Charles Péguy (1873–1914) was a French religious poet, philosophical essayist, publisher, social activist, Dreyfusard, and Catholic convert. There has recently been a renewed recognition of Péguy in France as a thinker of unique significance, a reconsideration inspired in large part by Gilles Deleuze’s Différence et répétition, which ranked him with Nietzsche and Kierkegaard. In the English-speaking world, however, access to Péguy has been hindered by a scarcity of translations of his work. This first complete translation of one of his most (...) important prose works, with accompanying interpretive introduction and notes, will introduce English-speaking readers to a new voice, which speaks in a powerful and original way to a modern West in a condition of cultural and spiritual crisis. The immediate circumstance of the writing of this last prose essay, unfinished at the time of Péguy’s early death, was the placing of Henri Bergson’s philosophical works on the Catholic Index, and Péguy’s undertaking to defend his former teacher from his critics, both Catholic and secular. But the subject of Bergson is also a springboard for the exploration of the perennial themes—philosophical, theological, and literary—most central to Péguy’s thought. (shrink)

Cooperative learning (CL) is one of the pedagogical models that has had more application in the area of Physical Education (PE) in recent years, being highly worked in the initial training of teachers. The aim of the study is to check to what extent future PE teachers are able to apply in the classroom the PE training they have received at university, deepening their fears, insecurities and problems when carrying it out. Thirteen future PE teachers (7 girls and 6 boys) (...) aged 20.87±1.43 participated and, after having been trained in CL in various subjects, applied it in the classroom during their internship. A qualitative methodology was used, being the interviews, the teaching diaries and the seminars with the tutor the instruments of data collection used. Three categories of analysis were used: a) initial expectations in the application of the CL; b) problems encountered in its implementation; c) reflection about its application in the future. The results showed how the future teachers did not see their expectations of success fulfilled, encountering resistance from both students and teachers in PE. Furthermore, they reflect the need to continue training in a model that has infinite nuances so that it can be implemented satisfactorily. It is necessary to continue researching a pedagogical model with so many possibilities in the area of PE and with so much transversality on a social level. (shrink)

The present study examined the attitudes of Filipino middle school students toward physical education and the associations between PE attitude and various personal and external correlates of PE. In total, 659 middle school students, aged between 12 and 19 years, participated in the study. The Physical Education Attitude Scale was used to measure affective, cognitive, and motivational/behavioral attitudes of adolescent students toward PE. Results showed that middle school students had moderate general attitudes toward PE. Female students had more favorable attitudes (...) toward PE when their teacher was male than female. When the teacher was female, male students were more satisfied with the PE curriculum than female students. When the teacher was male, female students were more comfortable with the PE curriculum than male students. Finally, students' PE attitude did not decrease as they got older, regardless of student sex. The findings provide a different perspective for the field and underscore the importance of not only the PE curriculum but also the student–teacher relationship. To prevent the decline in students' positive attitude and encourage positive behaviors toward PE and activities, teachers should be very considerate about their interactions with students of the same sex; school administrators, meanwhile, should focus at providing PE teachers with special training courses to enhance both their teaching and communication capabilities. (shrink)

The teacher’s personality in general plays an important role in the educational process. It is often examined in relation to outcome factors on the teacher or student side, e.g. teaching effectiveness or student motivation. Physical education (PE) with its peculiarities and allocated educational mandate particularly demands the personality of the PE teacher. Research considering this group of teachers is sparse, diverse and hard to capture due to different personality understandings. Our review therefore aims at identifying and analyzing (...) underlying personality understandings, research questions and results of studies considering the personality of the PE teacher. We conducted a scoping review. After the screening and additional analyses process, 23 studies were included. Included references had to be empirical, published in German or English and explicitly examine the PE teacher’s personality as variable or mention it as outcome factor in school context. All studies are cross-sectional, 22 studies quantitative, one qualitative. Regarding personality understandings, 12 studies follow a trait psychological, six studies a vocational, one study an interpersonal personality understanding. Four studies’ personality understanding is not concretely determinable. Considering research questions, three studies aim at identifying the PE teacher’s personality in general and do e.g. not find considerable differences between the PE teacher’s and other teacher’s personality. Nine studies examine the relationship between the PE teacher’s personality and different correlates such as burnout, highlighting e.g. that female PE teachers’ burnout process is less homogeneous than males. Eleven studies examine the PE teacher’s personality from an external view and show e.g. that students of different age groups perceive the PE teacher’s personality differently. Our review offers possible practical implications. By e.g. knowing their personality structure – their inside –, PE teachers can play to their own strengths and make use of their individual personality configuration in order to teach authentically and successfully, i.e. transferring the inside to the outside. Due to partly questionable and fragmentary methodologies of the included studies, results have to be interpreted with caution. More studies considering the PE teacher’s personality following a broad personality understanding are needed to include potentially relevant factors for teaching and by this receive evident insights. (shrink)

Sobrevoar a estrada ou percorrê-la a pé: o lugar da atenção na experiência do caminhar e suas possibilidades filosófico-formativas Resumo: Este artigo é resultado de uma pesquisa na qual investigamos os sentidos, limites e possibilidade da atenção na formação filosófica e suas possíveis repercussões no ensino de filosofia e em práticas de ensino filosóficas. O desafio de tornar as aulas de filosofia uma ocasião de experimentação de si no pensamento parece servir de ponto de convergência entre as nossas experiências na (...) formação de professores de filosofia e os resultados alcançados em nossas pesquisas. Assim, formulamos o problema que circunscreve o presente trabalho nos seguintes termos: quais os sentidos da atenção na experiência do caminhar e suas possibilidades no contexto da formação filosófica? De modo geral, objetivamos analisar e problematizar os pressupostos teóricos, limites e potencialidades da Atenção na formação filosófica. Palavras-chave: Atenção. Caminhar. Formação filosófica. To fly over the road or to walk on foot: the place of the attention in the experience of walking and their philosophical-formative possibilities.: This article is the result of a research in which we investigate the senses, limits and possibility of attention in the philosophical formation and its possible repercussions in the teaching of philosophy and in philosophical teaching practices. The challenge of making philosophy classes an occasion for self-experimentation in thought seems to serve as a point of convergence between our experiences in training philosophy teachers and the results achieved in our research. Thus, we formulate the problem that circumscribes the present work in the following terms: What are the senses of attention in the experience of walking and its possibilities in the context of philosophical formation? In general, we aim to analyze and problematize the theoretical presuppositions, limits and potentialities of Attention in the philosophical formation. Keywords: Attention. Walking. Philosophical formation Sobrevolar lo camino o cruzalo la pie: el lugar de la atención en la experiencia del caminar y sus posibilidades filosofico-formativas. Resumen: Este artículo es el resultado de una investigación en la que investigamos los sentidos, límites y posibilidad de la atención en la formación filosófica y sus posibles repercusiones en la enseñanza de filosofía y en prácticas de enseñanza filosóficas. El desafío de hacer las clases de filosofía una ocasión de experimentación de sí en el pensamiento parece servir de punto de convergencia entre nuestras experiencias en la formación de profesores de filosofía y los resultados alcanzados en nuestras investigaciones. Así, formulamos el problema que circunscribe el presente trabajo en los siguientes términos: ¿Cuáles son los sentidos de la atención en la experiencia del caminar y sus posibilidades en el contexto de la formación filosófica? En general, objetivamos analizar y problematizar los presupuestos teóricos, límites y potencialidades de la Atención en la formación filosófica. Palabras clave: Atención. Caminar. Formación filosófica. Data de registro: 17/01/2019 Data de aceite: 11/06/2019. (shrink)

This study aimed to provide evidence of validity and reliability for the Perceived Mattering Questionnaire-Physical Education developed by Richards et al. for the Chinese physical education teachers. The PMQ-PE consisted of two factors with four items in each, measuring four dimensions. PMQ-PE in Chinese was validated among 1,278 elementary and secondary school PE teachers in China, of whom 59.0% were secondary PE teachers and 70.2% were males. Confirmatory factor analysis with the entire sample found a poor model fit. Then exploratory (...) factor analysis using half of the sample indicated there was only one factor in PMQ-PEC. CFA of the other half of the sample suggested a one-factor model with the elimination of three unfitted items showed a better fitness to the data. Cronbach's alpha value was also acceptable. The final version of PMQ-PEC included five items with one factor that demonstrated acceptable validity and reliability and was deemed acceptable among Chinese PE teachers after the above modifications were made. (shrink)

L'idée de philosophie expérimentale révèle l'originalité de Diderot à partir de sa manière de pratiquer la philosophie. Inscrite dans une division sociale du travail intellectuel pensée à partir de Bacon, elle se tourne résolument vers les sciences expérimentales, notamment la chimie. Devenant un point de vue philosophique, celle-ci éclaire plusieurs traits centraux de la pensée diderotienne, notamment sa critique des sciences physico-mathématiques, son matérialisme et sa philosophie du vivant.

En la tradición filosófica, la preocupación fundante de la filosofía de la ciencia se expresaba con estas palabras: salvar los fenómenos. Ninguna teoría científica explicativa podía dejar de lado a los fenómenos observados, sino que tenía que dar cuenta de ellos. La urgencia de hoy en la filosofía de la ciencia es notablemente diversa, sin, por supuesto, haber renunciado del todo a lo que significaba aquel espquema de pensamiento. Las reducciones de un mundo cerrado (cuando se supone que nuestro pensamiento (...) llegará a conocer por entero la realidad hasta agotarla) ahogan la fantasía de lo real, su largueza, su sima de complejidad, su potencia propositiva. Sólo la hipótesis de un mundo abierto (en donde la realidad es irreductuble a todo conocer del pensamiento) parece coherente en filosofía de la ciencia. Por eso, su más urgente preocupación hoy es la que se expresa en el título: salvar lo real. (shrink)

This volume links three different theoretical approaches that have a common focus on the relationship between biopolitics and bioethics. This collection of papers can be categorized into different domains that are representative of the contemporary usage of biopolitics as a concept. On the one hand, several chapters develop a clear and up-to-date understanding of the primary sources of the concept and related theories of Agamben, Negri or Foucault and approach the question of relevance within the field of bioethics. Another group (...) of papers apply the philosophical concepts and theories of biopolitics (biopower, Homo Sacer, biocitizenship) on very specific currently debated bioethical issues. Some scholars rely on the more mundane understanding of (bio)politics and investigate how its relationship with bioethics could be philosophically conceptualized. Additionally, this work also contains papers that follow a more legally oriented analysis on the effects of contemporary biopolitics on human rights and European law. The authors are philosophers, legal scholars or bioethicists. The major strength of this volume is to provide the reader with major insights and orientation in these different contemporary usages of the concept and theories of biopolitics, within the context of its various ethically relevant applications. (shrink)

1. Die Illuminationsiehre des Michael Psellos und Joannes Italos.

A study of language in contemporary democratic philosophy, with focus on the themes of analytic criticism, consciousness and nature, conflict between the individual and society and utopian thinking. Pérez is a scholar at the Universidad Iberamericana.

Educar implica, en gran medida, transgredir la flecha del tiempo y actuar a modo de contratiempo. Los profesores saben bien que, en numerosas ocasiones, para asegurar el éxito de su acción, deben a menudo "perder tiempo" dejándose paradójicamente llevar por él. El conocimiento del tiempo educativo nos introduce en el estudio de este peculiar contratiempo que, a diferencia del tiempo objetivo, predecible y cronométrico que sirve para racionalizar las actividades pedagógicas, permite a los educadores impedir que en educación el tiempo (...) pase, se consuma sin más, fluya o simplemente suceda. De ahí que la autora plantee las relaciones tiempo y educación desde una perspectiva más integradora, incorporando para ello los múltiples tiempos que confluyen en la realidad educativa junto aquéllos que confieren legitimidad al proyecto educativo. La escuela ha venido recreando un modelo no normativo tiempo -básicamente predictivo y probabilístico- y ha aplicado una racionalidad ahistórica que dificulta la emergencia del sujeto al que se dirige y el modelo de sociedad hacia la que se proyecta. En la actualidad se plantea la necesidad de educar desde una nueva perspectiva ética que integre el tiempo como categoría normativa de acción. Educar hoy para mañana exigirá, en este sentido, atender a dos lógicas temporales: impregnar de historicidad la dimensión de sentido de todo proyecto educativo y planificar las acciones pedagógicas de acuerdo con una nueva tecnología temporal que incorpore la incertidumbre, la complejidad, la interdependencia y la sostenibilidad temporal. (shrink)

La estructura de este libro sobre ética y deontología periodísticas se divide en tres partes en función del ámbito de aplicación de los textos: normas internacionales, normas nacionales y territoriales y normas internas de los medios. Entre los documentos se encuentran códigos, manuales, principios, normas, recomendaciones y otros títulos que tratan sobre el buen hacer’ profesional del periodismo, tanto desde una concepción global como desde alguna faceta particular del mismo. La obra se dirige al alumnado de Periodismo, a profesionales e (...) investigadores y al público consumidor en general. (shrink)

Les concepts dont les sciences font usage ne sont pas neutres, notamment lorsqu'ils s'appliquent au vivant. Ils se construisent suivant des déterminations spécifiques en fonction des époques, des idéologies humaines et possèdent l'originalité de porter un propos sur le vivant émanant du vivant lui-même. Ceci n'est pas sans incidence sur les différents champs d'application des sciences du vivant comme la médecine ou la thérapeutique. La présente étude s'intéresse au geste particulier auquel invite Georges Canguilhem dans son essai Le normal et (...) le pathologique. C'est sur ce geste, hautement philosophique, que s'appuient les prémisses d'une épistémologie des concepts. Toujours en acte, cette dernière ouvre la question des normes et de l'erreur rapportée au vivant. Elle est l'occasion d'une redécouverte de la richesse authentique de l'état pathologique permettant au vivant qui s'étudie de mieux se connaître. (shrink)

Los derechos humanos sólo adquieren sentido, para Julián Marías, en torno a la persona, una de las claves de su pensamiento. El ser humano es radicalmente diferente a cualquier otro ser, con su doble estructura analítica y empírica, permanente y cambiante al mismo tiempo, y se caracteriza por su existencia argumentativa, proyectiva y futuriza. Javier Pérez Duarte es doctor en Derecho, licenciado en Derecho y en Filosofía y Letras por la Universidad de Deusto, en cuya Facultad de Derecho imparte clases (...) de Filosofía del Derecho y de Ética de las profesiones jurídicas. Entre sus publicaciones cabe destacar Claves del pensamiento político de Julián Marías, El proyecto vital en la ancianidad, en torno a la figura de Norberto Bobbio, Personificación de las cosas y cosificación de la persona, un análisis sobre Georg Simmel en los inicios de la gran revolución industrial, El burgués emprendedor y el capitalista del éxito, un acercamiento al estudio de Werner Sombart de estas dos figuras representativas de la modernidad y Responsabilidad y arte médico en la «Ciudad Universal» de Hans Jonas, acerca de los nuevos peligros del desarrollo científico. (shrink)

Simone Weil (1909-1943) occupe une place tout à fait singulière dans l'histoire de la philosophie française contemporaine. Sans doute son acharnement à vivre en conformité absolue avec ses principes y est-il pour beaucoup et l'image de cette femme atteinte de tuberculose se laissant mourir, à Londres, en 1943, des privations qu'elle s'est imposées parce qu'elle n'est plus en état de combattre, illustre mieux qu'aucun autre de ses actes la nature de son engagement (physique autant que moral et intellectuel) du côté (...) des pauvres, des démunis, des humiliés, des vaincus. Vérité et justice, tel est l'idéal qu'elle poursuit en véritable croisé. Elle le nourrira d'un travail intellectuel acharné et d'un engagement résolu dans tous les grands combats politiques de son temps : disciple d'Alain, agrégée de philosophie (1931), pénétrée des traditions chrétienne, grecque et hindoue, mais lectrice tout aussi éclairée des découvertes de la science moderne, elle s'établit comme ouvrière chez Alsthom puis Renault (1934-1935), s'engage aux côtés des combattants antifranquistes pendant la guerre d'Espagne (1936), se fait ouvrière agricole en 1941, avant de rejoindre la France libre en 1942-1943. Le destin exceptionnel de cette femme en quête d'absolu est ici raconté avec minutie et souci d'exactitude par quelqu'un qui l'a aimée et ne s'en cache guère. Son travail fait aujourd'hui référence. (shrink)

"Law and Economics has become an established field worldwide and it may be argued that it is one of the few examples of a successful interdisciplinary project. This book explores whether, or to what extent, that interdisciplinarity has indeed been a success. It provides insights on the foundations and methods, achievements and challenges of Law and Economics, at a time when both the continuing challenges to academic economics and the growth of empirical legal studies raise questions about the identity and (...) possible further developments of the project. Through a combination of reflections on long-term trends and detailed case studies on current developments, contributors to this volume analyse whether and in which sense Law and Economics is a successful interdisciplinary endeavour. Inspired by insights from the philosophy of social sciences, the book shows how concepts travel between legal scholarship and economics, how they change meanings when applied elsewhere, how economic theories and models inform, and transform, judicial practice, and addresses whether the transfers of knowledge between economics and law are symmetrical exchanges between the two disciplines"--. (shrink)

Analizar el pensamiento político de Julián Marías supone reflexionar acerca de la propuesta de un modelo de hombre en relación con la sociedad, el poder, la libertad, la justicia y la democracia como sistema político y como educadora de convivencia. La continuidad histórica y la imaginación aparecen como reflejo de una realidad vital, que se concreta en el estudio de la monarquía, los principios que impregnaron la Transición en España y la elaboración de la Constitución.

"En faisant le choix d'un "gouverneur" plutôt que d'un "précepteur" pour éduquer Émile, Jean-Jacques Rousseau a introduit, dans la pensée éducative, des concepts qui avaient été jusque-là exclus des traités d'éducation. Dans les cours qu'il a donnés au Collège de France à partir de 1978, Michel Foucault s'est interrogé sur le problème de l'art de gouverner. Que signifie "gouverner selon la nature", et comment Rousseau envisage-t-il les questions éducatives dans ce qui relève, selon les termes de Foucault, du "gouvernement de (...) soi et des autres"?". (shrink)