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Alejandro Farieta
University of Sussex
  1.  82
    The effect of philosophy on critical reading: Evidence from initial teacher education in Colombia.Alejandro Farieta - 2024 - International Journal of Educational Development 104 (102974).
    Teacher quality, its effect on students’ outcomes, and the association of these with economic growth, is the core of recent discussions in Latin America given the region’s weak results in international learning assessments. This paper investigates whether there is an effect of philosophy on the outcomes of critical reading for students in B.Ed. programs in Colombia. Relying on exact matching combined with propensity score matching with regression adjustment, we use national data from Colombia to show that students in B.Ed. in (...)
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  2.  47
    Impact Evaluation of the Specific Regulations for Bachelors in Education (2015-2017) on the Results of the Saber Pro tests.Alejandro Farieta - 2024 - Documentos de Trabajo Saber Investigar, No. 13.
    This paper presents an impact evaluation of the policies for teacher education programs within the framework of the National Development Plan 2014-2018. The programs were compelled to obtain high-quality accreditation, increase the credits in school practices, and the English level, among other requirements. Relying on multivariable regression, it shows that, for the year 2021, there is no association between high-quality accreditation in most modules of the Saber Pro tests, or it is negative in the global score and quantitative reasoning. In (...)
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  3. Investigar y Deliberar en la filosofía aristotélica.Alejandro Farieta - 1897 - Ideas Y Valores 57 (137):75-92.
    En los escritos de Aristóteles está frecuentemente relacionada la investigación (zethesis) con la deliberación (boulé). En el presente texto se hará una revisión de dicha relación, y se tratará de rechazar una relación meramente analógica entre investigar y deliberar, que, como se intentará mostrar, se basa fundamentalmente en una fuerte distinción entre razón teórica y razón práctica. Se tratará de probar una relación mucho más fuerte entre investigación y deliberación, mostrando que no es ni su objeto ni las habilidades racionales (...)
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  4. Aproximaciones éticas al problema del free rider: consecuencialismo, deontología y ética de la virtud.Alejandro Farieta - 2015 - Discusiones Filosóficas 16 (27):147-161.
    In contemporary ethics, the free rider problem occurs when in a group of people who work for a common aim, someone takes advantage of the collective work and makes a comparatively lower effort than the rest of the group, receiving the same benefits. The problem consists in avoiding this behavior that, intuitively, is considered undesirable. This essay presents an analysis of the problem from three different perspectives in moral education: consequentialism, deontologic proceduralism and virtue ethics. I show the weaknesses of (...)
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  5. Intelecto agente, motor inmóvil y Dios en Aristóteles.Alejandro Farieta - 2019 - Areté. Revista de Filosofía 31 (1):35-76.
    This article faces the classic problem of the interpretation of what Aristotle calls in de An. III, 5 “the intellect that produces all things”, which is commonly named agent intellect. Historically, there have been two approaches: one that goes back to Alexander of Aphrodisias, who associates the agent intellect with the unmoved mover and the divinity, and another one, associated with Theophrastus but whose major representatives are Philoponus and St. Thomas of Aquinas, who consider that agent intellect is an exclusively (...)
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  6. La objeción de Aristóteles a la teoría platónica de la reminiscencia.Alejandro Farieta - 2015 - Pensamiento y Cultura 18 (2):6-28.
    This paper provides an interpretation of Aristotle’s criticism to the solution to Meno’s Paradox suggested by Plato. According to Aristotle, when Plato says that reminiscence (anámnēsis) is achieved, what is actually achieved is induction (epagōgê). Our interpretation is based on two aspects: (1) semantic criticism, since Plato’s use of the term anámnēsis is unusual; and (2) the theory is not able to give an adequate explanation of the effective discovery.
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  7. Deliberación, deliberación técnica y buena deliberación en la ética aristotélica.Alejandro Farieta - 2019 - Tópicos: Revista de Filosofía 56 (56):11-48.
    This paper faces the problem of how to determinate the framework in which, according to Aristotle, the deliberation and his results can be assessed: the decision and the consequent action. The problem emerges mainly because of what Aristotle calls “indetermination of deliberation,” since, in situations whose options about what to deliberate are blurred, it is difficult to determinate which is the framework that can be used to determinate if the decision resulting from the deliberation is accurate or not. To face (...)
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  8. Knowledge, discovery and reminiscence in Plato's meno.Alejandro Farieta - 2013 - Universitas Philosophica 30 (60):205-234.
    This work articulates two thesis: one Socratic and one Platonic; and displays how the first one is heir of the second. The Socratic one is called the principle of priority of definition; the Platonic one is the Recollection theory. The articulation between both theses is possible due to the Meno’s paradox, which makes a criticism on the first thesis, but it is solved with the second one. The consequence of this articulation is a new interpretation of the Recollection theory, as (...)
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  9. Conocimiento, descubrimiento Y reminiscencia en el menón de platón.Alejandro Farieta - 2013 - Universitas Philosophica 30 (60):205-234.
    This work articulates two thesis: one Socratic and one Platonic; and displays how the first one is heir of the second. The Socratic one is called the principle of priority of definition; the Platonic one is the Recollection theory. The articulation between both theses is possible due to the Meno’s paradox, which makes a criticism on the first thesis, but it is solved with the second one. The consequence of this articulation is a new interpretation of the Recollection theory, as (...)
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  10. Investigate and Deliberate in Aristotelian Philosophy.Alejandro Farieta - 2008 - Ideas Y Valores 57 (137):75-92.
    In Aristotle’s writings, there is a current relationship between investigation and deliberation. This paper will make a reassessment of such relationship and it will try to reject a mere analogical relationship between investigation and deliberation, which, as will be explained, is founded upon a strong distinction between theoretical and practical reason. This paper will try to prove a stronger relationship between investigation and deliberation, showing that there is neither their object nor their rational and cognitive abilities what differentiate one from (...)
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  11. Intelecto en acción: Aristóteles y la filosofía como forma de vida.Alejandro Farieta - 2018 - Bogotá, Colombia: Editorial Uniagustiniana.
    This book faces the problem of how is it possible to conceive Aristotelian philosophy as a way of life, and not as a discipline or profession. If there are any of his texts where this concerns are to be found, it is in his practical treatises, in which he defends a philosophy of human affairs. However, Aristotle insists on the fact that philosophy, in its greatest expression, is the first philosophy, to which the idea of contemplation seems to refer to, (...)
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  12.  13
    Formación de docentes en universidades latinoamericanas.Luis Alejandro Murillo, Melba Libia Cárdenas, Carmen Rosa Cáceda, Mariana Valderrama Leongómez, Alejandro Farieta, Lina Melissa Vela, José Vicente Abad, Jefferson Zapata García, Diego Fernanado Villamizar Gómez, Jorge Armando Rodríguez Cendales, Amanda K. Wilson, Martha Lengeling, Isarema Mora-Pablo, Isaac Frausto-Hernández & Irineo Omar Serna-Gutierrez (eds.) - 2019 - Bogotá: Editorial Uniagustiniana.
    Esta obra se concentra en cuatro temas cruciales de la formación de docentes, tanto antes como durante el servicio y en la enseñanza en diferentes áreas y niveles educativos. En primer lugar, se aborda el asunto de las creencias que los docentes tienen sobre el proceso educativo, las cuales parecen influir en la práctica profesional que estos desarrollan y, por lo tanto, deberían recibir la atención explícita de los procesos de formación de docentes que deseen promover prácticas específicas. El segundo (...)
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