Jean-Paul Sartre’s final ethics of the “we” or reciprocity remains controversial and less developed than his other ethics. Scholars have generally accepted the periodization of his ethics into three, as Sartre himself described them: the first ethics of authenticity, the second Marxist or dialectical ethics, and this final ethics, that considers the ontological basis of ethics, based primarily on the 1980 interviews in Hope Now (1996) (L’espoir maintenant, 1991). I will focus on Sartre’s responses in the interviews, rather than contributions (...) of his interlocutor so that I can reconstruct the lines of his thought. Sartre’s comments in these interviews are also consonant with that in other earlier interviews, such as that with Michel Sicard (1979) and Leo Fretz (1980). This article aims to show both the continuity with Sartre’s earlier ethics in his responses to Lévy and the potential of the original ideas of the final ethics. My interpretation is that Sartre draws ideas from his earlier ethics, introduces some new ideas, and makes some startling formulations in suggesting the form of an ethics of reciprocity. I will discuss first the basis of the ethics of reciprocity, then the concepts of fraternity and democracy, and finally, Sartre’s account of hope and messianism. (shrink)

The aim of this research was to determine the degree to which undergraduate students’ learning approach, academic achievement and satisfaction were determined by the combination of an intrapersonal factor (self-regulation) and a interpersonal factor (contextual or regulatory teaching). The hypothesis proposed that greater combined regulation (internal and external) would be accompanied by more of a deep approach to learning, more satisfaction and higher achievement, while a lower level of combined regulation would determine a surface approach, less satisfaction and lower achievement. (...) Within an ex post facto design by selection, 1036 university students completed validated questionnaires using an online tool. Several multivariate analyses were conducted. Results showed that the combination of self-regulation and external regulation can be ordered as levels along a five-point scale or heuristic. These levels linearly determine type of learning approach, academic achievement and satisfaction. Implications are established for quality and improvement of the teaching and learning process at university. (shrink)

Islamic philosophy; Sufism; mysticism; Islam.

Doctor in sociology and a researcher at CEAQ (Centre d’Etude sur l’Actuel et le Quotidien) of the Sorbonne University Paris Descartes, he is a lecturer at the Sorbonne, the founder and head of the GRIS (Groupe de Recherche sur l’Image en Sociologie).

Resumen A partir de la inclusión del término “género” en el ordenamiento jurídico de diversos países, incluido Chile, se expone la génesis desarrollo de dicho término y se da a conocer la posición de la Iglesia Católica sobre el mismo. En tercer lugar, se examinan algunas de las principales formas de la teoría contemporánea del reconocimiento con vistas a su posible contribución a la reflexión sobre el sentido y los alcances de las teorías de género, en diálogo con la posición (...) de la iglesia al respecto.In view of the inclusión of the term “gender” in the legal system of several countries, including Chile, the genesis and development of said term is exposed and the position of the Catholic Church on it is disclosed. Third, some of the main forms of contemporary recognition theory are examined with a view to theirpossible contribution to reflection on the meaning and scope of gender theories, in dialogue with the position of the Church in this regard. (shrink)

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