En este artículo, ofreceremos algunas reflexiones sobre la historia en la obra de Hannah Arendt partiendo de la premisa de que esta se asienta en su concepto de acción. Con tal fin, recurriremos a distintos textos en los que la autora alemana discutió nociones cruciales para su definición de la condición humana, a saber, las tres actividades bajo las cuales se le dio vida al hombre en la Tierra –labor, trabajo y acción– y la separación entre lo público y lo (...) privado. Nuestro vínculo con el pasado y su relación tanto con el presente como con el futuro estarán también en el centro del recorrido que aquí proponemos. (shrink)

Filosofía y política en los siglos XVII y XVIII.--Hobbes, T. El Leviatán (selección).--Locke, J. Segundo tratado de gobierno (selección).--Montesquieu. El espíritu de las leyes (selección).--Orígenes de la conciencia estética y análisis crítico de sus fundamentos.--Kant, E. Crítica del juicio (selección).--Schiller, F. La educación estética del hombre (selección).--Hegel, J. G. F. De lo bello y sus formas (selección).

In light of the interrelation between motor and cognitive development and the predictive value of the former for the latter, the secular decline observed in motor coordination ability as early as preschool urges identification of interventions that may jointly impact motor and cognitive efficiency. The aim of this study was twofold. It (1) explored the outcomes of enriched physical education, centered on deliberate play and cognitively challenging variability of practice, on motor coordination and cognitive processing; (2) examined whether motor coordination (...) outcomes mediate intervention effects on children’s cognition, while controlling for moderation by lifestyle factors as outdoor play habits and weight status. Four hundred and sixty children aged 5-10 years participated in a 6-month group randomized intervention in physical education, with or without playful coordinative and cognitive enrichment. The weight status and spontaneous outdoor play habits of children (parental report of outdoor play) were evaluated at baseline. Before and after the intervention, motor developmental level (Movement Assessment Battery for Children) was evaluated in all children, who were then assessed either with a test of working memory (Random Number Generation task), or with a test of attention (from the Cognitive Assessment System, CAS). Children assigned to the ‘enriched’ intervention showed more pronounced improvements in all motor coordination assessments (manual dexterity, ball skills, static/dynamic balance). The beneficial effect on ball skills was amplified by the level of spontaneous outdoor play and weight status. Among indices of executive function and attention, only that of inhibition showed a differential effect of intervention type. Moderated mediation showed that the better outcome of the enriched physical education on ball skills mediated the better inhibition outcome, but only when the enrichment intervention was paralleled by a medium-to-high level of outdoor play. Results suggest that specifically tailored physical activity games provide a unique form of enrichment that impacts children’s cognitive development through motor coordination improvement, particularly object control skills, which are linked to children’s physical activity habits later in life. Outdoor play appears to offer the natural ground for the stimulation by designed physical activity games to take root in children’s mind. (shrink)

Respuesta al comentario de Carolina Sánchez. “Notas sobre la promesa en el pensamiento de Friedrich Nietzsche y Hannah Arendt.” Ideas y Valores 65.160 (2016): 279-283.

Internationally, governments, health and exercise practitioners are struggling with the threat posed by physical inactivity leading to worsening outcomes in health and life expectancy and the associated high economic costs. To meet this challenge it is important to enhance the quality, and quantity, of participation in sports and physical activity throughout the life course to sustain healthy and active lifestyles. This paper supports the need to develop a physically literate population, who meaningfully engage in play and physical activity through the (...) development of functional movement skills in enriched environments. This is a shift away from reductionist approaches to physical activity engagement and maintenance to an ecological dynamics approach that focuses on enrichment to support functional movement skill learning and development. This is an embedded approach to physical literacy that allows learners the space and time to “explore–discover” within environments that will lead to a concomitant self-organization of highly intricate network of co-dependent sub-systems resulting in functional movement solutions for the performance task and enduring positive adaptations to subsystems supporting the physical literacy journey across the life course. “Explore-discover adapt” is at the heart of two contemporary learner-centered pedagogies: Non-linear Pedagogy and the Athletic Skills Model. Both emphasize the importance of enrichment experiences from an early age, and throughout life course, and both appreciate the inherent complexity involved in the learning process and the importance of designing a rich and varied range of athletic, participatory experiences that will support the embedded development of physical literacy leading to ongoing physical activity for all. The final part of this paper will demonstrate the potential of an ecological dynamics approach for supporting the concept of physical literacy by providing a roadmap for a reliable and valid measurement of physical literacy when considered from both an ecological dynamics perspective and the phenomenology understanding of physical literacy. (shrink)

El lenguaje conceptual es la singularidad de la filosofía. En sus comienzos nos encontramos con la obra filosófica de Platón, la cual es aquí interrogada desde la experiencia del diálogo como una pedagogía del concepto, mostrando cómo la conversación platónica lleva implicada un camino hacia el concepto. Tomados algunos de sus Diálogos, mostramos cómo en ellos existe una orientación en torno a la manera como el pensador asume la tarea de una formación conceptual: de la doxa al saber, la llamada (...) Teoría de las Ideas de Platón, en sus distintos momentos, es la respuesta histórica a la necesidad del pensamiento de comprender lo sensible a la luz de lo inteligible y de encontrar en el concepto esa palabra común para el entendimiento mutuo, en el conjunto de las diversas experiencias humanas. (shrink)

El texto Meditaciones metafísicas de René Descartes (1943) ha sido considerado el primero en el cual se realiza la fundamentación del concepto de sujeto moderno y de la comprensión del hombre como tal. En diálogo con él, exploramos la dimensión dialógica de la meditación con el fin de revisar el planteamiento cartesiano, a la luz de nuestro horizonte contemporáneo, para dejarnos decir algo por él. De este modo pueden hacerse visibles nuestras maneras de comprender las subjetividades hoy, permitiéndonos cuestionar tanto (...) la estructura que sustenta la concepción del sujeto, como la problemática de la identidad que le es sucedánea, dejándonos ver su singularidad en el modo actual y actuante de nuestro ser en el mundo. (shrink)

En el curso dictado en Collège de France sobre la institución y la pasividad, Merleau-Ponty le otorgó una importancia particular a las problemáticas freudianas. La sexualidad y muy especialmente el Complejo de Edipo, es presentado como ejemplo de la institución humana en un doble sentido: en cuanto clase de institución que se diferencia de la institución vital y como una institución antropomórfica. Sus momentos –sexualidad prepuberal, periodo de latencia, pubertad– ejemplifican la estructura de toda institución: la anticipación, el desvío y (...) la reanudación y ponen de manifiesto su temporalidad propia. En vistas a la importancia del Complejo de Edipo en la arquitectura general del curso, el presente trabajo tiene por objetivo reponer la interpretación realizada por Merleau-Ponty a los efectos de comprender la especificidad de la institución humana. De este modo, se pretende realizar una aproximación al vínculo entre temporalidad e institución tal como Merleau-Ponty lo considera en el curso en cuestión.In the course dictated in Collège de France on the institution and the passiveness, Merleau-Ponty granted a particular importance to the Freudian problematics. The sexuality and very specially the Complex of Oedipus, is presented as example of the human institution in a double meaning: regarding a type of institution that differs from the vital institution and as an anthropomorphic institution. Its moments – prepuberal sexuality, period of latency, puberty –exemplify the structure of any institution: the anticipation, the detour and the resumption and they reveal his own temporality. In conference to the importance of the Complex of Oedipus in the general architecture of the course, the present work has for aim re-put the interpretation realized by Merleau-Ponty to the effects of understanding the specificity of the human institution. Thus, one tries to realize an approximation to the link between temporality and institution as Merleau-Ponty considers it in the course in question. (shrink)

When trying to help teachers cope with the critical situations they face in classrooms, public policies are mainly concerned with improving initial teacher training. I claim in this article that the role of lifelong learning should no longer be undermined and that the design of teachers' training should be supported by a thorough examination of the cognitive processes involved. A faulty view of cognition may explain both our emphasis on initial training and most of the difficulties faced in designing teachers' (...) training. Searching existing alternative metaphors of cognition and investigating new ones constitutes a way of coping with these problems: first to design new forms of training, second to understand the processes involved in innovative training methods that have already been implemented. My focus in this article is precisely the ‘metaphor of cognition’ that underlies innovative teacher training methods. This metaphor is based on Peirce's pragmaticism, and it describes teachers' training as a process of taking and changing habits. This article mainly investigates the links between Peirce's later semiotics, Merleau-Ponty's Phenomenology of Perception and Varela's theory of enaction, in order to propose a threefold definition of ‘habit’ and define the notion of ‘educational gesture’, which constitutes a translation of the concept of habit in the field of education and training. (shrink)

My aim in this paper is to show the relevance of an ‘effective semiotics’; that is, a field study based upon Peirce's semiotics. The general context of this investigation is educational semiotics rather than semiotics of teaching: I am concerned with a general approach of educational processes, not with skills and curricula. My paper is grounded in a field study that I carried out in a school, L'Ecole de la Neuville, implementing Institutional Pedagogy in France. I first investigate the relevance (...) of Peirce's semiotics in such a context. I then propose several definitions for the word ‘institution’, referring to the core concepts of this particular pedagogy, before describing the concept of ‘institution-sign’, which is considered a useful tool for making effective connections between several aspects of semiotics. I finally assert that an institution constitutes a tool that allows teachers to favour semiosis in educational contexts. (shrink)

En este trabajo indagaremos sobre la forma en que fue construido el concepto cultura, en la disciplina arqueológica argentina. Para cumplir con dicho objetivo, efectuaremos un recorrido por cada marco teórico, reflexionando en su incidencia en la conceptualización del término, la influencia del cont..

En este trabajo ofrecemos la traducción del latín al español del Liber de convenientia fidei et intellectus in obiecto de Ramón Llull, con introducción y notas. Se trata de una obra en la que el filósofo mallorquín efectúa una síntesis de su pensamiento en torno de las relaciones entre fe y razón, así como de su posición respecto de la defensa de la fe católica y la conversión de los no cristianos. El opúsculo, que se muestra como un trabajo definitivo (...) en cuanto al establecimiento de la relación mencionada, hecha mano de los elementos fundamentales de su sistema, el Ars magna, pero aun así es una rara avis dentro de la opus luliana: está pleno de citas bíblicas y alusiones a las auctoritates eclesiásticas más renombradas, unas y otras ausentes en la mayoría de las obras lulianas. In this paper we offer the translation from Latin to Spanish of Ramón Llull´s Liber de convenientia fidei et intellectus in obiecto with introduction and notes. This is a work where the mallorcan philosopher makes a synthetic framework of his thinking on the relationship between faith and reason, as well as of his position towards the defense of catholic faith and conversion of non-christian people. The text, which is shown as a definitive work in the setting of this relationship, uses the most characteristic principles of his system, Ars magna, but still is a rara avis inside the opus lulliana: is full of biblical quotations and allusions to the most renowned ecclesiastical auctoritates, all these absents in most lullian woks. (shrink)

Se trata de un número monográfico muy interesante, que integra un conjunto de trabajos de prestigiosos profesores universitarios—A. Clark, H. Simon, A. Gomila, J. Toribio, R. Tuomela, M. Liz, P.F. Martínez Freire, F. Broncano, C.J. Moya, P.S. Churchland, P.M. Churchland, A. Burrieza y A. Estany—sobre diversos temas candentes de la Filosofía de las Ciencias Cognitivas: cognición incorporizada, teorías computacionales de la cognición, mecanismos mentales de la intersubjetividad, responsabilidad semántica, intención conjunta y colectiva, relación entre el problema del mundo externo y (...) el problema ontológico de la experiencia subjetiva, la realidad desde la mente, relevancia filosófica de una teoría funcional de las emociones, problemas que plantean las emociones a la posibilidad de responsabilidad moral, neurobiología y conciencia, neurobiología cognitiva de las virtudes morales, tratamiento lógico de la conciencia en Inteligencia Artificial y ventajas epistémicas de la cognición socialmente distribuida. El agrupamiento de los artículos en partes diferenciadas es adecuado y coherente. Me habría gustado mucho seguirlo con orden y analizar sus contenidos con detalle; pero debo limitarme a un examen más general y a considerar simplemente las grandes tendencias o afinidades temáticas que se manifiestan a través de las páginas. Quizás lo más relevante sea la constatación efectiva de un fenómeno que se ha producido en la investigación actual sobre ciencias cognitivas y que señala A. Clark en su escrito: el redescubrimiento del cuerpo y el mundo, la crisis de una visión aislacionista de la cognición, y el surgimiento de un nuevo paradigma de patrones de actividad distribuidos a lo largo de trayectorias de procesamiento temporalmente extendidas mediante redes neuronales recurrentes. Se aprecia aquí que el énfasis se ha trasladado desde la representación simbólica hacia series reiteradas de interacciones agente-entorno. Y eso es lo prime-ro que cabría resaltar: el paulatino abandono del paradigma de representación simbólica y la atención creciente a las interacciones acopladas agente-mundo. (shrink)

Francesco Pesce | : Le présent article étudie l’enseignement des évêques italiens sur la famille et quelques questions éthiques, sur une période de dix ans. Pour les catholiques italiens et les Italiens en général, il n’est pas facile de faire la distinction entre le Vatican et la Conférence épiscopale italienne et, par conséquent, on donne de l’importance aux discours d’un évêque en fonction de son rapport à la position « officielle » du pape. Dans ce contexte, on examinera les (...) discours de quatre évêques qui ont une résonance publique, c’est-à-dire des interventions dans lesquelles ces évêques sont conscients de s’adresser non seulement aux catholiques mais aux Italiens. Il en résultera un panorama diversifié, qui montre différentes approches des problèmes de l’homme d’aujourd’hui. | : The article considers the specific Italian situation : Italian Catholics and Italians in general have difficulty distinguishing between the Vatican and the Italian Episcopal Conference. Thus, the voice of a single bishop is evaluated in connection to the “official” position of the Pope. In this context, the speeches taken into consideration have the following features : 1) have wide appeal according to public opinion, 2) are about family and ethical questions, and 3) want to give a contribution to the public discussion on the topics of above. Finally, after a comparison between the various positions and effectiveness and eloquence, a different approach to the problems of contemporary men and women will appear. (shrink)

This essay explores the central role that Gentile assigns to concrete thinking. Through a combination of historical and theoretical interpretation, Pesce argues that Gentile's radical ideas had their roots in great cultural shifts of the nineteenth century, and in particular in the widespread dissatisfaction with the reduced conception of the person that had arisen through the scientific advances of that period. Gentile's stress on the richness of concrete thinking makes actualism an especially pertinent alternative to the empiricism and positivism (...) that pervade mainstream thinking today. (shrink)

History and temporality have in Nietzsche’s work an important place, where other fundamental categories are involved as well. His second Untimely Meditation has especial relevance in this framework, where Nietzsche warms against the historicism of those years. History in that text is presented as a regulator of action in favor of life, but in spite of that fact, history it is not only associated to memory, but also to forgetting. This paper aims to recover those notions in the light of (...) Foucault’s thought. He shows in different writings his Nietzschean heritage in the elaboration of the war model and the construction of a genealogy of strategic discourses that respond to a will to knowledge. (shrink)