The De Doctrina Christiana is one of St. Augustine´s most important works, not only because of the reflection and hermeneutic exposed, but because of its special nature, since their composition realizes the vital and intellectual development of the author over two decades. A large section of the specialized reviews say that this work should be understood as a set of two irreconcilable parts, that one written in 396, with a hermeneutical character, the other finished by 426 devoted to rhetoric and (...) the doctrine of grace. While it should not be ignored the difference between these two parts of the work, it is necessary to find a common ground that not only ensures the unity of the work, but also of the whole Christian culture. (shrink)

The formation of the human being is a fundamental subject in Saint Augustine’s thinking. In his first works references to liberal arts are highlighted, and the dialogue form appears as a privileged vehicle of the educative process. In De Ordine, Saint Augustine represents a clear example of the interest and the appropriation of dialogue as a philosophical exercise, which has the double purpose of taking his listeners to the truth and to introduce the reader to the same dynamic.

La presente propuesta de investigación se promueve desde las áreas de formación ética, filosófica y las ciencias sociales escolares. El objetivo principal es describir los niveles de desarrollo de pensamiento crítico a partir de los ejercicios de lectura compartida y práctica pedagógica elaborados por los estudiantes de la educación media de la jornada tarde del colegio Carlos Albán Holguín. El proceso investigativo se organizó desde los métodos mixtos, a partir del paradigma pragmático y un diseño concurrente. Se tuvo en cuenta (...) desde el enfoque cuantitativo, cuestionarios como instrumentos de recolección de datos, y, del enfoque cualitativo, las técnicas de la observación participante, grupo focal y entrevista semiestructurada. La muestra con la que se implementa la investigación es de 97 estudiantes en edades comprendidas entre los 14 y 19 años. La experiencia ha permitido evidenciar como las prácticas lúdicas de lectura y reflexión ética, filosófica y social permiten generar otros ambientes de aprendizaje de los estudiantes de la educación media y de la básica primaria; asimismo, ha posibilitado fortalecer habilidades socioemocionales y ciudadanas que ayudan a incidir positivamente en la toma de decisiones en temas pertinentes para los jóvenes y niños del contexto donde desarrollan sus quehaceres diarios escolares. (shrink)

La escritura académica es esencial en la formación universitaria, pero también representa un desafío, ya que los niveles de escritura no siempre son óptimos. Esta investigación describe las percepciones de los estudiantes sobre la escritura académica. Se empleó un enfoque descriptivo no experimental de tipo transversal, aplicando el Cuestionario de Percepción sobre Alfabetización Académica a 295 estudiantes en tres programas universitarios: Educación, Literatura y Lingüística, y Psicología. Los resultados reflejan una apreciación positiva de su competencia comunicativa, considerando que los conocimientos (...) adquiridos han mejorado su proceso de escritura y la identificación de diversos géneros. Al mismo tiempo, reconocen la necesidad de profundizar en las estrategias de escritura. (shrink)

El presente artículo aborda de manera breve la obra Pasado Negro de Rubem Fonseca, escritor y guionista del cine brasileño; partiendo del análisis semiótico y lingüístico de su obra, sin dejar de lado el matiz que ofrece en la narrativa clásica del siglo XX.

O objetivo deste artigo é discutir a questão do abuso sexual, destacando a contribuição psicanalítica na compreensão do impacto do abuso sobre o desenvolvimento psíquico do indivíduo. Nas últimas décadas, observa-se um crescente interesse das pesquisas na identificação de diferentes aspectos do prob..

In this quite modestly ambitious essay, I'll generally just assume that, for the most part, our "scientifically informed" commonsense view of the world is true. Just as it is with such unthinking things as planets, plates and, I suppose, plants, too, so it also is with all earthly thinking beings, from people to pigs and pigeons; each occupies a region of space, however large or small, in which all are spatially related to each other. Or, at least, so it is (...) with the bodies of these beings. And, even as each of these ordinary entities extends through some space, so, also, each endures through some time. In line with that, each ordinary entity is at least very largely, and is perhaps entirely, an enduring physical entity (which allows that many might have certain properties that aren't purely physical properties.) Further, each ordinary enduring entity is a physically complex entity: Not only is each composed of parts, but many of these parts, whether or not absolutely all of them, are themselves enduring physical entities, and many of them also are such physically complex continuing entities. When an ordinary entity undergoes a significant change, then, at least generally, this change will involve changes concerning that entity's constituting physical parts, whether it be a rearrangement of (some of) these parts, or a loss of parts, or a gain of parts, or whatever. Often, the entity will still exist even after the change occurs. As we may well suppose, this happens when, from two strokes of an ax, an ordinary log loses just a chip of wood. As we may then say, such a change conforms with the log's "persistence conditions." Somewhat less often, such an ordinary entity undergoes a change that means an end to it: When a bomb's explosion makes our log become just so many widely scattered motes of dust, the log will no longer exist. Such a momentous change doesn't conform with the log's persistence conditions. (shrink)

Este artículo presenta una reflexión sobre aquellas mujeres que siendomadres “optaron” por vincularse a las Autodefensas Unidas de Colombia, convirtiéndose la gran mayoría en “obreras de la guerra” para cumplir la función materna de no dejar morir a sus hijos. Son madres combatientesque fueron a la guerra para luchar por sus hijos/as, sacrificando su vida por ese otro que una vez hizo parte de ella. Intento demostrar que dichas madres combatientes, no transgreden las normas de la maternidad hegemónica. Transgreden sí, (...) la visión estereotipada de género, según la cual se considera a la mujer esencialmente “pacífica”. Pero no son efectivamente transgresoras de los ideales asociados a la maternidad vista fundamentalmente como esencia, como un hecho biológico e individual. Finalmente se hace una apuesta por repensar la(s) maternidad(es) en una sociedad en (pos) conflicto como la colombiana. (shrink)

Ethnicity and im/migrant classification systems and their constituent categories have a long history in the construction of public health knowledge on tuberculosis in the United Kingdom. This article critically examines the categories employed and the epidemiological discourses on TB, im/migrants, and ethnic minorities in health reporting between 1965 and 2015. We employ a Sociology of Knowledge Approach to Discourse Analysis to trace the continuities and changes in the categories used and in the discursive construction of im/migrants, ethnic minorities, and TB. (...) These continuities and disjunctures are analysed within their socio-historical context to demonstrate the historical contingency of epidemiological knowledge production. We outline two historical phases in knowledge construction. The first coincides with the period of decolonisation, which witnessed a change in discursive identity ascriptions from ‘immigrants’ to ‘ethnic groups’ in health reporting as the ‘other’. The second commenced after 1991, when the adoption of the census ethnicity categories as a standard in the collection of population statistics entrenched ethnicity categories in health reporting. We argue the health reporting discourse reveals that the ‘new’ public health exhibits continuities with the ‘old’ by targeting the immigrant ‘other’ through biosecuritisation practices. We contend that these categories originated within a postcolonial paradigm and that increasing immigration and new forms of mobility are creating the preconditions for new discourses on identity construction that have implications for the current collaborative TB strategy. (shrink)

Fichte, Johann G. Lecciones de filosofía aplicada: Doctrina del EstadoSalamanca: Ediciones Sígueme, 288 p.ISBN 978-84-301-1962-2.

Resumen Folil Mapudungun, fruto de doce años de producción y de sistematización de objetivos y contenidos, es un método comunicativo multidimensional de enseñanza-aprendizaje de la lengua mapuche, como segunda lengua, orientado a jóvenes y adultos, en un contexto donde el mapudungun es lengua propia del territorio, lengua heredada y comunitaria. Hasta el momento, el método está integrado por ocho lecciones de estudio, desarrolladas y publicadas. En este artículo se presenta en detalle la organización de contenidos según sus tres ejes: transversal, (...) longitudinal y local. Se concluye que la concurrencia de los ejes definidos permite superar la dicotomía entre contenidos y metodología, a la vez que favorece el desarrollo de las diversas competencias que actúan en la comunicación cotidiana.Folil Mapudungun is a multidimensional method, based on a communicative approach, for teaching and learning Mapuche as a second language. It was designed for adult learners in a context where Mapudungun is a “language specific to the territory”, a heritage language and a community language. It is also the result of twelve years of research aiming to formulate objectives, and produce and systematize contents. At present, the method is constituted by eight lessons, developed and published in a textbook. This paper presents the method content organization according to three axes: transverse organization, longitudinal organization, and local organization. It is claimed that the use of these three axes allows us to overcome the methodology-content dichotomy, and to favor the development of the various communicative competences used in everyday life. (shrink)

Resumen: El término “utopía” ha sido empleado por diversas corrientes e instituciones, entre ellas, la vida religiosa, para dar cuenta de ideas que movilizan sus proyectos de mundo. La pesquisa humanista y teológica en el continente latinoamericano no ha abordado de manera suficiente la relación entre utopía y vida religiosa. Esta investigación busca determinar una relación textual y contextual del uso del término utopía en las publicaciones entre 1970 y 2000 de la Conferencia de religiosos. Para ello, nos servimos de (...) las propuestas del Análisis Crítico del Discurso y la lexicografía. El análisis realizado permite establecer la dificultad y heterogeneidad de las formulaciones que expresan la utopía, sea por censura institucional o por visiones teológicas y escatológicas opuestas. A pesar de ello, los religiosos expresan una utopía latinoamericana asociada a la utopía cristiana del Reinado de Dios.: The term ‘utopia’ has been used by different tendencies and institutions, also the religious life, to show some ideas that mobilize their world projects. Latin-American theologian and humanist research hasn’t developed enough the relationship between utopia and religious life. Our research tries to determine the textual and contextual relation of the use of utopia as a term, in the “Confederación Latinoamericana de Religiosas y Religiosos” journal between 1970 and 2000. We used the tools proposed by the Critical Discourse Analysis and lexicography. The results show some difficulty and heterogeneity to formulate and express utopia. Censure and profound differences in theological and eschatological issues are some of the reasons for that matter. In spite of that, Latin-American religious life tends to express the presence of utopia associated to Christian Kingdom utopia. (shrink)

El siguiente artículo trata de investigar los diferentes tipos de narrativas visuales derivadas de las distorsiones de la posverdad como son la manipulación, la viralidad y el cuerpo humano considerado como documento. Para finalizar hablaremos de un tipo de ilustraciones que fomentan la construcción del pensamiento escéptico. Previamente contextualizaremos la situación actual donde tienen lugar el fenómeno de la posverdad y cómo procede ideológicamente de la forma de pensamiento posmoderno donde se exalta el lado irracional y la intuición.

ResumoNo início do século xviii, Isaac Newton publicou seu principal trabalho sobre óptica, o Opticks. Impregnado por uma perspectiva indutiva, o livro logo se tornou a principal referência para os estudos sobre a luz e as cores, sendo amplamente popularizado pelos seguidores de Newton. Neste artigo, analisamos como dois importantes livros contribuíram para essa popularização e também qual era a imagem de ciência que tencionavam propagar, o Élements de la philosophie de Newton de Voltaire e o Newtonianismo per le dame (...) de Algarotti. Será possível perceber que ambos os autores distorceram o conteúdo do livro de Newton, no intuito de propagar uma imagem idealizada das ideias newtonianas e da própria filosofia natural.In the beginning of 18th century, Newton published his main work about light and colors, the Opticks. Impregnated by an inductive perspective, the book became the major reference for the studies about light and colors, being widely popularized by Newton's followers. In this article, we analyze how two important works contributed to this process of popularization and also what image of science they intended to propagate: Voltaire's Elements of Newton's philosophie and Algarotti's Sir Isaac Newton's philosophy explain'd for the use of the ladies. We will be notice that both authors distorted the content of the Opticks, in order to propagate an idealized image of Newtonian ideas and natural philosophy itself. (shrink)

There is, naturally, no more ambiguous factor in all human knowledge than the possible bearing of what we do not know on what we do know.

Currently, the concept of engagement is crucial in the field of learning and school achievement. It is a multidimensional concept (e.g., behavioral, emotional, and cognitive dimensions) that has been widely used as a theoretical framework to explain the processes of school engagement and dropout. However, this conceptual framework has been scarcely used in the field of homework. The aim of the present study was to analyze the role of intrinsic motivation, perceived homework utility, and personal homework attitude as precursors of (...) student homework engagement (behavioral engagement) and, at the same time, how such engagement is the precursor of academic achievement. Seven hundred and thirty students of Compulsory Secondary Education (7th to 10th grade) from fourteen schools northern Spain participated. A structural equation model was elaborated on which intrinsic motivation, perceived utility and attitude were observed variables, and student engagement (time spent on homework, time management, and amount of teacher-assigned homework done) and academic achievement (Mathematics, Spanish Language, English Language, Social Science) were latent variables. The results reveal that (i) intrinsic motivation is a powerful precursor of student behavioral engagement (also perceived utility and attitude, although to a lesser extent) and (ii) academic achievement is closely linked to the level of student engagement, qualifying the results of many of the previous studies conducted from a task-centered perspective (as opposed to a person-centered perspective). (shrink)