El análisis detenido del pensamiento teológico-musical de Isidoro de Sevilla ha sido repetidamente ignorado por la crítica, hecho que ha provocado que el estado de la cuestión sobre la materia sea prácticamente inexistente. Debido a ello, este trabajo tiene un cuádruple objetivo. En primer lugar, fijar con precisión el citado estado de la cuestión. En segundo lugar, sistematizar el estudio del pensamiento teológico-musical isidoriano dentro de la totalidad de su pensamiento musical para que el primero pueda ser estudiado exhaustivamente y (...) de manera generalizada en el futuro. En tercer lugar, localizar, clasificar e introducir por primera vez todos los textos litúrgico-musicales de Isidoro de Sevilla de cara a su posterior estudio en futuras publicaciones. En cuarto lugar, exponer, también por primera vez, algunas de las ideas más relevantes del pensamiento teológico-musical isidoriano como ejemplo de la sistematización propuesta y como punto de partida para el establecimiento de futuras líneas de investigación. (shrink)

La famosa definición de la música de san Agustín tuvo una notable influencia posterior, siendo recogida por grandes autores como san Isidoro, quien define la música de manera parecida en varios lugares de su obra. El objetivo de este artículo es localizar y analizar estas definiciones isidorianas para delimitar su significado y su alcance dentro del pensamiento musical del obispo hispalense, así como las posibles fuentes utilizadas por san Isidoro para su elaboración.

Isidoro de Sevilla, padre y doctor de la Iglesia, es considerado uno de los más grandes enciclopedistas de la Antigüedad Tardía y la Alta Edad Media. Entre los muchos temas que trató se encuentra la música y, dentro de esta, diferentes conceptos armónicos, dedicando una especial atención al de symphonia, y, en menor medida, al de diaphonia. En este artículo se analizan por primera vez los conceptos de symphonia y diaphonia dentro del marco del pensamiento musical isidoriano, localizando y analizando (...) todas las reflexiones sobre dichos conceptos distribuidas por toda la obra del obispo hispalense. Para ello se partirá de la tradición clásica y patrística de la que proceden, teniendo en cuenta también el resto del pensamiento isidoriano, musical y no musical. (shrink)

Background: The acquisition of experience is a major concern for nurses in intensive care units. Although the emotional component of the clinical practice of these nurses has been widely studied, greater examination is required to determine how this component influences their learning and practical experience. Objective: To discover the relationships between emotion, memory and learning and the impacts on nursing clinical practice. Research design: This is a qualitative phenomenological study. The data were collected from open, in-depth interviews. A total of (...) 22 intensive care unit nurses participated in this research between January 2012 and December 2014. Ethical considerations: The School of Nursing Ethics Committee approved the study, which complied with ethical principles and required informed consent. Findings: We found a clear relationship between emotion, memory and the acquisition of experience. This relationship grouped three dimensions: (1) satisfaction, to relieve the patient’s pain or discomfort, give confidence and a sense of security to the patient, enable the presence of family members into the intensive care unit and provide family members with a realistic view of the patient’s situation; (2) error experience, which nurses feel when a patient dies, when they fail to accompany a patient in his or her decision to abandon the struggle to live or when they fail to lend support to the patient’s family; and (3) the feel bad–feel good paradox, which occurs when a mistake in the patient’s care or handling of his or her family is repaired. Conclusion: Emotion is a capacity that impacts on nurses’ experience and influences improvements in clinical practice. Recalling stories of satisfaction helps to reinforce good practice, while recalling stories of errors helps to identify difficulties in the profession and recognise new forms of action. The articulation of emotional competencies may support the development of nursing ethics in the intensive care unit to protect and defend their patients and improve their relationships with families in order to maximise the potential for patient care. (shrink)

La vulneración de derechos en la atención sanitaria en Latinoamérica representa una problemática creciente que afecta la calidad de los servicios y la equidad en la salud. Este estudio tiene como objetivo analizar las principales causas y consecuencias de la violación de derechos en los sistemas de salud de la región, enfocándose en los derechos humanos, el acceso a la atención médica, la discriminación y la corrupción. Se realizó una revisión bibliográfica que incluye legislación, artículos que abordan la temática y (...) sentencias sobre la vulneración del derecho a la atención sanitaria. Los resultados indican que las vulneraciones más frecuentes incluyen la falta de acceso a servicios adecuados, el trato desigual hacia poblaciones vulnerables y la carencia de recursos. Se concluye que es urgente implementar reformas estructurales en los sistemas de salud de Latinoamérica para garantizar la protección efectiva de los derechos humanos y mejorar la calidad de la atención sanitaria. (shrink)

El presente trabajo se propone ofrecer una panorámica general de un tema que ha sido, es y seguirá siendo polémico: la responsabilidad penal de los menores. Para lograr dicho objetivo se dará cuenta de la regulación vigente al respecto, la que hasta llegar a la situación actual ha debido recorrer un largo camino de reformas que serán revisadas en algunos de sus aspectos más controvertidos. Asimismo se fundamentará el indudable carácter penal de la LO 5/2000, de 12 de enero, reguladora (...) de la responsabilidad penal de los menores, de las medidas que impone y, en consecuencia, de la responsabilidad que se exige a los menores sometidos a ella. Parte importante de este artículo estará dedicada, de un lado, a estos menores de entre 14 y 18 años destinatarios de la LO 5/2000, respecto de los que, entre otras cuestiones, se determinará si son o no imputables; y, de otro, a aquellos que tienen menos de 14 años, reflexionando, entre otros extremos, sobre la necesidad o no de rebajar dicha edad como límite mínimo para comenzar a exigir responsabilidad criminal. (shrink)

La primera cuestión a plantear en la resolución de conflictos es la percepción que las partes tienen de éste. Nos centraremos en el análisis del caso «0», en el cual las partes, o al menos una de ellas, no percibe o se niega a percibir el conflicto. Proponemos que este paso sea primero y prioritario para cualquier análisis de resolución de conflictos.

La constitución dogmática sobre la Iglesia del concilio Vaticano II profundiza en las relaciones entre la Tercera Persona de la Santísima Trinidad y la Virgen María. La santidad original de la Virgen, formada por el Espíritu Santo como nueva criatura, requerirá de ella una actitud activa y consciente, como colaboradora única en su obra. De este modo, la Madre de Dios aparece con las notas de “Casa de Dios”, “Theotokos” y “Madre de la Iglesia”. La obra de H. Mühlen (...) se convierte en referencia canónica obligada para la recta comprensión de esa relación pneumatológica. (shrink)

Se trata de un ensayo en el que Josep Maria Esqiurol reflexiona acerca de lo más profundo de lo humano, concluyendo que lo más característico del humano es una suerte de conmoción, un estar efectado por algo, y no algún tipo de poder o capacidad. El enfoque del libro nos presenta una antropología orientada hacia la compañía, el cuidado y el amparo.

Music can reduce stress and anxiety, enhance positive mood, and facilitate social bonding. However, little is known about the role of music and related personal or cultural variables in maintaining wellbeing during times of stress and social isolation as imposed by the COVID-19 crisis. In an online questionnaire, administered in 11 countries, participants rated the relevance of wellbeing goals during the pandemic, and the effectiveness of different activities in obtaining these goals. Music was found to be the most effective activity (...) for three out of five wellbeing goals: enjoyment, venting negative emotions, and self-connection. For diversion, music was equally good as entertainment, while it was second best to create a sense of togetherness, after socialization. This result was evident across different countries and gender, with minor effects of age on specific goals, and a clear effect of the importance of music in people's lives. Cultural effects were generally small and surfaced mainly in the use of music to obtain a sense of togetherness. Interestingly, culture moderated the use of negatively valenced and nostalgic music for those higher in distress. (shrink)

Background: Serious games have shown positive results in increasing motivation, adherence to treatment and strengthening the therapeutic alliance in multiple psychiatric disorders. In particular, patients with impulse control disorders and other disorders in which the patient suffers from inhibitory control deficits have been shown to benefit from serious games.Aim: The aim of this study was to describe the characteristics and to evaluate the usability of a new serious videogame, e-Estesia. This serious videogame was designed to improve emotion regulation in patients (...) with gambling disorder. Preliminary results from a pilot sample are also reported.Method: A pilot sample of 26 patients undergoing treatment for GD was recruited. Participants used e-Estesia on a tablet, which was connected to a thoracic band that sent heart rate and heart rate variability data to the videogame platform in order to provide biofeedback. The System Usability Scale was completed by patients to determine the usability of e-Estesia.Results and Discussion: e-Estesia performed comparatively well for all the explored groups. Around 84.6% of the patients endorsed that it was easy to use. Female patients with GD presented higher HRV during the use of the serious videogame compared to men. (shrink)

Esta reflexión sobre la memoria del dolor se realiza con base en la particular propuesta narrativa y ficcional de la obra _La carroza de Bolívar_ del escritor Evelio José Rosero Diago, Se pretende deconstruir al sujeto mítico, encarnado en el aparente héroe latinoamericano Simón Bolívar; desde una lectura diferente de la oficial se traen al presente hechos dramáticos ocurridos en el sur de Colombia durante el siglo XIX: la batalla de Bomboná y la llamada Navidad Negra. Así mismo, (...) se visibiliza la reconstrucción del sujeto colectivo, desde la visión irónica de los descendientes de las víctimas, puesta de manifiesto en la fiesta de Blancos y Negros. Más allá de la recreación e interpretación histórica, se invita a cuestionar la manipulación de un sujeto que conjuga una serie de intereses y juegos de poder. Para desentrañar lo oculto y para que aflore una nueva conciencia vital, la lectura y la estrategia deconstructivista, ayudan a resaltar la importancia que representa para la salud del pueblo, no sólo la visión crítica de su memoria sino también, la desestructuración de la mentira. En la novela la invención de lo carnavalesco es el acontecimiento que permite depurar odios y crear una conciencia reconciliada de la vida; así el autor logra demostrar la grandeza de un pueblo, capaz de sanar heridas físicas y culturales a través del no olvido y la ironía dionisiaca. (shrink)

El criterio estético / Eugenio Trías / - Presente y futuro del arte / José Jiménez / - Hacia una estética de las nuevas tecnologías / José Luis Molinuevo / - La diferencia estética en al fuente y otras distracciones de Mr. Mutt / Simón Marchán Fiz / - El estatuto de la crítica de arte / Román de la Calle / - De la tabula rasa al negro infinito. Arte y absoluto / Fernando R. de la (...) Flor / - El tiempo suspendido. Fotografía y narración / Alberto Martín Expósito / - Diálogo de libros / Fernando R. Lafuente / - Experiencias morales en literatura / María Teresa López de la Vieja / - La experiencia de la poesía o el lirismo en su historicidad / - Sobre la inutilidad de la poesía / César Antonio Molina. (shrink)

We explored the home learning environments of 173 Mexican preschool children (aged 3–6 years) in relation to their numeracy performance. Parents indicated the frequency of their formal home numeracy and literacy activities, and their academic expectations for children’s numeracy and literacy performance. Children completed measures of early numeracy skills. Mexican parent–child dyads from families with either high- or low-socioeconomic status (SES) participated. Low-SES parents (n= 99) reported higher numeracy expectations than high-SES parents (n= 74), but similar frequency of home numeracy (...) activities. In contrast, high-SES parents reported higher frequency of literacy activities. Path analyses showed that operational (i.e., advanced) numeracy activities were positively related to children’s numeracy skills in the high- but not in the low-SES group. These findings improve the understanding of the role of the home environment in different contexts and provide some insights into the sources of the variable patterns of relations between home learning activities and children’s numeracy outcomes. They also suggest that SES is a critical factor to consider in research on children’s home numeracy experiences. (shrink)

In this paper, I argue that the certainty about the wrongness of killing must not be considered as a universal, but as a local one. Initially, I show that there exist communities in which the wrongness of killing innocents is not a moral certainty and that this kind of case cannot be justified by arguing that such people are psychopaths. Lastly, I argue that universal certainties do not admit of exceptions: thus, the fact that some exceptional cases affect the certainty (...) that killing innocents is wrong, leads me to conclude that it is a local certainty. (shrink)

After describing Wittgenstein's notion of ‘certainty’, in this article I provide four arguments to demonstrate that no certainty can be acquired at will. Specifically, I argue that, in order to assimilate a certainty, it is irrelevant whether the individual concerned has found a ground that seemingly justifies that certainty; has a given mental state; is willing to accept the certainty on the proposal of a persuader; or tries to act according to the certainty involved. Lastly, I analyse how each of (...) these arguments is reflected in the way children acquire certainties. (shrink)

Literature on indoctrination has focused on imparting and revising beliefs, but it has hardly considered the way of teaching and acquiring certainties—in Wittgenstein’s sense. Therefore, the role played by rationality in the acquisition of our linguistic practices has been overestimated. Furthermore, analyses of the relationship between certainty and indoctrination contain major errors. In this paper, the clarification of the aforementioned issues leads me to suggest the avoidance of the term ‘indoctrination’ so as to avoid focusing on the suitability of the (...) case to the concept rather than on the analysis of the case itself. This should facilitate that the process of helping children to acquire a world-picture—by teaching them to ignore alternatives to certainties—is definitely accepted as normal and natural, for many beliefs are expected to end up becoming ungrounded certainties not only in the medium or long term, but also, and above all, in the short term. (shrink)

Con el presente estudio se pretende analizar el conjunto de fotografías incluidas en la obra Causa General. La dominación roja en España. Avance de la información instruida por el Ministerio Público, publicada por el Ministerio de Justica en diciembre del año 1943, para averiguar su posible influencia en el constructo del imaginario colectivo.De dicha obra se desprenden tres conceptos que serán las imágenes asociadas a aquel período: la anarquía, la persecución de la iglesia y la vinculación del gobierno republicano a (...) Rusia. Así como la idea transversal de la inevitabilidad del golpe de Estado. (shrink)

This paper presents the concept of ‘religious certainty’ I have developed by drawing inspiration from Wittgenstein’s notion of ‘certainty’. After describing the particular traits of religious certainty, this paper addresses two difficulties derived from this concept. On the one hand, it explains why religious certainty functions as such even though all its consequences are far from being absolutely clear; on the other hand, it clarifies why, unlike the rest of certainties, the loss of religious certainty does not result in the (...) collapse of the world-picture made up of all certainties. Subsequently, it analyzes to what extent the teacher can teach religious certainty by acting as a facilitator for its acquisition–if desired—particularly bearing in mind that religious certainty cannot be attained at will. These basic teaching guidelines have several advantages. First, they make it possible to know the nature of religious certainty even better. Second, and most importantly, the fact of having adopted the perspective of a teacher who tries inculcating a religious certainty contributes to detecting and preventing forms of indoctrination that, arguably, might go unnoticed even when attempting to properly present religious certainty—or rather, this way of being religious—in current schools to foster understanding thereof. (shrink)

Wittgenstein’s conception of ‘persuasion’, understood as the persuader’s attempt to modify the persuadee’s certainties, has been recently misinterpreted by some scholars. For Persichetti has overlooked the fact that one cannot persuade unintentionally, while Marconi and Perissinotto have not only taken for granted that persuasion consists in the mere transfer of a world-picture or set of certainties to an individual even when she has not alternative or different certainties, but also that education is restricted to persuading or transmitting certainties. After clarifying (...) these misinterpretations, among others, I argue that persuasion is not used for teaching certainties at the outset, but for modifying them when they do not fit the ones expected by the persuader. If it is agreed that education partly consists in transmitting a world-picture, then persuasion constitutes a necessary resource for educators. Lastly, I provide a set of guidelines for teachers to draw attention to the basic aspects of persuasion that they should consider in the classroom. (shrink)

Wittgenstein scholars have tended to interpret the acquisition of certainties, and by extension, of a world-picture, as the achievement of a state in which these certainties are assimilated in a seemingly unconscious way as one masters language-games. However, it has not been stressed that the attainment of this state often involves facing a series of challenges or difficulties which must be overcome for the development of the world-picture and therefore the socialization process to be achieved. After showing, on the one (...) hand, how a world-picture is usually developed, and on the other hand, why a child who seemingly found itself trapped in a precocious skepticism might have serious problems in assimilating certainties, in this paper, I describe some of the challenges children often meet as they acquire a world-picture. Since the overcoming of these challenges is often needed for children to develop a world-picture, I aim at raising the awareness of the necessity of ‘learning to believe’, that is, of developing a series of skills that allow children to undertake the challenges described in this paper. (shrink)

It is expected that children increasingly learn to identify errors throughout their schooling process and even before it. As a further step, however, some scholars have suggested how a culture of error should be implemented in the classroom for the student to be able not only to locate errors but also, and above all, to learn from them. Yet the various proposals aimed at generating a culture of error in the classroom keep regarding error as all those responses and reactions (...) that are not considered as true or correct in each specific case, thereby not realizing that many of these alleged errors are really anomalies with very different characteristics and consequences despite their seeming resemblance. In this paper, I rely on Ludwig Wittgenstein’s On Certainty to clarify the difference between errors and anomalies. Subsequently, I provide guidelines that may be adapted by each teacher to her students’ needs and development level in order to foster a culture of error that begins by distinguishing er... (shrink)

Though Wittgenstein's On Certainty has been influential in analytic epistemology, its interpretation has been enormously controversial. It is true that exegesis has been mainly concerned with the proper characterization of Wittgenstein's very notion of ?certainty?; however, some important questions remain unanswered regarding this notion. On the one hand, I am above all referring to the study of the possibilities we have of retaining a certainty when it has seemingly been placed into question and, on the other hand, of regaining a (...) certainty once it has been lost. In this paper, I attempt to provide a detailed answer to both questions. In so doing, some important features of the picture of ourselves which emerges from Wittgenstein's On Certainty are also revealed. (shrink)

Philosophical Investigations, Volume 45, Issue 1, Page 91-97, January 2022.

In this paper I outline the most relevant traits of the term ‘trust’ understood as one of the synonyms for ‘certainty’ that Ludwig Wittgenstein used in his posthumous work On Certainty. To this end, I analyze the paragraphs of On Certainty in which reference is made to pupils who are expected to trust what is taught by their teacher: in addition, I note that such a process is largely based on the attitude of rejection and bewilderment that teachers promote towards (...) people who call into doubt those certainties that pupils are expected to assimilate. Subsequently, after emphasizing the importance that Wittgenstein attached to the ineffability of certainties, I explain how such certainty or trust can be staged. Lastly, I clarify why an appropriate contemplation of this staging can be of great help for pupils to achieve at least four goals of educational interest: thus, children can not only strengthen their capacity for wonder, but also experience what things are ineffable, glimpse the limits of rationality, and become more tolerant of people who are partakers of a different world-picture. (shrink)

Victor Klemperer (1881-1960) foi um professor alemão de línguas românicas que ficou famoso especialmente pelos escritos em que ele relatou como os nazis deformaram a língua alemã ao ponto de desenvolver o que ele chamou de “a língua do Terceiro Reich”. Neste artigo, pretendo explicar o que esta língua revela sobre certezas, compreendidas no sentido de Wittgenstein, o que, por sua vez, também pode contribuir para fornecer uma visão mais abrangente da medida em que a língua do Terceiro Reich foi (...) cuidadosamente projetada para influenciar decisivamente a atitude e a visão de mundo dos alemães. Especificamente, abordarei oito questões: a perversão da moralidade através de uma mensagem radicalmente bipolarizada; a criação de um contexto no qual todos os julgamentos devem ser abandonados; o uso de dois tipos de persuasão; o enviesamento para a generalização excessiva das certezas; a dificuldade de avaliar casos-limite de certeza; o erro propagandístico de gritar alegadas certezas; a exclusão emocional da dúvida - prestando especial atenção aos domínios do exército e da religião, bem como ao uso de slogans e superlativos; e a substituição de imagens do mundo nazis. (shrink)

Algunos autores han intentado considerar los delirios como certezas –entendidas en el sentido de Wittgenstein– debido a las similitudes que parecen existir entre sus respectivos estatus epistemológicos. Sin embargo, dicho intento ha sido criticado con agudeza, entre otras razones, porque el contenido de los delirios choca frontalmente con el contenido de las certezas, por lo que los delirios no pueden ser comprendidos debido a los cambios en las relaciones de significado. Pero es evidente que, aunque los delirios no se puedan (...) contemplar como certezas, muchos delirios afectan de un modo u otro al sistema de certezas del paciente. Partiendo de esta base, no es descabellado pensar que dicha influencia pudiera ser también recíproca: en otras palabras, parece sumamente recomendable analizar si algunos delirios se podrían contemplar como el resultado de variaciones en certezas. En este artículo llevo a cabo dicho análisis al intentar mostrar que el origen de algunos delirios pedestres y severos puede ser hallado en lo que llamaré “ceguera a posibilidades” e “incertidumbre”, términos que he desarrollado teniendo en cuenta la obra del filósofo Ludwig Wittgenstein. (shrink)

Wide analysis of "María Teresa López de la Vieja, La pendiente resbaladiza. La práctica de la argumentación moral . Madrid y México, D.F.: Plaza y Valdés, 2010, 288 páginas.".

La estabilidad es una de las características centrales de una constitución, aunque su consecución trascienda los planteamientos puramente constitucionales. Los métodos institucionales que se han utilizado para, en cierta medida, intentar alcanzarla son diversos —y a veces contradictorios— según se adapten más o menos fácilmente a la demanda de cambio constitucional. Entre estos fenómenos, este trabajo formula un nuevo concepto denominado liquidez constitucional cuya utilidad radica en propiciar dimensiones de flexibilidad en constituciones rígidas. La liquidez constitucional se canaliza a través (...) de las denominadas cláusulas de liquidez constitucional que se formulan inductivamente a la luz de la Constitución española de 1978 y que son analizadas estructural y funcionalmente. Finalmente, se comparan con otros conceptos tradicionales relativos al tratamiento de la estabilidad y el cambio constitucional. (shrink)

In this paper, I describe the main lines of modern error theory, a systemic theory which regards errors not as the results of someone’s negligence, but as parts of a complex system. Bearing in mind that errors must be considered as such by an observer or attributor, I expose Wittgenstein’s conception of the attributor responsible for discerning if a strange event constitutes an error or an anomaly. Subsequently, I illustrate this conception of the attributor by describing some traits of the (...) role played by many attributors in business organizations, specifically in the production line of a car manufacturer’s plant, when carrying out the rootcause analysis of problems that arise in the plant. Finally, I reveal a paradox whereby if the attributor denies the possibility that anomalies may happen without being able to explain their source within the system that he or she takes as reference, then the very idea of system no longer makes sense. (shrink)

Siegel claimed that teachers are obliged to provide grounds whenever demanded, as a result of which they must be able to subject to scrutiny whatever they teach. In this paper, however, and taking as a reference Wittgenstein’s On Certainty, it is shown that such a demand cannot work for second language teachers because their main task consists in transmitting ungrounded certainties. To clarify this point, I begin by presenting Wittgenstein’s conception of ‘certainty’, and explaining why I think he was right (...) to provide examples of teachers who refuse to answer their students’ doubts concerning certainties. Thereafter, I analyze two kinds of grounds – i.e. historical and practical – with which a second language teacher might reply to the students’ queries about the certainties that he aims to transmit to them. This will enable me to reveal the consequences of such replies and, by extension, the scenario that would result from allowing students to decide whether they accept whatever is taught to them. In this way, I will show not only that Siegel’s demand is unfeasible, but also why second language teaching provides a clear example that the acquisition of certainties constitutes a final goal in education. (shrink)

José María Valverde, al repasar su relación personal con la filosofía recuerda como experiencia decisiva para toda su vida intelectual la toma de conciencia de que el pensar y el hablar son una sola cosa. Esto le parece la gran cuestión para la filosofía del siglo XX pero, aunque algunos pensadores la hayan asumido, mejor o peor. no son pocos los que la eluden, quizá porque desde tal perspectiva hay riesgo de ver la filosofía como algo imposible o (...) como «abuso del lenguaje», Nietzsche, el poeta-pensador Valéry, Wittgenstein y Heidegger, entre otros, ilustran este tema, que emplaza hoy no sólo a la filosofía. sino también a toda producción mental organizada sea teología, ciencia, literatura o pensamiento moral y político. (shrink)