La ciudadanía y lo político. Ciudadanía y crisis de la democracia liberal en un mundo en transformación es un texto provocador, que desafía directamente a las esferas de poder económico, político y social en el marco de la corrupción. Deja al descubierto las entrañas cancerígenas de una política enferma de poder, donde priman los intereses particulares o políticos sobre los intereses del pueblo. El libro es una lanza que atraviesa las profundidades que erosionan nuestra sociedad, realizando así un análisis riguroso (...) desde distintas aristas, que tienen un elemento común: la corrupción política. A lo largo de las páginas se ofrece un enorme panorama sobre el papel de la ciudadanía dentro de la sociedad, que reclama a gritos una revolución desalienante frente a la cleptoestructura. Es así como, el papel de la ciudadanía es el centro de la reflexión analítica que nos presenta Joan Lara Amat y León. (shrink)

Una pandemia ha golpeado a millones de familias en el mundo. Este problema global parecía que cuestionaba todas nuestras formas de vida. No obstante, los malos hábitos y las viejas estructuras corruptas comenzaron a aprovecharse de esta situación. Y la corrupción volvió a la escena, en la sobrevaloración de medicamentos o equipos médicos, en la mala repartición de víveres o de dinero, en el cobro de dinero por ingreso a una unidad de cuidado intensivo, aprovecharse de su posición política para (...) vacunarse antes, etc. ¿Se ha normalizado la corrupción en la vida nacional? (shrink)

El presente artículo es el resultado de un proceso de investigación originado en la Maestría en Publicidad de la UTL, en la línea de Semiótica Publicitaria, dirigida por el profesor Vladimir Sánchez, quien en su seminario, ha venido construyendo un equipo de trabajo con los maestrantes en torno a la aplicabilidad de algunos de los postulados de la pragmática de Charles Sanders Peirce al campo publicitario. Los maestrantes Jairo Sojo y Juan José Arango, adelantaron algunas hipótesis sobre el trabajo (...) del profesor Sánchez, y, gracias a ello, se propuso a la UJTL y a la Universidad Santo Tomás, un proyecto interinstitucional de investigación titulado “Semiótica, planeación y estrategia publicitaria y de diseño. Proyecciones del Pragmatismo a la comunicación contemporánea”. En el marco de la investigación anteriormente mencionada, surge el artículo que aquí se presenta, como un primer planteamiento de las hipótesis de investigación que dan origen a dicho proceso y que pueden esbozarse en tres grandes aspectos. El primero, unas consideraciones generales sobre el pragmatismo desde una perspectiva publicitaria con énfais en la regla de cualificación planteada por Peirce en 1903. El segundo, la propuesta de un modelo de análisis de piezas publicitarias desde la operacionilización de la regla de cualificación. El tercero una modelación para la planeación de estrategias publicitarias a través de la regla de cualificación aplicada al cruce de los interpretantes ontológicos y los interpretantes modales. (shrink)

ABSTRACTThe social content of affective stimuli has been proposed as having an influence on cognitive processing and behaviour. This research was aimed, therefore, at studying whether automatic exogenous attention demanded by affective pictures was related to their social value. We hypothesised that affective social pictures would capture attention to a greater extent than non-social affective stimuli. For this purpose, we recorded event-related potentials in a sample of 24 participants engaged in a digit categorisation task. Distracters were affective pictures varying in (...) social content, in addition to affective valence and arousal, which appeared in the background during the task. Our data revealed that pictures depicting high social content captured greater automatic attention than other pictures, as reflected by the greater amplitude and shorter latency of anterior P2, and anterior and posterior N2 components of the ERPs. In addition, social content also provoked greater allocation of processing resour... (shrink)

Desde una perspectiva sociocrítica, este artículo aborda la relación entre literatura, historia y sociedad con el interés de realizar un acercamiento al fenómeno del sicariato en Colombia a partir de la novela La virgen de los sicarios de Fernando Vallejo. Para ello, se realizan tres grandes acápites. Primero, una perspectiva general del fenómeno conocido como “La violencia” en Colombia; segundo, una explicación breve del concepto de sociocrítica como método de estudio; y, tercero, un análisis de la novela.

In a fluent, clear, and lively style this translation by two of Maslov's junior colleagues brings the work of the late Soviet scientist S. Yu. Maslov to a wider audience. Maslov was considered by his peers to be a man of genius who was making fundamental contributions in the fields of automatic theorem proving and computational logic. He published little, and those few papers were regarded as notoriously difficult. This book, however, was written for a broad audience of readers (...) and describes elegant examples of applications in such fields as computer science, artificial intelligence, operations research, economic modeling, and biological modeling, among others. The book also brings to light the work by the American mathematician E. L. Post, which inspired Maslov's own work in the development of a general theory and which has been long neglected by mathematicial logicians and systems theorists in the United States. The book's first chapter introduces the Rules of the Game. Part I, Mathematics of Calculi, covers E. L. Post's canonical systems, deductive systems and algorithms, and probabilistic calculi and deductive information. Part II, Horizonal Modeling, takes up a "toy" economy, the calculi of technological possibilities, and the development of rules. Part III, Vertical Modeling, deals with the topics of "to fight and to search" and the consequences of the asymmetry of cognitive mechanisms. Vladimir Lifschitz is affiliated with the Department of Computer Science at Stanford University, and Michael Gelfond with the Department of Electrical Engineering and Computer Science at the University of Texas, El Paso. Theory of Deductive Systems and Its Applicationsis included in the Foundation of Computing Series, edited by Michael Garey. (shrink)

The question of whether the entrepreneur is born or made, forces us to respond that the entrepreneurial culture clearly breaks with the myth that entrepreneurs are born. Currently, it is considered that entrepreneurial skills can be acquired like any other discipline and that is why it should be taught. Their teaching and learning are key to the well-being of the teacher and to the positive achievement of the students. The entrepreneurial culture is an educational objective of developed societies and has (...) its origin in the business culture. There are two current models, American and European. The one that develops in the Extremadura region, based on the European model, tries to create a vital state in the participating students that enhances competences such as creativity, personal initiative or self-confidence, elements that try to generate a true motivation to undertake. The motivated, accomplished and positive teacher contributes to that achievement and achieving it favors the well-being of teachers. It’s a round trip. It is a “do ut des.” In our research, we evaluated four entrepreneurial culture programs in the classroom: “Junioremprende,” “Teenemprende,” “Experemprende,” and “Youthemprende.” The teachers involved in the programs are 356, and the valid questionnaires are 154. The students enrolled in the programs are 4800, and the questionnaires valid 1198. In the questionnaire, one of the key questions is “general teacher satisfaction,” with 17 common questions for all the programs. An essential question posed is: “I am satisfied with the achievements obtained by my students to participate in the program” The results of our research, according to a seven-point Likert scale, gives a very high degree of teachers’ satisfaction. Their satisfaction was centered on the perception of their teachings are conducive to the achievement of his students. The degree of teacher satisfaction for each of the programs and significantly means differences were found with Junior program resulted the more satisfied for teachers. For students, participation in the programs resulted in high development of entrepreneurial competencies. Similarly to teachers results, Junior program was found more significant in developing students’ entrepreneurial competencies indicating that entrepreneurial education is very appropriate for children. Findings of this study suggest that entrepreneurial education should be encouraged for students at every stage of education. (shrink)

Bento Prado Júnior (1937-2007) foi um dos mais importantes nomes da filosofia feita no Brasil. AUtor de poucos livros mas de vasta produção ensaística, desenvolveu uma ampla reflexão sobre a figura contemporânea do sujeito, e sua originalidade sempre foi reconhecida por seus pares. EM seus últimos anos, o filósofo se dedicava à elaboração de uma trilogia da qual este livro seria o primeiro volume. ELa versaria sobre as relações entre teoria do sujeito (Ipseitas), teoria da ação (Actio) e teoria estética (...) (Contemplatio). INfelizmente, apenas o primeiro volume foi deixado em estado de manuscrito, não havendo indicações sobre os demais. O Leitor verá neste livro incompleto, editado e organizado por Vladimir Safatle, o movimento vivo de uma experiência de pensamento em plena operação. TOda sua escrita é marcada pela emergência de articulações surpreendentes e problemas transversais que indicam uma capacidade incomum de reconstruir questões e tensionar nossos conceitos hegemônicos de razão. PRova maior da maturidade da filosofia feita entre nós. (shrink)

This paper examines the connection between lies, deception, and self-deception. Understanding this connection is important because the consensus is that you cannot deceive yourself by lying since you cannot make yourself believe as true a proposition you already believe is false – and, as a liar, you must assert a proposition you believe is false. My solution involves refining our analysis of lying: people can lie by asserting what they confidently believe is true. Thus, self-deceivers need not replace one belief (...) with another; rather, they may just increase existing credence in a proposition they already believe is true. (shrink)

This article seeks to clarify the concept of progress in philosophy. It treats progress as a kind of development. But not every development is a progress. When we talk about progress, what really matters is the direction of development. In some cases it is relatively easy to reach agreement about this direction. But not in the case of philosophy, if we abstract it from the obvious and the trivial, like the number of books on philosophy. As a result, the article (...) concludes that there cannot be progress in philosophy. Instead we see a continual multiplication of interpretations. (shrink)

This is a charming and insightful contribution to an understanding of the "Science Wars" between postmodernist humanism and science, driving toward a resolution of the mutual misunderstanding that has driven the controversy. It traces the root of postmodern theory to a debate on the foundations of mathematics early in the 20th century, then compares developments in mathematics to what took place in the arts and humanities, discussing issues as diverse as literary theory, arts, and artificial intelligence. This is a straightforward, (...) easily understood presentation of what can be difficult theoretical concepts It demonstrates that a pattern of misreading mathematics can be seen both on the part of science and on the part of postmodern thinking. This is a humorous, playful yet deeply serious look at the intellectual foundations of mathematics for those in the humanities and the perfect critical introduction to the bases of modernism and postmodernism for those in the sciences. (shrink)

Deceptionism about lying is the view that all lies are intended to deceive. This view sits uneasily with some cases that seem to involve lies not intended to deceive. We call these lies bald-faced because the liar lies while believing that the hearer knows that they are lying. The most recent deceptionist argument put forward by Rudnicki and Odrowąż-Sypniewska (this journal) defends the view that all genuine bald-faced lies are intended to deceive some of their hearers. I argue that this (...) argument is interesting but problematic: its premises do not support the view that all bald-faced lies are intended to deceive but rather only that some people who bald-faced lie to institutions or large audiences intend to deceive someone. Also, genuine bald-faced lies addressed at institutions are intended to (non-deceptively) manipulate institutions rather than deceive anyone. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Elephants Teach: Creative Writing Since 1880Robert GrudinThe Elephants Teach: Creative Writing Since 1880, by D. G. Myers; 224 pp. Englewood Cliffs, New Jersey: Prentice Hall, 1996, $30.40 paper.D. G. Myers opens his history of creating writing instruction in America with an anecdote: When Vladimir Nabokov was proposed for a chair in literature at Harvard, Roman Jakobson objected. “What’s next?” he said. “Shall we appoint [End Page (...) 529] elephants to teach zoology?” This question not only provides Myers’s book with its title but also suggests a major issue of literary pedagogy: is the teaching of literature the province of philologists and theorists who interpret books, or is it the province of authors who write them? Jakobson the philologist implies that writers, who just produce the stuff, lack knowledge of interpretive method and thus have little business in the classroom. Others—writers and teachers alike—have thought differently and have over the past century fostered the growth of creative writing at American colleges and high schools.The Elephants Teach is a comprehensive and coherent effort to deal with a ponderous mass of history and discourse: the development of writing curricula since 1880 and the ongoing professional dialogue about the proper relationship between writing and teaching. The first four of his seven chapters deal with roots and preliminaries: the rise of literature instruction as philology after the Civil War, the inception of English composition at Harvard (championed by Adams Sherman Hill, Barrett Wendell, Dean Le Baron Briggs, and Charles Townsend Copeland), and the professional, cultural, and financial forces drawing writers to campuses in the early twentieth century. These chapters establish three major forces leading to the rise of the creative writing curriculum: the consensus that writing experience is of value to the individual and society, the reiterated conviction that literary instruction should consider the perspective of the writer, and the broad recognition by “serious” writers, who had little or no access to the mass market, that they could agreeably support themselves in the classroom. These forces would lead to what Myers correctly sees as a massive compromise: a complex of writing programs simultaneously satisfying students’ needs and allowing thousands of writers to pursue, if only by fits and starts, their professional calling.Myers then serves up the main course: a three-chapter narrative, stretching from the 1920s down to the present, of the history of creative writing as a so-named and self-conscious institution in American education. The opening of this section is not only informative but characteristic of the overall lucidity of Myers’s style: “Creative writing was first taught under its own name in the 1920s. It began in junior high school where it was originally conducted as an experiment to replace traditional English—grammar, spelling, penmanship, even literature classes—with something more appealing to young people. As such it was part of a broader movement to reform American education in the first half of the twentieth century. The cry was that subjects should not be taught, students should; the reform movement called itself progressive education. Creative writing was invented to transport progressive methods and materials into a junior-high-school English classroom. The man who invented it was a progressive educator—once well known, now largely forgotten—named Hughes Mearns” (p. 101). William Hughes Mearns (1875–1965) was himself a disciple of John Dewey, whose ideas formed the basis for progressive education in general. Adapting the Deweyan concept of learning as a spur to personal [End Page 530] development, Mearns saw writing “as the efficient cause of an education in which the final cause was personal growth” (pp. 104–11).After Mearns, Myers considers a somewhat more familiar chapter in history: the appearance of creative writing as a self-contained discipline on the college campus. Credit for the original initiative goes to Norman Foerster (1887–1972), who in 1930 took over the newly-founded School of Letters at the University of Iowa. A follower of Irving Babbitt and the “new humanism,” Foerster set out (in his own words) “to give all types of literary students a rigorous and appropriate discipline” (p. 126). Foerster’s “discipline” was a varied curriculum including... (shrink)

The problem of commensurability/incommensurability of different cultural codes is a key problem of modern civilizational development. This is the problem of the search for communicative unity in the world of cultural and biological diversity, which has to be protected, and the search for the cohesion of different Umwelten, of semiotically-defined artificial and natural environments, of ecological and cognitive niches, taking into account that each of them has their own identity and uniqueness. The purpose of the article is to draw attention (...) to the fact that the question of the so-called incommensurability of different conceptual schemes, paradigms, language consciousnesses is widely discussed not only in cross-cultural studies and philosophical problems of translation but also in connection with the problems of incommensurability between the language of classical physics and the language of relativistic quantum physics. Attention is drawn to the problem of the incommensurability and correlation of different languages that are used in debates about the foundations of quantum mechanics, its interpretation, comprehension and ontology. Two approaches stand out in this debate. The first approach is based on the language of the formed being, on the language of things localized in time and on the logic of Aristotle. The second approach is based on the language of the becoming, process and nonlocality, on the search for various processual-oriented temporal logics. In this regard, we discuss the processual approach to understanding quantum mechanics, proposed in the philosophical and physical works of D. Bohm. The authors argue that the experience of constructive understanding of the metaproblems of the interpretation of quantum mechanics, the critical reception of the legacy of such philosophers of the process as Peirce, Bergson and Whitehead, the deep reflection on the problems of commensurability/ incommensurability of linguistic consciousnesses of different cultures – will eventually create a common synergetic-interdisciplinary space of cooperation for the solutions of the above-mentioned issues. (shrink)

The article offers a comparative analysis of the uses of set theory in Castoriadis's "The Imaginary Institution of Society" and Badiou's "Being and Event".

This paper examines Gadamer's and Davidson's dialogical models of interpretation. It shows them to be comparable, but importantly dissimilar with respect to the kind of agreement they require for communication to be possible. It is argued that this difference entails different concepts of alterity: they model not only how we talk, but implicitly who we can intelligibly talk to. Another important contribution of this paper is to uncover a distinction in Gadamer between two kinds of agreement missed so far by (...) all commentators. The final section of this paper defends a second thesis, namely that the degree of agreement required by the models is proportional to the conceptual difference it can make intelligible. Hence, the extent of graspable cultural difference is not only an empirical matter, but is entailed by our choice of model. (shrink)

The Cell Cycle Ontology (CCO) has the aim to provide a ‘one stop shop’ for scientists interested in the biology of the cell cycle that would like to ask questions from a molecular and/or systems pe...

In lieu of an abstract, here is a brief excerpt of the content:Are We There Yet?A Narrative of Firsthand Interpreter Experiences in the Medical Field and Insights to Aid Language Access ComplianceHilda Sanchez-HerreraMy Spanish interpreting journey began in 2008. In those days, very little training was available, and online studies were very new and rare. Early trainings involved out-of-town interpreter and translation conferences, reading the recently released Culturally and Linguistically Appropriate Services (CLAS) standards documents, and participating in the diversity (...) events at the hospital and in the community. Eventually, I did three different medical interpreter training programs, each teaching me something new and improving my skills. The first few years opened my eyes to what it meant for one to be trained, qualified, and certified. It has been a marvelous learning experience.Now, with sixteen years of experience and the vastness and richness of being an interpreter in various settings, I continue to learn to be flexible, patient, and courageous. I've also learned to be a teacher because clinical staff have one perspective of what interpreting is, and we have another. I've learned to be courageous because the field of Language Access is very demanding and involves encountering a lot of biases and judgmental perspectives. Language Access champions advocate throughout the nation so that those who are working in this field will have better working conditions. Collaborations started in the community, extending into social services, legal, and beyond.Interpreting sessions that had the most impact are many, but a few stand out, including a patient I assisted who had presumed Locked-In Syndrome and a domestic abuse female at a maternal-fetal appointment. I have had to explain to a family what it means to be brain dead and have interpreted for numerous palliative care sessions.The presumed Locked-In syndrome patient was quite the experience. I had recently started working on the floor at the hospital and was making my rounds to Spanish-speaking inpatients. One morning, I arrived just as the physician team was making their rounds. I listened to the briefing: a 42-year-old female had suffered a stroke. She could not speak and could not use her extremities. The team had done what they could and reached the conclusion that she was "locked-in" because she was aware but their neurological exams were inconclusive. I asked if they had used the video or phone interpreting services and they said yes but it was not fruitful. I offered to rule out a language barrier. They agreed.It was then that the patient began making great progress in her recovery. The team was amazed at the patient's reaction. She cried when she heard her language spoken. We established communication via a board and eye signals. Speech therapy came and they were able to assess her ability to speak and swallow. While she remained approximately 6 months in the hospital, it was not until the last two [End Page 154] months that she made great strides, and it was all due to language access. Eventually, she was transferred to another healthcare facility closer to home. I was overjoyed and wondered why they had not had this success earlier. It was later determined that the connections were not good, and the interpreter could not "see" what the patient was doing.The domestic violence female was an emotional one for me. I was scheduled to assist at two of her appointments that morning: one at maternal fetal and the other at ENT. Upon arrival, I greeted her and noticed her eyes were watery and her face seemed a little swollen, but I did not want to make her feel embarrassed, so I remained quiet. I accompanied her to the ENT appointment first. The doctor asked her questions, and she seemed nervous. Still no intervention. We finished and went to the maternal-fetal appointment. On the way to the office, I asked if she was ok. She began to cry and said in a soft tone, looking around, that her partner had hit her on the way to the clinic.I was shocked! I knew that permission was needed to share this information with the providers and that her safety was critical. She thought... (shrink)

Understanding has usually been seen as a method of hermeneutics. Until recently, philosophers of science paid little attention to the topic of scientific understanding because they came to the conclusion that understanding can be nothing more than a psychological by-product of scientific activity. However, many scientists believed that understanding was an important aim of science. The article states that understanding is a universal cognitive phenomenon applicable to the knowledge of not only cultural and historical phenomena, but also natural objects and (...) processes. Understanding does not oppose explanation; some types of the latter produce scientific understanding. In the course of criticism of the standard model of scientific explanation, the first concepts of “scientific understanding” arose – unifying and causal-mechanistic. A pragmatic approach to scientific understanding is also considered, linking it to the cognitive skills of a scientist or a group of scientists. (shrink)

The article draws a conceptual distinction the (French) structuralism of the 50’s–60’s and the post-structuralism of the 70’s, which are discussed as overlapping in their intellectual paths; their mutual dynamics is defined as a reaction of the intelligence to the pressure of depersonalized unified schemes within the logic of structuralism against free improvisation and loose interpretation instead of total explanations in the post-structuralism interpretation. The article establishes a conceptual identity of the paradoxical nature between post-structuralism (and deconstructionism, which is homogeneous (...) and identical thereto in a number of aspects), on the one hand, and constructionism with its specific process of language dismantling – social/ideological languages, social group dialects, on the other hand, which naturally leads the authors to the analysis of the paradoxicality principles, defined by post-structuralism (five principles of paradoxicality of Gilles Deleuze – paradox of regress, paradox of sterile reiteration, paradox of neutrality, paradox of absurd, paradox of Levi-Strauss); poststructuralists’ paralogisms are examined through paradoxical denotation; the late Roland Barthes’ phenomenon of paradoxicality, becoming a plot-forming principle of narration, is analyzed. Poststructuralism is conceptualized in the article as the first decisive step of post-modernism; the affinity of post-structuralist and postmodernist commitment to parody, game and irony is stated; the theory of language games in post-modern interpretation is explored; one of those games – a game of carnival – is explored within the diachronic retrospective; the affinity of parody and carnival tradition of post-structuralism and post-modernism to the romantic irony of the XIXth century and its inconsistency with the popular culture of laugh is established. The genesis of poststructuralism and post-modernism is connected with the ideological restart of the Western society before the “very end” of the Resistance ideas and the disappointment of the left European intellectuals in the “great legends” and illusions of Marxism. The blurred concepts of relativism are connected with the mutual disproportion of different layers of historical experience. (shrink)

Mindfulness-based interventions have proved effective in reducing various clinical symptoms and in improving general mental health and well-being. The investigation of the mechanisms of therapeutic change needs methods for assessment of mindfulness. Existing self-report measures have, however, been strongly criticized on various grounds, including distortion of the original concept, response bias, and other. We propose a psychophysiological method for the assessment of the mindfulness learned through time-limited mindfulness-based therapy by people who undergo meditation training for the first time. We use (...) the individual pre-post-therapy changes (dERPi) in the event-related brain potentials (ERPs) recorded in a passive meditation task as a measure of increased mindfulness. dERPi is computed through multivariate assessment of individual participant's ERPs. We tested the proposed method in a group of about 70 recurrently depressed participants, randomly assigned in 1.7:1 ratio to mindfulness-based cognitive therapy (MBCT) or cognitive therapy (CT). The therapy outcome was measured by the long-term change (dDS) relative to baseline in the depression symptoms (DS) assessed weekly, for 60 weeks, by an online self-report questionnaire. We found a strong, highly significant, negative correlation (r = -0.55) between dERPi (mean = 0.4) and dDS (mean = -0.7) in the MBCT group. Compared to this result, the relationship between dDS and the other (self-report) measures of mindfulness we used was substantially weaker and not significant. So was also the relationship between dERPi and dDS in the CT group. The interpretation of dERPi as a measure of increased mindfulness was further supported by positive correlations between dERPi and the other measures of mindfulness. In this study, we also replicated a previous result, namely, the increase (dLCNV) of the late contingent negative variation (LCNV) of the ERP in the MBCT group, but not in the control group (in this case, CT). We interpreted dLCNV as a measure of increased meditative concentration. The relationship between dLCNV and dDS was, however, very week, which suggests that concentration might be relatively unimportant for the therapeutic effect of mindfulness. The proposed psychophysiological method could become an important component of a "mindfulness test battery" together with self-report questionnaires and other newly developed instruments. (shrink)

: El estudio de la percepción y significación de la variable tiempo por parte del profesorado ha sido un aporte en la comprensión de diversos fenómenos educativos. El objetivo de esta investigación cualitativa fue describir e interpretar las teorías subjetivas de docentes sobre el tiempo de enseñanza priorizada en el contexto de pandemia. Se realizaron entrevistas episódicas grupales a 11 profesores de establecimientos escolares de la Región de Coquimbo (Chile). Los datos fueron analizados utilizando procedimientos de la teoría fundamentada, lo (...) que permitió elaborar dos modelos axiales sobre el tiempo de enseñanza priorizada. Los resultados reconstruyeron diversas implicancias de la experiencia profesional en la percepción del tiempo psicológico del profesorado cuando éste gestiona la enseñanza priorizada. Asimismo, las teorías subjetivas de profesores(as) pertenecientes a los diversos grupos socioeconómicos estudiados, variaron en sus explicaciones sobre sus elecciones pedagógicas previo y durante el tiempo de clases remotas virtuales. Se concluyó que una mayor experiencia profesional y la orientación. (shrink)

In the polemic with T.D. Sokolova’s article the issue is discussed addressing the question whether there is anything new that we can get from the methodology of interdisciplinarity and trans-disciplinarity for determination of scientific rationality and scientific progress. The solution of this question is connected with the intensions of a historical and social-cultural epistemologies. These intentions consist in a complex or “multidimensional” approach to the creation of conceptual designs that define the application of these concepts. None of the "measurements” (methodological, (...) psychological, social, etc.) provides them with a universal definition, but a “stereometric” image “restored” from them is capable to approximate to real use of these concepts of an epistemology and philosophy of science. It is necessary to remember that progress in science in one dimension can be regression in another just as the scientific rationality in a sociological dimension can be in no correspondence with the interpretation of rationality given to it by a certain methodological conception. Philosophy of science must avoid a dogmatic universalization of the criteria of rationality as well as the extremes of of relativism in this question. (shrink)

We generalize, on higher projective levels, a construction of “incompatible” generic Δ1 3 real singletons given by Jensen and Johnsbråten.

Benevolenski and Kortunov discuss the array of moral, ethnic, and nationalistic questions emerging after the disintegration of the Soviet Union. They suggest that the cause for the collapse was not poor economic performance, but a moral bankruptcy the people could no longer endure.

In this long excerpt, Bibler argues that, in Hegel’s logic, thinking devours the object—the Absolute is achieved—and therefore thinking itself disappears. Yet thinking necessarily involves being, e...

В трактате рассмотрены историко-философские аспекты современных любовных романов в стихах, написанных в русле эниологической поэзии. Для специалистов.

The special properties of the Y chromosome stem form the fact that it is a non‐recombining degenerate derivative of the X chromosome. The absence of homologous recombination between the X and the Y chromosome leads to gradual degeneration of various Y chromosome genes on an evolutionary timescale. The absence of recombination, however, also favors the accumulation of transposable elements on the Y chromosome during its evolution, as seen with both Drosophila and mammalian Y chromosomes. Alongside these processes, the acquisition and (...) amplification of autosomal male benefit genes occur. This review will focus on recent studies that reveal the autosome‐acquired genes on the Y chromosome of both Drosophila and humans. The evolution of the acquired and amplified genes on the Y chromosome is also discussed. Molecular and comparative analyses of Y‐linked repeats in the Drosophila melanogaster genome demonstrate that there was a period of their degeneration followed by a period of their integration into RNAi silencing, which was beneficial for male fertility. Finally, the function of non‐coding RNA produced by amplified Y chromosome genetic elements will be discussed. BioEssays 27:1256–1262, 2005. © 2005 Wiley Periodicals, Inc. (shrink)

[Břetislav Fajkus: Contemporary Philosophy and ScientificMethodology.].

. [Evolutionary ontology or the Myth of nature. and relic anthropocentrism II].