En este artículo, deseamos reflexionar sobre un punto neurálgico en nuestra realidad educativa:si no cambiamos nuestra mentalidad docente, si no modificamos nuestro accionar comoprofesores, la brecha entre la realidad social y la burbuja de cristal en la que hemos convertidoa los centros de estudio, escuelas, colegios y universidades será cada vez más grande. Con unasituación como la que planteamos, no es difícil entender algunas de las razones por las que losestudiantes no alcanzan los resultados académicos que nosotros como enseñantes deseamos (...) y,en un porcentaje alto (30 %, según los datos internos de la universidad), cambian de carrera o-lamentablemente- abandonan el proceso educativo. La transformación -necesaria y obligatoria-debe nacer de nosotros; no podemos exigírsela a nuestros estudiantes, pues es nuestraresponsabilidad hacer que sus aprendizajes sean significativos. (shrink)

Evaluation is, as J. R. Maze has recently suggested, central to the concept of attitude. But it is argued that Maze's noncognitivist analysis of evaluation yields an inadequate account of our ordinary concept of attitude. A criteriological account of evaluation is sketched which allows for an objective dimension to evaluation and hence to attitudes. In the case of attitudes, it is argued that some criteria will be chosen at least in part for their consequences, and hence will not be chosen (...) solely on the basis of interest, preference or affect. (shrink)

David Ehrenfeld argues that humanism emphasizes reason at the expense of emotion, and that its narrow focus on the use of reason to serve human interests leads to a dichotomy between man and nature in which ecological factors are subordinated to the satisfaction of human wants. In response, I argue that: (1) humanists stress employment of reflective reason and reason’s interrelations with other aspectsofthe human personality, (2) humanism’s typical commitment to naturalism locates man as part of nature and does not (...) entail an exclusive focus on human interests, and (3) humanism’s commitment to the legitimate sphere of human interests does not entail indifference to nonhuman nature, for a healthy environment is necessary for the long-term satisfaction of human interests. (shrink)

Different families of transport proteins catalyze transmembrane solute translocation, employing different mechanisms and energy sources. Several of these functionally dissimilar proteins nevertheless exhibit similar strutural units, consisting of six tightly packed α‐helices which may comprise all or part of a transmembrane channel. It is now recognized that some of these families arose independently of each other by convergence, while others arose from common precursors by divergence. The former families apparently arose at different times in evolutionary history, in different groups of (...) organisms, employing different routes. (shrink)

En este artículo deseamos observar, desde el punto de vista literario, el relato de la Creación contado por los indígenas mayas-quichés en el Popol Vuh y compararlo con el relato bíblico del Génesis. Encontrar los puntos en común y las diferencias entre los dos textos nos llevará a observar la idea ..

This volume aims to capture the basic thrust of progressive views about justice in the recent period. Fisk's selections show that in the ground-breaking work now being done, there is a unity of ethical and political considerations. Theoretical concerns and studies of practical justice are also addressed. The editor incorporates high theory as expounded by figures like Rawls and Habermas, as well as applications to issues of race, gender, law, ecology and class. Since the 19th century intellectual background is important (...) for studying current developments in justice, J S Mill, Marx and T H Green are also included to represent the current of social change from that time. Finally, recent debates on whether justice can be colour- or gender-blind are represented in the writings of a number of known African-American and women writers. The anthology focuses on applied issues. It should be of interest to students taking courses in political philosophy, political theory, ethics, social theory and intellectual history. It should also be a useful guide for graduate students and instructors who wish to follow the current debate on justice. (shrink)

The excellent quality and depth of the various essays make [the book] an invaluable resource....It is likely to become essential reading in its field.—CHOICE.