Different theoretical models have proposed cognitive and affective components in empathy and moral judgments encompassing compassion. Furthermore, gender differences in psychological and neural functions involving empathic and moral processing, as well as compassionate experiences, have been reported. However, the neurobiological function regarding affective and cognitive integration underlying compassion and gender-associated differences has not been investigated. In this study, we aimed to examine the interaction between cognitive and emotional components through functional connectivity analyzes and to explore gender differences for the recruitment (...) and interaction of these components. Thirty-six healthy participants were exposed to social images in an fMRI session to judge whether the stimuli elicited compassion. The results showed a different connectivity pattern for women and men of the insular cortex, the dorsomedial prefrontal cortex, the orbitofrontal cortex, and the cingulate cortex. The integration of affective and cognitive components follows a complex functional connectivity pattern that is different for both genders. These differences may indicate that men largely make compassionate judgments based on contextual information, while women tend to notably take internal and introspective processes into account. Women and men can use different affective and cognitive routes that could converge in similar learning of moral values, empathic experiences and compassionate acts. (shrink)

Partimos de unas reflexiones sobre el Racionalismo y el Historicismo como dos enfoques con perfiles epistemológicos claramente diferenciados, que llevan a quien en ellos se sitúe a muy diversos planteamientos respecto a cualquier cuestión de carácter social. Examinamos el alcance y potencial de ambos en su argumentación cuando pretenden dar cuenta del origen de la sociedad política y todo lo que ello representa, instituciones, valores… Esbozada esta cuestión se recala en el análisis jovellanista de la mujer. Jovellanos conoce bien ambos (...) enfoques, sus lecturas de los autores aquí citados están plenamente contrastadas y no son objeto de este trabajo; apuesta por el enfoque historicista inglés para comprender el rol femenino, para situar a las instituciones que le niegan su ingreso en su decurso histórico, y curiosamente convierte el modelo historicista en una vía de análisis y acceso a propuestas de una extraordinaria modernidad. Analizamos desde estos enfoques los planes de estudio en los que estamos inmersos. (shrink)

Se propone una reflexión de la globalidad de lo que ocurre con los atentados del terrorismo islámico, a partir de los acontecimientos políticos, sociales, económicos, culturales... particulares, y sobre un apoyo histórico.

Ethical banking, microfinance institutions or certain credit cooperatives, among others, grant socially responsible loans. This paper presents a credit score system for them. The model evaluates social and financial aspects of the borrower. The financial aspects are evaluated under the conventional banking framework, by analysing accounting statements and financial projections. The social aspects try to quantify the loan impact on the achievement of Millennium Development Goals such as employment, education, environment, health or community impact. The social credit score model should (...) incorporate the lender’s know-how and should also be coherent with its mission. This is done using Multi-Criteria Decision Making. The paper illustrates a real case: a loan application by a social entrepreneur presented to a socially responsible lender. The decision support system not only produces a score, but also reveals strengths and weaknesses of the application. (shrink)

Differences in Common engages in the ongoing debate on ‘community’ focusing on its philosophical and political aspects through a gendered perspective. It explores the subversive and enriching potential of the concept of community, as seen from the perspective of heterogeneity and distance, and not from homogeneity and fused adhesions. This theoretical reflection is, in most of the essays included here, based on the analysis of literary and filmic texts, which, due to their irreducible singularity, teach us to think without being (...) tied, or needing to resort, to commonplaces. Philosophers such as Arendt, Blanchot, Foucault, Agamben or Derrida have made seminal reflections on community, often inspired by contemporary historical events and sometimes questioning the term itself. More recently, thinkers like Judith Butler, Gayatri Spivak or Rada Ivekovic—included in this volume are essays by all three—have emphasized the gender bias in the debate, also problematizing the notion of community. Most of the essays gathered in Differences in Common conceive community not as the affirmation of several properties which would unite us to other similar individuals, but as the “expropriation” of ourselves (Esposito), in an intimate diaspora. Community does not fill the gap between subjects but places itself in this gap or void. This conception stresses the subject’s vulnerability, a topic which is also central to this volume. The body of community is thus opened by a “wound” (Cixous) which exposes us to the contagion of otherness. The essays collected here reflect on different topics related to these issues, such as: gender and nation; nationalism, internationalism, transnationalism; nationalism’s naturalization of citizenship and the exclusion of women from citizenship; the violent consequences of a gendered nation on women’s bodies; gendering community; preservation of difference(s) within the community; bodily vulnerability and new politics; community and mourning; community and the politics of memory; fiction, historical truth and (fake) documentary; love, relationality and community; interpretive communities and virtual communities on the Web, among others. Joana Sabadell-Nieto is Professor of Contemporary Spanish Literature (Gender and Feminist Studies) at Hamilton College (USA) and Researcher at the Center for Women and Literature at the University of Barcelona. Marta Segarra is Professor of French and Francophone literature and Gender Studies at the University of Barcelona (Spain), Director of the UNESCO Chair Women, Development and Cultures and co-founder and director of the Center for Women and Literature (2003-2012). (shrink)

A lo largo de este artículo se va a tratar de analizar la concepción del Romanticismo propuesta por Flaubert. En ella, a raíz del viaje a Oriente entre 1849 y 1851, se produce un cambio que hace constituir a la tarea del literato, artista o filósofo romántico en una tarea en la que la cuestión fundamental de la Estética y del Arte debe mezclarse con la tarea Ética y de pensamiento de la Política para la sociedad del futuro.  .

O século XVIII é considerado uma época em que o método de pesquisa newtoniano está bem estabelecido e o seu uso não é questionado, segundo autores como Kuhn. No entanto, como veremos, isso está longe da realidade, pois aqui propomos os seguintes dois objetivos: por um lado, observaremos como dentro dos próprios autores chamados newtonianos não há um uso uniforme do método newtoniano e que alguns deles até o modificam em suas obras onde expõem a doutrina de Newton. Por outro (...) lado, exporemos o método de Émilie du Châtelet, que, tendo lido Newton e esses pensadores, rejeita a metodologia que eles propõem e se prepara para elaborar o que pode ser considerado um precedente do método hipotético-dedutivo utilizado hoje. Em última análise, o objetivo deste estudo é lançar luz sobre a situação do newtonianismo no século XVIII e mostrar a obra de du Châtelet como uma ponte entre duas épocas em relação à metodologia. (shrink)

Debido a sus aportaciones, Lutero representaría un personaje clave para entender el inicio de la modernidad, aunque las líneas religiosas de su pensamiento no corresponden con los principios de este movimiento, ya que su propuesta sometía toda facultad humana a la fe, rechazando la razón como principio rector de la voluntad. No obstante, en su alzamiento, el agustino no se percató de lo racional que fue su proceder a través de las acciones tomadas para impulsar su reforma, dejando ver que, (...) por encima de lo religioso, las iniciativas de Lutero, representan una búsqueda de alternativas expresadas racionalmente. (shrink)

Archivo contemporáneo como obra de arte.

The ongoing pandemic caused by coronavirus disease 2019 has enforced a shutdown of educative institutions of all levels, including high school and university students, and has forced educators and institutions to adapt teaching strategies in a hasty way. This work reviews the use of gamification-based teaching during the pandemic lockdown through a search in Scopus, PsycINFO, ERIC, and Semantic Scholar databases. A total of 11 papers from Chemistry, Business, Computer Science, Biology, and Medical areas have been identified and included in (...) the present work. All of them analyzed the use of gamification strategies during the COVID-19 pandemic and assessed student’s learning and motivation outcomes. In general, students reported that gamification was innovative, engaging, and an efficient strategy to deliver curricula material; moreover, it was perceived as a fun activity. Some students reported that gamified videoconferences aided to connect with their classmates during isolation time providing effective social support. However, some students reported a bad physical or psychological condition, as consequence of the confinement, and did not get involved in the activity. Some weaknesses of the reviewed studies are the small sample size and its homogeneity, which makes it difficult to generalize their results to other scenarios and academic areas. Furthermore, although there is a feeling of learning during the activity, this result is mainly based on subjective perceptions, and any of the studies demonstrated that superior learning was achieved in comparison with traditional teaching strategies. Nevertheless, gamification can be implemented together with traditional lectures and can be a valuable instrument during post-COVID times. (shrink)

Uma das questões mais relevantes – e talvez a questão de mais difícil solução – que se impõe ao leitor da Metafísica é determinar se a obra se ocupa de uma única ciência preeminente ou se, ao contrário, ela contém diferentes projetos de ciência preeminente. Neste trabalho, analisamos criticamente as posições de alguns dos mais relevantes intérpretes, e procuramos, por fim, esboçar uma proposta de solução.

Uma das questões mais fundamentais para quem se ocupa com a Metafísica de Aristóteles é saber se a ciência mais elevada a que se faz alusão na obra constitui uma única ciência ou se o livro contém possivelmente diferentes projetos de ciência preeminente. Neste trabalho, analisamos brevemente as posições dos mais relevantes intérpretes acerca do tema, dedicando especial atenção aos autores unitaristas. Por fim, apresentamos um esboço de nossa própria posição, que apesar de defender a existência duma ciência preeminente unitária, (...) vai contra a tendência de fundar a tese unitarista na chamada ontologia aristotélica. (shrink)

Resumo O argumento do Terceiro Homem presente no “Parmênides” constitui uma formidável objeção à teoria das Ideias, à qual Platão não apresentou resposta explícita. A despeito disso, cremos ser possível haurir da filosofia platônica uma solução para a referida objeção, solução esta que estaria verossimilmente à disposição do filósofo. Sendo assim, compreende-se que Platão não tenha sido forçado a renunciar à teoria das Ideias, ao menos no que se refere às dificuldades que o Terceiro Homem lhe opõe.The Third Man Argument (...) presented in the “Parmenides” is a formidable objection to the Theory of Forms, one which Plato did not provide an explicit answer to. In spite of that we believe it is possible to draw from Plato’s philosophy a solution to the referred objection, and one which likely would be available to the philosopher. Thus, it becomes clear that Plato was not forced to renounce his Theory of Forms, at least with regard to the difficulties that the Third Man Argument raises to it. (shrink)

School climate is a multidimensional construct that has been related to a series of psychological, social, and school variables. The dual school climate and school identification measure-student (SCASIM-St) is a measure that has a multidimensional factor structure, with four first-order factors and a second-order factor, plus an independent factor that evaluates school identification. However, the SCASIM-St is long, with 38 items measuring school climate. The first objective of this study was to examine the psychometric properties of reliability and validity of (...) the abbreviated version of the dual school climate and school identification measure-student (SCASIM-St-15), for use in contexts with time limitations or for explanatory studies that need to apply multiple instruments simultaneously. The second objective was to analyze the degree of invariance for the groups: sex, type of education, and age. The sample was made up of 2,044 students of both sexes (49.1% women and 50.9% men), with a mean age of 14.64 (SD = 0.718), representing 27 secondary schools in Chile. The results indicated that the SCASIM-St15 presents adequate indicators of reliability and construct validity. Evidence of external criterion validity confirmed significant associations with the Attitudes to Institutional Authority in Adolescence Scale measure. The results of the factorial invariance analysis indicate that the SCASIM-St15 remains stable up to the level of metric invariance for the variable sex and the level of scalar invariance for the variables type of education and age. The study concluded that despite the significant decrease in the number of items, the SCASIM-St15 measures school climate in a reliable and valid way, without losing its theoretical and conceptual robustness. (shrink)

RESUMO Tendo por base a ligeiramente controversa idéia de que a caracterização de sophía como a “ciência das causas primeiras ou princípios” seja a formulação cardeal de ciência suprema na “Metafísica” de Aristóteles, neste artigo examinamos Metaph. A2, o capítulo que contém tal caracterização. Em primeiro lugar, seguimos a análise aristotélica dos pontos de vista ordinários acerca da sophía e do sophós, análise que culmina na referida descrição de sophía. Em seguida, examinamos como a concepção de sophía como ciência de (...) causas absolutamente primeiras leva o filósofo a considerá-la como uma ciência que pode ser descrita apropriadamente como divina, sendo também o tipo mais elevado de conhecimento ao qual a filosofia pode aspirar. ABSTRACT Based on the somewhat controversial idea that the characterization of sophía as the “science of first causes or principles” is the pivotal formulation of the supreme science in the Aristotle’s “Metaphysics”, in this paper we scrutinize Metaph. A2, the chapter which contains such a characterization. Firstly, we follow the Aristotelian analysis of the commonly held views on sophía and the sophós, an analysis which culminates in the aforementioned description of sophía. Then we examine how the conception of sophía as the science of absolutely first causes leads the philosopher to regard it as a science that can be properly described as divine, being also the highest kind of knowledge which philosophy can aspire to. (shrink)

Uma das questões mais fundamentais para quem se ocupa com a Metafísica de Aristóteles é saber se a ciência mais elevada a que se faz alusão na obra constitui uma única ciência ou se o livro contém possivelmente diferentes projetos de ciência preeminente. Neste trabalho, analisamos brevemente as posições dos mais relevantes intérpretes acerca do tema, dedicando especial atenção aos autores unitaristas. Por fim, apresentamos um esboço de nossa própria posição, que apesar de defender a existência duma ciência preeminente unitária, (...) vai contra a tendência de fundar a tese unitarista na chamada ontologia aristotélica. (shrink)

RESUMENLa analogía de Ortega del actor arrojado a un escenario no supone, como se ha sugerido en distintos trabajos, la inclusión de su metafísica en el entorno del tópico que entiende el mundo como un teatro. La identificación del individuo con un actor que debe transformarse en el personaje que perfila su vocación implica una concepción de mi vida, entendida como creación propia, opuesta a la del theatrum mundi, donde al actor le es asignado un papel ya escrito que debe (...) representar dócilmente. Con todo, su definición del actor como metáfora corporizada converge –o puede llegar a converger- con su noción metafísica del hombre como existencial metáfora. Aunque Ortega no es explícito en este punto.PALABRAS CLAVE«IDEA DEL TEATRO», THEATRUM MUNDI, VOCACIÓN, RES DRAMÁTICA, METÁ- FORA CORPORIZADAABSTRACTOrtega’s analogy of the actor who is thrown into a scenario does not imply the inclusion of his metaphysics in the literary topic that understands the world as a theatre. Ortega identifies the person as an actor who must become the character that his vocation writes. This implies a conception of «my life», understood as my creation, which is contrary to the Theatrum Mundi’s, in which the actor is assigned a previously written role. However his definition of the actor as embodied metaphor could converge with its metaphysical notion of man as an existential metaphor. Ortega is not explicit on this point, though.KEYWORDS«THE IDEA OF THEATRE», THEATRUM MUNDI, VOCATION, RES DRAMATICA, EMBODIED METAPHOR. (shrink)

El texto destaca la trayectoria de H. Küng como teólogo y filósofo, a través de su concepción de la vida cristiana como una forma de ser en libertad donde la fe es la opción espiritual del hombre. También su defensa por el valor ético de la existencia compartida y la necesidad de un dialogar que hag..

Volume 31, Issue 4, December 2017, Page 429-432.