Los riesgos que conlleva el desarrollo de la Inteligencia Artificial (IA) desatan múltiples distopías, siendo su aplicación en el ámbito de la Seguridad y la Defensa uno de sus aspectos más controvertidos. A pesar de las numerosas llamadas de atención de diferentes actores gubernamentales, no gubernamentales e interestatales, los Estados afrontan el desarrollo de los Sistemas Autónomos Letales (SALAS) de forma diferente en función de sus intereses, su cultura y sus valores éticos, frecuentemente, ante la ausencia de una clara legalidad (...) internacional. Es en este entorno geopolítico, donde los principios y valores occidentales que antaño fueron guía en la esfera mundial y que en la actualidad se encuentran cuestionados y eclipsados por una realidad propia de un mundo diferente, en el que las Naciones Unidas tratan de alcanzar acuerdos que regulen el desarrollo de los SALAS y limiten el riesgo de que las máquinas pudieran escapar al control de los seres humanos. (shrink)

Resumen En este artículo se examina el papel de la enseñanza de la filosofía de la educación en la formación inicial docente, tomando como punto de partida la tensión que es posible notar entre, por un lado, el discurso de la mayoría de las facultades encargadas de preparar profesores, que rescatan la necesidad de formar docentes críticos y reflexivos, y, por otro lado, la praxis de la formación docente que parece tener un acento marcadamente técnico. Ante este escenario, se argumenta (...) para mostrar que la filosofía de la educación sí resulta atingente en el contexto de la formación inicial docente, que lejos de desempeñar una función meramente complementaria en dicha formación, ésta debe cumplir un papel fundamental y, por tanto, articulador de los diversos saberes y competencias propios de un profesor, y que de nada sirve defender el valor fundamental de la filosofía de la educación, si éste no es comprendido como tal por los futuros profesores, por lo que resulta vital pensar cuidadosamente los contenidos, metodologías y momentos adecuados para impartir esta materia.This paper examines the role of the teaching of the philosophy of education in the initial teacher training, taking as a starting point the tension that can be noted between, on the one hand, the discourse of most of the faculties in charge to prepare teachers, who rescue the need to train critical and reflective teachers, and, on the other hand, the praxis of teacher training that seems to have a markedly technical accent. Given this scenario, it is argued to show that the philosophy of education is relevant in the context of initial teacher training, far from playing a purely complementary role in such training, it must play a fundamental role that lets it organize the diverse knowledge and competences of a teacher, and that it is useless to defend the fundamental value of the philosophy of education, if it is not understood as such by prospective teachers, so that it is crucial to think carefully about the contents, methodologies and appropriate moments to impart this subject. (shrink)

This book is available either individually, or as part of the specially-priced Arguments of the Philosphers Collection.

What is love? Why do we idealize those whom we love? How do we choose whom to love? Are some kinds of love better than others? Each age returns to these questions with renewed perplexity. Gerasimos Santas examinees the two greatest theoretical architectures of love, side by side. It provides a thorough critical description and comparison of these theories, allowing a sophisticated dialogue to emerge between the two thinkers. In the first half of the book Professor Santas reconstructs and explains (...) Plato's theories of eros and philia: erotic love, familial love and friendship. He attempt to show that Plato's was a unified theory in which erotic love has a special connecion with creativity and beauty. He then discusses Freud's notion of love as distinct from, though based on, his general theory of sexuality. He discusses in detail Freud's explanations, before and after narcissism, of idealization and choice of beloved. Freud too, it emerges, had a unified theory of love: all love has its origins in the libidinal instincts of infancy and childhood. The book concludes by showing that, despite Freud's claim that his theory of love is 'Platonic', the two theories are instructively different. (shrink)

This paper purports toshow that it is not necessary to read the early Platonic dialogues starting from the "classic" theory of Forms. It argues, instead, that it is possibleto analyze them and, above all, to explain the use of the vocabulary of "presence" starting from the more general and prior possibility of distinguishing a subject from its accidental predicates, especially quality. The relation of "present in" or "being in" to which Plato recurs. is inherited by Aristotle. The distinction between "being (...) said about something as asubject" and "being in something as in a subject" (Categories 2) seems to be a"natural" development of Platonic ontology. It is argued that the Aristotelian conception is closer to the earlier than to the intermediate dialogues. (shrink)

Con el fin de mostrar la importancia de la consideración de la "verdad práctica" como un concepto clave a la hora de dar cuenta de la teoría aristotélica de la acción, se procederá a dilucidar el sentido y alcance de este concepto mediante un análisis de la conexión estructural existente entre la parte racional e irracional del alma (razón y deseo) en la psicología moral de Aristóteles. Luego se pasará a examinar el breve pasaje de Ética Nicomaquea VI 2, en (...) el que Aristóteles señala los requerimientos para que se dé la "verdad práctica", lo cual quedará mucho más claro si se lo revisa a la luz del análisis de la estructura formal de la acción que Aristóteles elabora en el llamado "silogismo práctico". En este artículo se abordará principalmente el problema del sentido de la sintética declaración de Aristóteles de que, para que haya "verdad práctica", "el lógos debe ser verdadero". Esto se encuentra vinculado al problema del papel de la prudencia para determinar los medios conducentes al fin de la acción, pero también para establecer su fin mismo. (shrink)

This paper is a discussion of the application of democraticand anti-racist educational principles in a college setting.The paper explores both the implications of pedagogical theoryfor anti-racism and the implications of anti-racism forpedagogy. After giving a brief description of the conditionsencountered in an economically and intellectually impoverishedregion of the country, the paper outlines an application ofJohn Dewey's educational theory to college instruction.Then, after an account of what racism is, the paper reappliesDewey's model to the teaching of anti-racism, and with thehelp of (...) Paulo Freire's theory of educational praxis,readapts Deweyan principles to the task of reconstructingour classrooms as models of anti-racist communities. (shrink)

This article explores Edgar Morin's contribution to our understanding of the nature of being human and its implications for our understanding of, and approach to, the future. The notions of being, self, and community are addressed in terms of a planetary "community of destiny," and the processes of natural and social evolution.

_Understanding Plato’s Republic_ is an accessible introduction to the concepts of justice that inform Plato’s Republic, elucidating the ancient philosopher's main argument that we would be better off leading just lives rather than unjust ones Provides a much needed up to date discussion of _The Republic_'s fundamental ideas and Plato's main argument Discusses the unity and coherence of _The Republic_ as a whole Written in a lively style, informed by over 50 years of teaching experience Reveals rich insights into a (...) timeless classic that holds remarkable relevance to the modern world. (shrink)

What is love? Why do we idealize those whom we love? How do we choose whom to love? Are some kinds of love better than others? Each age returns to these questions with renewed perplexity. Gerasimos Santas examinees the two greatest theoretical architectures of love, side by side. It provides a thorough critical description and comparison of these theories, allowing a sophisticated dialogue to emerge between the two thinkers. In the first half of the book Professor Santas reconstructs and explains (...) Plato's theories of eros and philia: erotic love, familial love and friendship. He attempt to show that Plato's was a unified theory in which erotic love has a special connecion with creativity and beauty. He then discusses Freud's notion of love as distinct from, though based on, his general theory of sexuality. He discusses in detail Freud's explanations, before and after narcissism, of idealization and choice of beloved. Freud too, it emerges, had a unified theory of love: all love has its origins in the libidinal instincts of infancy and childhood. The book concludes by showing that, despite Freud's claim that his theory of love is 'Platonic', the two theories are instructively different. (shrink)

This volume explores Plato and Aristotle's theories about good things, goodness, and the best life for human beings, and draws comparisons between ancient and modern theories of good and justice.

_The Blackwell Guide to Plato’s Republic_ consists of thirteen new essays written by both established scholars and younger researchers with the specific aim of helping readers to understand Plato’s masterwork. This guide to Plato’s _Republic_ is designed to help readers understand this foundational work of the Western canon. Sheds new light on many central features and themes of the Republic. Covers the literary and philosophical style of the _Republic_; Plato’s theories of justice and knowledge; his educational theories; and his treatment (...) of the divine. Will be of interest to readers who are new to the _Republic_, and those who already have some familiarity with the book. (shrink)

This chapter contains sections titled: What is Justice? Socrates Divides the Question What is a Just Society? The Problem of Justice, and How Socrates Tries to Solve It The Functional Theory of Good and Virtue Plato's Definitions of Justice and the other Virtues of his Completely Good City Return to Plato's Methods for Discovering Justice.

This article aims to analyze the discussion of justice in Book I of Plato's Republic. At first, it should be noted that the way Book I is built makes it very close to the Platonic dialogues of the youth, the controversy remaining in relation to its writing as an independent text or preface deliberately elaborated. In Book I Plato maps the common meanings of justice and deconstructs them in an intellectual path that responds to the traditional notions of morality and (...) to the already degenerated political perspective of the sophists. With this, it signals the need to transcend the domains of mere opinion, in the name of a superior foundation for justice, universal and with a rational seal. The process of conceptual purification and contextual delimitation perpetrated in the first Book helps to understand the complex ethical, metaphysical and political-educational reflections of the Republic, reason that leads us to infer the essentially propaedeutic character with which Book I it was elaborated. (shrink)

This edited collection examines the ethical, legal, social and policy implications of genome editing technologies. Moreover, it offers a broad spectrum of timely legal analysis related to bringing genome editing to the market and making it available to patients, including addressing genome editing technology regulation through procedures for regulatory approval, patent law and competition law. In twelve chapters, this volume offers persuasive arguments for justifying transformative regulatory interventions regarding human genome editing, as well as the various legal venues for introducing (...) necessary or desirable changes needed to create an environment for realizing the potential of genome editing technology for the benefit of patients and society. (shrink)

Plato's antidemocratic theory of social justice is instructive once we distinguish between the abstract parts of his theory and the empirical or other assumptions he uses in applying that theory. His application may have contained empirical mistakes, and it may have been burdened too much with a prolific metaphysics and a demanding epistemology. An attempt is made to look at his theory of social justice in imaginary isolation from empirical mistakes and from his metaphysics and epistemology. It is then argued (...) that some of Plato's proposals and criticisms of democracy are well worth our attention, especially in the case of governing. His attempt to separate ruling and wealth and to establish economic floors and ceilings for his ideal city seems especially instructive in view of problems in these areas that modern democracies have experienced. Isolating his theory of social justice from his epistemology and metaphysics may be more problematic. Still, Plato's insistence that superior wisdom is the central virtue of rulers is instructive, and in this respect some modern defenders of democratic justice, such as J. S. Mill and John Rawls, have leaned some in Plato's direction. Finally, Plato's criticism of democratic free choice of occupation is less persuasive. Footnotesa I wish to thank the other contributors to this volume, and its editors, for many helpful comments. (shrink)

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

The main conversation in the Laches is about courage. But the main conversation does not begin till the middle of the dialogue. In the first half Plato sets the stage for the serious discussion that follows. Two elder men of Athens, Lysimachus and Melesias, are worried about the education of their sons. They themselves are the sons of two eminent Athenians, Thucydides and Aristides, and they feel that while their famous fathers conducted the affairs of the city with great energy (...) they did not show a similar concern for the education of their sons. They feel inferior to their fathers and do not want their own sons to feel the same way. They wish their sons to be like their own fathers, not like themselves--active citizens, not idle aristocrats. In this frame of mind, they are most anxious for expert and sound advice about their sons' education. Someone recommended to them for this purpose a new military exercise, fighting in armor. They invited two eminent generals of the day, Nicias and Laches, to see with them an exhibition of fighting in armor, and now they eagerly seek the generals' opinion about the worth of it. (shrink)