En un artículo anterior expusimos el marco cristológico donde trata la Escolástica la ciencia humana de Jesucristo. Al asumir el Verbo la naturaleza humana de Jesús para llevar a cabo la redención, implica la consideración de la constitución ontológica del Hijo de Dios. Esto se analiza en la cuestión de la unión hipostática. La postura de la Escuela Franciscana arranca de Alejandro de Hales ante las tres opiniones que Pedro Lombardo transmite en las Sentencias. Por otra parte, esta cuestión conduce (...) al análisis de la esencia y propiedades de dicha naturaleza asumida. Con esto se contemplan, no sólo las cualidades naturales, por lo general situadas en el alma de Cristo, sino también los defectos aducidos en el estudio sobre la pasión y muerte de Cristo, centro de la aislada soteriología medieval. (shrink)

Revisiting the history of relativity Content Type Journal Article DOI 10.1007/s11016-010-9466-4 Authors Lewis Pyenson, Department of History, Western Michigan University, Kalamazoo, MI 49008-5242, USA Sean F. Johnston, School of Interdisciplinary Studies, University of Glasgow, Rutherford-McCowan Building, Dumfries, Glasgow, Scotland G2 0RB, UK Alberto A. Martínez, Department of History, University of Texas at Austin, 1 University Station B7000, Austin, TX 78712-0220, USA Richard Staley, Department of the History of Science, University of Wisconsin-Madison, 226 Bradley Memorial Building, 1225 Linden Drive, Madison, WI (...) 53706-1528, USA Journal Metascience Online ISSN 1467-9981 Print ISSN 0815-0796 Journal Volume Volume 20 Journal Issue Volume 20, Number 1. (shrink)

¿Llegarán los ordenadores a sustituir a los seres humanos? Lo que hasta hace unas décadas parecía una pregunta de ciencia-ficción, es ahora defendido con seriedad por algunos especialistas en inteligencia artificial. El presente articulo dibuja las más importantes líneas de investigación en este campo y las posiciones más relevantes respecto de la relación hombre-maquina pensante. La conclusión que propone el autor supone una decidida apuesta por un humanismo en el que quepa integrar el desarrollo tecnológico sin perder de vista sus (...) innegables implicaciones éticas. (shrink)

The scientific study of consciousness emerged as an organized field of research only a few decades ago. As empirical results have begun to enhance our understanding of consciousness, it is important to find out whether other factors, such as funding for consciousness research and status of consciousness scientists, provide a suitable environment for the field to grow and develop sustainably. We conducted an online survey on people’s views regarding various aspects of the scientific study of consciousness as a field of (...) research. 249 participants completed the survey, among which 80% were in academia, and around 40% were experts in consciousness research. Topics covered include the progress made by the field, funding for consciousness research, job opportunities for consciousness researchers, and the scientific rigor of the work done by researchers in the field. The majority of respondents (78%) indicated that scientific research on consciousness has been making progress. However, most participants perceived obtaining funding and getting a job in the field of consciousness research as more difficult than in other subfields of neuroscience. Overall, work done in consciousness research was perceived to be less rigorous than other neuroscience subfields, but this perceived lack of rigor was not related to the perceived difficulty in finding jobs and obtaining funding. Lastly, we found that, overall, the global workspace theory was perceived to be the most promising (around 28%), while most non-expert researchers (around 22% of non-experts) found the integrated information theory (IIT) most promising. We believe the survey results provide an interesting picture of current opinions from scientists and researchers about the progresses made and the challenges faced by consciousness research as an independent field. They will inspire collective reflection on the future directions regarding funding and job opportunities for the field. (shrink)

Despite the salient experience of encoding threatening events, these memories are prone to distortions and often non-veridical from encoding to recall. Further, threat has been shown to preferentially disrupt the binding of event details and enhance goal-relevant information. While extensive work has characterised distinctive features of emotional memory, research has not fully explored the influence threat has on temporal memory, a process putatively supported by the binding of event details into a temporal context. Two primary competing hypotheses have been proposed; (...) that threat can impair or enhance temporal memory. We analysed two datasets to assess temporal memory for an in-person haunted house experience. In study 1, we examined the temporal structure of memory by characterising memory contiguity in free recall as a function of individual levels of heart rate as a proxy of threat. In study 2, we replicated marginal findings of threat-related increases in memory contiguity found in study 1. We extended these findings by showing threat-related increases in recency discriminations, an explicit test of temporal memory. Together, these findings demonstrate that threat enhances temporal memory regarding free recall structure and during explicit memory judgments. (shrink)

A partir de una encuesta por correo electrónico a estudiantes de Ingeniería en el SAI de la UAMA en un contexto de enseñanza remota forzado por la pandemia, se caracteriza la gestión de la docencia, desde la visión de los estudiantes, se realiza un diagnóstico de los aspectos relacionados. Es un estudio transversal con un análisis cualitativo y descriptivo de las respuestas. La gestión docente se ve afectada por factores inherentes al proceso, así como también por factores externos. Los resultados (...) obtenidos muestran que fue impactada fuertemente al realizarse el proceso totalmente vía remota especialmente, la comunicación e interacción alumno-profesor. (shrink)

This multiple-case study examined the rationales and instructional strategies for teaching history of science of 16 instructors of a history of science course for undergraduate preservice teachers in the USA. Based on instructor syllabi, instructional materials, and instructor interviews, we conducted single-case and cross-case analyses to identify why they teach HOS, how they teach HOS, and what possible relationships might underlie instructor rationales and their instructional strategy choices for teaching HOS. We found 10 rationales in three overarching categories and 9 (...) active-learning instructional strategies. Moreover, we found that instructors with skills rationales implemented active-learning instructional strategies, whereas instructors who only cited knowledge rationales relied only on lectures and reading discussions. We discuss implications and recommendations for the design of HOS courses. (shrink)

In the philosophy of science, abstraction has usually been analyzed in terms of the interface between our experience and the design of our concepts. The often implicit assumption here is that such interface has a definite identifiable and universalizable structure, determining the epistemic correctness of any abstraction. Our claim is that, on the contrary, the epistemic grounding of abstraction should not be reduced to the structural norms of such interface but is also related to the constraints on the cognitive processes (...) of specific abstractions. This suggests that we should understand abstraction as embodied in different kinds of abstraction practices. (shrink)

La filosofía de la ciencia se desarrolló durante la primera mitad del siglo xx bajo el supuesto de que la ciencia podía caracterizarse por la estructura lógica tanto del conocimiento articulado en las teorías más exitosas como de sus explicaciones. En la segunda mitad del siglo xx se cuestiona fuertemente esa idea, pero se sigue asumiendo que la filosofía de la ciencia debe hacerse siguiendo los cánones de una epistemología fundamentalista que considera que el avance de la ciencia pasa por (...) una ontología cada vez mas austera guiada por la idea de "mientras menos mejor". Desde esta perspectiva fundamentalista, el que las diferentes ciencias hablen de diferentes tipos de cosas es un obstáculo al entendimiento, producto de la imperfección del conocimiento actual. Este ideal nos invita a pensar que la epistemología debe hacerse reflexionando sobre el conocimiento articulado en nuestras teorías más austeras y nos compromete con propuestas reduccionistas problemáticas que no permiten explicar la diversidad de recursos epistémicos que de hecho utilizan los científicos. En este libro promovemos una epistemología que no sigue el lema de "mientras menos mejor", sino el de "organizar nuestros recursos epistémicos de manera que se genere entendimiento". Así, la misma estructura de las explicaciones y las prácticas (que incluye métodos y normas respecto de lo que se considera plausible y valioso) es lo que nos da la pauta para responder a la pregunta de qué es lo que hay. Esta estrategia epistémica nos obliga a hacer una filosofía de la ciencia muy cercana a la ciencia, reconociendo la pluralidad de sus métodos, objetivos y prácticas, sin reducir la filosofía de la ciencia a la sociología o a cualquier otra ciencia en particular. (shrink)

During the 19th century, evolutionary models of innovation followed a famous thesis of continuity, according to which methods and explanatory patterns of biology should have an important say in the social sciences. In the 20th century, this thesis was considered unacceptable as part of the sharp separation of biology from the social sciences. Recent advances in the biological sciences suggest a way in which a version of the thesis of continuity can be reinstated, to suggest new ways of explaining innovation (...) in the social sciences. Key kinds of innovation can be explained in terms of the evolution of robust complex systems, interpreted as processes of path creation. (shrink)

The state of computing science and, particularly, software engineering and knowledge engineering is generally considered immature. The best starting point for achieving a mature engineering discipline is a solid scientific theory, and the primary reason behind the immaturity in these fields is precisely that computing science still has no such agreed upon underlying theory. As theories in other fields of science do, this paper formally establishes the fundamental elements and postulates making up a first attempt at a theory in this (...) field, considering the features and peculiarities of computing science. The fundamental elements of this approach are informons and holons, and it is a general and comprehensive theory of software engineering and knowledge engineering that related disciplines (e.g., information systems) can particularise and/or extend to take benefit from it (Lakatos’ concepts of core theory and protective belt theories). (shrink)

The search for understanding is a major aim of science. Traditionally, understanding has been undervalued in the philosophy of science because of its psychological underpinnings; nowadays, however, it is widely recognized that epistemology cannot be divorced from psychology as sharp as traditional epistemology required. This eliminates the main obstacle to give scientific understanding due attention in philosophy of science. My aim in this paper is to describe an account of scientific understanding as an emergent feature of our mastering of different (...) (causal) explanatory frameworks that takes place through the mastering of scientific practices. Different practices lead to different kinds of representations. Such representations are often heterogeneous. The integration of such representations constitute understanding. (shrink)

El concepto de público en Dewey permite reconciliar dos intuiciones en conflicto. Por un lado la idea de que la ciencia requiera de expertos entra en conflicto con la construcción de una sociedad democrática, y por la otra la idea de que las complejas sociedades del presente requieren para el desarrollo de la democracia de ciencia y tecnología. El concepto de público de Dewey permite superar ese conflicto en la medida en que permite superar la oposición tradicional en la filosofía (...) de la tecnología entre substantivistas y construccionistas. (shrink)