En el presente documento se c onceptualiza la intervención d esde diferentes acepciones, siendo el sentido psicosocial de la intervención , la opción de sus autores. Lo s avances conceptuales sobre int ervención psicosocial reflexio nan sobre los "planes de desarrollo" municipales colombianos, en co..

La trayectoria profesional son las actividades que requieren capacitación y se realizan con el propósito de que los individuos obtengan conocimientos teóricos y prácticos de una profesión. El objetivo de esta investigación es describir las variables de trayectoria profesional de doctores de una universidad de México. Se diseñó y aplicó un instrumento (cuestionario) con 12 ítems. El estudio contó con una muestra no probabilística de tipo cuantitativo descriptivo, no experimental y transversal, con la participación de 234 doctores. Los hallazgos señalan (...) la necesidad de efectuar diagnósticos para identificar las áreas de oportunidad en relación a la formación en investigación. (shrink)

Mobile technologies and networks facilitate the delocalization of traditional power structures within an economic frame. This shift usually incorporates the discourse of the body creation as well. Our bodies are constructs in which individuals as well as and social perceptions and projections, reality and fiction fuse together. In a similar way, we doubt about the representation of reality and highly editable and generative images. Nonetheless, some forms of bio-power can be identified in contemporary constructed mental images such as race or (...) ethnicity usually linked to religious or linguistic differences that are traditionally used as borderline zones. Many examples can be traced back to representations of both fauna and populations of the new world in colonial America. This phenomenon has also emerged in representations of cyberspace even though Internet is advertised as a place in which traditional distinctions and imbalances in power between individuals have been effaced. If Zizek's statement is true that in order to capture the spirit of an age you should not look to explicit social structures but rather to the ghosts that haunt us, and live in a region of nonexistent entities, the topic of globalization should not put aside issues of immigration and multiple representations of race. This situation is inherent to the present and future construction of both cyberspace and public physical space. Media imaginaries create a myriad of information that also includes artificial savages. This fact constitutes what some artists provocatively call a rather explosive universe of cultural misunderstanding under a new world border. (shrink)

This paper deals with how telematic technologies such as the cellular phones, Internet, telerobotics and other varieties of telematic communication and control are placing into discussion the nature of knowledge and its scope. These technologies offer us knowledge by description and representation instead of physical contact, a fact that is often seen with suspicion since they are perceived as technologies of delusion in a culture characterized by its conspicuous materialism. What are the possible roles for our mediated activities in relation (...) with the comprehension of our environment and the construction of subjectivity? Telematic mediation necessarily deals with the immaterial aspects of technologies such as the changing concepts of reality and nature, future possibilities of an ethereal afterlife achieved through spiritual or technological means and the concept of distance that can render mediated communication delusory and unsatisfying while acting as an agent of delocalization. This view is supported by our traditional Platonic view that perceives representation of things as a palpable degradation while neglecting the constructive aspects of those fictional endeavours. (shrink)

Este artículo examina la percepción estudiantil sobre discriminación y racismo en la educación superior. La pregunta que orienta el estudio es: ¿Qué percepciones tienen los estudiantes sobre la discriminación y el racismo en el contexto universitario? El racismo es considerado una ideologíaque naturaliza la desigualdad y que toma como base las particularidades biológicas para establecer situaciones de diferenciación social. Así, la discriminación se refiere a circunstancias de exclusión,segregación, restricción debido a estereotipos que limitan los derechos de las personas. El estudio (...) fue de carácter cuantitativo, descriptivo y transversal. Participaron 263 estudiantes provenientes decuatro facultades de la Universidad Nacional de Chimborazo. Los datos de la investigación fueron recogidos mediante el Cuestionario de Percepción sobre racismo y discriminación en la EducaciónSuperior. Se evidencia que el 29,9 % de estudiantes manifiesta haber experimentado racismo y discriminación; el 89,7 % afirma que nunca lo han ejercido y el 57,7 % aduce que ha observado diversas manifestaciones en las interacciones. Los principales focos de la discriminación son: etnia, género, identidad sexual, situación socioeconómica y/o discapacidad. Las manifestaciones de la exclusión son explícitas e implícitas y las formas más evidentes de ejercerlos son a través deviolencia psicológica, verbal y física. Finalmente, existe una negación y naturalización del fenómenoque se encuentra enraizado en la dinámica institucional. (shrink)

The essays in this volume present versions of feminism that are explicitly liberal, or versions of liberalism that are explicitly feminist. By bringing together some of the most respected and well-known scholars in mainstream political philosophy today, Amy R. Baehr challenges the reader to reconsider the dominant view that liberalism and feminism are 'incompatible.'.

Imagining Dewey' features productive (re)interpretations of 21st century experience using the lens of John Dewey's 'Art as Experience', through the doubled task of putting an array of international philosophers, educators, and artists-researchers in transactional dialogue and on equal footing in an academic text. This book is a pragmatic attempt to encourage application of aesthetic learning and living, ekphrasic interpretation, critical art and agonist pluralism.0There are two foci: (a) Deweyan philosophy and educational themes with (b) analysis and examples of how educators, (...) artists, and researchers envision and enact artful meaning making. This structure meets the needs of university and high school audiences, who are accustomed to learning about challenging ideas through multimedia and aesthetic experience.00Contributors are: James M. Albrecht, Adam I. Attwood, John Baldacchino, Carolyn L. Berenato, M. Cristina Di Gregori, Holly Fairbank, Jim Garrison, Amanda Gulla, Bethany Henning, Jessica Heybach, David L. Hildebrand, Ellyn Lyle, Livio Mattarollo, Christy McConnell Moroye, Maria-Isabel Moreno-Montoro, Maria Martinez Morales, Stephen M. Noonan, Louise G. Phillips, Scott L. Pratt, Joaquin Roldan, Leopoldo Rueda, Tadd Ruetenik, Leisa Sasso, Bruce Uhrmacher, David Vessey, Ricardo Marin Viadel, Sean Wiebe, Li Xu and Martha Patricia Espiritu Zavalza. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:MIMETIC VIOLENCE AND NELLA LARSEN'S PASSING: TOWARD A CRITICAL CONSCIOUSNESS OF RACISM Martha Reineke University ofNorthern Iowa In her recent essay, "Working through Racism: Confronting the Strangely Familiar," Patricia Elliot proposes that members of dominant groups who want to contest racism1 not only challenge economic, political, and social processes within society that produce racism, but also address personal claims they make on institutional structures which help to (...) maintain it (63). Sympathetic with an anti-racist strategy that concerns itself not only with racism at the institutional level but also with racism on a more intimate scale, Elliot nevertheless laments that individual complicity in racism is frequently attributed to aproblematic attitude. As a consequence, anti-racist work among members of dominant groups often is arrayed along a narrow spectrum: in workshops or in-service seminars participants attempt to identify and acknowledge biased and discriminatory views. Elliot fears that consciousness-raising efforts ofthis kind are unlikely to effect social change ifthose who participate continue to favor the confessional stance. Urging her readers to develop a "critical consciousness," a concept she takes from bell hooks (hooks 118), Elliot asks that members ofdominant groups who desire to promote social change not only combat institutional racism, but also divest themselves oisubjective investments in racism (63). Only as persons commit 1 Racism "involves the subordination ofpeople ofcolor by white people" (Rothenberg 6). Marked by discrimination and prejudice, racism entails also the exercise ofpower (conscious and unconscious, intentional and unintentional) by which white people maintain positions of privilege over persons ofcolor (Rothenberg 7). Martha Reineke75 themselves to a sophisticated and nuanced analysis of white complicity in structures of domination in order to grapple with racism at multiple levels—includingidentityformation, maintenance, and transformation—can members ofdominant groups actually tackle and begin to dismantle it (Elliot 63). Elliot's call to critical consciousness is laudable, but the goal she sets forth is not easily attained. As 1 struggle to achieve hook's critical consciousness of racism, like Elliot (64), I find difficult the task ofexploring the construction ofmy own identity as a white academic.2 For example, when I discuss issues in women's lives in the classroom or at professional conferences, I not infrequently am challenged by women of color who note that unexamined privilege (race and class) skews my perspective.3 1 also find myselfspeaking for others, assuming their voices, when I should speak only for myself. As a consequence, I regularly have cause to ponder whether, under the guise of contributing to anti-racistwork, I am appropriating others' voices in ways that reinforce racism rather than challenge it. For instance, on what grounds do I, a white woman, in this essay propose to address the problem of racism by reflecting on a novella written by an African-American woman? Does white privilege foreground my choice, precluding me from reading a work of literature in ways that might challenge rather than further racism? Grappling with these issues while reflecting on the theme of a critical consciousness ofracism, I find instructive the Girardian notion of mimesis. The dynamics of mimesis account well for agents of racism who, simultaneously recognizing and denying difference, act in ways that inhibit social and subjective transformation. Were members ofdominant groups to 2 Ofcourse, a professional affiliation is only one facet ofone's identity. I focus on that facet here because, through conversations with students about literature, I seek to contribute to antiracist work. 3Recent publications record similar conversations among women ofcolor and white women about white privilege. In White Women, RaceMatters: The Social Construction ofWhiteness, Ruth Frankenberg offers an ethnographic analysis ofthe dynamics ofprivilege in white women's lives. In The Color ofPrivilege: Three Blasphemies on Race andFeminism, Aída Hurtado offers a reflexive theory ofgender subordination which focuses on unwritten rules, inclusive of daily practices and psychological processes, that maintain power for whites as a group. Contributors to Who Can Speak? Authority and Critical Identity consider the ethics and political legitimacy ofspeaking as someone (e.g., a speaker identifies herselfas white, middleclass, and heterosexual before offering her views) oxfor someone (e.g., a white Canadian author writes first person accounts ofthe lives ofNative Canadian women but stops when a group of... (shrink)

After much of the 20th Century, when morals were widely considered little more than mere emotional responses, a range of writers, such as Haidt, Prinz, and Patricia Churchland, have been restoring the emotions’ respectable roles in human cognition and morality. Nussbaum in her Upheavals of Thought showed how important emotions are for human cognitive life, so there is no clear distinction between their “irrationality” and the cerebral cortex’s supposed “rationality.” In Political Emotions, Nussbaum asks readers to look into how (...) pivotally emotions affect political life, especially how we may best gear our emotions for political liberalism. As she convincingly urges, politics depend upon our emotions; we neglect them to our detriment lest demagogues commandeer them. She argues a hazardous case, and by the end anyone who cares about liberal democracy should accede to emotions’ centrality in it.Nussbaum builds her case upon what she deems partially failed models for a civic religion as pro .. (shrink)

Martha Nussbaum[Traducción de Patricia Soley-Beltrán]. Buenos Aires/Madrid, Katz editores, 2011, 96 pág.

Introduction A book with this title, dealing as it does with the political machinery and political education appropriate to a democratic society, ...

1993: GE’s NBC News unit issues an on-air apology to General Motors for staging a misleading simulated crash test. NBC agrees to pay GM’s estimated $1 million legal and investigation expenses.February 1994: The Justice Department brought a criminal antitrust case against General Electric, accusing it of conspiring with an arm of the South African DeBeers diamond cartel to fix prices in the $600 million world market for industrial diamonds. General Electric denied wrongdoing...

In this chapter, I defend a pluralistic approach to intertheoretic reduction, in which reduction is not understood in terms of a single philosophical “generalized model”, but rather as a family of models that can help achieve certain epistemic and ontological goals. I will argue then that the reductive model (or combination of models) that best suits to a particular case study depends on the specific goals that motivate the reduction in the intended case study.

For scholars working on almost any aspect of American thought, The Bloomsbury Encyclopedia to Philosophers in America presents an indispensable reference work. Selecting over 700 figures from the Dictionary of Early American Philosophers and the Dictionary of Modern American Philosophers, this condensed edition includes key contributors to philosophical thought. From 1600 to the present day, entries cover psychology, pedagogy, sociology, anthropology, education, theology and political science, before these disciplines came to be considered distinct from philosophy. Clear and accessible, each entry (...) contains a short biography of the writer, an exposition and analysis of his or her doctrines and ideas, a bibliography of writings and suggestions for further reading. Featuring a new preface by the editor and a comprehensive introduction, The Bloomsbury Encyclopedia to Philosophers in America includes 30 new entries on twenty-first century thinkers including Martha Nussbaum and Patricia Churchland. With in-depth overviews of Waldo Emerson, Margaret Fuller, Noah Porter, Frederick Rauch, Benjamin Franklin, Thomas Paine and Thomas Jefferson, this is an invaluable one-stop research volume to understanding leading figures in American thought and the development of American intellectual history. (shrink)

Since Rawls's Political Liberalism is by now the subject of a wide and deep philosophical literature, much of it excellent in quality, it would be foolhardy to attempt to say something about each of the major issues of the work, or to sort through debates that can easily be located elsewhere. I have therefore decided to focus on a small number of issues where there is at least some chance that a fresh approach may yield some new understanding of the (...) text: Rawls's distinction between “reasonable” and “unreasonable” comprehensive doctrines; the psychological underpinnings of political liberalism; and the possibility that political liberalism might be extended beyond the small group of modern Western societies that Rawls's historical remarks suggest as its primary focus. I also include a discussion of the much-debated issue of civility and public reason, which could hardly be avoided given its prominence in the book's reception. This paper should therefore be read not as a comprehensive account of the work but as one person's attempt to grapple, very incompletely and imperfectly, with a book that is as great as any philosophy has seen on this topic of great human urgency. (shrink)

This important book proposes a new account of the nature of language, founded upon an original interpretation of Wittgenstein. The authors deny the existence of a direct referential relationship between words and things. Rather, the link between language and world is a two-stage one, in which meaning is used and in which a natural language should be understood as fundamentally a collection of socially devised and maintained practices. Arguing against the philosophical mainstream descending from Frege and Russell to Quine, Davidson, (...) Dummett, McDowell, Evans, Putnam, Kripke and others, the authors demonstrate that discarding the notion of reference does not entail relativism or semantic nihilism. A provocative re-examination of the interrelations of language and social practice, this book will interest not only philosophers of language but also linguists, psycholinguists, students of communication and all those concerned with the nature and acquisition of human linguistic capacities. (shrink)

Explaining the nature and mechanisms of conscious experience in neurobiological terms seems to be an attainable, if yet unattained, goal. Research at many levels is important, including research at the cellular level that explores the role of recurrent pathways between thalamic nuclei and the cortex, and research that explores consciousness from the perspective of action. Conceptually, a clearer understanding of the logic of expressions such as ‘‘causes’’ and ‘‘correlates’’, and about what to expect from a theory of consciousness are required. (...) The logic of some terms, such as ‘‘qualia’’ and ‘‘reductionism’’, continues to generate misunderstandings about the scientific possibilities and limits. Experimentally, a deeper understanding of the role of the thalamus in coordinating activity across cortical levels, and a readiness to reconsider the orthodox approach to thalamocortical organization are also required. (shrink)

Ideal for a two-to-three week introduction to the Presocratics and Sophists, this volume offers a selection of the extant remains of early Greek philosophical thought on cosmology, metaphysics, epistemology, and ethics, together with unobtrusive, minimally interpretive editorial material: an introduction, brief headnotes, maps, and a concordance.

Recently, the study of gender has focused on processes by which gender is brought into social relations through interaction. This article explores implications of a two-sided dynamic—gendering practices and practicing of gender—for understanding gendering processes in formal organizations. Using stories from interviews and participant observation in multinational corporations, the author explores the practicing of gender at work. She defines practicing gender as a moving phenomenon that is done quickly, directionally, and nonreflexively; is informed by liminal awareness; and is in concert (...) with others. She notes how other conceptions of gender dynamics and practice inform the analysis and argues that adequate conceptualization of harmful aspects of gendering practices/practicing will require attention to agency, intentionality, awareness, and reflexivity; positions, power, and experience; and choice, accountability, and audience. She calls for incorporating the “sayings and doings” of gender into organization theory and research. (shrink)

This book explains how P4C can facilitate young people's exploration of key ethical concerns of our time, such as sustainability, justice and intercultural and ...

Teacher and author Vivian Paley is highly regarded by parents, educators, and other professionals for her original insights into such seemingly everyday issues as play, story, gender, and how young children think. In _The Classrooms All Young Children Need_, Patricia M. Cooper takes a synoptic view of Paley’s many books and articles, charting the evolution of Paley’s thinking while revealing the seminal characteristics of her teaching philosophy. This careful analysis leads Cooper to identify a pedagogical model organized around two (...) complementary principles: a curriculum that promotes play and imagination, and the idea of classrooms as fair places where young children of every color, ability, and disposition are welcome. With timely attention paid to debates about the reduction in time for play in the early childhood classroom, the role of race in education, and No Child Left Behind, _The Classrooms All Young Children Need_ will be embraced by anyone tasked with teaching our youngest pupils. (shrink)