Adolescence is the period of growth between childhood and adulthood. This period of development, which goes from 13 to 18 years, is usually presented as critical, due to the profound modifications of physiological and psychological order in this research we worked with a sample of 60 students, from Secondary School No. 8, morning and evening shift. An instrument was made with 45 variables, 5 of them signalytic: age, gender, an average of the previous cycle, performing some extracurricular activity, and shift. (...) The information was processed in the SPSS and STATISTIC programs. The conclusions showed that the student, by showing a need to learn, is able to develop different academic skills through different factors, such as motivation, thus improving their school performance. Thus proposes the development of an intervention model, for training teachers, on motivation methods in the classroom; As well as conferences on the importance of the topic of adolescent motivation and the factors involved in improving academic performance, teachers and parents will be taught and publicity will be developed on the importance of school motivation in adolescents and how it intervenes from home, at school and how this influences academic results. (shrink)

The development of children must be an integral part of their educational environment, focusing on strengthening their learning and social skills. The research is framed in the design of didactic material, under the perspective of product design. As a discipline of study, it focuses on the needs andparticularities of the rural educational environment and attempts to support the integral development that Ecuadorian education has been pursued. In this context, with a qualitative approach, the characteristics of the environment are collected, as (...) well as the perspectives of basic general education teachers, inrelation to the integral education and the existing materials in formal education. In a comparative analysis, we analyzed data obtained with similar training projects, which show the importance of working on social skills in children. The results determine parameters and requirements to develop didactic products that complement education, based on concepts of design, pedagogy, and didactics as knowledge-building tools. Keywords: Product Design, Teaching Material, Comprehensive Training, Social Skills. (shrink)

In this paper, we argue that there are epistemic norms on evidence-gathering and consider consequences for how to understand epistemic normativity. Though the view that there are such norms seems intuitive, it has found surprisingly little defense. Rather, many philosophers have argued that norms on evidence-gathering can only be practical or moral. On a prominent evidentialist version of this position, epistemic norms only apply to responding to the evidence one already has. Here we challenge the orthodoxy. First, we argue that (...) there is no significant normative difference between responding to evidence you have and gathering more evidence. Second, we argue that our practices of epistemically criticizing agents for their poor evidence-gathering indicate the existence of epistemic norms on evidence-gathering. Finally, we show that our thesis has important implications for recent debates about the relationship between epistemic norms and inquiry. (shrink)

Despite the proliferation of research on ethical leadership, there remains a limited understanding of how specifically the assumingly moral component of this leadership style affects employee behavior. Taking an identity perspective, we integrate the ethical leadership literature with research on the dynamics of the moral self-concept to posit that ethical leadership will foster a sense of moral identity among employees, which then inspires followers to adopt more ethical actions, such as increased organization citizenship behavior. We further argue that these identity (...) effects should be more pronounced when leaders are perceived to be group prototypical, as their actions then speak louder to followers’ sense of identity. Two studies—a scenario experiment with 138 participants and a field study with 225 employees—provided support for our hypothesized moderated mediation model. Perceived ethical leadership positively affected OCB via followers’ moral identity but only under conditions of high perceived leader group prototypicality. We discuss how the identity pathway of ethical leadership can facilitate novel theorizing about moral transference. Our findings also suggest that, when hiring external ethical leaders or training internal managers, practitioners are well advised to consider that these individuals may only be effective in morally transforming followers when they are perceived as prototypical for the group. (shrink)

Delusions are standardly defined as attitudes that are not amenable to change in light of conflicting evidence. But what evidence do people with delusion have for and against it? Do delusions really go against their total evidence? How are the answers affected by different conceptions of evidence? -/- This chapter focuses on how delusions relate to evidence. I consider what delusions-relevant evidence people with delusions have. I give some reasons to think that people typically have evidence for their delusions, and (...) that the evidence they have against them is often overstated. I draw on this discussion to consider whether delusions are evidentially supported and epistemically rational. Finally, I discuss implications for the nature of delusion, responsibility, and treatment and suggest directions for future research. Throughout, the discussion is sensitive to different conceptions of evidence and rationality in epistemology. -/- A central upshot is that what we should say about the epistemic standing of delusions depends substantively on our positions in epistemology, in particular, on the debate between internalists and externalists about evidence. If we want clarity on the epistemic standing of delusions, we need to incorporate more sophisticated tools from epistemology. (shrink)

Commentary on Pablo Hubacher Haerle’s paper “Is OCD Epistemically Irrational?”. I argue for expanding our assessment of rationality in OCD by considering a wider range of epistemic parameters and how they fit together.

Los y las estudiantes denominados migrantes internos o interregionales, así como los jóvenes migrantes retornados o pertenecientes a la generación 1.5 enfrentan un cúmulo de adversidades que deben sortear durante sus trayectorias escolares en la universidad pública y en muchos de los casos no son visibilizadas ni atendidas por las IES. En el presente ensayo se pretende proveer algunas estrategias que puedan servir de punto de partida para la atención y seguimiento a estos grupos de población estudiantil.

According to Margaret Cavendish the entire natural world is essentially rational such that everything thinks in some way or another. In this paper, I examine why Cavendish would believe that the natural world is ubiquitously rational, arguing against the usual account, which holds that she does so in order to account for the orderly production of very complex phenomena (e.g. living beings) given the limits of the mechanical philosophy. Rather, I argue, she attributes ubiquitous rationality to the natural world in (...) order to ground a theory of the ubiquitous freedom of nature, which in turn accounts for both the world's orderly and disorderly behavior. (shrink)

Over 700,000 copies of the original hardcover and paperback editions of this stunningly popular book have been sold. Karen Armstrong's superbly readable exploration of how the three dominant monotheistic religions of the world—Judaism, Christianity, and Islam—have shaped and altered the conception of God is a tour de force. One of Britain's foremost commentators on religious affairs, Armstrong traces the history of how men and women have perceived and experienced God, from the time of Abraham to the present. From classical (...) philosophy and medieval mysticism to the Reformation, the Enlightenment, and the modern age of skepticism, Armstrong performs the near miracle of distilling the intellectual history of monotheism into one compelling volume. (shrink)

The dominating theologian in Europe between Thomas Aquinas and John Duns Scotus, Henry of Ghent produced a massive Summa of Ordinary Questions as well as fifteen quodlibets during his long tenure at the University of Paris. His work constituted a new synthesis of faith and reason which competed with that of Thomas Aquinas and influenced the history of both philosophy and theology. The first five articles of the Summa, dealing with various issues associated with human knowledge, constitute an adequate introduction (...) to Henry's thought. In them we find his approach to fundamental principles and themes developed in detail in the rest of his corpus. Of the five, only article one has appeared as a whole in English translation. The next four articles reinforce and develop the findings of the first article, providing additional treatments that indicate Henry's principles and orientation. In fact, these four articles alone provide a condensed but remarkably rich portrait of Henry's basic thought, and so are an invaluable resource for beginning and advanced students alike. Articles 2-5 include important positions on knowledge and reality, a conception of humanity's ultimate purpose and the pursuits most conducive to it, and an approach to faith and reason. These four articles are presented here for the first time in English translation with an introduction and notes. Along with the translation, the volume includes the Latin text of the modern critical edition. --Book cover. (shrink)

Este trabajo plantea el papel que juega la Providencia tanto en el curso de la historia como en el posible conocimiento de ésta. En ambos casos la Providencia es un factor 'ad extra' en los hechos históricos, que dependen del arbitrio del hombre .This paper questions the role of Providence, as much in the course of history as in the possible knowledge of it. In both cases Providence is an 'ad extra' factor in historical facts, that depend on the freedom (...) of man. (shrink)

A theoretical physicist and feminist theorist, Karen Barad elaborates her theory of agential realism, a schema that is at once a new epistemology, ontology, and ethics.

Between 1653 and 1655 Margaret Cavendish makes a radical transition in her theory of matter, rejecting her earlier atomism in favour of an infinitely-extended and infinitely-divisible material plenum, with matter being ubiquitously self-moving, sensing, and rational. It is unclear, however, if Cavendish can actually dispense of atomism. One of her arguments against atomism, for example, depends upon the created world being harmonious and orderly, a premise Cavendish herself repeatedly undermines by noting nature’s many disorders. I argue that her supposed difficulties (...) with atomism expose a deeper tension in her work between two fundamental metaphysical commitments each of which has substantial philosophical support: her monist theory of the material world (which maintains that there exists just one natural substance which is the single principal cause) and her occasional theory of causation (which requires multiple finite principal causes in nature -- causes that might be considered individual substances). Her monism undermines atomism while her theory of occasional cause seems to rest on a conception of nature that would be especially friendly to atomism. I argue further that we can solve this tension within a Cavendishian framework in such a way as to preserve her theory of causation and her monism, but that this solution depends upon our taking her monism in a particular (and weak) form. I finally note that we can best make sense of her unique and interesting form of monism by acknowledging her social-political motivations in addition to her motivations in natural philosophy. (shrink)

We frequently speak of certain things or phenomena being built out of or based in others. Making Things Up concerns these relations, which connect more fundamental things to less fundamental things: Karen Bennett calls these 'building relations'. She aims to illuminate what it means to say that one thing is more fundamental than another.

The overturn of Roe v. Wade has resulted in fewer rights and resources for people seeking abortion care, particularly in the South. The Hyde Amendment has historically restricted abortion access for those enrolled in Medicaid. We argue here that its guarantees of minimum abortion coverage should be leveraged to offset harms where possible.

This research was carried out in a classroom of the center of comprehensive family development in the municipality of Durango, Mexico. The center trains young people in making crafts. From these young people, 13 teenage mothers ages 15-23, all victims of abuse as children, were selected. With this group, we implemented the philosophical-pedagogical proposal called "Philosophy for children and teenagers," first developed by the American philosopher Matthew Lipman. The main goal was to form a "community of inquiry," where through philosophical (...) dialogue the participants developed cognitive skills, allowing them to share, in an ethical and moral dialogue, their life experiences within a democratic setting. The results were demonstrated through the disclosures made by the participants during the philosophical dialogues, We also recorded the cognitive abilities detected over 20 sessions. We contrast the results with the theories to demonstrate the participants’ cognitive changes. We also observed unexpected findings in other academic fields that facilitate ethical and moral thinking. (shrink)

O objetivo do presente artigo é expor a leitura que a psicanálise lacaniana levanta acerca das causas que levam à irrupção da agressividade, principalmente em razão do caráter frequente deste fenômeno em educação. Sendo o método utilizado basicamente o dissertativo, procurou-se ressaltar a dimensão filosófica do problema. O próprio Lacan se apropria do legado hegeliano e marxista para desdobrar a tese da agressividade enquanto realização de uma dinâmica instaurada a partir do olhar e que tem o seu modus operandi nos (...) movimentos de alienação e de desalienação. A agressividade, ilustrada, por exemplo, pelas injúrias sofridas pelos professores mostra-se como tentativa de provocar a queda do Outro, queda essa tida como objeto a cujo modo de aparição é regulado pelo complexo de Édipo. Isto é, tanto o modo como se inscrevem as figuras de autoridade parentais nas cadeias significantes de que é composto o sujeito quanto o modo como essa inscrição molda as possibilidades existenciais de articulação com o sexo oposto seriam chave para antevermos em que medida o sujeito faz uso da agressividade. Nessa medida, o complexo de Édipo, reinvestido pelo acontecimento da puberdade, seria responsável pelo deslocamento da libido ora para o Outro ora para o próprio sujeito. O Outro, no desdobramento teórico de Lacan que se segue à década de 60, compreende tanto as escolhas identificatórias quanto aquilo que escapa a qualquer identificação. O Outro, por exemplo, na figura do professor, tem tanto o papel de se posicionar enquanto tal e assim gerar intuitivamente um processo de identificação, quanto o delicado papel de sustentar a dialética que surge no momento em que o Outro cai, momento esse que frequentemente se segue à identificação e que acontece junto a um gozo capaz de desvelar o objeto a. Muito embora o papel em educação não seja manter uma ausculta a esse objeto, a educação pode fazer com que esse objeto não seja excluído e seja contornado junto ao advento de singularidades. Neste momento, a explicitação das regras através das quais a educação se constitui assim como a empatia do educador aparecem como instrumentos fundamentais na educação tanto quanto a própria matéria a ser ensinada. Do texto, depreendemos a seguinte conclusão: acerca da necessidade de causarmos a colocação da agressividade na fala como via de conquista do processo de desalienação conjugada com uma possibilidade de sustentação do desejo. (shrink)

Recently much has been made of the grounding relation, and of the idea that it is intimately tied to fundamentality. If A grounds B, then A is more fundamental than B (though not vice versa ), and A is ungrounded if and only if it is fundamental full stop—absolutely fundamental. But here is a puzzle: is grounding itself absolutely fundamental?

In the ninth century BCE, the peoples of four distinct regions of the civilized world created the religious and philosophical traditions that have continued to nourish humanity to the present day: Confucianism and Daoism in China, Hinduism and Buddhism in India, monotheism in Israel, and philosophical rationalism in Greece. Later generations further developed these initial insights, but we have never grown beyond them. Rabbinic Judaism, Christianity, and Islam, for example, were all secondary flowerings of the original Israelite vision. Now, in (...) The Great Transformation , Karen Armstrong reveals how the sages of this pivotal “Axial Age” can speak clearly and helpfully to the violence and desperation that we experience in our own times. Armstrong traces the development of the Axial Age chronologically, examining the contributions of such figures as the Buddha, Socrates, Confucius, Jeremiah, Ezekiel, the mystics of the Upanishads, Mencius, and Euripides. All of the Axial Age faiths began in principled and visceral recoil from the unprecedented violence of their time. Despite some differences of emphasis, there was a remarkable consensus in their call for an abandonment of selfishness and a spirituality of compassion. With regard to dealing with fear, despair, hatred, rage, and violence, the Axial sages gave their people and give us, Armstrong says, two important pieces of advice: first there must be personal responsibility and self-criticism, and it must be followed by practical, effective action. In her introduction and concluding chapter, Armstrong urges us to consider how these spiritualities challenge the way we are religious today. In our various institutions, we sometimes seem to be attempting to create exactly the kind of religion that Axial sages and prophets had hoped to eliminate. We often equate faith with doctrinal conformity, but the traditions of the Axial Age were not about dogma. All insisted on the primacy of compassion even in the midst of suffering. In each Axial Age case, a disciplined revulsion from violence and hatred proved to be the major catalyst of spiritual change. (shrink)

A variety of relations widely invoked by philosophers—composition, constitution, realization, micro-basing, emergence, and many others—are species of what I call ‘building relations’. I argue that they are conceptually intertwined, articulate what it takes for a relation to count as a building relation, and argue that—contra appearances—it is an open possibility that these relations are all determinates of a common determinable, or even that there is really only one building relation.

In this paper I describe and defend an account of virtuous motivation that differs from what we might call ordinary moral motivation. It is possible to be morally motivated without being virtuously motivated. In the first half of the essay, I explore different senses of moral motivation and the philosophical puzzles and problems it poses. In the second half, I give an account of virtuous motivation that, unlike ordinary moral motivation, requires the motivational structure characteristic of a fully virtuous person. (...) I draw on Aristotle's account of virtuous action to argue that a fully virtuous agent's judgment reflects a robust form of moral knowledge about what features of an action render it virtuous and hence, choiceworthy. Virtuously motivated actions are chosen in light of those features and are accompanied by the affective state appropriate to the overall moral landscape in which the judgment is made. (shrink)

Se presenta una visión de la epistemología como lógica del pensar y se la lleva a una elaboración de la práctica clínica como una lógica del padecimiento psíquico. Esto basado en los planteamientos de Deleuze y Guattari. Para ello se toma como punto de partida la noción de los movimientos aberrantes que, leyendo la obra de Deleuze, elaboró David Lapoujade entendiéndolos como movimientos que se producen en la relación entre distintos términos heterogéneos, pero manteniendo su heterogeneidad. Esto es vinculado con (...) la invitación que hace el mismo Lapoujade a entender la obra deleuzeana como el desarrollo de lógicas irracionales, intentando pensar desde ahí una lógica de la locura y del padecimiento mental con base en, a su vez, una lógica de las obras literarias de Proust y Kafka, tal como las leen los mismos Deleuze y Guattari. En relación con ello destacamos, por un lado, cierta lógica de conjuntos abiertos y no totalizables que estos últimos autores encuentran en la obra de Proust y, por otro lado, una lógica de la contigüidad que encuentran en la obra de Kafka. Al mismo tiempo, se establecen puntos en común entre estas dos lecturas a propósito de lo esquizoide como algo que excede a la significación del discurso, así como a la normatividad de la conducta. Asimismo, en distintos puntos del escrito se extraerán las implicaciones que estos modos de pensar tienen para una práctica clínica en relación con modos de existencia subjetivos que se escapan a lo que está establecido en el campo social. De esa manera, ponemos en conjunción una aproximación epistemológica con una política. (shrink)

This book discusses the notion that quantum gravity may represent the "breakdown" of spacetime at extremely high energy scales. If spacetime does not exist at the fundamental level, then it has to be considered "emergent", in other words an effective structure, valid at low energy scales. The author develops a conception of emergence appropriate to effective theories in physics, and shows how it applies (or could apply) in various approaches to quantum gravity, including condensed matter approaches, discrete approaches, and loop (...) quantum gravity. (shrink)

Dummett's output has been prolific and highly influential, but not always as accessible as it deserves to be. This book sets out to rectify this situation.

The basic form of the exclusion problem is by now very, very familiar. 2 Start with the claim that the physical realm is causally complete: every physical thing that happens has a sufficient physical cause. Add in the claim that the mental and the physical are distinct. Toss in some claims about overdetermination, give it a stir, and voilá—suddenly it looks as though the mental never causes anything, at least nothing physical. As it is often put, the physical does all (...) the work, and there is nothing left for the mental to do. (shrink)

A lot of people believe that distinct objects can occupy precisely the same place for the entire time during which they exist. Such people have to provide an answer to the 'grounding problem' – they have to explain how such things, alike in so many ways, nonetheless manage to fall under different sortals, or have different modal properties. I argue in detail that they cannot say that there is anything in virtue of which spatio-temporally coincident things have those properties. However, (...) I also argue that this may not be as bad as it looks, and that there is a way to make sense of the claim that such properties are primitive. (shrink)