The value that bioethics has added to the discourse between science and the humanities is indispensable. However, there is a need that when bioethics is taught that the focus be not solely on the identification and analysis of the problem, but also on critical reflection to enable a student to internalize that which they have experienced. This article provides an analytical description of the use of learning logs as a tool of reflection and metacognition in bioethics courses, based on the (...) experience of educators at the Faculty of Sciences of the Universidad de la República (Uruguay). An analysis of students’ learning logs shows that this tool promotes complex reflective and self-reflective processes in which the development of skills such as abstraction, argumentation and problematization is manifested in an integrated way. (shrink)

Archaeology is currently bound to a series of metaphysical principles, one of which claims that reality is composed of a series of discrete objects. These discrete objects are fundamental metaphysical entities in archaeological science and posthumanist/new Materialist approaches and can be posited, assembled, counted, and consequently included in quantitative models (e.g. Big Data, Bayesian models) or network models (e.g. Actor-Network Theory). The work by Sørensen and Marila shows that archaeological reality is not that discrete, that some objects cannot be (...) easily identified, and that perhaps reality is not always necessarily composed of discrete objects. The aim of this article is to take Sørensen and Marila’s arguments to their ultimate logical consequences: most archaeological theory today operates under the illusion of a general metaphysics. This illusion dictates not only that all of reality is composed of discrete objects, but that since reality manifests in a certain way, there has to be a methodology that accurately represents that reality. A brief discussion on the notion of “conjecture,” as conceived in certain historical theories, is also presented. (shrink)