The study examines the perception that students have of an establishment in the commune of Osorno, about the formation processes and the interpersonal relationships that exist in their school development. The sample is made up of 157 high school students. To achieve the purposes, a survey-type instrument is designed and validated, containing alternatives. The results show that the students consider that their learning process has been positive. They report that the tasks are excessive and the subjects difficult, but they indicate (...) that their teachers know how to explain the same content differently, they are patient, they motivate them to learn. They report that in school they learn and that teachers propose interesting topics in the classes. (shrink)

Open Education opens up learning opportunities to, potentially, every person in the world. Additionally, it allows teachers, researchers, and practitioners to find, share, reuse, and improve existing resources under a dependable legal framework. Aiming to spread and foster the introduction of open policies in Higher Education institutions, the gamified interactive learning experience Catch the Open! was developed. Catch the Open! targets HE educators who wish to learn, or who wish to deepen their existing knowledge, about OE and Open Educational Practices. (...) Within the gamified learning experience, the user becomes an educator, Alex, the game character, who receives a task from the Rector: to investigate how to best include OE and OEP in teaching and learning practice within the institution. Alex proceeds to explore and gather information in a web-based 2D virtual HE institution where students, colleagues, and guest researchers will help her to develop a comprehensive understanding of OE and the practical application of OEP. The educational content within Catch the Open! is underpinned by an OE competences framework for HE educators, developed in a previous phase of the Erasmus+ OpenGame project. In this paper, the design process to link pedagogical and technological approaches, which results in the Catch the Open! gamified web-based interactive application, is presented as well as the application itself. Moreover, two phases of piloting with 153 HE educators from six different HE institutions are presented. The obtained findings showed that the gamified environment helped in learning about OE. On the other hand, learners also suggested several improvement aspects of the gamified environment, such as the length of finishing a learning mission while playing. (shrink)

The design, implementation, and outcome of game-based learning for learners with disabilities have not been sufficiently examined systematically. Particularly, learner-based and contextual factors, as well as the essential roles played by various stakeholders, have not been addressed when game-based learning applications are used in special education. Therefore, a systematic literature review using the Activity Theory was conducted to analyse studies about game-based learning for learners with disabilities. Content analysis of 96 studies reported relevant information with respect to each activity component— (...) subject, technology, object, rules, community, division of labour and outcome. Furthermore, this study identified existing gaps from the reviewed studies, including occasional lack of parental engagement, difficulty of standardising performance measures due to the heterogeneity of learner profiles and contradictions. Finally, recommendations were made under each activity component. The study concluded that both general and domain-specific guidelines should be created for each disability category proposed in this review to assist practitioners who wish to use game-based learning with learners with disabilities. (shrink)

Sporadic efforts have been made to introduce computational thinking methods into K-12 education in Palestine, but these have been held back by the challenging educational environment. However, a recent in-service training initiative, funded and organized by the Ministry or Education of Palestine, constitutes a significant effort to embed computational thinking in K-12 practice. The middle school teachers who participated in the training course were invited to participate in the present study, and 38 did so. A qualitative approach involving both interviews (...) with teachers and classroom observations was used in data collection. All the teachers agreed to be observed in their classrooms, while 20 of the 38 also agreed to participate in the interviews. The findings showed that teachers of a range of topics, including social sciences and languages, employed computational thinking skills in teaching their students, but they were confronted by a number of challenges, including technical infrastructure and support, and a lack of time to prepare CT classes and space in the curriculum to deliver them. The results indicate that the most appropriate action to support teachers’ delivery of CT would be to provide peer exchanges and expert coaching in the integration of CT in the curriculum. (shrink)

El propósito del artículo es el de determinar, en la reflexión de Augusto Del Noce, la significación que ha tenido el deno-minado personalismo en el pen-samiento filosófico en general, y en el campo de la teología cató-lica, en particular. La primera parte del escrito se ocupa del ideario del mentor del personalismo, Jules Lequier. En esta instancia, se pre-cisa no sólo que el personalismo ha sido configurado en torno a la oposición libertad-necesidad, sino que, a partir de esta dialéctica opo-sitiva, (...) el pensamiento del filósofo francés se ve obligado a constreñir la noción de libertad a una libertas minor. En un segundo momento, el trabajo establece la continuidad de la concepción personalista de Lequier, concretamente en el per-sonalismo actual de Juan Manuel Burgos. (shrink)

In Umberto Eco’s classic novel The Name of the Rose, we are introduced to a decidedly Platonic fear of laughter. According to the blind librarian Jorge de Burgos, “[l]aughter is weakness, corruption, the foolishness of our flesh. It is the peasant’s entertainment, the drunkard’s license;... laughter remains base, a defense for the simple, a mystery desecrated for the plebeians.”1 Laughter could not accompany insight or clarity or revelation. By destroying the last known copy of the second part of Aristotle’s (...) Poetics, which delves into comedy after the already-familiar investigation of tragedy, de Burgos hopes to undermine any argument that claims to find significance in comic content. Indeed, the central plot of... (shrink)

In this book by the award-winning author of Just Healthcare, Norman Daniels develops a comprehensive theory of justice for health that answers three key questions: what is the special moral importance of health? When are health inequalities unjust? How can we meet health needs fairly when we cannot meet them all? Daniels' theory has implications for national and global health policy: can we meet health needs fairly in ageing societies? Or protect health in the workplace while respecting individual liberty? Or (...) meet professional obligations and obligations of justice without conflict? When is an effort to reduce health disparities, or to set priorities in realising a human right to health, fair? What do richer, healthier societies owe poorer, sicker societies? Just Health: Meeting Health Needs Fairly explores the many ways that social justice is good for the health of populations in developed and developing countries. (shrink)

Is it possible ontologically to think about education? Can the ontological category of “being” allow us to think of an educational human being? How can the ontological category of “being there” contextualize the educational reality in Latin America? These questions will guide an ontological reflection based on Latin-American philosophical categories “being” and “being there” for thinking about education. This reflection will propose an ontological presence of the symbol from the analogy and the educational experience, as a reality that opens to (...) new experiences in teaching and learning. (shrink)

It is common to hear talk of the aim of belief and to find philosophers appealing to that aim for numerous explanatory purposes. What belief 's aim explains depends, of course, on what that aim is. Many hold that it is somehow related to truth, but there are various ways in which one might specify belief 's aim using the notion of truth. In this article, by considering whether they can account for belief 's standard of correctness and the epistemic (...) norms governing belief, I argue against certain prominent specifications of belief 's aim given in terms of truth, and advance a neglected alternative. (shrink)

The _Physics_ is a foundational work of western philosophy, and the crucial one for understanding Aristotle's views on matter, form, essence, causation, movement, space, and time. This richly annotated, scrupulously accurate, and consistent translation makes it available to a contemporary English reader as no other does—in part because it fits together seamlessly with other closely associated works in the New Hackett Aristotle series, such as the _Metaphysics_, _De Anima_, and forthcoming _De Caelo_ and _On Coming to Be and Passing Away_. (...) Eventually the series will include all of Aristotle's works. Sequentially numbered endnotes provide the information most needed at each juncture, while a detailed Index of Terms indicates places where focused discussion of key notions occurs. An illuminating general Introduction describes the book that lies ahead, explaining what sort of work it is and what sorts of evidence it relies on. (shrink)

A pioneering work in the philosophy of mind, Content and Consciousness brings together the approaches of philosophers and scientists to the mind--a connection that must occur if genuine analysis of the mind is to be made. This unified approach permits the most forbiddingly mysterious mental phenomenon--consciousness--to be broken down into several distinct phenomena, and these are each given a foundation in the physical activity of the brain. This paperback edition contains a preface placing the book in the context of recent (...) work in the area. (shrink)

The potential to collect brain data more directly, with higher resolution, and in greater amounts has heightened worries about mental and brain privacy. In order to manage the risks to individuals posed by these privacy challenges, some have suggested codifying new privacy rights, including a right to “mental privacy.” In this paper, we consider these arguments and conclude that while neurotechnologies do raise significant privacy concerns, such concerns are—at least for now—no different from those raised by other well-understood data collection (...) technologies, such as gene sequencing tools and online surveillance. To better understand the privacy stakes of brain data, we suggest the use of a conceptual framework from information ethics, Helen Nissenbaum’s “contextual integrity” theory. To illustrate the importance of context, we examine neurotechnologies and the information flows they produce in three familiar contexts—healthcare and medical research, criminal justice, and consumer marketing. We argue that by emphasizing what is distinct about brain privacy issues, rather than what they share with other data privacy concerns, risks weakening broader efforts to enact more robust privacy law and policy. (shrink)

Contiene una sección especial sobre Filosofía Latinoamericana, donde hay ponencias de los siguientes autores: Carlos Alemián, Abelardo Barra Ruatta, Alberto Buela y Oscar Wingartz Plata. Además, sobre Arturo A. Roig (dos artículos, uno de Estela Fernández y otro de Marisa Muñoz, Dante Ramaglia y Oscar Zalazar); sobre ensayo y fenomenología en América Latina (Clara Alicia Jalif de Bertranou); sobre Agustín Alvarez (Dante Ramaglia); y sobre Simón Rodríguez (Oscar Salazar). De otras secciones destacamos una ponencia de Arturo A. Roig sobre la (...) historia de las ideas y la filosofía latinoamericana, y otras dos, una sobre Mariátegui (Néstor Kohan) y la segunda sobre Andrés Mercado Vera (Isabel Luchetta)"--Handbook of Latin American Studies, v. 58. (shrink)

The pessimistic hypothesis is the hypothesis that life is bad for us, in the sense that we are worse off for having come into existence. Suppose this hypothesis turns out to be correct — existence turns out to be more of a burden than a gift. A natural next thought is that we should stop having children. But I contend that this is a mistake; procreation would often be permissible even if the pessimistic hypothesis turned out to be correct. Roughly, (...) this is because we are often in a position to know that future people will approve of having been created, and their approval will not be inappropriate even if they are worse off for having been created. And our respect for the attitudes of future people can permit us to create them. (shrink)

Simon May has argued that the notion of a principled compromise is incoherent. Reasons to compromise are always in his view strategic: though we think that the position we defend is still the right one, we compromise on this view in order to avoid the undesirable consequences that might flow from not compromising. I argue against May that there are indeed often principled reasons to compromise, and that these reasons are in fact multiple. First, compromises evince respect for persons that (...) we have reason to think of as our epistemic peers, and acknowledgement of our own finitudes as moral reasoners. Second, compromises are often made morally necessary by the shortfalls that unavoidably separate democratic institutions from democratic ideals. Third, compromises express a desirable form of democratic community. And fourth, compromises are often justified from a consequentialist point of view, in that they allow for the realization of values that would not be realized as well by the failure to compromise. (shrink)

Is it possible to think about an education that responds to contemporary needs? Is there a new way to think for an emerging education? This paper invites the reader to reflect philosophically about the educational challenges from a new emerging rationality. Besides the logic and instrumental reason of Modernity, the emerging rationality appears in education as an inclusive, colloquial and integrative new way to think.

Sometimes, learning about the origins of a belief can make it irrational to continue to hold that belief—a phenomenon we call ‘genealogical defeat’. According to explanationist accounts, genealogical defeat occurs when one learns that there is no appropriate explanatory connection between one’s belief and the truth. Flatfooted versions of explanationism have been widely and rightly rejected on the grounds that they would disallow beliefs about the future and other inductively-formed beliefs. After motivating the need for some explanationist account, we raise (...) some problems for recent versions of explanationism. Learning from their failures, we then produce and defend a more resilient explanationism. (shrink)

This book seeks to bring together the pragmatic theory of 'meaning as use' with the traditional semantic approach that considers meaning in terms of truth conditions. Daniel Gutzmann's new approach captures the entire meaning of complex expressions and overcomes the empirical gaps and conceptual problems associated with previous analyses.

Examines the lived experience of social encounters drawing on phenomenological insights.

Tomando como fundamento la historia y literatura astrobiológicas, exploramos la posibilidad y necesidad de una Filosofía de la Astrobiología, proponemos una definición de Filosofía de la Astrobiología y su consideración como subdisciplina de la Filosofía de la Ciencia, distinta de la Filosofía de la Biología. Incluimos una bibliografía para una Filosofía de la Astrobiología.

Jonathan Neufeld proposes a concept of aesthetic disobedience that parallels the political concept of civil disobedience articulated by John Rawls in A Theory of Justice. The artistic transgressions he calls aesthetic disobedience are distinctive in being public and deliberative in their aim to bring about specific changes in accepted artworld norms. We argue that Neufeld has offered us valuable insight into the dynamic and potent nature of art and the artworld; however, we contend that Neufeld errs by constraining aesthetic disobedience (...) to the artworld. Through a reconsideration of the parallel between aesthetic and civil disobedience, we illustrate how aesthetic disobedience is more accurately conceived of in terms of two kinds of acts: artistic and artworld. In addition to artistic disobedience and artworld disobedience, we add a broader and more diverse sort of transgressive aesthetic disobedience. Our aim is to articulate how Neufeld’s account of a kind of disobedience in the artworld that parallels civil disobedience can prove even more generative. (shrink)

Infallibilism is the view that a belief cannot be at once warranted and false. In this essay we assess three nonpartisan arguments for infallibilism, arguments that do not depend on a prior commitment to some substantive theory of warrant. Three premises, one from each argument, are most significant: if a belief can be at once warranted and false, then the Gettier Problem cannot be solved; if a belief can be at once warranted and false, then its warrant can be transferred (...) to an accidentally true belief; if a belief can be at once warranted and false, then it can be warranted and accidentally true. We argue that each of these is either false or no more plausible than its denial. Along the way, we offer a solution to the Gettier Problem that is compatible with fallibilism. (shrink)

This paper deals with the concept of religiousness and religion in the context of Krause´s panentheist metaphysics, understood as a life of union, as intimacy of and with God, particularly on the part of human beings and also in relation to the rest of the existing. An evolutionary review of this conception of religion is undertaken throughout Krause´s work, and the program of a philosophy of religion is traced, which, besides a metaphysical and anthropological substantiation, would address an understanding of (...) the history of religions and especially of Christianity, proposing a vision of reciprocal illumination between religion, knowledge, feeling and morality, as well as the possibility of an appealing notion of religious freedom, the hallmark of Krausism in its historical development. (shrink)

Supererogatory acts—good deeds “beyond the call of duty”—are a part of moral common sense, but conceptually puzzling. I propose a unified solution to three of the most infamous puzzles: the classic Paradox of Supererogation (if it’s so good, why isn’t it just obligatory?), Horton’s All or Nothing Problem, and Kamm’s Intransitivity Paradox. I conclude that supererogation makes sense if, and only if, the grounds of rightness are multi-dimensional and comparative.

This essay examines the relationship between African American internal colonialism and democracy, highlighting the complexities of democracy that make it both susceptible to oppressive violence at home and abroad, as well as a potential resource for emancipation and equality. I understand “internal colonialism” here to encompass various terms used by African Americans beginning in the 1830s, including semi-colonialism, domestic colonialism, and a nation within a nation. Much political philosophy assumes that society is “nearly just” or “generally just,” or that oppression (...) and injustice are found in societies that we nonetheless deem legitimate. Centering the complexities and possibilities of democracy instead shifts the focus to how democracy is compatible with violence and injustice, as well as their overcoming. Such a focus leads to a consideration of abolition democracy and the question of what the process of overcoming internal colonialism demands. (shrink)

" Qualia " is an unfamiliar term for something that could not be more familiar to each of us: the ways things seem to us. As is so often the case with philosophical jargon, it is easier to give examples than to give a definition of the term. Look at a glass of milk at sunset; the way it looks to you--the particular, personal, subjective visual quality of the glass of milk is the quale of your visual experience at the (...) moment. The way the milk tastes to you then is another, gustatory quale, and how it sounds to you as you swallow is an auditory quale; These various "properties of conscious experience" are prime examples of qualia. Nothing, it seems, could you know more intimately than your own qualia ; let the entire universe be some vast illusion, some mere figment of Descartes' evil demon, and yet what the figment is made of will be the qualia of your hallucinatory experiences. Descartes claimed to doubt everything that could be doubted, but he never doubted that his conscious experiences had qualia, the properties by which he knew or apprehended them. (shrink)

In Lukács: Praxis and the Absolute, Daniel Andrés López reassembles Lukács’s philosophy of praxis on a Hegelian basis, as a conceptual-historical totality, both defending him and proposing an unprecedented, immanent critique that raises problems for Marxian philosophy as a whole.

The rapidly increasing numbers of elderly people in our society have raised some important moral questions: How should we distribute social resources among different age groups? What does justice require from both the young and the old? In this book, Norman Daniels offers the first systematic philosophical discussion of these urgent questions, advocating what he calls a "lifespan" approach to the problem: Since, as they age, people pass through a variety of institutions, the challenge of caring for the elderly becomes (...) the prudent allocation of public resources among the various stages of people's lives. Using this philosophical approach, Daniels addresses specific public policy issues such as the allocation of medical funds, the adequacy of long-term care, current Medicare cost-containment measures, and the equitable distribution of income support over the lifespan and between generations. (shrink)

This is a comprehensive anthology of works concerning the nature of economics as a science, including classic texts and essays exploring specific branches and schools of economics. Apart from the classics, most of the selections in the third edition are new, as are the introduction and bibliography. No other anthology spans the whole field and offers a comprehensive introduction to questions about economic methodology.

The social sciences playa variety of multifaceted roles in the policymaking process. So varied are these roles, indeed, that it is futile to talk in the singular about the use of social science in policymaking, as if there were one constant relationship between two fixed and stable entities. Instead, to address this issue sensibly one must talk in the plural about uses of dif ferent modes of social scientific inquiry for different kinds of policies under various circumstances. In some cases, (...) the influence of social scientific research is direct and tangible, and the connection between the find ings and the policy is easy to see. In other cases, perhaps most, its influence is indirect-one small piece in a larger mosaic of politics, bargaining, and compromise. Occasionally the findings of social scientific studies are explicitly drawn upon by policymakers in the formation, implementation, or evaluation of particular policies. More often, the categories and theoretical models of social science provide a general background orientation within which policymakers concep tualize problems and frame policy options. At times, the in fluence of social scientific work is cognitive and informational in nature; in other instances, policymakers use social science primarily for symbolic and political purposes in order to le gitimate preestablished goals and strategies. Nonetheless, amid this diversity and variety, troubling general questions persistently arise. (shrink)

The potential to collect brain data more directly, with higher resolution, and in greater amounts has heightened worries about mental and brain privacy. In order to manage the risks to individuals posed by these privacy challenges, some have suggested codifying new privacy rights, including a right to “mental privacy.” In this paper, we consider these arguments and conclude that while neurotechnologies do raise significant privacy concerns, such concerns are—at least for now—no different from those raised by other well-understood data collection (...) technologies, such as gene sequencing tools and online surveillance. To better understand the privacy stakes of brain data, we suggest the use of a conceptual framework from information ethics, Helen Nissenbaum’s “contextual integrity” theory. To illustrate the importance of context, we examine neurotechnologies and the information flows they produce in three familiar contexts—healthcare and medical research, criminal justice, and consumer marketing. We argue that by emphasizing what is distinct about brain privacy issues, rather than what they share with other data privacy concerns, risks weakening broader efforts to enact more robust privacy law and policy. (shrink)

Supererogatory acts are those that lie “beyond the call of duty.” There are two standard ways to define this idea more precisely. Although the definitions are often seen as equivalent, I argue that they can diverge when options are infinite, or when there are cycles of better options; moreover, each definition is acceptable in only one case. I consider two ways out of this dilemma.

The central question in contemporary ethics is whether virtue can replace duty as the primary notion in ethical theory. The subject of intense contemporary debate in ethical theory, virtue ethics is currently enjoying an increase in interest. This is the first book to focus directly on the subject. It provides a clear, systematic introduction to the area and houses under one cover a collection of the central articles published on the debate over the past decade. The essays encompass a wide (...) range ofaspects: the difference between virtue ethics and traditional duty ethics; present arguments for and against virtue ethics; the practical implications of virtue ethics and the Aristotelian and Kantian attitudes to virtue ethics. (shrink)

A la luz del análisis heideggeriano del espacio y del arte, y su vinculación con un hito de la escultura moderna como Eduardo Chillida, se presenta el espacio, junto al tiempo, como un elemento fundamental del arte y especialmente de la escultura y de la arquitectura, no como un fondo neutro homogéneo, sino como un fenómeno originario que compromete desde el principio la creación y el modo peculiar de trascendencia al que nos invita toda obra de arte. Toda obra nos (...) sumerge de un lado en una febril inmanencia sensible y corporal, en el misterio de lo sensible que somos, pero a su vez nos lleva más allá o más acá de los significados y relaciones convenidas y de nuestra situación. A partir de aquí se planteará si y cómo se puede poner la experiencia estética del espacio en relación con la trascendencia de la que habla comúnmente la religión, iluminada a su vez desde el estudio de lo sagrado de Mircea Eliade. (shrink)

Las sugerentes meditaciones de Zambrano sobre la ciudad se cotejan a la luz de otros escritos coetáneos sobre la casa; y no tanto porque la ciudad sea también arquitectura, sino porque es habitada y recorrida, porque presenta un orden a ser ejecutado, avivado desde el ritmo de nuestro ir, venir, nuestras estancias y nuestras ausencias; como la música. Para Zambrano la ciudad es paradigma y lugar idóneo de la creación humana a lo largo de la historia. Es el amor como (...) entrega y fe el motor de toda creación que trasciende su propia época, y sólo desde ahí cabe una recuperación de la ciudad en nuestro presente, en el que sólo vivimos en grandes construcciones urbanísticas, pero en el que ya no surgen ciudades. Zambrano reivindica recuperar la ciudad como centro sacral y creador, pero no como una vuelta nostálgica a las ciudades del pasado, sino como verdadera realización de su ideal político democrático. (shrink)

Existen conceptos o concepciones sobre la realidad que permean asiduamente el despliegue del pensamiento y la vida en sus devenires cotidianos o fácticos. En este sentido, quien comienza a formarse en los quehaceres de la investigación filosófica, encara con alguna frecuencia la responsabilidad de confrontar aquellas nociones que, bajo la forma de precomprensiones, obstruyen las transiciones comprensivas e interpretativas propias de toda tarea investigativa. En este caso, la posibilidad de distinguir el contenido característico de las ideologías naturalistas, de aquellas otras (...) que le son propias a las filosofías trágicas o inmanentistas, quizá pueda incidir argumentalmente en las tensiones dialógicas que hoy atraviesan a las culturas cuando se pone de manifiesto el deseo de reivindicar posiciones totalitarias o relativistas en relación con esferas de la vida y del pensamiento humanos tan diversas como la política, la religión, el género, la sexualidad, la etnia, la raza, entre otras. La tarea de quien se forma en investigación filosófica consiste, en buena medida, en advertir que los conceptos filosóficos logran vivificarse cuando ceden a la interlocución vital que les proponen constantemente las contingencias propias de todo lapso histórico. En efecto, algunos asuntos se palpan en la atmósfera de un tiempo determinado; también se encuentran en las tramas tangibles de las existencias humanas. (shrink)