Para reconstruir la historia de la Patagonia desde una perspectiva que pone al sistema escolar en el centro, es inevitable centrar la atención en el aporte social y educativo de las Congregaciones salesianas, Salesianos e Hijas de María Auxiliadora, que se inició a fines del siglo XIX y principios del siglo XX. En la Patagonia, de hecho, las Congregaciones asumieron un papel relevante, mostrando un monopolio misionero y educativo desde 1880, aunque en algunos espacios y en distintos momentos, existieron tensiones (...) con los funcionarios del Estado por el conjunto de Leyes laicas sancionadas entre 1881 y 1884. En esta contribución adoptaremos una visión territorialista desarrollada en el contexto de la geografía suiza e italiana para analizar las escuelas agrícolas salesianas de la Patagonia, como resultado de la transformación material llevada a cabo por la Congregación salesiana-con foco en la escuela agrícola "San Miguel" de General Roca- en el marco de la formación del sistema educativo estatal y en el contexto de la promulgación y aplicación de la Ley nacional N° 1420 de 1884. (shrink)

L'A. offre l'analisi del libro D della Metafisica mettendo a confronto l'impostazione esegetica dei commentatori moderni con quelli medievali, in particolare è presa in esame la Lectura super librum Metaphysicorum di Paolo Veneto tradita dai mss. Pavia, BU, Aldini 324 e Casale Monferrato, Seminario Vescovile, I.a.3-6. Dopo aver analizzato le due principali linee interpretative della nozione di Essere negli esegeti moderni e la molteplicità dei suoi significati nel corpus aristotelico, l'A. passa ad esaminare in maniera specifica la soluzione interpretativa proposta (...) da Paolo Nicoletti in merito alla nozione di Essere focalizzando l'attenzione sulla definizione di ente e sulla questione di essere come vero e non essere come falso e le soluzioni proposte dall'autore. Si evidenzia come alcuni spunti interpretativi possono essere riscontrati sia Alberto Magno sia in Averroè. Il testo del Nicoletti, edito dall'A. nella parte conclusiva dell'articolo, corrisponde al Libro V, tr. II, c. 2. (shrink)

Thomas E. Hill, Jr., interprets and extends Kant's moral theory in a series of essays that highlight its relevance to contemporary ethics. He introduces the major themes of Kantian ethics and explores its practical application to questions about revolution, prison reform, and forcible interventions in other countries for humanitarian purposes.

Thomas Hill, a leading figure in the recent development of Kantian moral philosophy, presents a set of essays exploring the implications of basic Kantian ideas for practical issues. The first part of the book provides background in central themes in Kant's ethics; the second part discusses questions regarding human welfare; the third focuses on moral worth -- the nature and grounds of moral assessment of persons as deserving esteem or blame. Hill shows moral, political, and social philosophers just how valuable (...) moral theory can be in addressing practical matters. (shrink)

E. J. Lowe; The problems of intrinsic change: rejoinder to Lewis, Analysis, Volume 48, Issue 2, 1 March 1988, Pages 72–77, https://doi.org/10.1093/analys/48.2.7.

The responses to the questions of why? when?, how?, where?, and in what ways? business ethics should be taught in the BusinessEthics classroom inundate the scholarly literature. Yet, to date, despite some very interesting ideas, with respect to the answers givento the above question, not only has nothing even close to consensus been reached, but this particular area of pedagogy is instagnation—authors still challenge both the very idea of teaching business ethics as well as the practical value of such courses (...) for ourstudents once they graduate to the corporate world.In this paper I will suggest that the reason for this lack of pedagogical progress is that there has been a serious oversight regarding the most important teaching question of all: Who? I will show that the pedagogical issue of whom should be teaching Business Ethics has been largely ignored, skirted or answered incorrectly. I will then boldly argue that the only necessary condition for successful courses inBusiness Ethics is that they be taught by experts in ethics, i.e., Ph.D.s in philosophy. (shrink)

The responses to the questions of why? when?, how?, where?, and in what ways? business ethics should be taught in the BusinessEthics classroom inundate the scholarly literature. Yet, to date, despite some very interesting ideas, with respect to the answers givento the above question, not only has nothing even close to consensus been reached, but this particular area of pedagogy is instagnation—authors still challenge both the very idea of teaching business ethics as well as the practical value of such courses (...) for ourstudents once they graduate to the corporate world.In this paper I will suggest that the reason for this lack of pedagogical progress is that there has been a serious oversight regarding the most important teaching question of all: Who? I will show that the pedagogical issue of whom should be teaching Business Ethics has been largely ignored, skirted or answered incorrectly. I will then boldly argue that the only necessary condition for successful courses inBusiness Ethics is that they be taught by experts in ethics, i.e., Ph.D.s in philosophy. (shrink)

What makes us human is our special motivation to share with others how we feel, what we believe, and what we want to happen in the future. We want to share with others what is real about the world. Shared reality is crucial to what we believe--sharing is believing. It is central to our sense of self, what we strive for and how we strive. It is basic to how we get along with others. It brings us together in fellowship (...) and companionship, but it also tears us apart by creating in-group "bubbles" that conflict with one another. Our shared realities are the best of us, and the worst of us. (shrink)

The financial Crunch of 2008 was easily explained by both the left and right–too easily. Each insisted that events thoroughly confirmed its own long-held views and utterly refuted those of the opposed camp. This essay argues that there are indeed new lessons to be drawn from the Crunch, lessons that involve balancing the bounty of the Invisible Hand against perils of the Prisoner's Dilemma. Liberal moral imperatives are traced to variables of Personal Choice and External Cost that are typically in (...) tension with each other and thus generate needs for institutional reconstructions that change according to time and circumstance. Personal bankruptcy protection, limited liability corporations, and intellectual property are cited as examples. It is argued that the Crunch occurred because of failure adequately to balance these variables. Three paradoxes came to a head in 2008: Paradox of Efficient Markets; Paradox of Reduced Risk; Paradox of Hard-won Knowledge. The essay concludes with suggestions concerning specific lessons to be drawn from the Crunch and a corresponding list of lessons not to be drawn. (shrink)

It is a working assumption in much of the literature on the meta-problem that problem intuitions are (fairly) universal, and they are (fairly) universally treated as being psychological or rationally significant. I argue that variation in the universality and psychological or rational significance of problem intuitions is worth taking seriously, and that doing so places significant and challenging constraints on what an answer to the meta-problem might look like. In particular, it raises a potential challenge for (full-blown) realists on how (...) solutions to the meta-problem link to the hard problem. (shrink)

The path of those who would approach the study of Bentham's writings on Evidence has been considerably smoothed by the recent publication of William Twining's work on the evidence theories of Bentham and Wigmore. The material on evidence is now being tackled by the Bentham Project. It presents no easy task. The central core, The Rationale of Judicial Evidence, edited and published by John Stuart Mill in 1827, exists only in the printed version, the MSS from which Mill worked having (...) disappeared. But a substantial body of related material which survives has yet to be thoroughly investigated, though William Twining has made a gallant start. A new edition of the work hitherto known as ‘An Introductory View of the Rationale of Evidence’, first printed in full in the Bowring edition of the Works of Jeremy Bentham is in preparation. The first fruits of this endeavour is that the title of that work as it should appear in due course in the new Collected Works will be Introduction to the Rationale of Evidence: An Introductory View for the Use of Lawyers as well as Non-lawyers, the title in fact given to the work by Bentham. It is intended that what follows should similarly be of use to non-lawyers as well as lawyers. (shrink)

In this essay I wish to consider the implications for theory and practice of the following two propositions, either or both of which may be controversial, but which will here be assumed for the sake of argument: Libertarianism is the correct framework for political morality. The vast majority of our fellow citizens disbelieve. 1.

Encore un livre sur saint Thomas, dira-t-on. Que pourrait ajouter celui-ci à tout ce qui existe déjà? Nous voudrions d'abord dans cet ouvrage répondre simplement mais en vérité, et en lisant les textes eux-mêmes de saint Thomas et d'Aristote, à certaines objections ou lieux communs entendus ou lus plus ou moins régulièrement, qui empêchent de commencer à vouloir connaître la pensée de frère Thomas. Il s'agit de mettre en évidence la grande richesse, pour l'intelligence et le coeur humains, de sa (...) pensée philosophique, de ses analyses, de ses manières de poser les questions et d'interroger le réel. Un préambule pour une introduction à la philosophie de Thomas, telle est essentiellement l'intention de ces quatre études et non pas une introduction à la philosophie thomasienne purement et simplement. Elles cherchent ainsi à définir l'esprit d'un apprentissage philosophique qui a aussi en lui tout ce qui convient pour aider à un apprentissage théologique et spirituel, mystique même. (shrink)

Soeurs ennemies ou soeurs jumelles, servante et maîtresse ou compagnes de labeur, s'ignorant l'une l'autre ou unies au point de presque s'identifier, la foi et la raison entretiennent à l'évidence une relation intense et tumultueuse. N'est-ce pas justement au coeur du mouvement qui tantôt les rapproche tantôt les oppose que s'ajuste leur rapport? Plus que d'un état stable acquis une fois pour toutes il s'agit bien d'une dynamique, d'un processus. C'est cc que visent à montrer les essais réunis dans cc (...) livre, qui rassemble les fruits d'un colloque de théologie et de philosophie tenu à l'initiative du Studium de Philosophie de Chartres et de l'Institut de Théologie des Dombes, centres de formation de la Communauté du Chemin Neuf. (shrink)

Presenta a grandes rasgos su tesis doctoral. Dentro del marco de la teoría de los afectos, Spinoza sostiene una tesis sobre la alienación a partir de la imaginación y del tiempo, para ello produce una teoría del tiempo y, fundamentalmente, una teoría de las intensidades que sirve para explicar la ilusión.

1.1. Universitet. Chto on myslit? -- 1.2. Universitet. Chto on mozhet? -- 1.3. ... i chego ne mozhet? -- 2.1. Nauka. Zachem ėto nuzhno? -- 2.2. Obrazovanie. Kakoe obrazovanie? -- 2.3. Akademicheskie vobody. Dli︠a︡ chego? -- Zakli︠u︡chenie -- Chto pochitatʹ ob Universitete?