-19. Keywords: Teaching methodologies, educational system, learning process. References [1]É. Tremblay-Wragg, C. Raby, L. Ménard y I. Plante, «El uso de estrategias didácticas diversificadas por cuatro profesores universitarios: ¿qué contribución a la motivación de aprendizaje de sus alumnos?,» Docencia en educación superior, vol. 26, nº 21, 2021. [2]L. Czerniewicz, R. Mogliacci, S. Walji, A. Cliff, B. Swinnerton y N. Morris, «Enseñanza y aprendizaje académico en el nexo: desagregación, mercantilización y digitalización en la educación superior,» Teaching in Higher Education, vol. 26, nº 2021, p. 16, 2021. [3]S. Dogan y A. Adam, «Aumentar el efecto del desarrollo profesional en la instrucción efectiva a través de comunidades profesionales,» Docentes y docencia: teoría y práctica, vol. 26, nº 3-4, pp. 326-349, 2020. [4]I. M. Torres Salas, «La enseñanza tradicional de las ciencias versus las nuevas tendencias educativas,» Educare, vol. 14, nº 1, pp. 131-142, 2010. [5]B. Fabio, J. Antonio Palomino y J. González Henríquez, «Evaluación y contraste de los métodos de enseñanza tradicional y lúdico,» Revista de Educación física y deportes, vol. 13, nº 94, pp. 29-36, 2008. [6]Y. Benítez y C. Mora, «Enseñanza tradicional vs aprendizaje activo,» Revista Cubana de Física, vol. 27, nº 2A, pp. 175-179, 2010. [7]P. Morales Bueno y V. Landa Fitzgerald, «Aprendizaje basado en problemas,» Theoria, vol. 13, nº 1, pp. 145-157, 2004. [8]R. Gil-Galván, I. Martín-Espinosa y F. Gil-Galván, «University student perceptions of competences acquired through problem-based learning,» Educación XXI, vol. 24, nº 1, pp. 271-295, 2020. [9]E. Ortiz Cermeño, «El aprendizaje basado en problemas,» Perfiles Educativos, vol. 41, nº 164, pp. 208-213, 2019. [10]E. Araos-Baeriswyl, C. Moll-Manzur, Á. Paredes y J. Landeros, «Aprendizaje invertido: un enfoque pedagógico en tiempos de pandemia,» Rev. Atención Primaria, vol. 53, nº 1, p. 117, 2021. [11]V. León-Carrascosa, M. Belando-Montoro y S. Sánchez-Serrano, «Design and validation of a questionnaire to evaluate the service-learning methodology,» Rev.Estudios sobre educación, vol. 39, nº 1, pp. 247-266, 2020. [12]J. Collado-Ruano, M. Ojeda, M. Malo y D. Amino, «Educación, arte e interculturalidad: El cine documental como lenguaje comunicativo y tecnología innovadora para el aprendizaje de la metodología I + D + I,» Rev. Texto livre, vol. 13, nº 3, pp. 376-393, 2020. [13]P. M. Bueno y V. Landa Fitzgerald, «Aprendizaje basado en problemas,» Theoria, vol. 13, nº 1, pp. 145-157, 2004. [14]J. A. Martí, M. Heydrich, M. Rojas y A. Hernández, «Aprendizaje basado en proyectos: Una experiencia de innovación docente,» Universidad EAFIT, vol. 46, nº 158, pp. 11-21, 2010. [15]L. Rojas y N. M. Jaimes, «Canvas LMS y el trabajo colaborativo como metodología de aprendizaje en entornos virtuales,» de Congreso Ibérico de Sistemas y Tecnologías de la Información, CISTI, Bogotá, Colombia, 2020. [16]B. Bordel y P. Mareca, «Results and Trends in educational MOOCs in the engineering area with MIRIADAX platform. A case study,» de 15th Iberian Conference on Information Systems and Technologies, CISTI 2020; Seville; Sevilla, España, 2020. [17]K. Vermeir y G. Kelchtermans, «Innovative practice as interpretative negotiation.A case-study on the kamishibai in Kindergarten.,» Teachers and Teaching: Theory and Practice, vol. 26, nº 3-4, pp. 248-263, 2020. [18]B. Tucker, «The Flipped Classroom: Online instruction at home frees class time for learning,» Education Next, vol. 1, nº 1, pp. 82-84, 2012. [19]M. V. Ledo, N. R. Michelena, N. N. Cao, I. d. R. M. Suárez y M. N. Vialart Vidal, « Aula invertida, nueva estrategia didáctica,» Educación Médica Superior, vol. 30, nº 3, pp. 678-688, 2016. [20]Metodologías activas por medio de las TIC, [Online]. Available: https://www.campuseducacion.com/blog/recursos/articulos-campuseducacion metodologias-activas-por-medio-de-las-tic/?cn-reloaded=1. [Last access: February 14, 2021]. (shrink)

Here is a discussion that deals with storytelling by the teacher for the children, considering their contributions to the development of languages in the early years of lementary school. We assumed as the fact that a recovery of the first contact of children with the texts, which are normally through the oral narratives, potentiates the development of oral, reading and writing in an integrated manner. Therefore, we work with oral language and its importance is often overlooked by most schools. Understand, (...) according to Barthes, Echeverría, Sholles and Kellog, that the narratives are grown in different social groups, especially through the spoken, and is what makes the narrative form is the way to fundamentally discursive for humans formation. Furthermore, we believe, as Andaló, that work with oral narratives allow children, even before being literate, playing the stories and understand them, telling yourself with them and with the world. Most of the experiences we have in working with this approach in the public schools who teach in the towns of Candelaria and Vera Cruz , or in theoretical discussions with students in the Courses of Pedagogy -UNISC, shows that the creation of adequate space in school to playing oral stories is like a trigger mechanism for integrated learning – under the gaze of the multidimensional complexity – of speaking, reading and writing capabilities to understand how action and reflection in the world . That is, supported by authors such as Kaufman and Rodríguez, Gil Neto, Bettelheim, Busatto, Abramovich, Amarilha and Saraiva, we defended the thesis that storytelling enhances the development of oral, to training children as readers and texts producers, inserting them into living a socially desirable.Apresentamos aqui uma discussão que trata da contação de histórias pela professora e pelas crianças, considerando suas contribuições para o desenvolvimento das linguagens nas séries iniciais do Ensino Fundamental. Adotamos como pressuposto o fato de que uma valorização do primeiro contato das crianças com os textos, que normalmente se dá por meio de narrativas orais, potencializa o desenvolvimento da oralidade, leitura e escrita de forma integrada. Por isso, debatemos o trabalho com a linguagem oral e sua importância, muitas vezes negligenciada pela maioria das escolas. Compreendemos, de acordo com Barthes, Echeverría, Sholles e Kellog, que as narrativas são cultivadas nos diversos grupos sociais, specialmente através da oralidade, e é isso que faz com que a narração se constitua em uma forma discursiva básica para a formação dos seres humanos. Além disso, pensamos, conforme Andaló, que o trabalho com narrativas orais permite que as crianças, ainda antes de estarem alfabetizadas, contem e compreendam as histórias e a si mesmas, narrando-se com elas e com o mundo. A maioria das vivências que temos no trabalho com essa abordagem, seja nas escolas públicas em que lecionamos, nos municípios de Candelária e Vera Cruz , seja nos debates teóricos com alunas nos cursos de Pedagogia da Unisc, dão conta de que a criação de espaços adequados na escola para a contação de histórias constitui-se em um mecanismo desencadeador das aprendizagens integradas – sob o olhar multidimensional da complexidade – da expressão oral, da leitura e da escrita, que compreendemos como capacidades de ação e reflexão no mundo . Ou seja, respaldados em autores como Kaufman e Rodríguez, Gil Neto, Bettelheim, Busatto, Abramovich, Amarilha e Saraiva, defendemos a tese de que contar histórias potencializa tanto o desenvolvimento da oralidade quanto a formação das crianças como leitoras e produtoras de textos, inserindo-as em uma convivência social desejável. (shrink)

The philosophy of perception has been mostly focused on vision, to the detriment of other modalities like audition or olfaction. In this paper I focus on olfaction and olfactory experience, and raise the following questions: is olfaction a perceptual-representational modality? If so, what does it represent? My goal in the paper is, firstly, to provide an affirmative answer to the first question, and secondly, to argue that olfaction represents odors in the form of olfactory objects, to which olfactory qualities are (...) attributed. In order to do this I develop an empirically adequate notion of olfactory object that is sensitive to the peculiarities of olfaction, and defend it against various objections. (shrink)

“Hay un amplio cielo azul. Debajo estoy yo, parada en una esquina del jardín. Mucha gente conoce a mis padres, y la mayoría me conoce a mí; algunos conocen el jardín y hay quienes inclusive caminaron hasta este rincón. Pero yo, entre todas las personas que hay bajo el cielo, soy la única que conoce a este pequeño retoño de manzana. Por eso puedo decir sin insolencia que en realidad me pertenece, porque cuando estoy lejos no le queda más remedio (...) que existir en mis pensamientos. Pienso: ¿Qué es lo qué pienso?”. (shrink)

Der Übersetzer befindet sich im Spannungsfeld nicht nur zwischen den Sprachen, sondern auch zwischen den Kulturen. Die Beiträge nähern sich der Frage nach der kulturellen Dimension von Übersetzung sowohl epochen- als auch fachübergreifend an, wobei das Erkenntnisinteresse sämtliche Textsorten umfasst. Im vorliegenden Band wird die besondere Rolle der Übersetzung bei der Überschreitung kultureller Grenzen von unterschiedlichen Disziplinen aus erforscht. Neben Translationswissenschaftlern kommen auch Vertreter aus Literatur- und Sprachwissenschaft, Kunstgeschichte, Philosophie, Rhetorik und Musikwissenschaft zu Wort. Aus dem Inhalt: Vorwort der Herausgeber (...) Manfred Schmeling:Georges-Arthur Goldschmidt - Eine Würdigung Georges-Arthur Goldschmidt:Wie Grün Rot werden soll oder Die Metamorphose des Übersetzens I. Theoretisch-philosophische Fragestellungen Jörn Albrecht: Heidegger auf Französisch - die,Poststrukturalisten' auf Deutsch. Ein Fall von,verschränktem' Kulturtransfer Hervé Pasqua: Traduction et déconstruction Pierre Deshusses/Irène Kuhn: Der Übersetzer: ein Seiltänzer über dem Abgrund der Sprachen II. Historische Schwerpunkte Ursula Wienen: Jean-Jacques Rousseaus Briefe über die Botanik im Spiegel ihrer deutschen Übersetzungen. Ein Beitrag zur kulturellen Prägung der Fachübersetzung Fritz Nies: Vernetzung und Affinitäten. Deutsche Autoren in französischer Sprache, vor der Romantik Lieven D'Hulst: La culture allemande en France au début du XIXe siècle: analyse statistique des livres traduits entre 1810 et 1840 Hans-Jürgen Lüsebrink: "Lost in Translation" - Übersetzung und Exilerfahrung bei Eva Hoffman und Jacques Poulain III. Textsortenspezifisches Übersetzen Georgette Stefani-Meyer: Fonction et statut de la traduction dans le Journal des savants entre 1665 et 1714 Alberto Gil: Traduire la rhétorique. Rilke als Übersetzer des sermon L'Amour de Madeleine Jean-Claude Lejosne und Pierre Dimon: Problèmes de traduction de l'interculturalité dans l'expression du droit et la réflexion sur l'éthique: ambiguïté et désambiguïsation dans des domaines,sensibles' Michael Schreiber: Rhetorische Fragen in politischen Reden. Textsortenspezifik und Übersetzung IV. Formen medialen Transfers: Neue Medien/Intermedialität Vahram Atayan: Elektronische Übersetzungsbibliographien als translationswissenschaftliches Werkzeug: Eine exemplarische Studie anhand von thematischen Häufungen und funktionalen Elementen in den Titeln von Übersetzungen Französisch-Deutsch aus dem 16.-17. Jahrhundert Rainer Schmusch: "La vie est un voyage": Vertonter Text in Übersetzung - Lied und Oper als Kulturvermittler Herbert Schneider: Vertonter Text in Übersetzung oder Kann man Die Meistersinger von Nürnberg und Aristide Bruants A Batignolles übersetzen? Jean-Loup Korzilius: Le geste pictural et la question de l'origine dans l'oeuvre de Pierre Soulages et Karl Otto Götz Ramona Schröpf: Zur Übertragung von Kulturspezifika in der Filmuntertitelung In derselben Reihe als Band 1 bereits erschienen: Kulturelles Gedächtnis und interkulturelle Rezeption im europäischen Kontext. Herausgegeben von Eva Dewes und Sandra Duhem 2008 / XXIII, 678 S. / 113 Abb. / e 49,80 ISBN 978-3-05-004132-2. (shrink)

Sloterdijk's 1999 lecture, known as the Elmau Speech, posited that all existing humanisms, including Heidegger's Fundamental Ontology, were rendered obsolete by the emergence of the so-called new media, and that education faced a similar fate. Taking a step further, the Elmau Speech establishes a connection between post-humanism in the sense of post-literary and postepistolary and Nietzsche's prophetic philosophy, suggesting the potential for genetic intervention in human life and education, thereby giving rise to social controversy. This paper begins by examining Heidegger's (...) Letter on Humanism, which offers criticism of traditional humanisms and introduces his concept of Fundamental Ontology. It then delves into Sloterdijk's critique of Heidegger in Rules for the Human Zoo, as well as Sloterdijk's own conception of posthumanism, analyzing their implications for contemporary education. (shrink)

We generalise the Blok–Jónsson account of structural consequence relations, later developed by Galatos, Tsinakis and other authors, in such a way as to naturally accommodate multiset consequence. While Blok and Jónsson admit, in place of sheer formulas, a wider range of syntactic units to be manipulated in deductions (including sequents or equations), these objects are invariablyaggregatedvia set-theoretical union. Our approach is more general in that nonidempotent forms of premiss and conclusion aggregation, including multiset sum and fuzzy set union, are considered. (...) In their abstract form, thus,deductive relationsare defined as additional compatible preorderings over certain partially ordered monoids. We investigate these relations using categorical methods and provide analogues of the main results obtained in the general theory of consequence relations. Then we focus on the driving example of multiset deductive relations, providing variations of the methods of matrix semantics and Hilbert systems in Abstract Algebraic Logic. (shrink)

Introduction : Involuntarism and philosophy -- The obscure dust of the world : the unconscious of perception in Leibniz -- Inevitable and persistent inadequacies : the unconscious of ideas in Spinoza -- Deteriora Sequer : the unconscious of desire in Spinoza -- The gravity of ideas : the unconscious of habit in Hume -- Conclusion : obscurity and involvement.

En las investigaciones comparativas internacionales del rendimiento educativo tales como PISA, la posición de cada país en la lista comparativa de resultados promedio es casi siempre el único elemento de la discusión política y del comentario social, siendo el único dato con el que se evalúa a los sistemas educativos, lo que puede ser muy equívoco al no tener en cuenta el contexto en el que se producen los resultados. Este simple dato se utiliza habitualmente por la clase política, sin (...) más consideración, para la increpación política, pero no se hace un análisis detallado de lo que los resultados de este tipo de investigaciones significan. (shrink)

This paper is focused on dismissive metaontological views about ontology. The paper's first section deals with radical dismissivism: a view which I interpret as Carnap's. The second section approaches moderate dismissivism: a view which I interpret as Hirsch's. My first claim is stated in section three: that there are significant differences between the mentioned authors. However, current literature on metaontology, not only does not emphasize such differences, but also insinuates that they do not exist. The authors I have in mind (...) here are Eklund and Bennett. In the fourth section, I compare Carnap's radical dismissivism with Hirsch's moderate dismissivism. My second claim is stated in section five: that Carnap's radical dismissivism is more persuasive than Hirsch's moderate one. (shrink)

Este artigo tem como objetivo analisar o “altruísmo eficaz” aplicado em desastres e crises humanitárias. Peter Singer desenvolve essa abordagem tendo em vista a pobreza absoluta. Neste trabalho, no entanto, busca-se ampliar esse escopo para outros problemas compreendidos a partir do conceito de desastres e crises humanitárias. O artigo é dividido em três partes. Primeiramente, são apresentados os conceitos centrais desta pesquisa: desastre, crise humanitária e altruísmo eficaz. Em seguida, é analisado como algumas propensões da natureza humana limitam ou impedem (...) o altruísmo. Essa parte descreve alguns fatores da psicologia humana sobre como desastres e crises humanitárias são percebidas. Na última parte, o artigo desenvolve uma perspectiva mais prescritiva, isto é, analisando o que deve ser feito para potencializar atos altruístas e ampliar a cultura da doação de dinheiro. Isso parte da concepção de que a ética é uma superação das tendências naturais do ser humano, evitando, assim, o naturalismo na ética. O artigo analisa como o altruísmo eficaz está fundamentado no utilitarismo e que ele deve ser praticado na prevenção e diminuição dos riscos de desastres e crises humanitárias, pois isso exige menos custos e geram resultados melhores no alívio do sofrimento das vítimas e na proteção da vida. (shrink)

Este libro es parte de la colección e-Libro en BiblioBoard.

El Institución Nacional de Servicio de Aprendizaje Comercial ofrece el programa “Preparación para el mundo del trabajo”, con el objetivo de formar profesionales competentes para desempeñarse en el entorno profesional. Este informe tuvo como objetivo reflejar la propuesta de la unidad curricular 1 del programa, que abordó la historia del mundo del trabajo, las relaciones laborales, el empleo y la profesión y busca provocar reflexiones que permeen el cotidiano del adolescente. Para ello se utilizó el material puesto a disposición por (...) la Institución al facilitador y la experiencia vivida por el autor al impartir el contenido propuesto. Esta unidad curricular discutió: 1) el trabajo formal y su relación o no con la vida cotidiana de los adolescentes; 2) las dificultades que enfrentan las instituciones para contratar jóvenes aprendices, especialmente aquellos con vulnerabilidad social. La clase se dividió en cuatro momentos: presentación dialogada del tema, presentación de conceptos a través de diapositivas por parte del facilitador, presentación de un video de “Charlie Chaplin: tiempos modernos” y discusión final combinando todas las etapas anteriores. La docente pudo observar que los adolescentes ampliaron su comprensión del mundo del trabajo, posicionándose como ciudadanos con derechos y deberes, percibiéndose como parte de un proceso de construcción del mundo. Se observó mayor autonomía y espacios para intercambios saludables entre pares, adolescentes y su facilitador, así como con sus familias, relatadas por ellos en ocasiones posteriores. Por lo tanto, la gestión del aula posibilitó nuevas experiencias, ocupando otros espacios sociales, ampliando las oportunidades y posibilidades del adolescente en el mundo, promoviendo la salud mental. (shrink)

It is common in psychiatry and other sciences to describe an individual or a type of individual in terms of its disposition to manifest specific effects in a particular range of circumstances. According to one understanding, dispositions are statistical regularities of an individual or type of individual in specific circumstances. According to another understanding, dispositions are properties of individuals in virtue of which such regularities hold. This entry considers a number of ways of making each of these senses of disposition (...) more precise while discussing a number of dangers lurking in careless use of the concept of a disposition. (shrink)

The temporality of human action is very peculiar: different from the cosmic time and even paradoxical, inasmuch as it is really a circular time. The aim of this essay is to study this circularity in the sphere of human activity through the relations between the notions of potency and habit in the Aristotelian Ethics, among others structural conditions of the action. These structural conditions are explored by Aristotle as those which make possible to judge the actions.

This article analyzes the epistemological legitimation of mathematics in natural philosophy in the seventeenth century. In the Renaissance it was claimed that mathematics does not meet the Aristotelian criteria of scientificity, and that it did not explain the efficient and final causes. So, its critics, inspired by the Aristotelian tradition, rejected the first attempts to mathematize natural philosophy. The epistemological conditions involved in the debate are examined on the scientific nature of mathematics and its relevance to natural philosophy. A historiographical (...) tour of the mathematization of nature is made to provide new weighing elements with respect to a historically and philosophically more conceptual characterization of the emergence of modern science. (shrink)