Este texto de Esquirol corresponde a su última obra dedicada a la escuela. En ella el autor ha meditado, de manera elocuente y concreta, sobre las formas de la educación y la manera de vivir. Esquirol propone una nueva perspectiva sobre la _escuela_. Esta no es solo el lugar al que se va en cierto momento de la vida, sino en la que el humano permanece, comprendiendo que la educación es un proceso que abarca toda la vida.

This paper presents an overview of my work in philosophy from my first book on Friedrich Schiller and the political sublime to my most recent project on listening to traumatic forms of violence. Starting with a reflection on the autobiographical character of philosophy, I propose to take up the question of an aesthetic dimension of philosophical critique, where aesthetics is understood as an always already embodied perspective on the world, on truth, and on philosophical activity, as well as an always (...) already political realm, where the distribution of sense pre-determines our approach and articulation of experience. Departing from aesthetics understood and deployed as critique, the paper moves on to ask about the specific frameworks of sense or grammars that determine in advance the conditions of audibility in the realms of memory-building and history-making—particularly in those contexts where historical, political, and institutional forms of violence produce silencing and erasure. Putting in dialogue the latter with decolonial studies, I (re)interpret “traumatic violence” as a colonizing form of violence, understanding that one of its central aspects is that it is not only an assault on life but on the conditions of production of sense that make life legible as such. In this context, my project on grammars of listening seeks to carefully unpack these complex intersections while also explaining why I believe that a radical form of listening is an essential subversive/imaginative strategy against traumatic/colonial violence. (shrink)

The aim of this paper is to prove how what is apparently a mistake made by Plutarch, wheter deliberate or not, in his reference to the arson attack of Caesar´s soldiers in Alexandria as the end of the famous Library, show us the common sense of the term “bibliotheke” from that time up to now. Coming to this conclusion has required a detailed analysis of the Library of Alexandria since its birth applying Aristotelian doctrine to its configuration not only as (...) an organized space for books but also as an imaginary reading room from which the helenistic world of relations is established. In a second approach, we focus the attention on the change occurred in this collection with the introduction of alphabetical order and, then, with the philological activity of Callimachus. As a result of his Pinakes, the platonic concept of daimon, “guide”, became the first characteristic o a philologist or librarian. Using the information ordered in the Pinakes anybody could be a librarian and find a library anywhere. The old megále bibliotheke of Alexandría remains only with the idea of the conservation of original papyrus. This is de reason of the enigmatic sentence of Plutarch announcing the end of this situation caused by the action of the fire. (shrink)

The existing literature often assumes that the target of global interstate economic competition is the overseas market, that is, the markets in third, export-destination countries. However, in many countries, domestic industries compete fiercely for domestic market share with imports from other countries. Such import competition creates policy diffusion between a country and its import-competitor countries. Such policy diffusion can be observed in policy areas that affect production costs of domestic industries. We focus on import competition’s effect on social welfare policies (...) in developing countries and test our theory in two broad types of policies: social insurance spending and progressive social spending. We find strong evidence for import-competition-induced policy diffusion in both policy areas. Moreover, in the case of social insurance, the effect of policy diffusion is mediated by the strength of labor, suggesting that strong labor is more capable of blocking welfare retrenchment policies. (shrink)

Tradicionalmente, el patrimonio se ha relacionado con la educación histórica desde una perspectiva restrictiva que dejaba fuera a buena parte de las manifestaciones patrimoniales, entre ellas, las que se incluyen en el ámbito del patrimonio inmaterial. En este sentido, el presente trabajo se centra en la relación entre patrimonio inmaterial y pensamiento histórico dentro de la formación del profesorado de Educación Primaria. Desde el paradigma interpretativo se han analizado 27 propuestas didácticas de un total de 54 estudiantes del Grado de (...) Educación Primaria, con el propósito de conocer la percepción que poseen del uso del patrimonio inmaterial para trabajar los conceptos asociados al desarrollo del pensamiento histórico. Los datos obtenidos apuntan a la existencia de una alta consideración del patrimonio inmaterial para trabajar el pensamiento histórico en la Educación Primaria. (shrink)

The current times call for reforms in educational processes. The Covid-19 pandemic had an unforeseen impact on the educational system in all countries. This need for change requires new pedagogies and new methods for teaching and learning. Understanding the need for change is essential for the formulation of adaptive proposals, as well as for the generation of training activities to complement the teaching curriculum. New educational practices lead to a vision of educational quality, with new approaches that allow the continuous (...) integration of knowledge and permanent interaction with the student. This paper presents an analysis of the new teaching methodologies in times of confinement due to the pandemic caused by Covid-19. Keywords: Teaching methodologies, educational system, learning process. References [1]É. Tremblay-Wragg, C. Raby, L. Ménard y I. Plante, «El uso de estrategias didácticas diversificadas por cuatro profesores universitarios: ¿qué contribución a la motivación de aprendizaje de sus alumnos?,» Docencia en educación superior, vol. 26, nº 21, 2021. [2]L. Czerniewicz, R. Mogliacci, S. Walji, A. Cliff, B. Swinnerton y N. Morris, «Enseñanza y aprendizaje académico en el nexo: desagregación, mercantilización y digitalización en la educación superior,» Teaching in Higher Education, vol. 26, nº 2021, p. 16, 2021. [3]S. Dogan y A. Adam, «Aumentar el efecto del desarrollo profesional en la instrucción efectiva a través de comunidades profesionales,» Docentes y docencia: teoría y práctica, vol. 26, nº 3-4, pp. 326-349, 2020. [4]I. M. Torres Salas, «La enseñanza tradicional de las ciencias versus las nuevas tendencias educativas,» Educare, vol. 14, nº 1, pp. 131-142, 2010. [5]B. Fabio, J. Antonio Palomino y J. González Henríquez, «Evaluación y contraste de los métodos de enseñanza tradicional y lúdico,» Revista de Educación física y deportes, vol. 13, nº 94, pp. 29-36, 2008. [6]Y. Benítez y C. Mora, «Enseñanza tradicional vs aprendizaje activo,» Revista Cubana de Física, vol. 27, nº 2A, pp. 175-179, 2010. [7]P. Morales Bueno y V. Landa Fitzgerald, «Aprendizaje basado en problemas,» Theoria, vol. 13, nº 1, pp. 145-157, 2004. [8]R. Gil-Galván, I. Martín-Espinosa y F. Gil-Galván, «University student perceptions of competences acquired through problem-based learning,» Educación XXI, vol. 24, nº 1, pp. 271-295, 2020. [9]E. Ortiz Cermeño, «El aprendizaje basado en problemas,» Perfiles Educativos, vol. 41, nº 164, pp. 208-213, 2019. [10]E. Araos-Baeriswyl, C. Moll-Manzur, Á. Paredes y J. Landeros, «Aprendizaje invertido: un enfoque pedagógico en tiempos de pandemia,» Rev. Atención Primaria, vol. 53, nº 1, p. 117, 2021. [11]V. León-Carrascosa, M. Belando-Montoro y S. Sánchez-Serrano, «Design and validation of a questionnaire to evaluate the service-learning methodology,» Rev.Estudios sobre educación, vol. 39, nº 1, pp. 247-266, 2020. [12]J. Collado-Ruano, M. Ojeda, M. Malo y D. Amino, «Educación, arte e interculturalidad: El cine documental como lenguaje comunicativo y tecnología innovadora para el aprendizaje de la metodología I + D + I,» Rev. Texto livre, vol. 13, nº 3, pp. 376-393, 2020. [13]P. M. Bueno y V. Landa Fitzgerald, «Aprendizaje basado en problemas,» Theoria, vol. 13, nº 1, pp. 145-157, 2004. [14]J. A. Martí, M. Heydrich, M. Rojas y A. Hernández, «Aprendizaje basado en proyectos: Una experiencia de innovación docente,» Universidad EAFIT, vol. 46, nº 158, pp. 11-21, 2010. [15]L. Rojas y N. M. Jaimes, «Canvas LMS y el trabajo colaborativo como metodología de aprendizaje en entornos virtuales,» de Congreso Ibérico de Sistemas y Tecnologías de la Información, CISTI, Bogotá, Colombia, 2020. [16]B. Bordel y P. Mareca, «Results and Trends in educational MOOCs in the engineering area with MIRIADAX platform. A case study,» de 15th Iberian Conference on Information Systems and Technologies, CISTI 2020; Seville; Sevilla, España, 2020. [17]K. Vermeir y G. Kelchtermans, «Innovative practice as interpretative negotiation.A case-study on the kamishibai in Kindergarten.,» Teachers and Teaching: Theory and Practice, vol. 26, nº 3-4, pp. 248-263, 2020. [18]B. Tucker, «The Flipped Classroom: Online instruction at home frees class time for learning,» Education Next, vol. 1, nº 1, pp. 82-84, 2012. [19]M. V. Ledo, N. R. Michelena, N. N. Cao, I. d. R. M. Suárez y M. N. Vialart Vidal, « Aula invertida, nueva estrategia didáctica,» Educación Médica Superior, vol. 30, nº 3, pp. 678-688, 2016. [20]Metodologías activas por medio de las TIC, [Online]. Available: https://www.campuseducacion.com/blog/recursos/articulos-campuseducacion metodologias-activas-por-medio-de-las-tic/?cn-reloaded=1. [Last access: February 14, 2021]. (shrink)

Chronic migraine is a difficult disease to diagnose, and its pathophysiology remains undefined. Its symptoms affect the quality of life and daily living tasks of the affected person, leading to momentary disability. This is a pilot, randomized, controlled, double-blind clinical trial study with female patients between 18 and 65 years old with chronic migraine. The patients underwent twelve mindfulness sessions paired with anodal transcranial direct-current stimulation over the left dorsolateral prefrontal cortex, with current intensity of 2 mA applied for 20 (...) min, three times a week for 4 weeks. In addition, 20 min of mindfulness home practices were performed by guided meditation audio files. A total of 30 participants were evaluated after the treatment, and these were subdivided into two groups—active tDCS and sham tDCS, both set to mindfulness practice. The FFMQ-BR, MIDAS, and HIT-6 questionnaires were used to evaluate the outcomes. After the treatment, the active mindfulness and tDCS group showed better results in all outcomes. The sham group also showed improvements, but with smaller effect sizes compared to the active group. The only significant difference in the intergroup analysis was the outcome evaluated by HIT-6 in the post treatment result. Our results provide the first therapeutic evidence of mindfulness practices associated with left DLPFC anodal tDCS with a consequent increase in the level of full attention and analgesic benefits in the clinical symptoms of patients with chronic migraine. (shrink)

We consider the concept of poverty from the asset-accumulation approach and propose an integrated framework, building upon existing theories, to describe how the interconnected factors of trust (or lack thereof) and social distance can reinforce poverty traps. Social distance is influenced by choice, while trust is the symptom that defines the strength of social ties on a group. We look at how an absence of trust influences how households make decisions about the use and accumulation of assets in ways that (...) could perpetuate poverty. Weak trust also affects how groups interact with each other in a society, creating “trust clusters” within homogeneous groups and antagonism across groups, which in turn affects aspirations and leads to an erosion of the basis of a social contract. For more effective and sustainable poverty reduction, we need to understand these linkages and address them systematically. (shrink)

Cooperative learning encourages the development of interpersonal skills and motivates students to participate more actively in the teaching and learning process. This study explores the impact of cooperative learning on the academic goals influencing university students’ behavior and leading to the attainment of a series of academic objectives. To this end, a quasi-experimental pretest-posttest control group design was used, with a sample of 509 university students from Preschool, Primary and Social Education undergraduate degree courses. Using the Academic Goals Questionnaire, pretest (...) and posttest measures were taken via self-reports to evaluate three types of academic goals: learning goals, social reinforcement goals and achievement goals. The results show that cooperative learning is an effective tool for encouraging university students to develop academic goals that motivate them to fully engage with the tasks they are set in order to acquire knowledge and skills. In addition, when students are asked to work as part of a team on an autonomous basis without the structure and supervision necessary to ensure a minimum standard of cooperation, they display a greater tendency toward social reinforcement goals than toward learning and achievement goals. These findings contribute new knowledge to the conceptual framework on cooperative learning. Goals may be considered one of the most important variables influencing students’ learning and the use of cooperative learning techniques in university classrooms creates the necessary conditions for encouraging students to develop goals oriented toward learning. (shrink)

With the rising poverty in the Philippines, Filipino farm workers in Agusan del Sur faced distinctive challenges in their homes and working environment. This study aimed to discuss Filipino farm workers’ lived experiences, challenges, and coping mechanisms. Filipino farm workers shared their experiences that tapped into their psychological aspects. Mainly, the problem was stress, worry, and frustration centered on poverty and educational attainment. Some farm workers were likely unaware of the main problem that prolonged their hardships. Still, most have managed (...) to fortify their mental health. This report indicates that most Filipino farm workers in Agusan del Sur have a healthy psychological well-being. However, this statement does not change the intensity of their struggle to survive. (shrink)

Este trabajo analiza, desde una perspectiva sociodemográfica, el comportamiento de la mortalidad adolescente en Argentina, más allá de las causas externas, en los trienios 2005-2007 y 2015-2017. Para ello, se calculan y analizan tasas de mortalidad por sexo, grupo de edad, causas seleccionadas y regiones geográficas, con base en datos de la Dirección de Estadística e Información de Salud de la Nación y del Instituto Nacional de Estadísticas y Censos. También se calculan el Coeficiente de Gini y los Años de (...) Esperanza de Vida Perdidos a nivel regional para profundizar el análisis de la dinámica espacial de la mortalidad. Los resultados muestran una reducción de la mortalidad adolescente para el conjunto de causas no externas. Sin embargo, se observan además: (a) mayores tasas de mortalidad masculina; (b) un aumento de la mortalidad en la población de 15 a 19 años de ambos sexos; (c) el predominio de los tumores como principal causa de muerte no externa; (d) un aumento de la mortalidad por enfermedades del sistema nervioso central, del aparato circulatorio, respiratorias y causas maternas, fundamentalmente entre los 15 y 19 años; y (e) la persistencia de diferencias interregionales, mayormente en detrimento del Noreste y del Noroeste. Estos resultados refuerzan la importancia de emprender medidas focalizadas en las particularidades de cada región y los factores que inciden en la ocurrencia de las muertes registradas. Todo ello en favor de procurar una atención más integral de la salud de la población adolescente, y lograr así sociedades más saludables y sostenibles a futuro. (shrink)

Ciencias sociales : saberes coloniales y eurocéntricos / Edgardo Lander / - Europa modernidad y eurocentrismo / Enrique Dussel / - La colonialidad a lo largo y a lo ancho : el hemisferio occidental en el horizonte colonial de la modernidad / Walter D. Mignolo / - Naturaleza del poscolonialismo : del eurocentrismo al globocentrismo / Fernando Coronil / - El lugar de la naturaleza y la naturaleza del lugar : ¿globalización o postdesarrollo? / Arturo Escobar / - Ciencias sociales, (...) violencia epistémica y el problema de la invención del otro / Santiago Castro-Gómez / - Superar la exclusión, conquistar la equidad : reformas, políticas y capacidades en el ámbito social / Alejandro Moreno / - Abrir, impensar, y redimesionar las ciencias sociales en América Latina y el Caribe. ¿Es posible una ciencia social no eurocéntrica en nuestra región? / Francisco López Segrera / - Colonialidad del poder, eurocentrismo y América Latina / Aníbal Quijano. (shrink)

This paper engages in a dialogue with José Medina’s work on epistemic activism, adding the notion of ‘aesth-ethic activism’ to highlight the role aesthetics play in epistemic forms of resistance. Drawing from María Lugones’s concept of ‘transgressive hearing’ and my work on ‘grammars of listening’, the paper proposes that ‘radical listening’, in dialogue with Medina’s ‘radical testimony’, requires not only rendering voices audible but subverting the very criteria that govern audibility. Aesthetic resistance is seen as essential for this task. Through (...) an analysis of the artwork Fósil Acústico by Colombian artists Santiago Reyes Villaveces and Daniel Villegas Vélez as ‘aesth-ethic activism’, the paper shows how art can create ‘epistemic frictions’ that challenge our sensibilities and open up liminal sites for complex communication across different epistemic systems. The installation, I show, calls for lingering in the ‘friction’ that makes meaning possible, while allowing sense to circulate in ways that resist signification. Ultimately, in dialogue with Medina and Lugones’s work, and inspired by Sylvia Wynter’s conception of aesthetics, the paper proposes rethinking the epistemic as grounded in the aesthetic and aesthetics as a deciphering practice of epistemic resistance that can make dominant codes of perception ‘consciously alterable’. (shrink)

Fidias López Valenzuela, Geógrafo de Profesión, al igual que muchos otros colegas en el desarrollo laboral, nos vemos enfrentados al concepto de Barrio. Innumerables han sido los intentos por llegar a un consenso sobre su definición, incluso visto por distintos profesionales como Arquitectos, Paisajistas y Geógrafos, entre otros; pero sin duda, a través de este Libro “Encantador era mi Barrio” se logra la esencia de lo que significa la palabra Barrio.El autor realiza una detallada descripción..

Reseña sobre o libro de López Vazquez: Domingo García-Sabell e a fenomenoloxía.

En el primer semestre de 2018 la Universidad Javeriana publicó el libro El terreno común de la escritura. Una historia de la producción filosófica en Colombia 1892-1910, del profesor Carlos Arturo López Jiménez, texto producto de su tesis doctoral en historia en la Universidad Libre de Berlín. El libro cuenta con un laudatorio pero crítico prólogo del filósofo colombiano Santiago Castro-Gómez, conocedor de estas discusiones.

Decae la subjetividad, se ha afirmado, pero, en tanto este en entredicho, es tambien tiempo de esta. Hablar de tiempo de subjetividad, como se propone aqui, es situarse en un territorio entrecruzado por muchos senderos. Desde el lugar escogido, lo que se divisa es una filigrana de rutas, una trama de caminos por recorrer, que pronto abandona su inicial apariencia de abanico de opciones entre las que escoger, para mostrar su autentica condicion de red teorica o atmosfera intelectual en cuyo (...) interior se encuentra atrapado el hombre contemporaneo. A lo largo del texto, esta percepcion mutara en convencimiento, modesto pero firme. El convencimiento de que, mas alla de criticas y dificultades, la categoria de subjetividad representa, como reza el titulo de la tercera parte, una dificultad necesaria, un ambito teorico fecundo a la hora de intentar arrojar algun tipo de luz sobre lo que nos ocurre. El origen del presente volumen se encuentra en los trabajos de investigacion que una parte de los colaboradores del mismo Antonio Aguilera, Fina Birules, Roman G. Cuartango, Santiago Lopez Petit y el compilador, Manuel Cruz viene desarrollando en el Departamento de Historia de la Filosofia de la Universidad de Barcelona. Ademas, Carlos Moya, Jose Luis Pardo, Nicolas Sanchez Dura, Antonio Valdecantos, Gerard Vilar y Antoni Vicens. (shrink)

Revision of the main intellectual referents of Ángel Álvarez de Miranda who was professor of History of Religions at the University of Madrid from 1954 until his death in 1957. A more detailed study is made of Mircea Eliade and Raffaele Pettazzoni, but also are revised Santiago Montero Díaz, Pedro Laín Entralgo, Marcelino Menéndez Pelayo, José Ortega y Gasset, Karl Kerenyi, Angelo Brelich, Xavier Zubiri, José Luis López Aranguren, Julio Caro Baroja, Wilhelm Schmidt and Gerardus van der Leeuw.

In this paper I carry out two tasks. First, I account for one of the distinctive uses of thought experiments in philosophy, namely, the fact that just a thought experiment is sufficient to confute a well-established theory. Secondly, I present three arguments to defend the claim that, at least in philosophy, we should remove thought experiments from our metaphilosophical toolkit. The central premise that motivates these arguments is the following: the very methodology of thought experiments permits to construct different scenarios (...) in which philosophical theories are refuted ad infinitum. (shrink)

Two main theories about metacognition are reviewed, each of which claims to provide a better explanation of this phenomenon, while discrediting the other theory as inappropriate. The paper claims that in order to do justice to the complex phenomenon of metacognition, we must distinguish two levels of this capacity—each having a different structure, a different content and a different function within the cognitive architecture. It will be shown that each of the reviewed theories has been trying to explain only one (...) of the two levels and that, consequently, the conflict between them can be dissolved. The paper characterizes the high-level as a rationalizing level where the subject uses concepts and theories to interpret her own behavior and the low-level as a controlling level where the subject exploits epistemic feelings to adjust her cognitive activities. Finally, the paper explores three kinds of interaction between the levels. (shrink)

Aquinas’s eudaimonism is normally interpreted as twofold in that it divides into the imperfect natural happiness of Aristotle and the perfect supernatural happiness of Augustine. I argue that Aquinas is logically committed to a third type of happiness that, in light of the standard view, renders his eudaimonism threefold. The paper begins with an overview of the standard twofold model of Aquinas’s eudaimonism; it then turns to the model’s logical problem whose solution requires the postulation of a third type of (...) happiness. In the second part of the paper, two clarificatory issues are addressed and several objections are considered. In closing, I explain why Aquinas’s commitment to a third type of happiness offers the Christian wayfarer grounds for a new optimism. (shrink)

Ante la realidad que circunda, son muchas las voces que denuncian una ruptura entre el espíritu humano y el desarrollo de la cultura. Es inevitable pensar que en la universidad y en la academia pareciese estar presente dicha separación. La universidad y su identidad de lugar para el encuentro y la búsqueda de la verdad humana está siendo asaltada por aquel esquema de empresa al servicio del liberalismo capitalista que denuncia Nussbaum (2010 38), a propósito del informe de la comisión (...) sobre el futuro de la educación superior en Estados Unidos, que le da a la educación la misión de moldear el desarrollo nacional, en términos de crecimiento económico. Los múltiples debates que se han instaurado deben causar una actitud de resistencia a un modelo que instrumentaliza lo que ha defendido la universidad como espacio del sentido y dejan claro una vocación empresarial en la educación superior que la ha convertido en un nodo productivo que ocupa un lugar importante en el crecimiento económico. (shrink)