Los vertebrados usados en protocolos experimentales son reconocidos como sintientes, lo cual favorece su consideración desde la zooética, su protección en la legislación nacional e internacional, así como la salva- guarda de su bienestar. En consecuencia, se ha recurrido a otros modelos in vivo como los animales invertebrados para realizar investigación. Salvo casos particulares, los invertebrados no cuentan con la protección legal ni existe preocupación por su bienestar, en tanto que se les consideraba no sintientes. Por lo tanto, se realizó (...) una revisión de artículos científicos (de 1997 a 2022) para examinar la sintiencia entre los grupos Mollusca, Arthropoda y Nematoda, phyla ampliamente utilizados como modelos experimentales. Se encontraron dieciocho artículos que constataron un cierto grado de sintiencia en estos phyla, por lo que se propone su inclu- sión en la reflexión zooética. Este texto constituye un primer esfuerzo para procurar el bienestar de estos individuos utilizados en procedimien- tos experimentales. (shrink)

S’appuyant sur l’argument que la rencontre de la philosophie confucéenne avec la théorie éthique occidentale ne constitue pas un tournant, cet article cherche dans le vocabulaire de l’éthique confucéenne les éléments permettant de dessiner la vision sui generis de la vie morale comme une éthique de rôle confucéenne. Etant donné la centralité de la famille en tant que lieu initial d’acquisition des qualités morales, un terme clé du corpus confucéen qui exprime cette notion d’éthique de rôle n’est rien d’autre que (...) l’impératif moral primordial de cette tradition, à savoir la « révérence familiale » – ou pitié filiale – ( xiao ). Si notre but est d’aborder la tradition confucéenne selon ses propres termes et de la laisser s’exprimer par elle-même sans la remplacer par nos propres priorités culturelles, il faut commencer par reconsidérer de manière critique la conception confucéenne de l’individu comme point de départ de l’éthique confucéenne. Cette dernière diffère du tout au tout de l’individualisme qui fonde l’approche occidentale dont la terminologie est éloquente (agents, actions, traits de caractères, autonomie, choix, liberté, principes…). L’éthique confucéenne s’appuie d’abord sur une vision totalisante de l’expérience humaine et recourt à un ensemble de termes qui révèlent des idées totalement différentes : par exemple que les qualités morales se manifestent sous la forme d’une virtuosité consommée dans les rôles et les relations qui nous constituent. Ne pas distinguer les « êtres » humains individuels des « devenirs humains » relationnels revient bon gré mal gré à importer, avant même de se pencher sur la question, une notion contemporaine de personne résolument étrangère au sujet. (shrink)

BackgroundIn clinical research, obtaining informed consent from participants is an ethical and legal requirement. Conveying the information concerning the study can be done using multiple methods yet this step commonly relies exclusively on the informed consent form alone. While this is legal, it does not ensure the participant’s true comprehension. New effective methods of conveying consent information should be tested. In this study we compared the effect of different methods on the knowledge of caregivers of participants of a clinical trial (...) on Pemba Island, Tanzania.MethodsA total of 254 caregivers were assigned to receive (i) a pamphlet (n = 63), (ii) an oral information session (n = 62) or (iii) a pamphlet and an oral information session (n = 64) about the clinical trial procedures, their rights, benefits and potential risks. Their post-intervention knowledge was assessed using a questionnaire. One group of caregivers had not received any information when they were interviewed (n = 65).ResultsIn contrast to the pamphlet, attending an information session significantly increased caregivers’ knowledge for some of the questions. Most of these questions were either related to the parasite (hookworm) or to the trial design (study procedures).ConclusionsIn conclusion, within our trial on Pemba Island, a pamphlet was found to not be a good form of conveying clinical trial information while an oral information session improved knowledge. Not all caregivers attending an information session responded correctly to all questions; therefore, better forms of communicating information need to be found to achieve a truly informed consent. (shrink)

The II. constitutional period is a period of renewal in many areas. Political, social and educational changes also had influences in the field of religious education. One of the examples of these changes is the ʻAmelī I҆lmiḥal textbook written by Halim Sabit (DOD. 1946) in five volumes for both teachers and student. This study particularly aims to assess this textbook in terms of religious education. Accordingly, the following questions are addressed: “What are the topics covered in the ilmihal books written (...) for students and teachers? Is the content of the subjects taught appropriate for the religious education? Which methods, techniques, and essential matters are discussed in the ilmihal books for teachers? As having first grade elementary school textbooks for both teachers and students, the research is made just based on these books. Data were collected through the examination of the document, and the texts in Ottoman Turkish were transcribed into Turkish. Content analysis method was used in the analysis of the data. By examining both books, this study shows that belief, worship, and social issues were taught, and prayers and sūras were addressed as need to be memorized knowledge in the book. The books included inappropriate contents for first grade children regarding the belief issues such as fear of Allah, hell, and the hereafter. Summary: Education I҅lmiḥal, occupies an important place in the history of Islamic religious education. According to the religion of both adults and children to learn the principles of faith and worship, it is aimed to shape the daily life. In this context, for example, during the Ottoman period, In the period of II. Mahmut, boys were required to attend the primary school. Thus, it was ensured that children could learn I҅lmiḥal and Islamic sharia properly. Children are taught alif ba for Qurʾān readings in primary schools, as simple as required by religious duties, writing skills have been acquired and the four processing rules are memorized. The II. constitutional period is a period of renewal in many areas. Extreme innovative thinking is also reflected in education. Especially after the Balkan wars, the idea that the collapsing state would be saved through education was dominant. For the first time, a higher education institution for girls and a kindergarten for young children were opened. By recognizing the importance of pedagogy knowledge in teaching, the students have switched to a system where they can search for observation and experiment. Innovations in educational methods have started to be seen. It was seriously opposed to memorization, and the question and answer was seen as old methods. Instead, it was proposed to use sightseeing observation and discovery. Political, social and educational changes are also reflected in the field of religious education. As a reflection of the newly introduced methods, there have been changes in the ʻAmelī I҆lmiḥal books prepared for children. One of the examples of this is the ʻAmelī ʻIlmiḥal textbook, which was written by Halim Sabit in five volumes. This ʻAmelī I҆lmiḥal was prepared in 5 volumes for teachers and students.The main purpose of this study is to evaluate ʻAmelī I҆lmiḥal textbook in terms of religious education This study particularly aims to assess this textbook in terms of reigious education. Accordingly, the following questions are addressed: “What are the topics covered in the ilmihal books written for students and teachers? Is the content of the subjects taught appropriate for the religious education? Which methods, techniques, and essential matters are discussed in the ilmihal books for teachers? As having first grade elementary school textbooks for both teachers and students, the research is made just based on these books. Data were collected through the examination of the document, and the texts in Ottoman Turkish were transcribed into Turkish. The textbook prepared for the students of the first year consists of 21 boards/sheets. The sentences are quite self and short. The contents of the board/sheet are well suited to be discussed and explained. There are no headlines on the boards/sheets. The language of text is Ottoman. It is possible to express the topics covered in the book under the following themes:Prayer and Sūras: Basmala, Kalima Tawḥīd, Kalima Shahāda, Fātiḥa, Subḥana Rabbiyal Aʿala, Subhana rabbiyal ʿAẓim, As-salāmu ʿalaykum va Raḥmatullah, Taḥiyyat, Salawat Sharif, Iḥlas, Kawthar, Subḥanaka Prayer, Qunut Prayers.Faith Issues: Allāh, the fear of Allāh, thanks to Allāh, the Qurʾān, Prophets, Prophet Muḥammad, The Hereafter, Heaven Hell, Angels.ʿIbādat Issues: Zakāt, Ablution, Prayer, Adhān, worship in General (Salāt, Ṣawm, Zakāt, Ḥajj)Social Issues: Friendship, affection for minors, affection for parents, Muslims are Brother, human love, respect for the elderly, respect for scholars.The textbook prepared for the teachers of the first year; consists of 21 pages, 69 pages and Ottoman. As the students do not include the topics in the textbook, it is appropriate to mention the names of the subjects in the textbook of the teacher:1. Subject: Memorization of the Word of Tawḥīd and word of Shahāda; 2. Topic: Raising ideas about the nation in children; 3. Subject: The adjectives of Allāh Almighty; 4. Subject: Love of Allāh; 5. Subject: Angels; 6. Subject: The Divine Books; 7. Subject: Prophets 8. Subject: The Hereafter; 9. Subject: Thank Allāh; 10. Subject: Repentance; 11. Topic: Protecting the language from bad words and threats; 12. Subject: Zakāt and charity; 13. Subject: Riya҆ and his goodness engrave; 14. Subject: Love to the prophet Muḥammad; 15. Subject: Parental love; 16. Subject: The brotherhood of Islam; Subject: Human love; 18. Subject: Ablution; Subject: Prayer; 20. Subject: Respect for the elderly; 21. Subject: Love to ʿulamāʾ; 22. Subject: Fear of Allāh.Halim Sabit also gave information about the methods and techniques to be used in the course and emphasized that the teacher told his / her not by looking at the book. He thought it would be only influence the student in this way. It is recommended to use the appropriate language for the child, to make an introduction in the subjects that will be learned in the new subjects and to draw attention to the subject and to teach the subject gradually. An important advice is the knowledge that the teacher wants him / her to do in the long-term memory in the present sense. The teacher must repeat a subject several times while teaching a subject, and should not immediately remind a student of forgotten subjects, talk to a student and has finded to him. A subject should not be passed without being thoroughly understood, and the classroom needs to be opened by the teacher in order not to forget the learned subjects. The first fifteen minutes of each course should be reserved for the repetition of previously learned subjects. Content analysis method was used in the analysis of the data. By examining both books, this study shows that belief, worship, and social issues were taught, and prayers and sūras were addressed as need to be memorized knowledge in the book. The books included inappropriate contents for first grade children regarding the belief issues such as fear of Allah, hell, and the hereafter. (shrink)

Tres filósofos catalanes: Joaquín Xirau. Eduardo Nicol. José Ferrater Mora.--La herencia de Ortega y Gasset: José Gaos. Luis Recaséns Siches. Manuel Granell. Francisco Ayala. María Zambrano.--Dos filósofos independientes: Juan D. García Bacca. Eugenio Imaz.--Panorama general de la filosofía española en América.

Modernidad y crisis de sentido / Augusto Hortal Alonso / - Fenomenología de las formas ambientales de religión en América Latina / Pedro Trigo / - Cultura y religión paraguaya en transición / Bartoleu Melia / - Filosofía y fenomenología / Paul Gilbert / - De la fenomenología de la religión en América Latina a una filosofía de la religión / Juan Carlos Scannone / - Religión y cultura. Elementos para una filosofía de la religión / Gerardo Remolina / - (...) Experiencia simbólica, experiencia religiosa y experiencia mística. Nuevos ámbitos para el encuentro personal / Jorge R. Seibold / - Etica y filosofía de la religión. Una cuestión de fronteras / Vicente Durán Casa /. (shrink)

Dr. Strasser, at present professor at the University of Nijmegen, first published this work in Dutch and later in German. Dr. Strasser’s acquaintance with husserlian phenomenology and other contemporary trends in philosophy may be gauged from the fact that he played an important part in editing Husserl’s Cartesian Meditations. Since his own personal philosophy is along traditional lines, he should be in a privileged position to assess the problems arising from the confrontation of the two approaches to philosophy. The aim (...) of the present book is to elucidate concepts of certain metaphysical attitudes and to uphold a philosophical, as distinct from an empirical psychology. It is a difficult endeavour demanding vast erudition and great caution in the choice and use of terminology. (shrink)

CONTENIDO: Pensar temáticamente la filosofía - Nosotros y la filosofía - El método en la construcción del discurso filosófico - El mundo circundante: estudio sobre la conciencia, la toma de conciencia y la realización de la conciencia - El puesto de la estética en la filosofía - Sobre el concepto de naturaleza en empédocles - La pregunta por la técnica en serenidad de M. Heidegger - Cuatro paradojas en el proyecto de la filosofía latinoamericana - La secularización de la cultura: (...) una exigencia para la modernidad - El concepto de imagen y de política en paradiso de José Lezama Lima. (shrink)

« Le bon sens est la chose du monde la mieux partagée. » Il n’est pas rare de voir dans l’incipit du Discours de la méthode un de ces énoncés cartésiens qui, par leur simplicité et leur transparence, marquèrent une rupture avec la technicité de la philosophie scolastique des siècles précédents. Pourtant, à se pencher sur les commentaires qui ont été produits de ce texte, dès sa publication, il apparaît que pour un certain nombre de contemporains de Descartes, il y (...) avait là une référence à la théorie dite de l’intensio et remissio formarum – ou latitude des formes – qui, de Pierre Lombard à Nicolas d’Oresme en passant par Richard de Middleton, fit l’objet de discussions soutenues pendant plus de six siècles. Cette théorie énonce que seules les qualités accidentelles sont susceptibles de variations intensives dans une substance, contrairement aux propriétés essentielles qui, elles, sont invariables. L’énoncé de Descartes, aux atours de simple proverbe, cacherait en réalité un tour de force argumentatif : tenant pour acquis que la pensée constitue l’attribut essentiel de l’âme, Descartes mobiliserait la théorie de l’intensio et remissio formarum pour affirmer qu’en chaque âme, cette pensée n’est pas susceptible de plus et de moins. Il devient alors possible de définir certaines opérations épistémiques élémentaires qui s’observent à part égale en chacun de nous, et ne sont pas soumises à la variabilité des compétences individuelles.Mais ce point d’interprétation du texte de Descartes ne conserverait qu’un intérêt herméneutique s’il ne trouvait, outre-Manche et quelques dizaines d’années plus tard, un remarquable rebondissement : En 1690, John Locke, dans L’Essai sur l’entendement humain, identifie parfaitement la référence médiévale sous-jacente à cet énoncé canonique du cartésianisme, et la discute avec la plus grande rigueur. En indexant la pensée sur l’attention, et en remarquant que cette attention est susceptible de variations d’intensités au cours du temps, Locke en vient à se demander s’il ne faut pas renoncer au postulat cartésien selon lequel la pensée constituerait l’essence de l’âme, et lui préférer l’hypothèse selon laquelle cette pensée ne serait pour l’âme qu’une activité. (shrink)

Contiene: el discurso de recepción del autor como Miembro Académico de la Facultad de Filosofía y Educación de la Universidad de Chile.

El 28 de junio de 2002, en la UNAM, se iniciaron diversas actividades academicas con las que se rindio una serie de homenajes nacionales e internacionales al filosofo mexicano mas universal, Leopoldo Zea, para celebrar sus 60 anos de labor academica y por haber llegado a sus fecundos 90 anos de vida. El presente volumen recoge los textos escritos con motivo de dichos homenajes.

Nous cherchons ici à étudier la signification du fait qu’un État, chez Spinoza, peut se comprendre intégralement comme étant une « âme » singulière. Nous montrons en quoi cette compréhension de l’État comme « âme » permet d’expliciter les éléments centraux de la théorie de l’obéissance chez Spinoza, et en quoi le succès du projet politique spinoziste n’est envisageable que de cette perspective. Nous soulevons en conclusion un paradoxe : Spinoza écrit (TP 3/8) que nul ne cède de sa faculté (...) de juger ; et à force de tirer sur ce fil, nous montrons que Spinoza y aborde de façon discrète et indirecte la possibilité de la disparition de l’État, dans la mesure même où il aura réussi à encourager l’obéissance et à faire en sorte que « l’âme » de tous devienne un bien commun. (shrink)

León-Portilla, M. El pensamiento prehispánico.--O'Gorman, E. América.--Gallegos Rocafull, J. M. La filosofía moderna en la Nueva España.--Villoro, L. Las corrientes ideológicas en la época de la Independencia.--Zea, L. El positivismo.--Salmerón, F. Los de filósofos mexicanos del siglo XX.--Villegas, A. El liberalismo mexicano.