Este artículo tiene como objetivo desarrollar el pensamiento crítico y actitudes cívicas sobre los derechos humanos en la infancia con el álbum ilustrado. Para ello, se explica la conjunción entre lenguaje textual y visual del álbum y su aprovechamiento para desarrollar la educación literaria, plástica y en valores. Se analizan cuatro títulos con los que realizar mediación educativa en Educación Infantil relacionada con los derechos humanos. Finalmente, se concluye que el álbum es una herramienta pedagógica idónea para fomentar la lectura (...) literaria, la alfabetización visual y la creación de una futura ciudadanía crítica, empática y consciente de los derechos humanos. (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)

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)

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

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)

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)

La teoría generativa y la teoría sistémico-funcional pueden concebirse como teorías científicas: Han confirmado hipótesis, proveen explicaciones y, a partir de estas últimas, efectúan predicciones. Sin embargo, ambas teorías manejan supuestos incompatibles sobre el mismo objeto: el lenguaje. Después de analizar el problema de las confirmaciones y las explicaciones en lingüística, se intentará demostrar que esa incompatibilidad puede resolverse mediante un “principio de complementariedad”: El lenguaje es, al mismo tiempo, una “facultad de la mente” y un “producto de la cultura”, (...) aunque los dos aspectos no puedan captarse en el ámbito de una sola teoría.Palabras llave: Lingüística; incompatibilidad; mente; cultura; complementariedad.Generative and systemic-functional theories may be conceived as scientific theories: they have confirmed hypotheses, they provide explanations, and based on these explanations, they make predictions. Nevertheless, both theories use incompatible assumptions about the same object: language. After analyzing the problem of confirmations and explanations in linguistics, this incompatibility will be treated in terms of “a principle of complementarity”: Language is, simultaneously, a “faculty of the mind” and a “product of culture,” but both aspects cannot be captured by any single theory.Palabras llave: Linguistics; incompatibility; mind; culture; complementarity. (shrink)

Dossier: Post-religional Paradigm Editorial - Vol. 13, no. 37, Jan./Mar. 2015.

Partiendo del estudio filológico y filosófico de textos autógrafos clásicos y del siglo XX, se pretende la fijación de un esquema fenomenológico que se repite en los casos de conversión súbita en el ámbito católico, así como las imágenes arquetípicas que aparecen. Asimismo, se busca la catalogación de la conversión súbita dentro del estudio contemporáneo de la fenomenología de las religiones.

While in his late works Walter Benjamin seems to employ painting in an accessory way —either as an auratic counterfigure, or as a propitiatory victim of the technical image—, the allusions to the medium that guide his trajectory show its importance in the whole of his aesthetic reflection and even in the development of his theory of language. Especially relevant to understanding the general features of his idea of painting is the unpublished youth essay “On Painting, or Sign and Mark”, (...) as well as other writings of the same period that, although address the matter tangentially, shape it to a greater or lesser degree and determine its general scope. (shrink)

En este artículo se tratará de justificar por qué la obra de Borges tiene un profundo valor filosófico. Para defender esta tesis se desarrollarán cuatro argumentos íntimamente conectados entre sí. En el primer inciso se ejemplificará cómo un poema y un cuento pueden interpretarse como textos argumentativos que despliegan tesis metafísicas y gnoseológicas. Luego, a partir de un contra-ejemplo de la cultura del fútbol, se tratará de mostrar que los enunciados de Borges se caracterizan por su “densidad conceptual”. En el (...) tercer inciso se recurre a la lingüística relacional (y en menor medida a la lingüística de corpus) para explicar cómo funciona una característica saliente del estilo de Borges: el adjetivo descolocado. Este análisis de base lingüística da pie a que también se explique con mayor hondura y precisión de qué se trata la densidad conceptual presentada en el apartado anterior. A continuación, en el cuarto apartado, se muestra cómo dos relatos policiales funcionan en un nivel que trasciende la complejidad narrativa, uno como una tesis cosmológica y el otro como una tesis política. Por último, se presentan conclusiones sobre los límites elusivos o difusos de la literatura y la filosofía. (shrink)

Traducción, selección y estudio preliminar José María Felipe Mendoza * Edición bilingüe. Se recomienda descargar el PDF para visualizar mejor la traducción y el original en paralelo.

Aunque política y ciencia constituyen hoy en día ramas casi antagónicas del conocimiento humano -acaso combinables en ámbitos ficcionales como el cine y la literatura-, la relación entre filosofía política y astronomía es una constante histórica que alcanza especial fuerza en el pensamiento emancipatorio del siglo xix. El presente artículo sitúa en ese marco La eternidad por los astros y, asimismo, somete a contraste la peculiaridad retórica e ideológica de esta obra, en donde Louis-Auguste Blanqui propone una contigüidad entre orbe (...) celeste y sociedades humanas, basada en su análogo funcionamiento y su común atavismo. (shrink)

After making reference to the socio-cultural context of fin-desiècle Vienna —in which Otto Weininiger’s work appears— I describe in this paper the main characteristics of the influence that Weininger’s Über die letzten Dinge had on Ludwig Wittgenstein. I deal specifically with the way Wittgenstein’s work reflects Weininger’s remarks on criminality, animality, and madness.

El llamado «nuevo paradigma arqueológico bíblico» verá consolidado el aprecio que le tengan la teología y las ciencias de la religión en la medida en que sus descubrimientos se vayan aplicando a los principales temas bíblicos, histórico-religiosos y teológicos. Una de estas aplicaciones es la que acaba de darse en un modo significativo con la publicación del libro de Thomas Römer, L’invention de Dieu, que viene a ser en este momento el mejor resumen de los hallazgos –y cuestionamientos– que la (...) nueva arqueología puede aportarnos hoy acerca del Dios bíblico.En un primer momento, este artículo resume las novedades más destacadas de la nueva visión sobre el Dios bíblico desde la perspectiva de la nueva arqueología, tal como aparecen en el libro de Römer, y en un segundo momento trata de poner de relieve algunas consecuencias y sugerencias, tanto en el plano teórico cuanto en el práctico-pedagógico. (shrink)

There currently is sufficient scientific evidence directly linking acquisition, exposure and prevalence of the human papillomavirus to cervical cancer. The article addresses HPV in women by taking NaProTechnology into account, which makes it posible to combine scientific evidence with ethical approaches. It looks at both the biological aspect of sexuality and the ability to become a person within one’s sexual nucleus. There is an analysis of sex education programs based on preventive health and on the anthropology of sexuality, and supported (...) by family institutions, that have demonstrated better acceptance in dealing with the risk of sexually transmitted diseases, including HPV infection. (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)

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)

Tras describir a grandes rasgos los sistemas de creencias propuestos por Quine y Wittgenstein, en este artículo hago referencia a las similitudes y diferencias que Pieranna Garavaso y Danièle Moyal Sharrock advierten entre ambos sistemas. Partiendo de la crítica de estas interpretaciones, llamaré la atención sobre un aspecto del sistema wittgensteiniano de creencias que, desde mi punto de vista, es de la mayor importancia. Concretamente, me refiero a la posibilidad de revisar incluso las creencias más básicas de este sistema. El (...) análisis de este problema me llevará a tratar otra cuestión no menos importante: ¿supondría la revisión de nuestras creencias más fundamentales que el concepto mismo de humanidad dejara de tener sentido? (shrink)

The paper focuses on Reinhardt Grossmann's analysis of the Argument from Physics, as well as the analysis by the Spanish philosopher Antonio Millán-Puelles, in an attempt to assess the validity of the Argument on the basis of their respective critical views. Both authors agree in perceptual realism and in the need to distinguish between the scope and object of Physics and the ordinary objects of natural perception. Their criticisms mainly concern the innappropiate use of the principle of reduction in the (...) Argument and the distinction between secondary and primary qualities, which is, according to Grossmann, one of the sources of idealism and phenomenalism. (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)