Evolutionary multi-objective optimization algorithms have been successfully applied in many real-life problems. EMOAs approximate the set of trade-offs between multiple conflicting objectives, known as the Pareto optimal set. Reference point approaches can alleviate the optimization process by highlighting relevant areas of the Pareto set and support the decision makers to take the more confident evaluation. One important drawback of this approaches is that they require an in-depth knowledge of the problem being solved in order to function correctly. Collective intelligence has (...) been put forward as an alternative to deal with situations like these. This paper extends some well-known EMOAs to incorporate collective preferences and interactive techniques. Similarly, two new preference-based multi-objective optimization performance indicators are introduced in order to analyze the results produced by the proposed algorithms in the comparative experiments carried out. (shrink)

This is an interdisciplinary work product of reflection on the challenges today presented by a biological vision of the world regarding questions, concepts and notions of cosmology. Based on and in dialogue with the current state of biological research, this work deals with certain cosmological problems such as that between the living and the inert, the traditional division between the soul or the vital vegetative principle, sensitive or intellective; the problem of individuation and the concept of species, among others; the (...) solution found within classical philosophy in this paper takes into account the latest discoveries findings of modern biology. (shrink)

RESUMEN En el libro X de la Metafísica se trazan las líneas generales de una henología. La reconstrucción de la argumentación debe hacerse desde dos pilares fundamentales: (a) la guía de problemas o aporías que proporciona el libro iii y (b) el proyecto ontológico anunciado en el libro iv, donde se señala la relación entre ontología y henología. El rasgo fundamental de dicha henología sería su subordinación a la ontología. El artículo argumenta que para Aristóteles el rol de la henología (...) es ante todo destructivo, pues con dicha doctrina se pretende establecer -ante todo- la imposibilidad de considerar al "uno" (τὸ ἓν) como principio de los entes. ABSTRACT In the Metaphysics, especially in Book X, are drawn the general lines of a henology. For the proper understanding of this doctrine it is necessary to reconstruct its argumentation from two fundamental basis: (a) the guide of puzzles or aporias that book iii provides and (b) the ontological project announced in book IV where the relationship between ontology and henology is indicated. Once the explanations of Book X are framed a theory about unity (τὸ ἓν) can be systematically assembled, whose fundamental feature would be the following: henology as a science is a subordinate part of ontology. The role of henology is for Aristotle primarily destructive, that is, with this doctrine it is intended to establish the impossibility of considering the 'one' (τὸ ἓν) as a principle of the entities. (shrink)

This paper addresses how impairments in prediction in young adults with autism spectrum disorder relate to their behavior during a collaboration. To assess it, we developed a task where participants play in collaboration with a synthetic agent to maximize their score. The agent’s behavior changes during the different phases of the game, requiring participants to model their sensorimotor contingencies to play collaboratively. Our results (n = 30) show differences between autistic and neurotypical individuals in their behavioral adaptation to the other (...) partner. Contrarily, there are no differences in the self-reports of that collaboration. (shrink)

Se realizó una revisión de fuentes bibliográficas donde aparece una recopilación de fragmentos extraídos de las cartas martianas, conjuntamente con el análisis de los valores presentes en los mismos. Se realizó en el Instituto Superior de Ciencias Médicas de Camagüey, en los meses comprendidos entre julio y agosto de 2007. La escasa divulgación de la problemática axiológica analizada por Martí a través de su correspondencia fue lo que motivó la realización del trabajo. Su objetivo es analizar los valores presentes (...) en la correspondencia de Martí para incidir en la formación integral del profesional de la salud. Entre los resultados más importantes se destacan: la información que se brinda sobre los valores contenidos en su correspondencia y el vínculo que se va estableciendo con su propia personalidad This research work is a revision of José Martí's letters, for the analysis of the reflected axiological facts in them. The realization of this work was motivated by the small amount of information published about the axiological problematic reflected in José Martí's letters. Their objective is to analyze that problematic in Martí's letters to include it in the students of medicine curriculum. The most important results found are the axiological problematic reflected in his correspondence and the link it establishes with José Martí's personality. (shrink)

RESUMEN El presente estudio está dirigido a establecer coincidencias entre el pensamiento de José Martí y de Carlos Marx en el terreno filosófico. Ambos representan los más altos exponentes del saber filosófico y humanista de la cultura europea y latinoamericana del siglo XIX, respectivamente, con un alcance genuinamente universal. No fue objetivo en modo alguno convertir a Martí en marxista, del mismo modo que sería absurdo afiliar a Marx a las ideas y las concepciones martianas. Sin embargo, no (...) es posible dejar de subrayar la profundidad del ideario martiano en el terreno filosófico, político, social y económico y sus aproximaciones a las concepciones marxistas o al socialismo científico. ABSTRACT The present study is directed to establish coincidences between the thought of José Martí and Carlos Marx in the philosophical area. Both are represented by the highest exponents of the philosophical and humanist knowledge of the European and Latin-American culture of the 19th century, respectively, with an authentically universal scope. It was not objective in any way to turn Martí into Marxist, in the same way that it would be absurd to affiliate Marx to the ideas and the Martí´s conceptions. Nevertheless, it is not possible to stop underlining the depth of the Martí´s ideology in the philosophical, political, social and economic area and his approaches to the Marxist conceptions or to the scientific socialism. (shrink)

En el presente trabajo se propone un estudio comparativo de las producciones de algunos referentes de la Investigación Participativa. Se revisan algunos de los textos de Orlando Fals Borda, Paulo Freire, João Bosco Guedes Pinto, Michel Thiollent, María Teresa Sirvent y Joel Martí. Este trabajo se inscribe en el proceso reciente de transformación universitaria en Uruguay, en particular, en una de sus iniciativas: la de la integración curricular de la extensión a través de lo que se ha denominado “prácticas (...) universitarias integrales”. En este marco, la reflexión teórico-metodológica sobre la extensión crítica y las prácticas de investigación-acción conectadas con ella resultan fundamentales para dotar las iniciativas en curso de mayor pertinencia académica y potencial transformador. (shrink)

Cognitive science is experiencing a pragmatic turn away from the traditional representation-centered framework toward a view that focuses on understanding cognition as "enactive." This enactive view holds that cognition does not produce models of the world but rather subserves action as it is grounded in sensorimotor skills. In this volume, experts from cognitive science, neuroscience, psychology, robotics, and philosophy of mind assess the foundations and implications of a novel action-oriented view of cognition. Their contributions and supporting experimental evidence show that (...) an enactive approach to cognitive science enables strong conceptual advances, and the chapters explore key concepts for this new model of cognition. The contributors discuss the implications of an enactive approach for cognitive development; action-oriented models of cognitive processing; action-oriented understandings of consciousness and experience; and the accompanying paradigm shifts in the fields of philosophy, brain science, robotics, and psychology. ContributorsMoshe Bar, Lawrence W. Barsalov, Olaf Blanke, Jeannette Bohg, Martin V. Butz, Peter F. Dominey, Andreas K. Engel, Judith M. Ford, Karl J. Friston, Chris D. Frith, Shaun Gallagher, Antonia Hamilton, Tobias Heed, Cecilia Heyes, Elisabeth Hill, Matej Hoffmann, Jakob Hohwy, Bernhard Hommel, Atsushi Iriki, Pierre Jacob, Henrik Jörntell, Jürgen Jost, James Kilner, Günther Knoblich, Peter König, Danica Kragic, Miriam Kyselo, Alexander Maye, Marek McGann, Richard Menary, Thomas Metzinger, Ezequiel Morsella, Saskia Nagel, Kevin J. O'Regan, Pierre-Yves Oudeyer, Giovanni Pezzulo, Tony J. Prescott, Wolfgang Prinz, Friedemann Pulvermüller, Robert Rupert, Marti Sanchez-Fibla, Andrew Schwartz, Anil K. Seth, Vicky Southgate, Antonella Tramacere, John K. Tsotsos, Paul F. M. J. Verschure, Gabriella Vigliocco, Gottfried Vosgerau. (shrink)

E. Machery, R. Mallon, S. Nichols and S. Stich, have argued that there is empirical evidence against Kripke’s claim that names are not descriptive. Their argument is based on an experiment that compares the intuitions about proper name use of a group of English speakers in Hong Kong with those of a group of non-Chinese American students. The results of the experiment suggest that in some cultures speakers use names descriptively. I argue that such a conclusion is incorrect, for the (...) experiment does not prove what it is purported to prove. (shrink)

Føllesdal (1966 and 1969) claims that modal distinctions collapse, that is that p and Necessarily p are equivalent, in any system of modal logic that incorporates a standard theory of definite descriptions, like the one proposed by Carnap in M&N. I argue that his argument fails.

According to Donnellan the characteristic mark of a referential use of a definite description is the fact that it can be used to pick out an individual that does not satisfy the attributes in the description. Friends and foes of the referential/attributive distinction have equally dismissed that point as obviously wrong or as a sign that Donnellan's distinction lacks semantic import. I will argue that, on a strict semantic conception of what it is for an expression to be a genuine (...) referential device, Donnellan is right: if a use of a definite description is referential, it must be possible for it to refer to an object independently of any attributes associated with the description, including those that constitute its conventional meaning. (shrink)

This study examines whether character strengths predict resilience (operationalized as stable or higher mental health and subjective well-being despite an adverse event) over a period of approximately one month during the COVID-19 pandemic lockdown in Spain. Using a longitudinal design, participants (N = 348 adults) completed online measures of sociodemographic data, information regarding their situation in relation to the COVID-19, character strengths, general mental health, life satisfaction, positive affect and negative affect. All variables were measured at Time 1 and Time (...) 2, except for sociodemographic and most COVID-related information (Time 1 only). Time 1 data collection was conducted between March 21, 2020 and April 2, 2020, i.e., approximately the second week of lockdown in Spain. Time 2 data collection was conducted between April 24, 2020 and May 18, 2020, after the Spanish government announced ita intention to progressively release the lockdown. A principal component analysis of character strengths was conducted. Five character strength factors were extracted: fortitude, goodness, intellectual, interpersonal, and restraint. Factor structures at Times 1 and 2 were highly consistent. All character strength factors at Time 1 correlated positively with life satisfaction and positive affect, and negatively with negative affect and mental health at T2 (higher scores in the mental health measure indicate poorer mental health). Fortitude strengths showed the highest correlations. We conducted a series of regression analyses with strength factors at Time 1 as predictors, and mental health, life satisfaction, and positive and negative affect as dependent variables, controlling for their baseline levels. To test the directionality of the relationship between strengths and the dependent variables, all analyses were reversed. All character strength factors predicted an increase in mental health. They also predicted positive affect, with the exception of strengths of restraint. Fortitude, intellectual and interpersonal strengths predicted an increase in life satisfaction. Finally, fortitude strengths, interpersonal strengths, and strengths of restraint, predicted a decrease in negative affect. None of the reversed analyses yielded significant effects. Limitations, implications, and possible character strengths-based interventions aimed at promoting mental health in the COVID-19 pandemic are discussed. (shrink)

We defend the view that defines the rigidity of general terms as sameness of designated universal across possible worlds from the objection that such a characterization is incapable of distinguishing rigid from non-rigid readings of general terms and, thus, that it trivializes the notion of rigidity. We also argue that previous attempts to offer a solution to the trivialization problem do no succeed.

The current times call for reforms in educational processes. The Covid-19 pandemic had an unforeseen impact on the educational system in all countries. This need for change requires new pedagogies and new methods for teaching and learning. Understanding the need for change is essential for the formulation of adaptive proposals, as well as for the generation of training activities to complement the teaching curriculum. New educational practices lead to a vision of educational quality, with new approaches that allow the continuous (...) integration of knowledge and permanent interaction with the student. This paper presents an analysis of the new teaching methodologies in times of confinement due to the pandemic caused by Covid-19. Keywords: Teaching methodologies, educational system, learning process. References [1]É. Tremblay-Wragg, C. Raby, L. Ménard y I. Plante, «El uso de estrategias didácticas diversificadas por cuatro profesores universitarios: ¿qué contribución a la motivación de aprendizaje de sus alumnos?,» Docencia en educación superior, vol. 26, nº 21, 2021. [2]L. Czerniewicz, R. Mogliacci, S. Walji, A. Cliff, B. Swinnerton y N. Morris, «Enseñanza y aprendizaje académico en el nexo: desagregación, mercantilización y digitalización en la educación superior,» Teaching in Higher Education, vol. 26, nº 2021, p. 16, 2021. [3]S. Dogan y A. Adam, «Aumentar el efecto del desarrollo profesional en la instrucción efectiva a través de comunidades profesionales,» Docentes y docencia: teoría y práctica, vol. 26, nº 3-4, pp. 326-349, 2020. [4]I. M. Torres Salas, «La enseñanza tradicional de las ciencias versus las nuevas tendencias educativas,» Educare, vol. 14, nº 1, pp. 131-142, 2010. [5]B. Fabio, J. Antonio Palomino y J. González Henríquez, «Evaluación y contraste de los métodos de enseñanza tradicional y lúdico,» Revista de Educación física y deportes, vol. 13, nº 94, pp. 29-36, 2008. [6]Y. Benítez y C. Mora, «Enseñanza tradicional vs aprendizaje activo,» Revista Cubana de Física, vol. 27, nº 2A, pp. 175-179, 2010. [7]P. Morales Bueno y V. Landa Fitzgerald, «Aprendizaje basado en problemas,» Theoria, vol. 13, nº 1, pp. 145-157, 2004. [8]R. Gil-Galván, I. Martín-Espinosa y F. Gil-Galván, «University student perceptions of competences acquired through problem-based learning,» Educación XXI, vol. 24, nº 1, pp. 271-295, 2020. [9]E. Ortiz Cermeño, «El aprendizaje basado en problemas,» Perfiles Educativos, vol. 41, nº 164, pp. 208-213, 2019. [10]E. Araos-Baeriswyl, C. Moll-Manzur, Á. Paredes y J. Landeros, «Aprendizaje invertido: un enfoque pedagógico en tiempos de pandemia,» Rev. Atención Primaria, vol. 53, nº 1, p. 117, 2021. [11]V. León-Carrascosa, M. Belando-Montoro y S. Sánchez-Serrano, «Design and validation of a questionnaire to evaluate the service-learning methodology,» Rev.Estudios sobre educación, vol. 39, nº 1, pp. 247-266, 2020. [12]J. Collado-Ruano, M. Ojeda, M. Malo y D. Amino, «Educación, arte e interculturalidad: El cine documental como lenguaje comunicativo y tecnología innovadora para el aprendizaje de la metodología I + D + I,» Rev. Texto livre, vol. 13, nº 3, pp. 376-393, 2020. [13]P. M. Bueno y V. Landa Fitzgerald, «Aprendizaje basado en problemas,» Theoria, vol. 13, nº 1, pp. 145-157, 2004. [14]J. A. Martí, M. Heydrich, M. Rojas y A. Hernández, «Aprendizaje basado en proyectos: Una experiencia de innovación docente,» Universidad EAFIT, vol. 46, nº 158, pp. 11-21, 2010. [15]L. Rojas y N. M. Jaimes, «Canvas LMS y el trabajo colaborativo como metodología de aprendizaje en entornos virtuales,» de Congreso Ibérico de Sistemas y Tecnologías de la Información, CISTI, Bogotá, Colombia, 2020. [16]B. Bordel y P. Mareca, «Results and Trends in educational MOOCs in the engineering area with MIRIADAX platform. A case study,» de 15th Iberian Conference on Information Systems and Technologies, CISTI 2020; Seville; Sevilla, España, 2020. [17]K. Vermeir y G. Kelchtermans, «Innovative practice as interpretative negotiation.A case-study on the kamishibai in Kindergarten.,» Teachers and Teaching: Theory and Practice, vol. 26, nº 3-4, pp. 248-263, 2020. [18]B. Tucker, «The Flipped Classroom: Online instruction at home frees class time for learning,» Education Next, vol. 1, nº 1, pp. 82-84, 2012. [19]M. V. Ledo, N. R. Michelena, N. N. Cao, I. d. R. M. Suárez y M. N. Vialart Vidal, « Aula invertida, nueva estrategia didáctica,» Educación Médica Superior, vol. 30, nº 3, pp. 678-688, 2016. [20]Metodologías activas por medio de las TIC, [Online]. Available: https://www.campuseducacion.com/blog/recursos/articulos-campuseducacion metodologias-activas-por-medio-de-las-tic/?cn-reloaded=1. [Last access: February 14, 2021]. (shrink)

I argue that the debate on the division of labor between grammar and pragmatics, at least as it pertains to pragmatic free enrichment, needs to be better grounded empirically. Often, only a reduced set of facts from English is used to substantiate claims regarding pragmatic free enrichment. But considering a reduced set of facts from a single language can only afford limited (and, sometimes, wrong) results, because we can merely see whatever this one language chooses to express. Two cases studies (...) are presented: adjectival fragments, and implicit indefinite objects. A grammatical analysis is defended for them. (shrink)

This chapter contains sections titled: European Positivism Latin American Positivism Martí Rodó Vaz Ferreira Ingenieros References Further Reading.

The following Principle of Substitutivity holds for the former, but not for the latter sentence: (PS) The truth value of (the proposition expressed by) a sentence that contains an occurrence of t1 remains constant when t2 is substituted for t1, provided that t1 and t2 are codesignative singular terms. It is an undeniable fact that different sentences behave differently when it comes to which substitutions preserve their truth value. What is curious is that this fact has been presented by the (...) philosophical tradition as a puzzle. To be more precise, what is supposed to be puzzling is the breakdown of PS in some sentences. Meanwhile, it is assumed that everything is as it should be, that nothing needs to be explained when we observe that the substitution of 'the number of planets' for 'nine' in 'nine is greater than seven' guarantees the preservation of truth value, in spite of the fact that the subject matter of the former sentence and the subject matter of 'the number of planets is greater than seven' are radically different. The former sentence expresses a claim about numbers and their relationships, whereas the latter sentence makes an assertion about our solar system. (shrink)

Drawing on political, legal, national, post-national, as well as American and European perspectives, this collection of essays offers a diverse and balanced discussion of the current arguments concerning deliberative democracy. The essays consider the thr.

John Hawthorne and David Manley (The Reference Book, OUP 2012) endorse a unified treatment of the semantics of four kinds of expressions that can be said to have referential uses: specific indefinite descriptions, definite descriptions, demonstratives and proper names. The semantic theory the authors propose treats all these expressions as having a quantificational structure that achieves uniqueness of application via the presence of covert material contributing to the restriction of the domain of quantification. I argue that there are reasons to (...) postulate disunity; reasons to set apart a class of purely referential expressions that do not just apply uniquely to an object via overt or covert restrictors, but that refer to it. (shrink)

Editor's introduction to a section devoted to Ruth Barcan Marcus (1921-2012).

In this paper we introduce a game semantics for System P, one of the most studied axiomatic systems for non-monotonic reasoning, conditional logic and belief revision. We prove soundness and completeness of the game semantics with respect to the rules of System P, and show that an inference is valid with respect to the game semantics if and only if it is valid with respect to the standard order semantics of System P. Combining these two results leads to a new (...) completeness proof for System P with respect to its order semantics. Our approach allows us to construct for every inference either a concrete proof of the inference from the rules in System P or a countermodel in the order semantics. Our results rely on the notion of a witnessing set for an inference, whose existence is a concise, necessary and sufficient condition for validity of an inferences in System P. We also introduce an infinitary variant of System P and use the game semantics to show its completeness for the restricted class of well-founded orders. (shrink)

It took a very long time before I encountered the systematic study of religious processes and dynamics as a distinctive and expansive area of scholarship. Using an autobiographical account, I trace the development of my scholarship in the social scientific study of religion. I have now experienced a great diversity of approaches to the study of religion. Driven by insatiable curiosity and knowing that no one can capture religion comprehensively, I now am committed to stimulating imaginative, rigorous, and wide-ranging developments (...) in religious scholarship. We require new, inventive, and even incompatible approaches to our study of religion if we ever hope to try adequately grasping the richness of religion. (shrink)

We prove completeness of preferential conditional logic with respect to convexity over finite sets of points in the Euclidean plane. A conditional is defined to be true in a finite set of points if all extreme points of the set interpreting the antecedent satisfy the consequent. Equivalently, a conditional is true if the antecedent is contained in the convex hull of the points that satisfy both the antecedent and consequent. Our result is then that every consistent formula without nested conditionals (...) is satisfiable in a model based on a finite set of points in the plane. The proof relies on a result by Richter and Rogers showing that every finite abstract convex geometry can be represented by convex polygons in the plane. (shrink)