The phenomenon of disinformation calls for efforts from different fronts due to its complexity and the consequences it causes in today's society. This article, based on theoretical reflections, highlights information education, whose basis is supported by critical thinking. In a context of digital environments contaminated by hate speech and intolerance, criticality gains even more relevance, considering that citizens need reliable and credible information to make coherent decisions. This requires critical skills to analyze and substantiate ideas and actions based on evidence, (...) interpreting the world through dialogical relationships. This work, therefore, explores the possibilities that critical thinking offers to combat misinformation through education. It is concluded that this approach should be encouraged in formal and informal educational environments, in family interaction or in any social relationship, whether or not using digital technologies. A willingness to listen sensitively is necessary, with flexibility to review or improve conceptions and behaviors. It is necessary, above all, to assume critical thinking as a reflective process, which encourages self-questioning about one's own prejudices, interpretations and conclusions, in addition to encouraging the recognition of limitations on what each individual thinks they know. It is, therefore, healthy and necessary questioning, which contributes to positive interactions with information, with people and with one's own actions and motivations. (shrink)

Journal Name: Semiotica Issue: Ahead of print.

This is a personal essay about breasts. It focuses on my experiences as a young girl, moving through adolescence to a history of breast cancer in my family, including my mother’s breast cancer diagnosis. As a physician, patient, and wife, I reflect on the choices that I have to make and what this means for my identity as a woman and mother.

Esta investigación se realizó con el objetivo de evaluar el impacto de la pandemia en las expectativas y oportunidades de los jóvenes en la zona metropolitana del Valle de México para seguir estudiando en un contexto de pobreza marcado por la incertidumbre de la COVID-19. El estudio se llevó a cabo con metodología cuantitativa, con alcance descriptivo y correlacional a partir de la definición de tres variables independientes: 1) rango de edad, 2) nivel de estudios, 3) su condición de estudiante; (...) y dos variables dependientes: 1) razón que motiva a los jóvenes a capacitarse; 2) tipo de discriminación. El diseño y análisis fueron trabajados desde teorías sobre pobreza, representaciones sociales y el estado del arte sobre comunicación del COVID-19. Las conclusiones revelan que los jóvenes encuestados encuentran una motivación para aprender en correlación con una mayor preparación; los que poseen estudios universitarios su motivación se centra en mejorar su calidad de vida; mientras que para los de menor nivel de estudios todos los motivos tienen la misma ponderación. En general, las principales motivaciones para aprender se encuentran en el ámbito de la familia, así como influir positivamente en otros. La necesidad de aprender como requisito, para obtener comida o un apoyo económico, y para cuidar de la comunidad, resultan tener la menor frecuencia de motivación, lo que demuestra que las políticas económicas implementadas por el Estado, no han generado las representaciones sociales y culturales suficientes para el progreso integral de las personas. (shrink)

Perhaps some readers find in this document a pessimistic vision of the future of science in the university in Mexico; but the certain thing, is that we wanted to approach with knowledge of cause and experience the future of science. One is not to guess or to foretell; we speculated on the manifest d..

Genes are functional cell segments of DNA within an organism, as well as basic physical units of biological inheritance, which have consequences for human dignity and public interest. Genes and genetic material (DNA strands of nucleotides, genetically altered plants and animals e.g., see Appendix B) are patentable. In the US and around the globe, governments grant genetic patents for new, non-obvious, and useful gene inventions. A wide range of interest groups such as religious leaders, scientists, biotech pharmaceuticals, medical practitioners, health (...) care providers, venture capitalists, medical patients and persons have interests in defining what is subject to patents. Yet, it is at least questionable that genetic inventions, and the ownership of discoveries of gene mutations leading to possible diseases, should be subject to influence by interest groups. Although some genes (cDNA) are currently legally patentable, the question in this examination is whether gene patents should be legally and morally justified. In this work I examine whether gene patents should legally and morally be justified, given the principles of biomedical ethics such as human Beneficence /Autonomy and Justice. I argue that gene patenting is not justifiable, and I consider what can be done to create a system that delivers access to genetic information in the current genetic Intellectual Patent system. This interdisciplinary work is more complex than whether bio-science researchers and corporate entities should hold gene patents, or differentiating the legal question of whether genes are an invention or a discovery in the human genome. Mere responses to these questions would not ultimately solve the genetic justice problem. The justification for genetic appropriation is more complexity, since it is grounded in axiological claims about human dignity and public interest set in an ever changing biomedical/biogenetic technology. To address this complexity, I will draw upon the ideas of “the capability approach” to genetic justice found in the work of Nussbaum and Sen. This work is an interdisciplinary examination of the proper appropriation of natural genetic material and its impact on human dignity. It is argued that genetic material and information should be accessible to all, via heath care, for example. We must look to new ways to achieve genetic justice that promote human flourishing as a public good. (shrink)

Different approaches of environmental problems are described in this paper, considering simplist and complex conceptions, and neomarxist and symbolic interpretations. This article also reviews a brief history of environmental education from an interinstitutional and interdisciplinary perspective, a..

This chapter discusses Dewey's role in the development of post-revolutionary Mexican social theory since at least the 1950s. One such example is that of historian Ramón Ruíz who argued in 1961 that Dewey's Mexican students Moisés Sáenz and Rafael Ramírez had adopted Deweyan ethics as part of a grand experiment to construct a rural school system capable of solving “the everyday problems of rural Mexicans.”.

Education as object of inquiry is susceptible to multiple interpretations, which -most of them- run the risk of falling only in the understanding of structural factors or in internalist aspects. Reason why one feels like exploring routes that do not engage in a determinist paradox of the type: soci..