Los últimos años del siglo XX han coincidido con el fin de unos procesos seculares en la historia de la humanidad, con la acentuación de algunos de sus problemas más acuciantes y con el nacimiento de desafíos nuevos que la especie humana ha de afrontar y a los que ha de responder. Este libro prentende contribuir a la clarificacíon y toma de conciencia de esta situación y aportar planteamientos e ideas para la respuesta a esos problemas y desafíos.

Introduction 11 PART I: THE HALLE YEARS Chapter One: The Rehabilitation of the Imagination in Husserl’s Early Thought. 17 §1. Brentano’s Rehabilitation of Intentionality and the Problem of Imagination. §2. Husserl and the Breakthrough of Phenomenology. §2.1 The Meaning-Bestowing Act as ‘the Peg from which Everything hangs.’ §2.2 Consciousness is not a Container. §2.3 ‘A Difference that cannot be Phenomenologically Reduced.’ §3. Imagination as an Authentic, Intuitive Intentionality. PART II: THE GÖTTINGEN YEARS Chapter Two: Irreconcilable Differences: Imagination and Image Consciousness. (...) 71 §1. Separations, Convergences, and Goodbyes §2. A nothing in the midst of things that sees me. §3. Wrestling with the angel of Imagination. §4. Images of Productive Phantasy. Chapter Three: The Garden of the Forking Paths: On Time Consciousness. 107 §1. Picking up an Ancient Cross. §2. Continuum of Continua. §3. In Search of Time Lost. Chapter Four: Absence and the Absolute: The Revisions of Phantasy and Time-Consciousness. 143 Recapitulation: Cutting loose the baggage of the ‘Content for an Apprehension and Apprehension’ Schema. §1. The Concept of an Absolute Consciousness and the Embedment of Contents. §2. Transcendental Phenomenology and the Opening Up of a Closed Field. §3. The Breakthrough on the Contents of Consciousness. §3.1. ‘Consciousness through and through’ §3.2. Ambiguities of Immanence. §4. Primary and Secondary Memory revisited. §5. The New Account of Internal Time Consciousness. Chapter Five: The Breakthrough of the Life of Phantasy: Recollection and Pure Phantasy. 187 §1. Introducing the Pure Ego. §2. The Pending Problem of Belief in Presentifications. §3. Recollection and Internal Time Consciousness. §3.1. The Characterization of Recollection as Consciousness ‘Once Again’ following the Revision of the Schema. §3.2. Recollection as a Modified Appearance and a Directedness toward the Past Object. §3.3. Recollection as the Reproductive Modification of the Internal Consciousness of a Past Act. §4. The Differentiation of Recollection and Pure Phantasy on the basis of Internal Time-Consciousness. PART III: THE FREIBURG YEARS AND BEYOND Chapter Six: The Subject in Image: Husserl’s Revisiting of Image-Consciousness. 239 §1. Introducing the Concept of Perceptual Phantasy. §2. The Subject in Image. §3. Is There Temporality in Image?. §4. Revisiting the Theory of Image-consciousness as Depiction. §5. Pictoriality and Phantasy Temporality. Chapter Seven: ‘Myth that is Truest Memory:’ Phantasy and the Literary Work of Art. 303 §1. Theater and Drama. §2. Is the Literary Work of Art Itself Imaginary? §3. The Literary Work as an Idea with a Temporality. §4. Phantasy and the Consciousness of Possibility. Parting Words on Poetry and Philosophy. Bibliography: 361. (shrink)

Me propongo comparar el enfoque sobre la normatividad que hallamos en varias de las obras de un filósofo como Rorty, con el modelo metodológico positivista que hallamos en un jurista como Hart. El objetivo de este trabajo es mostrar cómo ambos casos se alejan de explicaciones simples, basadas, tanto en modelos iusnaturalistas, como en el modelo austiano. Ambas perspectivas se aproximan a un análisis que ubica el origen de las normas en una perspectiva más plausible y compleja donde se parte, (...) o bien de la idea de "reglas de reconocimiento" que permiten identificar como reglas de un sistema normas que no necesariamente son legisladas, o bien del análisis de las proposiciones no polémicas que determinan e informan sobre cuáles cosas cuentan como normas y cuáles no al interior de una determinada práctica social etnocéntrica. (shrink)

The concept of the universe is used in physical cosmology differently from the usual meaning of the term, naively considered as the entire reality. Traditionally, thinking about the whole led to logical contradictions. Taking as reference the Kantian antecedent, different contemporary philosophical notions of the universe are analysed in the first part of this paper, including realist and constructivist approaches, as well as a notion of the universe as a physical object. In the second part, the specific notion from the (...) standard physical cosmology is discussed. Although modelling the universe as a physical system provides a specific way to define some global properties, the universe as a whole remains empirically inaccessible. Hence, the discussion about the under-determined global properties depends ultimately on philosophical preferences. Under these circumstances, it is argued that the realist interpretation of such properties becomes problematic because it leads to unstable conclusions. Finally, it is argued that the notion of the universe as conceived in standard cosmology is not necessarily consistent with an approach that considers it to be a physical object. (shrink)

The systematic importance of the eidetic account of phantasy for Husserlian phenomenology in general is undisputed, but whether this account can be relevant for Aesthetics has often been put into question. In this paper I argue that Husserl’s rich phenomenology of phantasy, and in particular his account of perceptual phantasy, can nevertheless significantly enhance our understanding of how we recognize and imaginatively participate in artistic fictions. Moreover, I show how Husserl’s peculiar formulation of a non-intuitive phantasy at stake in artistic (...) representation anticipates some uses of the imagination in Aesthetics suggested by Ernst Gombrich and Kendall Walton. (shrink)

La crítica de Feuerbach concibe el fenómeno religioso como una manifestación efectiva de la autoconciencia humana. Partiendo de este supuesto, el presente artículo tiene como objeto contextualizar, a la luz de un desarrollo histórico, el humanismo propuesto por el autor como siguiente estadio del proceso de autoconocimiento humano. Dicha propuesta implicaría necesariamente el reconocimiento de los mecanismos de enajenación implícitos en la religión y, en definitiva, su superación. Al desembarazarse de las especulaciones propias de la fe, la reducción de la (...) teología a la antropología despojaría a la realidad de todo elemento sobrenatural y supondría un avance significativo en pos de la plenitud humana. (shrink)

Critical aspects in the field of education are currently related to low levels of socioemotional competences and high rates of school dropouts. However, there are no standard practices or guidelines for helping countries to assess and train social and emotional competences. To overcome this limitation, the project Learning to be (L2B) aims to propose a comprehensive model of the assessment and development of social and emotional competences that bring together policymakers, researchers, teachers, school authorities and learners from different participating countries: (...) Finland, Italy, Latvia, Lithuania, Portugal, Slovenia, and Spain. The project attempts to create an international framework for regulating activities and supporting teachers working on the social and emotional competences of the students and to provide tools which can be used across countries. The aim of the paper is to describe how L2B has been developed in Spain by analyzing the contributions of the international framework and extracting the specific needs in the Spanish context. Specifically, we describe two products of the project: a) the process for creating a toolkit, a tool focused on creating activities and materials for helping teachers develop social and emotional competences of students and b) the results of an exploratory study in Spain in which social and emotional competences are assessed and compared to the international framework. First, we explain the definition of social and emotional competences used for creating the toolkit. Second, we analyze responses of Spanish students to questionnaires administered before applying the toolkit in the schools. The paper describes social and emotional competences in Spain and evaluates the overlap between relevant variables in Spain and those used for developing the toolkit, the international tool. Specific needs in Spain are discussed, as well as the contribution of the project for promoting the improved development of students’ social and emotional competences, improving learning outcomes and stronger social cohesion in schools and local communities, as well as the utility of the results for creating new educational policies. (shrink)

The beginning of university life can be a stressful event for students. The close social relationships that they can experience can have positive effects on their well-being. The objective of this paper is to estimate the effect of perceived social support on the changes of the hedonic and eudaimonic well-being of Chilean university students during the transition from the first to the second academic year. Overall, 205 students participated with an average age of 19.14 years, evaluated during their first academic (...) year and the succeeding one. For the evaluation of perceived social support, the Spanish version of the Perceived Social Support Questionnaire “MSPSS” was used, and PERMA-profiler was used to measure hedonic and eudaimonic well-being. Changes through the time of hedonic well-being and social support and the correlations between the variables were analyzed. Changes in the perception of social support were analyzed according to four categories of hedonic well-being. The prediction of social support for eudaimonic well-being was evaluated. Results indicated that the perception of students’ social support did not change over time. Statistically significant differences were found in hedonic well-being scores in the two measurements, being significantly higher in the first measurement than in the second one. More than 50% of the participants presented a positive balance of affections. The perception of social support is associated with the two types of well-being. Students who had a high balance of affections had a greater perception of general social support than the groups of positive evolution of affections and a low balance of affections. In the case of the friends and family support dimensions, the perception in the high-balance group of affections concerning the low-scale group is greater. Improving the perception of social support increases the eudaimonic well-being of university students. The perception of support that students had during the beginning of their university life benefits their general well-being, which contributes to their mental health. (shrink)

Valiéndonos de traducciones propias, así como de entrevistas personales con exponentes del área investigada y de la bibliografía recabada, en el presente trabajo perseguimos tres objetivos: definir la característica neurálgica del pesimismo filosófico, proponer un modelo bipartito del mismo que divide esta escuela en «pesimismo clásico» y «pesimismo de la fortaleza», y finalmente, ilustrar mediante sendos ejemplos el corpus teórico de uno y otro. Nuestra conclusión será que no solo dicho modelo es posible, sino que el pesimismo clásico ha de (...) preferirse al de la fortaleza cuando se trata de abordar cuestiones de filosofía existencial desde una óptica intelectual puramente pesimista. (shrink)

Este repertorio registra información de Husserl en la Internet, una breve historia sobre los Nachlaß, el índice de la Husserliana, un listado de las publicaciones de y sobre Husserl disponibles en la Biblioteca Central de la Pontificia Universidad Católica del Perú, y los artículos sobre Husserl que se encuentran en la Hemeroteca. El listado abarca las publicaciones existentes hasta el año 1997.

Traducción de "The Objectivity of Values", en: Gutiérrez, Carlo B., El trabajo filosófico de hoy en el continente. Memorias del XIII Congreso Interamericano de Filosofía , 1995.

Este trabajo ha sido seleccionado de entre los participantes en la VI Olimpiada de Filosofía que organiza FICUM en la modalidad de secundaria y bachillerato, para promocionar la filosofía entre los jóvenes.

El presente estudio, centrado en el análisis del círculo he r menéutico de los t e xtos s e gún la f ilosofía de P aul Ricoeu r , tiene como f inalidad última la e xplicitación de la dob l e ta r e a que se le supone a toda filosofía hermenéutica que trate de superar de f init iv amente las presuposiciones psicológicas y e xistenciales en las que cae la vieja hermenéutica tradi- cional: por un lado, (...) se trata de buscar en el texto mismo , y no fuera de él, la " dinámica interna " de sentido que preside la est r uctura de toda obra de lenguaje; por el otro, el poder que tiene ésta de "p ro yectarse fue r a de sí misma y de engend r ar un mundo que será ve r dade r amente la "cosa" del text o ", y que lo distinguirá claramente de las relaciones orales. Esta do b le tarea hermenéutica, especi f icada en nuestro caso en el ámbito jurídic o , nos permitirá defender aquí una concepción textual del de r e c h o. (shrink)

Este artículo plantea la posibilidad de entender la melancolía como un paradigma hermenéutico. En concreto, se enfatiza su idoneidad como tal para interpretar aquellos textos construidos desde la voz de un Yo. Los diversos trabajos que Jean Starobinski ha dedicado a dicho concepto y, sobre todo, su texto capital L’encre de la mélancolie (2012), serán el eje en torno al cual gire esta propuesta –esta tentativa crítica–; desde esta obra, remitiremos a otros autores esenciales, como Aristóteles, Sigmund Freud, Julia Kristeva (...) o Roger Bartra. Nuestra argumentación se divide en tres etapas: primero indagamos en el juego de contrarios que ha lastrado la historia conceptual de la melancolía, después ahondamos en el desplazamiento, el desdoblamiento y el exceso como núcleos de sentido del paradigma hermenéutico propuesto, y culminamos con una aplicación analítica, que nos conducirá a unas conclusiones en torno a la crítica. (shrink)

La utilización de la radio de manera planificada e intencionada en el proceso educativo contribuye a que los jóvenes adquieran una amplia gama de conocimientos referidos a diversos temas académicos, científicos y humanísticos, de una manera interactiva y vivencial. Partiendo de esta premisa es posible inferir que la radio constituye un recurso útil y valioso para consolidar competencias para la convivencia social en los estudiantes de educación media. Es por ello que el objetivo de este estudio es proponer el uso (...) de la radio como un recurso tecnológico pertinente para la asimilación de competencias para la convivencia social. Para alcanzar el objetivo propuesto el trabajo se enmarca en una investigación de tipo documental. Los resultados del estudio evidencian que la incorporación de la radio a la dinámica de trabajo pedagógico es potencialmente útil en la estimulación de competencias para la convivencia social, fortaleciendo significativamente aptitudes afectivas y morales como la igualdad, el respeto, el trabajo colaborativo y en equipo, la solidaridad, entre otros, además de propiciar en el estudiante el mejoramiento de sus habilidades para la expresión oral y escrita. (shrink)

Dysfunction in motor skills can be linked to alterations in motor processing, such as the anticipation of forthcoming graphomotor sequences. We expected that the difficulties in motor processing in schizophrenia would be reflected in a decrease of motor anticipation. In handwriting, motor anticipation concerns the ability to write a letter while processing information on how to produce the following letters. It is essential for fast and smooth handwriting, that is, for the automation of graphomotor gestures. In this study, we examined (...) motor anticipation by comparing the kinematic characteristics of the first l in the bigrams ll and ln written on a digitiser. Previous studies indicated that the downstroke duration of the first l is modulated by the anticipation of the local constraints of the following letter. Twenty-four adult individuals with diagnosis of schizophrenia and 24 healthy adults participated in the study. The classic measures of duration, trajectory, and dysfluency were used for the kinematic analysis of the upstroke and downstroke. In the control group, the duration of the downstroke of the l was longer in ln than ll whereas no differences were found for the group with schizophrenia. Likewise, the control group showed a longer DS trajectory for the l of ln than ll in downstrokes, while the group of patients failed to show this effect. These results suggest that the motor alterations in patients with schizophrenia could also affect their ability for motor anticipation. (shrink)

Los procesos democráticos de toma de decisiones pueden ser evaluados por sus resultados, por su valor intrínseco o por una combinación de ambas cosas. Mostraré que analizar a fondo estas alternativas permite sacar a la luz las debilidades más serias en los modos usuales de justificación del constitucionalismo. La fundamentación teórica de la articulación entre democracia y constitucionalismo ha permanecido atrapada en una trampa que busco romper. Concluiré mostrando la necesidad de rebasar los argumentos epistémicos y contra-epistémicos sugiriendo pautas que (...) hasta ahora creo han sido poco ponderadas en la literatura clásica sobre el tema. (shrink)

El objetivo fue determinar la relación entre el uso de las TIC y la neuroeducación en el aprendizaje de los alumnos. La investigación fue de tipo cuantitativo con diseño correlacional descriptivo de corte transversal mediante un cuestionario virtual. La población de estudio fueron 367 estudiantes de la Universidad Central del Ecuador. Para la obtención de los resultados se utilizó el programa estadístico SPSS v.25. El coeficiente de correlación de Spearman dio un valor de 0.754, revelando que existe una correlación moderada (...) positiva entre ambas variables TIC y neuroeducación. Conclusión: El 50% de docentes aplican gamificación para estimular la memoria visual. (shrink)

Due to COVID-19, university students continued their academic training remotely. To assess the effects of emergency remote teaching, we evaluated the expectations and, subsequently, the experiences of university students about online education. This study employed a simple prospective design as its method. We assessed the expectations of 1,904 students from different discipline areas during the beginning of the first semester, March 2020, and their experiences at the end of the same academic period, September 2020. We used convenience non-probability sampling. Participants (...) responded to the questionnaire on Expectations toward virtual education in higher education for students and the questionnaire on virtual education experiences in higher education. The results showed that students’ responses reflected low expectations regarding peer relationships and comparison with face-to-face education. This perception was maintained during the evaluation of experiences. Students reported positive experiences regarding online teaching and learning, online assessment, and their self-efficacy beliefs at T2. Statistically significant differences between measurements were found, with the expertise presenting higher averages than expectations. Furthermore, differences by gender were identified, reporting a positive change in the scores of women. In addition, results reflected differences according to the disciplinary area, showing Social Sciences and Medical and Health Sciences students a more significant size effect. Findings regarding the empirical evidence and the implications for future teaching scenarios in Higher Education are discussed. (shrink)