La Alquería de Tablate constituye un núcleo inhabitado único por tratarse de un vestigio arquitectónico con enorme valor patrimonial. El objetivo principal de la investigación e intervención sobre este enclave es la definición de una propuesta que suponga una innovación en el modo de habitar rural. El sistema resultante pues, constituye un ejemplo de cómo acercar la industrialización a la tradición a través de la abstracción de las bases de la arquitectura popular andaluza. Una reflexión sobre la forma de incorporar (...) conceptos como lo reversible, la virtualidad o la actividad agrícola a la arquitectura contemporánea. (shrink)

Crise de l'art ou consensus culturel? Aujourd'hui, l'important n'est plus, semble-t-il, que la critique esthetique ait encore a dire sur Josef Beuys mais que le Centre Pompidou puisse faire croire qu'il dit tout de lui. Le culturel, dans son mecanisme institutionnel et mediatique bien huile, apparait comme l'ultime parade que l'ordre social ait su trouver pour conjurer sa peur - ou sa haine - de l'art. Cependant la critique n'a pas a se laisser abuser ni intimider par l'artifice du consensus (...) culturel qui regne actuellement. Il lui revient de continuer a evaluer les oeuvres, pour autant que le jugement sur l'art engage aussi la societe et l'epoque dans lesquelles cet art se deploie. La reflexion esthetique ne se reduit pas au jugement de gout, elle commence avec lui et se poursuit apres lui. (shrink)

¿Estuvo la cultura de autoría impresa fuera del alcance de las mujeres antes de 1887 en Costa Rica? El propósito principal de este artículo es ofrecer una primera respuesta a dicha pregunta con base en una revisión preliminar de periódicos y revistas que permiten considerar el problema planteado desde una perspectiva más amplia.En breve, el argumento central que se va a desarrollar es que la construcción de esa autoría pasó por tres etapas: en la primera, durante las décadas de 1840 (...) y 1850, tal proceso se basó en la redacción de anuncios comerciales; en la segunda, centrada en los decenios de 1860 y 1870, predominaron los discursos de alumnas y maestras relacionados con actividades de enseñanza; y en la tercera, ubicada a partir de 1885, se dieron dos tendencias paralelas. Por un lado, algunas docentes comenzaron a dar a conocer sus producciones literarias; y por el otro, el Estado, en vísperas de la reforma educativa de 1886, implementó una política para que las educadoras oraran informes de sus actividades escolares y los enviaran a una revista especializada para ser publicados. (shrink)

¿Estuvo la cultura de autoría impresa fuera del alcance de las mujeres antes de 1887 en Costa Rica? El propósito principal de este artículo es ofrecer una primera respuesta a dicha pregunta con base en una revisión preliminar de periódicos y revistas quepermiten considerar el problema planteado desde una perspectiva más amplia. En breve, el argumento central que se va a desarrollar es que la construcción de esa autoría pasó por tres etapas: en la primera, durante las décadas de 1840 (...) y 1850, tal proceso se basó en la redacción de anuncios comerciales; en la segunda, centradaen los decenios de 1860 y 1870, predominaron los discursos de alumnas y maestras relacionados con actividades de enseñanza; y en la tercera, ubicada a partir de 1885, se dieron dos tendencias paralelas. Por un lado, algunas docentes comenzaron a dar a conocer sus producciones literarias; y por el otro, el Estado, en vísperas de la reforma educativa de 1886, implementó una política para que las educadoras elaboraran informes de sus actividades escolares y los enviaran a una revista especializada para ser publicados. (shrink)

This essay argues that a black radical Kantianism proposes a Kantian theory of justice in the circumstances of injustice. First, I describe BRK’s method of political critique and explain how it builds on Kant’s republicanism. Second, I argue that Kant’s original account of public right is incomplete because it neglects that a situated citizenry’s adoption of an ideal contributes to its refinement. Lastly, with the aid of W.E.B. Du Bois’s analysis of American Reconstruction and his proposal of an “abolition democracy,” (...) I offer my refined universalizable standard for political critique. Du Bois reconceptualizes the requirements of justice to protect the political liberties and productive powers of black freedmen and the working poor. While originating with the political demands of black freedmen during the Reconstruction era, the universal protection of political liberties and productive powers offers a novel public standard for political judgment that should still anchor deliberation today. (shrink)

This essay develops Kant’s theory of reform to theorize racial justice reform. I assess the function of Kant’s philosophy of race as part of his nonideal theory of justice, which offers a racist pragmatic anthropology that uses the concept of race to determine the practical effectiveness of legislative reason. His philosophy of race defends a teleological account of the natural history of the human species to fulfill the requirements of justice and assumes that certain racial groups have failed to develop (...) their innate capacity for legislative reason. I show that we need an alternative Kantian nonideal theory of justice that demonstrates how legislative reason actualizes practical freedom. Rather than appeal to anthropology, I expand Kant’s model of public reason to advance racial justice reform under the conditions of partial compliance to the requirements of justice in a profoundly nonideal republic such as the U.S. I then showcase the promise—and limits—of the a priori ideals of citizenship and publicity for racial justice reform and introduce the ideal of interracial civic fellowship to guide the public use of reason in nonideal circumstances. (shrink)

The article presents an analysis of the two-century development of the Russian intelligentsia, traces the transformation of views and ideas due to historical and socio-cultural foundations. The Russian intelligentsia is regarded as a very special phenomenon in the world, whose historical significance and basic idea are determined by the relationship with the state. It is proved that the main driving force of the development of the Russian intelligentsia changed depending on the political and ideological regime. Much attention is paid in (...) the article to the understanding of the phenomenon of the Russian intelligentsia in the present reality, traditional and acquired features in this historical period are considered. Its role in the formation of value orientations of modern society is analyzed. The author suggests that in the post-reform Russia of the XXI century there is no conceptual unity in the awareness of the "Russian intelligentsia". The intelligentsia itself to a greater extent today does not see itself as a recognized and clearly defined social group, its self-consciousness is fragmented and contradictory. The conclusion is made that the ideological form of the Russian intelligentsia was and remains its alienation from the state and hostility to it, brought up on abstract enlightenment schemes supplemented by cosmopolitanism and globalization, the modern intellectual continues to suffer from the lack of a healthy national identity. Today, when time dictates the need to move to a fundamentally new type of civilizational development, where the key question of the values that set the guidelines for this transition arises again, it is the intelligentsia, as a generator of the thought field, as two centuries ago, can play a major role. (shrink)

This article applies Charles W. Mills’ notion of the domination contract to develop a Kantian theory of justice. The concept of domination underlying the domination contract is best understood as structural domination, which unjustifiably authorizes institutions and labour practices to weaken vulnerable groups’ public standing as free, equal and independent citizens. Though Kant’s theory of justice captures why structural domination of any kind contradicts the requirements of justice, it neglects to condemn exploitive gender- and race-based labour relations. Because the ideal (...) of civic equality must position all persons as co-legislators of the terms of political rule, the state must dismantle exploitive race- and gender-based labour relations for all persons to command political power as civic equals. (shrink)

El presente artículo es un extracto de la Tesis Doctoral leída en la Facultad de Filosofía de la Universidad de Oviedo el 16 de abril de 2010 titulada Educación para la Libertad en el pensamiento de John Stuart Mill. Este artículo recoge de forma resumida, a lo largo de sus páginas, los aspectos más destacables de dicha Tesis Doctoral. Se subraya el aspecto de la educación como elemento fundamental en el pensamiento del filósofo inglés John Stuart Mill, en el sentido (...) de mostrar la educación como aquello que permite sacar al exterior las capacidades, talentos, destrezas que la persona posee. Al mismo tiempo es la educación, en el marco de la cultura, la que afina y refina a la persona, ayudándola a construirse como una persona que se incorpore a la ciudadanía con derechos y deberes y que ejerza esa ciudadanía responsablemente en aras del bien común. La educación hace al ser humano más libre, y la libertad es la esencia de la persona en el pensamiento de Stuart Mill. (shrink)

El trabajo que se presenta intenta mostrar, por un lado y siguiendo a Ortega y Gasset, la complejidad del fenómeno de la política; y por otro lado, a partir de la constatación anterior, la necesidad de una ética que haga de la política una actividad presidida por el diálogo, la integración y la búsqueda de soluciones a las complejidades de la sociedad actual. Son relevantes en este aspecto Apel y Habermas.

This chapter introduces W.E.B. Du Bois’s original political thought and his strategies for political advocacy. It is limited to explaining the pressure he puts on the liberal social contract tradition, which prioritizes the public values of freedom and equality for establishing fair and inclusive terms of political membership. However, unlike most liberal theorists, Du Bois’s political thought concentrates on the politics of race, colonialism, gender, and labor, among other themes, in order to redefine how political theorists and activists should build (...) a democratic polity that is truly free and equal for all. Additionally, this chapter defines some key concepts Du Bois developed to scrutinize a white-controlled world that does not welcome black and brown persons as moral equals. These trailblazing concepts include: the doctrine of racialism, double consciousness, and Pan-Africanism. Finally, this chapter defends Du Bois’s contributions to black feminist thought and American labor politics, which inspired major social justice movements in the twentieth century, in which he played a notable role. (shrink)

El presente artículo trata, desde una perspectiva histórica, mostrar el debate entre la Razón y la Fe en la Historia de la Filosofía.

El presente capítulo presenta un análisis teórico del tipo de amor que involucra la sexualidad, las altas expectativas que genera y la incertidumbre de que se cumplan. Para esclarecer el estudio se distingue entre sexualidad, impulso amoroso (“eros”) y amor propiamente dicho (“ágape”) y se echa mano de conceptos tomados de la filosofía personalista incluidos los de naturaleza, persona, racionalidad, relación y los varios tipos de amor. A final de cuentas se propone que sólo cuando se vuelve conyugal puede el (...) amor sexuado puede desarrollar su máximo potencial. (shrink)

The article deals with the problem of the disciplinary identification of thephilosophy of music education. It explores alternative approaches to thephilosophy of music education and its relation to musical pedagogy. On thebasis of this analysis an account of the philosophy of music education as aphilosophical discipline is suggested and its specific function identified.

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 13.1 (2005) 37-75 [Access article in PDF] The Nature of Paradigms and Paradigm Shifts in Music Education Elvira Panaiotidi North Ossetian State Pedagogical Institute, Russia The advent of the praxial philosophy of music education in the mid-1990s and its systematic development in David Elliott's Music Matters: A New Philosophy of Music Education1 created an unprecedented situation in music education in North America. Having (...) brought to an end the monopoly of one theoretical approach, that of music education as aesthetic education (MEAE), it challenged the music education community with a choice. While Elliott tried to convince music educators of the falsity of MEAE and of the advantages of his own conception, Bennett Reimer and his proponents defended their position. The polemic between "aestheticians" and "praxialists," represented by the exchange between Reimer and Elliott in the Bulletin of the Council for Research in Music Education, 2 brought to light a methodological deficiency in music education theory, namely, its inability to provide tenacious theoretical footing which could help settle the dispute. How do changes in the theory and practice [End Page 37] of music education occur? What are the rational standards by which to judge theories? What is the nature and logic of a dynamic development in music education theory and practice? These and similar questions have remained largely unapproached by music educators.The present paper is an attempt to initiate a discussion on these issues by exposing one possible metatheoretical strategy. As the title suggests, the strategy I am going to employ is based on the concept of paradigm. This Greek term which was once used to describe Platonic ideas, nowadays broadly circulates in descriptions of transformative processes in nearly every domain of life: we hear about paradigm shifts in musicology, the job market and tax policy, genetics, and so on. It is usually used as a kind of unproblematic category with a precisely defined and commonly accepted meaning, so that no indication of the origin of its usage in a given context is provided. In most cases, however, it turns out that "paradigm shift" is equivalent to and stands for "change" of whatever type, scope, or depth and is preferred because it is a mode or perhaps because it sounds more pretentious. In contrast to this tendency, both "paradigm" and "paradigm shift" are taken here most seriously and their usage is intimately related to the tradition in philosophy of science established by Thomas S. Kuhn's The Structure of Scientific Revolutions.3 This may appear dubious after we have been recently told that the impact of this book and the very concept of paradigm have "been largely, but not entirely, for the worse," namely, "to dull the critical sensibility of the academy" and "to kill the historicist impulse."4 "Kuhnification," it has been argued, is responsible for the suppression of free inquiry and bringing about "paradigmitis," a syndrome characterized by "a collective sense of historical amnesia and political inertia."5 Nonetheless, it is my contention that the paradigm approach per se is not dismissed by the criticism of Kuhn's conception and can be modified in such a way as to be made fruitful for structuring music education discourse and the explication of theory development in music education. To show how this is possible is the task before me.Underlying this project is the idea that theory development in music education can be adequately grasped and appraised in terms of more general units than specific theories which I shall call paradigms. That I am giving preference to this term and not choosing another from the group of providers of the conceptual framework that have been suggested throughout the history—"research tradition" (Laudan), "research programme"(Lakatos), "comprehensive cosmological point of view" (Feyerabend)—is that I find it more pertinent: it is neutral enough and allows for modifications which are necessary in view of the specific nature of music education discourse.In what follows, I will begin with an examination of Peter Abbs' account of paradigms and paradigm shifts in arts education. I... (shrink)

A imaginação poética roseana garante e norteia os fluxos de uma arte literária geradora de um universo consubstanciado pela figura animal. Rosa deposita em sua tessitura, de forma sui generis, o intenso lirismo da palavra essencial para descrever delicadamente sua animália, porquanto o brilho celestial de seu bestiário reverbera de sua poesia primeira. Partindo da concepção filosófica de Gaston Bachelard acerca da essência poética de Lautréamont, lançamos um olhar sobre alguns possíveis aspectos que seriam destacados pelo filósofo francês no interior (...) da ação poética roseana, enfatizando a relevância e as peculiaridades da figura animal estabelecida em meio à composição literária de Guimarães Rosa. Bachelard reflete acerca da excepcional poeticidade que Isidore Ducasse extrai da figura animal em Les Chants de Maldoror, no qual o poeta alcança o âmago do vigor poético por meio de impulsos primitivos gerados a partir da extrema agressividade e violência de seu bestiário, engendrando assim uma espécie de transmutação poética fundada em uma realidade psicológica. A essência da poesia ducasseana evoca um dizer genuíno, inesperado e arrebatador fundamentado na primitividade surrealista de experiências do pensamento. Nesse devir, Lautréamont recolhe seu dito poético do súbito das imagens, visto que as palavras já se esvaziaram de uma fala original, e perderam-se em sua transparência. O poeta dispensa a linguagem solapada pela falação para pronunciar seu discurso poético por meio de suas imagens, instaurando assim uma múltipla enunciação. (shrink)

El presente texto muestra, dentro del pensamiento de John Stuart Mill, una idea de ser humano diverso y distinto que vive en una realidad también diversa. La convivencia de seres diversos en las distintas sociedades requiere de una organización política en la que la democracia representativa juega un papel importante, pero también unida a la política está la ética, la cual en Stuart Mill ha de ser una ética cívica, esto es, una ética en la que los ciudadanos, sujetos de (...) derechos y de deberes, desplieguen sus capacidades de modo libre, sin más freno que el perjuicio al semejante. (shrink)

El artículo tiene por objetivo mostrar la unión entre la moral y la educación en el pensamiento de John Stuart Mill. De dicha unión se sigue un modelo que conjuga transversalmente la diversidad, costumbres sociales y opinión pública. La sociedad es plural y diversa, siguiendo de ello la necesidad de una educación moral que esté dirigida por la tolerancia entre todos los ciudadanos.

The work then develops attempts to present the most relevant aspects of the philosophical thougt of John Stuart Mill in relation to religion. The wor consits in two parts: the first one is relate to theological reflection about the most important aspect on religion, the debate on the arguments that justify the existence of God and similar issues. The second part will focus on aspects about utilitarian morality an de Christian religion.

The article carries out a critical analysis of Arthur Kiefer's methodology (described in the “Ecclesiastes and the meaning of life in the ancient world”, Cambridge University Press, 2022), namely his concept of “meaning of life” applied to the analysis of the book of Ecclesiastes. The core argument made here is that the “threefold conceptual scheme” of the meaning of life, borrowed from the field of empirical psychological research (coherence – purpose – significance), cannot be effective in the analysis of theological (...) or philosophical texts, which involve a high level of generalization. On the other hand, since the concept of “meaning of life” is absent from the language of Ecclesiastes and other ancient texts, and its own meaning is extremely vague, it is unable to play the role of a useful analytical tool. (shrink)

The article analyses whether it is correct to extrapolate the concept of "meaning in life" developed by Thaddeus Metz to the doctrines of ancient philosophers, including Thomas Aquinas. Is Metz’ concept of "purposes" that make "human life" meaningful analogous to Aquinas’ concept of "ultimate goal of man"? Significant points of Metz’ conception of "meaning in life" in our article are described and compared with Aquinas’ conception of "ultimate goal of man." As it turns out, these conceptions are only superficially similar. (...) In fact, they are profoundly different: (1) Aquinas is talking about the "goal of man", which implies objective teleology incompatible with Metz’ "naturalism", and is not talking about "meaning in life" (and even "purpose of life"); (2) "ultimate goal of man", for Aquinas, is intended to provide salvation and eternal life for man, not to make life "significant" in this world. -/- Thus, Metz and Thomas not only use different terminology, but also address different problems. They deal with different questions, not just give different answers to the same question (about the "meaning in life"). Metz’s extrapolation may be correct, when viewed as a kind of rational reconstruction. However, Metz does not make appropriate reservations and groundlessly unifies heterogeneous problems. The article shows that more historically oriented methodology avoids impropriety in the exercise of rational reconstruction of "meaning in life" in the field of ancient and medieval philosophies. (shrink)

Vor dem Hintergrund von Heinrich Wölfflins Kunstgeschichtlichen Grundbegriffen (1915) untersucht der Beitrag anhand kennerschaftlicher und formalistischer Forschungsansätze des 20. Jahrhunderts die Verwendung von Metaphern für die Beschreibung von graphischen Kunstwerken. Mittels musikalischer und anthropomorpher Begriffe wird gezeigt, wie sich insbesondere Metaphern mehr als andere sprachliche Mittel oder Begrifflichkeiten je nach methodischer Ausrichtung für Argumentationen vereinnahmen ließen und Konnotationen entsprechend wechseln konnten. Zugleich eignet ihnen ein besonderes rezeptionsästhetisches Potenzial, mit dem Kunstwerke scheinbar ›intuitiver‹ erfasst werden können.

Cognitive reserve postulates that individual differences in task performance can be attributed to differences in the brain’s ability to recruit additional networks or adopt alternative cognitive strategies. Variables that are descriptive of lifetime experience such as socioeconomic status, educational attainment, and leisure activity are common proxies of CR. CR is mostly studied using neuroimaging techniques such as functional MRI in which case individuals with a higher CR were observed to activate a smaller brain network compared to individuals with a lower (...) CR, when performing a task equally effectively, and electroencephalography where a particular EEG component that reflects the attention and working memory load, has been targeted. Despite the contribution of multiple factors such as age, education, working, leisure, and household activities in CR formation, most neuroimaging studies, and those using EEG in particular, focus on formal education level only. The aim of the current EEG study is to investigate how the P300 component, evoked in response to an oddball paradigm, is associated with other components of CR besides education, such as working and leisure activity in older adults. We have used hereto a recently introduced CR index questionnaire that quantifies both professional and leisure activities in terms of their cognitive demand and number of years practiced, as well as a data-driven approach for EEG analysis. We observed complex relationships between CRIq subcomponents and P300 characteristics. These results are especially important given that, unlike previous studies, our measurements do not require active use of the same executive function and, thus, render our results free of a collinearity bias. (shrink)

Elvira Schnabel; Wittgenstein on Rules: what follows and what does not, Journal of Philosophy of Education, Volume 25, Issue 1, 30 May 2006, Pages 83–94, https.

. Towards an ecological ethics of academic responsibility: debunking power structures through relationality in Greek environmentalism. Journal for Cultural Research: Vol. 25, What should academics do about conspiracy theories? Moving beyond debunking to better deal with conspiratorial movements, misinformation and post-truth., pp. 88-103.

In this essay I develop W.E.B. Du Bois’s concept of double consciousness to demonstrate the limitations of Kant’s and Rawls’s models of self-respect. I argue that neither Kant nor Rawls can explain what self-respect and resistance to oppression warrants under the conditions of violent and systematic racial exclusion. I defend Du Bois’s proposal of voluntary black self-segregation during the Jim Crow era and explain why Du Bois believes that the black American community has a moral right to assert its self-respect (...) by mitigating exposure to racial violence and animus in a white-controlled polity. (shrink)