In a context of pervasive digitalization of the social world, both before and during the COVID-19 pandemic, the field of education has undergone major changes with the development of digital practices and settings. However, the physical presence of the subjects and the body remain something primordial and irreplaceable in traditional educational processes. Thus, it is often assumed that virtuality is opposed to the corporeal reality of the subjects involved in teaching, learning and studying. In this paper we aim to critically (...) challenge this assumption by addressing the phenomenon of virtuality in a more original sense: as a fundamental dimension of corporeality itself. Drawing on Merleau-Ponty’s phenomenological insights, we argue that the experience of the virtual is inherently embodied and fully real. We understand corporeality and virtuality as entangled and multidimensional phenomena. At the same time, this leads us to rethink the digital as only one possible medium in which virtuality can appear as inherent to embodied experience. We develop our phenomenological approach in three instances. First, we question and bracket two common assumptions about corporeality. From our critical perspective, assumptions about a disembodied digitality and a devirtualized corporeality represent extremes within which educational discourses currently move. Second, we address the inherent virtuality of embodied experience. We outline the heuristic concept of the virtual body to describe corporeality and virtuality as entangled and multidimensional phenomena that encompass extension, intercorporeality and intermediality. Finally, we make some remarks on the relationships of corporeality and virtuality considering the challenges of digital education. (shrink)

The intention of this paper is crossed by a double view. First, reread from an existential point of view, some considerations about corporeality and intersubjectivity, as studied by G. Marcel, and second, reflect, from a phenomenological approach, projections and relationships between these intuitions and the world of biology, and specifically, cognitive science.

Vítima, quer do contexto, quer da sua recepção, a obra de Eric Weil (1904-1977), editada entre os anos 50 e 70 do século passado, não tem obtido o devido acolhimento pela comunidade filosófica. Se as interpretações magistrais de Kant (Problèmes kantiens. Paris: Vrin, 1970) e de Hegel (Hegel et l’état. Paris; Vrin, 1950) constituem referências cada vez mais frequentes nos trabalhos da especialidade (os quais persistem, contudo, em ignorar os importantes artigos sobre a filosofia dos dois autor...

Este volume oferece o primeiro conjunto de artigos exclusivamente dedicados à noção de «retomada», tal como a entendeu Eric Weil (1904-1977), escritos por investigadores oriundos de Portugal, França, Brasil, Itália, Roménia, Burkina Faso e Chile. Nascido na Alemanha, Eric Weil foi discípulo de Ernst Cassirer que o orien­tou no estudo dos filósofos do Renascimento, como Pietro Pomponazzi e Marsílio Ficino. Naturalizado francês, após ter sido obrigado a abandonar o país de origem, contra o qual...

Com este artigo, procurámos expor a dinâmica que assiste à Filosofia do Conhecimento de Francisco Vieira de Almeida (1888-1962), Professor da Faculdade de Letras da Universidade de Lisboa de 1915 a 1958, por um lado, apresentada como acesso privilegiado à prática filosófica, por outro, entendida como exercício de sistematização que recusa a fixação num sistema, por fim, atravessada pela intenção de promover a osmose entre o conhecimento de «tipo-filosofia» e o de «tipo-ciência», surpreendendo a gestualidade dessa ética do filosofar naquela (...) que é tida, consensualmente, como sua obra-prima, Pontos de Referência, publicada em 1961. As sinuosidades particulares de uma tal pragmática, resistindo deliberadamente a todo o esforço de circunscrição, levaram-nos a cruzar um primeiro nível de leitura, orientado para evidenciar os traços gerais, e um segundo, ocupado com problemas de teor mais específico. (shrink)

Le volume que nous présentons ici est le résultat d’un travail collectif entrepris pour la première fois exclusivement sur la notion de reprise, telle que l’a proposée Eric Weil (1904-1977), par des chercheurs venus du Portugal, de France, du Brésil, d’Italie, de Roumanie, du Burkina Faso et du Chili. Né en Allemagne, Eric Weil a étu­dié avec Ernst Cassirer qui l’a dirigé sur des recherches concernant les philosophes de la Renaissance, comme Pietro Pomponazzi et Marsile Ficin. Naturalisé fran...

O que é posto em comum depende, em grande parte, de processos textuais específi cos que funcionam como condições de possibilidade pragmático-narratológicas da partilha dos sentidos que circulam pelo meio da linguagem. Tal implica que o simples uso corrente da linguagem, ao contrário do que é usual supor, ainda que indispensável, não seja sufi ciente para gerar essa comunidade, pois que nem todos os dispositivos linguísticos estão vocacionados para favorecer a convergência. Neste artigo, pretendemos, por conseguinte, reflectir sobre uma dessas (...) condições, a de que uma nova enunciação, para se tornar comum, tenha sempre de retomar uma versão enunciativa, já consolidada, não apenas formalmente, mas, também, no que respeita a sequências textuais específicas. Para o efeito, estendemos o conceito de retomada que, na filosofia de Eric Weil, surge no âmbito da Lógica da Filosofia, à totalidade da comunicação com pretensão a fazer sentido. Trata-se, portanto, de pensar com Weil, para lá de Weil, num exercício de (in)fidelidade e distanciação que constitui, em si mesmo, uma forma de o retomar. (shrink)

Apresenta-se, traduz-se e anota-se a Carta a Paul Landois, datada de 1756, que contém uma síntese das principais teses da filosofia moral de Diderot.

Com este conjunto de treze artigos introdutórios, pretende-se apontar e, parcialmente, preencher uma lacuna significativa nos estudos sobre a Filosofia em Portugal e no Brasil. Com efeito, uma investigação bibliográfica tornará facilmente manifesto que a Filosofia do Conhecimento, enquanto tal, com os seus problemas específicos e as suas categorias próprias, não tem figurado, com uma assiduidade à medida da sua representatividade, na agenda daqueles que se dedicam à interpretação das proposta...

Cet article reprend les textes de Kant sur le tremblement de terre de Lisbonne pour mettre en évidence l’intention philosophique générale qui les soutient, à la fois gnoséologique, épistémologique et métaphysique. Compris comme essais d’application de sa théorie des premiers principes de la connaissance, ils peuvent alors retrouver leur place dans l’ensemble de la production du philosophe dans cette année de 1755 et s’inscrire aisément dans sa recherche des fondements d’une science sensée de la nature.

El moderno tabú de la muerte se manifiesta en algunas residencias de ancianos mediante el ocultamiento de los fallecimientos producidos y la aparente eliminación de los ritos, el luto y el duelo. No obstante, del tabú surgirán prácticas proxémicas que derivarán en nuevos rituales funerarios. La pandemia exacerbará dichas prácticas.

Understanding the ways in which Muslims are turned into “a problem” requires an analytic incorporating the insights gained through the concepts of Islamophobia and anti-Muslim racism into a larger frame. The “Muslim Question” can provide such a frame by attending to the systematic character of this form of racism, explored here through biopolitics. This article develops a conceptualization of Europe’s “Muslim Question” along three lines. First, the “Muslim Question” emerges as an accusation of being an “alien body” to the nation, (...) often expressed through the Trojan horse legend. Second, the “Muslim Question” is elaborated through demands of integration and assimilation, in which the production of difference entangles with calls and measures to regulate Muslims. And third, the “Muslim Question” is brought to life upon the terrain of gender and sexuality, as the imaginary of threat at the heart of the “Muslim Question” is a replacement conspiracy centered on birthrates. (shrink)

La Educación Sensible es ayuda para que el “yo” habite en su “hogar interior” y crezca hacia su “apoteosis original” en el “nosotros”, donde se hace cocreador de belleza con libertad, sabiduría y amor. La educación sensible es pedagogía no invasiva pero radicalmente exigente para que la persona acepte desplegar su versión original y vivir con gozo en un “nosotros-maduro”. No es una pedagogía que protege a los sensibles; es una educación que atiende a todas las personas, independientemente de su (...) grado de sensibilidad: alta, media o baja (como intervalos comunes que se manejan en las ciencias de la sensibilidad). La sensibilidad personal es capaz de captar la propia originalidad y disponerse para interpretarla en los dos sentidos: comprenderla y actuarla. La sensibilidad humana necesita la educación sensible para que sea punto de partida de un desarrollo personal auténtico y pleno de la propia originalidad que es alterada y altera la de los “yoes” con quien habita la existencia formando “nosotros”, que a su vez, se impactan con interdependencia. Además de al “yo”, la educación sensible se orienta al “nosotros”, que será tanto más “sensible” en la medida que altera la intimidad de la persona con “amor-maduro” que es fuente de gozo, a pesar de los pesares. Sin educación sensible la vida daña y cuanta mayor es la sensibilidad de la persona, mayor es el daño, pero también es mayor la capacidad para detectarlo cicatrizarlo y ayudar a otros con educación sensible. Así, la educación sensible se manifiesta de tres maneras: como acción sanadora de la persona, destrucción creadora para evolucionar en el tiempo, como la crisálida se transforma en mariposa, y acción desarrollante del propio potencial con originalidad. (shrink)

In the predominant pedagogical frameworks of our days, rationalist, voluntarist or sentimentalist reductionisms are seen, from which it is about educating people regardless of their Origin and the singular and unrepeatable originality with which they have been given to existence. Faced with this anthropocentric confinement, Sensitive Education arises so that every person, regardless of their culture and creed, remains sensitive to their Origin and captures their own originality, which in the end is what they must accept and try to manifest (...) with education. When educational systems are not sensitive to the original, they develop falsehood. With the aim of consolidating the validity of the pedagogical-anthropological foundation of Sensitive Education, this study seeks to show how Edith Stein’s argument explains Sensitive Education, although Stein, after her conversion, uses explicitly Christian terminology. Stein’s direct terms serve to describe Education Sensitive to the Holy Spirit, but for those who do not start from a Christian worldview, Education Sensitive to Origin can be a more non-denominational way of approaching the Original. To achieve this objective, an analytical-synthetic methodology has been followed in which essential features of Sensitive Education are proposed and in a hermeneutic manner, arguments are extracted from the writings of Edith Stein that offer support for these essential features. In conclusion, it is sufficiently shown that Edith Stein’s thought provides a pedagogical foundation to Sensitive Education. (shrink)

Se ha dicho que tenemos inteligencia y personalidad, pero en realidad son dos dimensiones de una misma unidad que nos hace tender a la plenitud. Esto es la Inteligencia Sensible y su maduración es la misión fundamental de la educación. Con la Inteligencia Sensible gestionamos el amor y el miedo, y cuando un niño tiene una Inteligencia Sensible muy alta es posible que se vea envuelto en una vida de amores y temores muy desordenados. Tener alta Inteligencia Sensible no es (...) un trastorno sino una dotación. El niño presenta una sensibilidad muy alta, vive con mucha intensidad, es intuitivo, sus pensamientos son profundos, tiene mucha empatía, una fuerte emotividad, alta creatividad, bondad, ternura, energía y todo con una apariencia de normalidad que hace pensar: este niño tiene algo especial. (shrink)

Educational Social Responsibility (EduSR) is the voluntary provision of the educational institution that, as a natural space of social possibilities, favors the deployment of its members towards others, showing it with transparency based on observable indicators. The intention of this book is: a) to try to analyze what is essential that we all share in our respective experiences of EduSR, b) to illuminate so that everyone can make their interpretation in the most accurate way possible and their evaluations in the (...) most reasonable way, c) offer illustrative and convincing arguments, d) invite people to inhabit education with EduSR from their own originality. It is about being sensitive to the danger of corseting and also to the danger of not demanding, for fear of corseting. (shrink)

En este artículo se presenta un estudio sobre las concepciones que sobre el tratamiento a los errores durante el proceso de retroalimentación en las clases de expresión oral tienen los profesores de Inglés del municipio Florida, para la pesquisa se realizaron entrevistas y se observaron clases que permitieron identificar las principales tendencias en la práctica pedagógica y sus efectos en el aprendizaje de los estudiantes. Se presenta de igual forma un análisis de los procedimientos y técnicas aplicadas por profesionales de (...) otros países y se formulan recomendaciones que pueden contribuir al mejoramiento de la práctica educativa en el contexto cubano. This paper presents the results of a study conducted among teachers of English of Florida with regard to their conceptions about error correction during the process of feedback in the oral aspects of the lessons in foreign language teaching. Based on the information gathered through interviews and lesson observations, it was possible to identify the main tendencies prevailing in the teaching practice and its effects on students' learning. An analysis of procedures and techniques followed by professionals of other countries is also presented, and recommendations that may contribute to improve teaching practice are made as well. (shrink)

The current COVID-19 crisis may have an impact on the mental health of professionals working on the frontline, especially healthcare workers due to the increase of occupational psychosocial risks, such as emotional exhaustion and secondary traumatic stress. This study explored job demands and resources during the COVID-19 crisis in predicting emotional exhaustion and STS among health professionals. The present study is a descriptive and correlational cross-sectional design, conducted in different hospitals and health centers in Spain. The sample consisted of 221 (...) health professionals with direct involvement in treating COVID-19. An online survey was created and distributed nationwide from March 20 to April 15 which assessed: sociodemographic and occupational data, fear of contagion, contact with death/suffering, lack of material and human protection resources, challenge, emotional exhaustion, and STS. Descriptive findings show high levels of workload, contact with death/suffering, lack of MHPR and challenge, and are moderately high for fear of contagion, emotional exhaustion, and STS. We found an indirect significant effect of lack of MHPR on predicting emotional exhaustion through the workload and on STS through fear of contagion, contact with death/suffering, and workload. To conclude, this study examines the immediate consequences of the crisis on health professionals' well-being in Spain, emphasizing the job demands related to COVID-19 that health professionals are facing, and the resources available in these health contexts. These findings may boost follow-up of this crisis among health professionals to prevent them from long-term consequences. (shrink)

IntroductionRheumatologists are the primary healthcare professionals responsible for patients with rheumatic diseases and should acquire medical ethical competencies, such as the informed consent process. The objective clinical structured examination is a valuable tool for assessing clinical competencies. We report the performance of 90 rheumatologist trainees participating in a station designed to evaluate the ICP during the 2018 and 2019 national accreditations.MethodsThe station was validated and represented a medical encounter in which the rheumatologist informed a patient with systemic lupus erythematosus with (...) clinically active nephritis about renal biopsy. A trained patient–actor and an evaluator were instructed to assess ICP skills in obtaining formal informed consent, delivering bad news and overall communication with patients. The evaluator used a tailored checklist and form.ResultsCandidate performance varied with ICP content and was superior for potential benefit information but significantly reduced for potential complications and biopsy description. Only 17.8% of the candidates mentioned the legal perspective of ICP. Death was omitted by the majority of the candidates ; after the patient–actor challenged candidates, only 57.1% of them gave a clear and positive answer. Evaluators frequently rated candidate communications skills as superior, but ≥1 negative aspect was identified in 69% of the candidates.ConclusionsEthical competencies are mandatory for professional rheumatologists. It seems necessary to include an ethics competency framework in the curriculum throughout the rheumatology residency. (shrink)

Los estudios de ciencia, tecnología y sociedad revelan las interrelaciones entre la ciencia y la tecnología como procesos sociales. Este artículo persigue como objetivo: valorar la significación social de un entorno virtual en la enseñanza aprendizaje de la Estadística descriptiva en la carrera de Medicina. El diagnóstico preliminar mediante de la observación, la encuesta y el análisis documental, mostró que existen insuficiencias en el uso de las tecnologías de la información y las comunicaciones en el proceso de enseñanza aprendizaje de (...) la Estadística. Se diseñó un entorno virtual constituido por cinco módulos que incluyen contenidos de Estadística descriptiva, ejercicios, bibliografía y ayuda. Con la validación a partir del criterio de especialistas y la sistematización con la introducción en la práctica, se evaluó el mismo como muy adecuado, fue considerado útil, necesario y aplicable al contexto objeto de estudio, lo que contribuye a la formación científica de los estudiantes desde una posición materialista. Science, technology and society studies reveal the interrelations between science and technology as social processes. This article pursues the following objectives: to assess the social significance of a virtual environment in the teaching and learning of descriptive Statistics in Medicine degree course. The preliminary diagnosis through the observation, opinion poll and documentary analysis, showed that there are insufficiencies in the use of Information and Communication technologies in teaching and learning Statistics. It was designed a virtual environment with five modules that include contents of descriptive Statistics, exercises, bibliography and help. With the validation of specialists and the systematization after putting it in practice, the virtual environment was assessed as adequate, useful, necessary and applicable to the context being studied, which contributes to the scientific training of students from a materialistic position. (shrink)

The practice of physical activity (PA) contributes to the prevention of chronic diseases such as obesity, metabolic syndrome or cardiovascular diseases, being also directly related to the individual’s physical fitness. Therefore, it is necessary to measure and monitoring the levels of PA in childhood and adolescence, since it may be useful to describe their current health status and the association with physical fitness, as well as to reveal putative consequences in the future. Within the educational field, it has been shown (...) that physical education (PE) classes are a favorable context for the creation of healthy physical-sports habits and self-determined motivation could be a key for explaining the level of PA practice. For this reason, the purpose of this research was to study the mediating role of integrated regulation (IR) on the relationship between PA and physical fitness in children and adolescents. A total of 325 students between 11 and 14 years old participated in the study. The level of PA was estimated through the specific Physical Activity Questionnaire for Children (PAQ-C), while motivation and IR were measured by using the Perceived Locus of Causality scale (PLOC-2). In addition, physical fitness was measured through the Eurofit fitness battery of tests, composed of three body composition measures and seven tests of different physical capacities. The physical fitness score showed no differences when genders were compared. After regression analysis, the resulti... (shrink)

This paper introduces an axiomatisation for equational hybrid logic based on previous axiomatizations and natural deduction systems for propositional and first-order hybrid logic. Its soundness and completeness is discussed. This work is part of a broader research project on the development a general proof calculus for hybrid logics.

El artículo desarrolla el estado de la cuestión respecto a los elementos de la práctica deportiva que influyen en la producción de emociones. Se focaliza la selección bibliográfica desde la perspectiva teórica y metodológica procedente de la sociología y la psicología social. En las conclusiones se muestra que la frecuencia de la práctica deportiva, el grado de interacción y la presencia de competición son los principales factores que influyen en la producción emocional.

In this article, I offer a methodological analysis of the empirical research on the causal effects of trade liberalisation, and assess whether such studies can be of any use for guiding policy prescriptions in real-world economies. The analysis focuses on the mainstream economic research that has been used to support arguments in favour of trade liberalisation during the last decades. Even though there are empirical results that could be taken as valid evidence for a causal connection between free trade and (...) economic gains, none of the existing evidence licences trustworthy inferences about the policy effectiveness of trade liberalisation reforms in real-world cases. There are three aspects of the empirical literature that make it highly problematic for making reliable policy inferences: (a) the criteria used to define the notion of ‘free trade’, (b) the background assumptions embedded in the econometric techniques used for estimating causal effects, and (c) the widespread desire among academic economists to attain scientific results in terms of universally valid generalisations. The analysis exposes a worrisome mismatch between, on the one hand, the research aims and outcomes of scientific economics and, on the other, the kind of evidence that would be useful for guiding actual policy deliberations. (shrink)

Our proposal is that there exists already a method in Husserl’s Logische Untersuchungen. Nevertheless, this method is operative, but not thematized. We characterize it as follows: analytic, descriptive, pure, reductive, intuitive, reflexive, variational and functional. Concerning Logische Untersuchungen, analysis of significations fulfills a strategic role of mediation between mathesis universalis’ analysis and phenomenology’s analysis. Finally, one of the leading features of Husserlian method is reflexion considered as anábasis of pneuma.

Se presenta un estudio cuyo propósito es analizar la pertenencia, tendencia y desafíos de los estudios generales en currículos de programas académicos de Universidades peruanas. El estudio, realizado según el diseño fenomenológico, estuvo conformada por docentes universitarios conocedores del currículo elegidos hasta lograr la saturación. Se aplicó un cuestionario de preguntas abiertas enfocado en la apreciación de los informantes en el objeto de la investigación y como resultados se encontró que los estudios generales contribuyen: al desarrollo de habilidades blandas en (...) la formación integral del estudiante, a la identificación de fortalezas e intereses sobre la profesión, a la vida ciudadana, al descubrimiento y la reafirmación de la vocación; de ahí su pertinencia curricular. (shrink)

Resumen Es muy conocida la opinión de Kant en relación con la inmoralidad del suicidio. De ahí que, muchos autores lo consideren como un prohibicionista absoluto. Sin embargo, no hay hasta el momento un análisis puntual sobre la definición metafísica-conceptual del suicidio en la teoría kantiana. En este artículo propongo entender el suicidio en Kant como una muerte física, total, autorreferencial, voluntaria e inmoral. Esta definición contrastará con la privación de la vida, la cual no implica inmoralidad. Al ser voluntarios, (...) tanto la privación de la vida, como el suicidio son actos racionales y entendibles a partir de las máximas de acción. La inmoralidad del suicidio sólo surgirá al considerar la primacía de las razones morales por encima de razones no morales.It is common knowledge theposition of Kant regarding the immorality of suicide. Several authors attribute him an absolutist-forbidden criterion. Nerveless, there is no extended analysis about the metaphysical-conceptual definition of suicide in Kantian theory. In this paper I hold that suicide in Kant can be defined asphysical death, full, self-referential, voluntary, and immoral. This definition conflicts with the definition of deprivation of life which is not immoral. As voluntarily acts, both suicide and deprivation of life are rational acts that can be understood as maxims of action. The immorality property of suicide is due to the primacy of moral over non-moral reasons. (shrink)

This article comprises an up-to-date critical review of the field known as Economic Methodology or Philosophy of Economics (EM/PE). Two edited volumes (Kincaid and Ross 2021; Heilmann and Reiss 2021), a special issue of the Journal of Economic Methodology (2021), and a recent bibliometric analysis of the field (Claveau et al. 2021) constitute the basis of the review. Drawing on these sources, we identify a number of problematic trends in current EM/PE research. We claim that these trends could be interpreted (...) as two kinds of biases, namely a micro-level bias and a mainstream bias. We discuss the respective details of these biases and their normative implications for the discipline. (shrink)