El objetivo del presente estudio fue analizar las propiedades psicométricas de la ENCAO en trabajadores de una empresa privada del sector de hidrocarburos en Lima Metropolitana. Para esto, se evaluó a una muestra de 384 participantes, 64 % mujeres y 36 % hombres, con edades entre los 19 y los 56 años. Como evidencias de validez de la estructura interna del instrumento, se realizó un análisis factorial exploratorio y un análisis factorial confirmatorio, donde se encontró una estructra de cuatro factores (...) relacionados con los 21 ítems de la escala, los cuales explicaron el 60.33 % de la varianza total y obtuvieron adecuados índices de bondad de ajuste. Como fuente de validez externa se obtuvieron correlaciones moderadas con la variable satisfacción laboral. Los coeficientes alfa de Cronbach de los cuatro factores oscilaron entre.60 y.84. Se concluye que la ENCAO y sus puntuaciones derivadas son una medida válida y fiable para medir el aprendizaje organizacional en el sector laboral evaluado.Palabras clave: aprendizaje organizacional; validez; confiabilidad; análisis factorial. Psychometric properties of the Organizational-Learning Levels and Conditions Scale in employees of a Peruvian private companyThe objective of the present study was to analyze the psychometric properties of the ENCAO in employees of a private company of the hydrocarbon sector in Metropolitan Lima. A sample of 384 participants was evaluated, of whom 64 % were women and 36% men, aged between 19 and 56 years. As evidences of validity related to the internal structure, an exploratory factorial analysis and a confirmatory factorial analysis were carried out, resulting in a structure of four related factors with the 21 items on the scale that explained 60.33 % of the total variance and with adequate goodness of fit indexes. As a source of external validity, moderate correlations were obtained with the variable Job Satisfaction. The Cronbach alpha coefficients of the four factors obtained ranged between.60 and.84. It is concluded that the ENCAO and its derived scores are a valid and reliable measure to measure organizational learning in the evaluated labor sector.Key words: organizational learning; validity; reliability; factorial analysis. Propriedades psicométricas da Escala de Níveis e Condições de Aprendizagem Organizacional em trabalhadores de uma empresa privada peruanaResumoO objetivo do presente estudo foi analisar as propriedades psicométricas da ENCAO em trabalhadores de uma empresa privada do setor de hidrocarbonetos na região metropolitana de Lima, no Peru. Para isso, avaliou-se uma amostra de 384 participantes, 64 % mulheres e 36 % homens, com idades compreendidas entre 19 e 56 anos. Como evidências de validade relacionada à estrutura interna, realizou-se uma análise fatorial exploratória e uma análise fatorial confirmatória com as quais foi encontrada uma estrutura de quatro fatores relacionados com os 21 itens da escala, os quais explicaram o 60.33 % da variância total e obtiveram adequados índices de bondade de ajuste. Como fonte de validade externa foram obtidas correlações moderadas com a variável satisfação laboral. Os coeficientes alfa de Cronbach dos quatro fatores oscilaram entre.60 e.84. Conclui-se que a ENCAO e suas pontuações derivadas são uma medida válida e fiável para medir a aprendizagem organizacional no setor laboral avaliado.Palavras-chave: aprendizagem organizacional; validade; confiabilidade; análise fatorial. (shrink)

There is a lot of damage that the COVID-19 pandemic has caused and it is too early to know its real cost, especially when governments have difficulties to coordinate effective policies to combat the disease, which avoid the negative impact on the general population and, particularly, groups in situations of greater vulnerability. This work reflects on the impact of COVID-19 on the black Brazilian population, starting with the debates made by specialists in Health of the Black Population and other social (...) agents in the period from April to May 2020. It is a documentary and bibliographic research that focuses on thematic interpretation of content, divided into three parts: first, the delimitation of what is understood in this work by the black population; later, the discussion between the health of the black population and public policies in Brazil; and finally, the systematization of the debate on the impact on the black population of COVID-19, highlighting the issues of inclusion by color / race, gender and housing, lethality, impact on the periphery, social isolation and the problem of precarious black lives. Considerations about necropolitics and black bodies, Indians and African immigrants are addressed; and the proposals for tackling the pandemic made by the Brazilian Association of Public Health (ABRASCO). (shrink)

No soy periodista. Debo confesar que tampoco he buscado, para mi primera ocasión como entrevistadora, ninguna información acerca de los procedimientos aceptados como válidos para esta forma de comunicación. Y menos aún, no pensaba saber cómo se hace una entrevista de corte académico o científico. Pero las cosas pasan por algo y no todo se resuelve dominando pasos o procedimientos. Dejarme llevar por la fluidez de verbo y pensamiento de mi entrevistado, me ha hecho sentirme muy cómoda. El tiempo transcurrió (...) de manera tan natural que mi guión prestablecido fue desdibujándose. Fue un pasear por las vivencias y asombrosos pensamientos de un sabedor y aprendiente, infinito. (shrink)

This book explores the epistemic side of racial and sexual oppression. It elucidates how social insensitivities and imposed silences prevent members of different groups from listening to each other.

While in agreement with Miranda Fricker’s context-sensitive approach to hermeneutical injustice, this paper argues that this contextualist approach has to be pluralized and rendered relational in more complex ways. In the first place, I argue that the normative assessment of social silences and the epistemic harms they generate cannot be properly carried out without a pluralistic analysis of the different interpretative communities and expressive practices that coexist in the social context in question. Social silences and hermeneutical gaps are misrepresented if (...) they are uniformly predicated of an entire social context, instead of being predicated of particular ways of inhabiting that context by particular people in relation to particular others. I contend that a more nuanced—polyphonic—contextualization offers a more adequate picture of what it means to break social silences and to repair the hermeneutical injustices associated with them. In the second place, I argue that the particular obligations with respect to hermeneutical justice that differently situated subjects and groups have are interactive and need to be determined relationally. That is, whether individuals and groups live up to their hermeneutical responsibilities has to be assessed by taking into account the forms of mutual positionality, relationality, and responsivity (or lack thereof) that these subjects and groups display with respect to one another. The central argument is developed through an examination of what in race theory and in contemporary epistemologies of ignorance has been termed “white ignorance”; that is, the kind of hermeneutical inability of privileged white subjects to recognize and make sense of their racial identities, experiences, and social positionality. (shrink)

This book takes on current perspectives on transnationalism and children's relationships to media, childhood, and markets in converging global worlds. It introduces the idea of multi-sited imaginaries to explain how children's media and literacy performances shape and are shaped by shared visions of communities that we collectively imagine, including play, media, gender, family, school, or cultural worlds. It draws upon elements of ethnographies of globalization to examine the convergences of such imaginaries across multiple sites: early childhood and elementary classrooms and (...) communities in Puerto Rico and the Midwest United States. The analysis situates children's literacy and play practices in the intersections of local/global, rural/urban, Spanish/English/multilingual, and Latino multinational media/US multinational media, revealing how children use drama and pretense to relocate, take up, contest, and consume global media and consumer identities. (shrink)

In this article, I contend that the three Cuban philosophers/pedagogues of the nineteenth century – Félix Varela y Morales, José de la Luz y Caballero, and Enrique José Varona were responsible for overcoming the teaching of late scholastic at the Royal and Pontifical University of St. Jerome of Havana. Against late scholastic philosophers and pedagogues who preferred syllogistic logic and the authority of tradition over induction, they argued in favor of the latter over the first. Since they defended liberal and (...) republican ideas, they also argued against those who appeal to the authority of tradition rather than to our ordinary experiences. Of course, their liberal spirit challenged not only the tyrannical regime imposed by Spain at the time but any other regime whose authority depends on force rather than on the will of the people. (shrink)

Explores the stable core of Wittgenstein's philosophy as developed from the Tractatus to the Philosophical Investigations.

This chapter contributes to the philosophy of protest by developing a framework for the analysis of the communicative dynamics in protest acts and protest movements. This contribution to the philosophy of protest will be mainly in the areas of applied philosophy of language and political epistemology. The chapter develops a communicative account of protest that highlights some of the epistemic obstacles and dysfunctions that protest acts and protest movements face, especially forms of silencing and epistemic injustice. It analyzes different kinds (...) of epistemic injustice that contribute to the silencing of protest but also to the communicative and epistemic downgrading of protest acts and protest movements (testimonial, hermeneutical, and agential epistemic injustice). Public protests articulate public criticisms, make evaluative claims, and sometimes develop evaluative arguments. Cases of group testimonial injustice, like the ones experienced by protest movements, can block or undermine group agency. Prisoners engage in epistemic activism to fight the agential epistemic injustices they suffer. (shrink)

“Llega a ser el que eres”, lema de Píndaro, es la nota final que unifica filosofía y biografía en Ortega porque actúa como vínculo, a la vez ético y vital, entre el yo y el mundo. Dicho vínculo se llama técnicamente “vocación”, y en la filosofía tardía de Ortega es la única fuente de sentido de la propia vida. La vocación decisiva de Ortega fue la intelectual o filosófica, en el sentido socrático-platónico, no la del “intelectual” como figura que interviene (...) en asuntos públicos, aunque asumiera ese papel con notable intensidad hasta 1932 o 1933. Desde que la Guerra Civil española estalla decidió no ma- nifestarse sobre temas políticos. Uno de los textos que más a fondo reflexiona sobre la condición del intelectual en el doble sentido indicado fue “El intelectual y el otro” (1940), que dialoga dramáticamente con la circunstancia argentina en la que y para la que fue escrito, pero que tuvo repercusiones en el mundo del exilio republi- cano en la América hispana, especialmente en México. (shrink)

Through a new interpretation of Wittgenstein's rule-following discussions, this article defends a negotiating model of normativity according to which normative authority is always subject to contestation. To refute both individualism and collectivism, I supplement Wittgenstein's Private Language Argument with a Social Language Argument, showing that normativity cannot be monopolized either individually or socially (i.e. it cannot be privatized or collectivized). The negotiating view of normativity here developed lays the foundations of a politics of radical contestation which converges with Chantal Mouffe's (...) framework of 'radical democracy', while departing from her agonism in preserving the structuring and constraining role that tacit agreement in action plays in rule-following practices. My account of the 'burdens of eccentricity' elucidates how the normative force of dissidence can be properly recognized and used effectively for social transformations. I argue that there is a 'presumption of normalcy' in favour of the established consensus of action, but that this presumption is defeasible: in normative disagreements, a violation of expected normalcy shifts the burden onto the shoulders of rebellious agents who must show that their dissenting behaviour can be a legitimate extension, revision, or transformation of the practice in question. (shrink)

Eduardo Arroyo, Armelle Auris, François Boissonnet, Paul HENRY, Pierre-Jean LABARRIERE, MATIEU, Gilles AILLAUD, Gérad THALMANN, Nicole MATHIEU, Jacques VIMARD, Michel QUAREZ, Leonardo CREMONINI, L'atelier d'Eduardo Arryo: Le carré blanc du ring, Rue Descartes, No. 7, Logiques de l'éthique (Juin 1993), pp. 149-168.

In this essay I examine the contributions of the pragmatist tradition to the philosophy of ethnicity. From the pragmatist philosophies of Dewey and Locke I derive a reconstructive model for the clarification and improvement of the life experiences of ethnic groups. Addressing various problems and objections, I argue that this Deweyan and Lockean reconstructive model rejects any sharp separation between race and ethnicity and avoids the pitfalls of the biologist race paradigm and the culturalist ethnicity paradigm. I explore some of (...) the social and political implications of this reconstructive model through a discussion of José Martí's inspiring account of Hispanic identity. (shrink)

Higher education in the 21st century faces the challenge of changing the way in which knowledge is conveyed and how teachers and students interact in the teaching-learning process. The current pandemic caused by SARS-CoV-2 has hastened the need to face up to this challenge and has furthered the need to approach the issue from the perspective of digitalisation. To achieve this, it is necessary to design training programmes geared towards teaching staff and which address both the use of technology and (...) instructional design aimed at promoting the development of self-regulated learning and automatic feedback systems. In this study, work was carried out with 23 teachers in a training programme conducted through Moodle. The aims were: to test whether there were any significant differences between the behaviour patterns of new teachers compared to experienced teachers, to determine whether clusters of behaviour patterns corresponded to the type of teacher and to ascertain whether the level of teacher satisfaction with the training activity in digital teaching will depend on the type of teacher. A quantitative as well as a qualitative design was applied. Differences were found in the behaviour patterns in the training activities for the development of rubrics and use of learning analytics systems in virtual learning environments. It was also found that the type of teacher did not correspond exactly to the behaviour cluster in the learning platform. In addition, no significant differences were found in the level of satisfaction between the two kinds of teacher. The main contribution this study makes is to provide a detailed description of the training stage as well as the materials required for its repetition. Further analytical studies are required on teacher perception of training programmes in digital teaching in order to provide personalised training proposals that lead to an effective use of teaching in digital environments. (shrink)

The aim of this paper is to show that it’s not a good idea to have a theory of truth that is consistent but ω-inconsistent. In order to bring out this point, it is useful to consider a particular case: Yablo’s Paradox. In theories of truth without standard models, the introduction of the truth-predicate to a first order theory does not maintain the standard ontology. Firstly, I exhibit some conceptual problems that follow from so introducing it. Secondly, I show that (...) in second order theories with standard semantics the same procedure yields a theory that doesn’t have models. So, while having an ω- inconsistent theory is a bad thing, having an unsatisfiable theory of truth is actually worse. This casts doubts on whether the predicate in question is, after all, a truthpredicate for that language. Finally, I present some alternatives to prove an inconsistency adding plausible principles to certain theories of truth. (shrink)

In the era of information and communication, issues of misinformation and miscommunication are more pressing than ever. _Epistemic injustice - _one of the most important and ground-breaking subjects to have emerged in philosophy in recent years - refers to those forms of unfair treatment that relate to issues of knowledge, understanding, and participation in communicative practices. The Routledge Handbook of Epistemic Injustice is an outstanding reference source to the key topics, problems and debates in this exciting subject. The first collection (...) of its kind, it comprises over thirty chapters by a team of international contributors, divided into five parts: Core Concepts Liberatory Epistemologies and Axes of Oppression Schools of Thought and Subfields within Epistemology Socio-political, Ethical, and Psychological Dimensions of Knowing Case Studies of Epistemic Injustice. As well as fundamental topics such as testimonial and hermeneutic injustice and epistemic trust, the Handbook includes chapters on important issues such as social and virtue epistemology, objectivity and objectification, implicit bias, and gender and race. Also included are chapters on areas in applied ethics and philosophy, such as law, education, and healthcare. The Routledge Handbook of Epistemic Injustice is essential reading for students and researchers in ethics, epistemology, political philosophy, feminist theory, and philosophy of race. It will also be very useful for those in related fields, such as cultural studies, sociology, education and law. (shrink)

The concept of vital force – the immanent energy that promotes the processes of life in the body and in nature – has proved a source of endless fascination and controversy. Indeed, the question of what vitalizes the body has haunted humanity since antiquity, and became even more pressing during the Scientific Revolution and beyond. Examining the complexities and theories about vital force in Spanish modernity, Nicolás Fernández-Medina's Life Embodied offers a novel and provocative assessment of the question of (...) bodily life in Spain. Starting with Juan de Cabriada's landmark Carta filosófica, médico-chymica of 1687 and ending with Ramón Gómez de la Serna's avant-gardism of the 1910s, Fernández-Medina incorporates discussions of anatomy, philosophy, science, critical theory, history of medicine, and literary studies to argue that concepts of vital force served as powerful vehicles to interrogate the possibilities and limits of corporeality. Paying close attention to how the body's capabilities were conceived and strategically woven into critiques of modernity, Fernández-Medina engages the work of Miguel Boix y Moliner, Martín Martínez, Diego de Torres Villarroel, Sebastián Guerrero Herreros, Ignacio María Ruiz de Luzuriaga, Gaspar Melchor de Jovellanos, Pedro Mata y Fontanet, Ángela Grassi, Julián Sanz del Río, Miguel de Unamuno, and Pío Baroja, among others. Drawing on extensive research and analysis, Life Embodied breaks new ground as the first book to address the question of vital force in Spanish modernity. (shrink)

In this essay an engineer and a philosopher, after many conversations, develop an argument for why the Aristotelian version of virtue ethics is the most promising way to develop what we call artificial moral, social agents, i.e. robots. This, evidently, applies to humans as well. There are several claims: first, that humans are not born moral, they are socialized into morality; second, that morality involves affect, emotion, feeling, before it engages reason; third, that how a moral being feels is related (...) to some narrative, whether moral or not; and finally, that narrativity is what builds a sense of a “moral” I, namely an authorial moral self. (shrink)