En sociedades de innovación y cambio no podemos repetir el pasado, hay que prospectar el futuro posible para poderlo proyectar. Para ello hay que elaborar un saber lo más preciso posible del tratamiento de lo axiológico, en general, y de la cualidad humana, que nuestros antepasados llamaron espiritualidad. Partimos de nuestra condición de vivientes que hablan, con todas las consecuencias que eso tiene para nuestro acceso a la realidad. Contamos con la lingüística para conocer la formalidad de lo (...) axiológico. En las nuevas sociedades no hay ningún determinismo, pero sí hay condicionamientos creados por nuestras formas concretas de sobrevivir. No pretendemos hacer filosofía de la historia sino epistemología axiológica. No podemos rechazar el crecimiento acelerado de las tecnociencias, pero podemos adquirir la cualidad humana suficiente, individual y colectivamente, para conducir esas tecnociencias y sus consecuencias adecuadamente. Palabras clave: Epistemología Axiológica. Sociedades de Conocimiento. Cualidad Humana. Espiritualidad. Tecnociencias.Societies based on innovation and change cannot repeat the past, the future has to be prospected to be able to project it. This requires developing a knowledge -as accurate as possible- about the axiological processing in general, and about the human quality that our ancestors called spirituality. Our starting point is the human speaker condition, through which we have access to reality, and all the consequences that arise from this fact. Linguistics allows us to know about formality of the axiological. In the new societies there is no determinism, but there are constraints created by our concrete ways to survive. We do not intend to do philosophy of history but axiological epistemology. We cannot reject the extremely fast growth of technosciences, but we can acquire enough human quality, individually and collectively, so as to conduct properly these technosciences and their consequences. Keywords: Epistemology Axiological. Knowledge Society. Quality Human. Spirituality. Technosciences. (shrink)

Resumen En sociedades preindustriales con estado, la religión como sistema de creencias que era simultáneamente sistema de programación colectiva y modo de expresar y vivir la dimensión absoluta de la realidad, el estado necesitaba de la religión y la religión del estado. La industrialización, las sociedades de innovación y cambio, y la subsiguiente democratización, han roto ese pacto y dependencia mutua. En las nuevas sociedades industriales, las religiones no podrán ofrecer sistemas de creencias con la pretensión de (...) que se conviertan en proyecto de vida colectiva, porque, interpretadas desde una epistemología mítica que da por real lo que dicen los mitos, son voluntad divina a la que hay que someterse. Por el contrario, si no se quiere quebrar la tradición, las religiones deberán hacer una oferta de espiritualidad, de calidad humana profunda, a las sociedades globalizadas en continua transformación, cuando más lo necesitan. Las nuevas sociedades no precisan de creencias que fijen, sino de calidad, de espíritu de vida. Las religiones y los estados debieran reconocer esta nueva situación por el bien de los pueblos, de la convivencia entre ellos y por el bien del planeta. Sociedades de una tecnociencia poderosa en continuo crecimiento y sin calidad, pueden ser muy peligrosas. Palabras clave : Mito; creencia; estado; religión; sociedad de conocimiento.In pre-industrial societies with a formal State, in which the religion appeared as a belief system that was both a programming system and a collective way of expressing and living the absolute dimension of reality, the state needed religion and religion needed the state. Industrialization, society in innovation and change, and the subsequent democratization broke this pact and its mutual dependency. In the new industrial societies, religions could not offer those beliefs systems that claim to be converted to a collective life project, interpreted from an mythic epistemology that take as real what the myths say, like a divine will to which we must submit. On the contrary, if you do not want to break with tradition, religions must offer a spirituality of profound human quality to the globalized societies, in continuous transformation, when they need it most. Such new societies do not need to support them, but they do need of a real density of spirit and of spirituality that gives quality to life. Religions and States must recognize this new situation for the good of peoples and the relationship between them and the good of the planet. Societies with a powerful techno science continuously growing and without quality can be very dangerous. Key words: Myth; belief; State; Religion; Knowledge Society. Resumo Nas sociedades pré-industriais com um Estado formal, em que a religião aparecia como aquele sistema de crenças que era simultaneamente um sistema de programação coletiva e um modo de expressar e viver a dimensão absoluta da realidade, o Estado necessitava da religião e a religião do Estado. A industrialização, as sociedades de inovação e mudança e a subseqüente democratização romperam esse pacto e dependência mútua. Nas novas sociedades industriais, as religiões não poderão oferecer sistemas de crenças com a pretensão de que se convertam em projeto de vida coletiva, interpretadas a partir de uma epistemologia mítica que dá por real o que dizem os mitos, como vontade divina à qual se deve submeter. Pelo contrário, se não se quer romper com a tradição, as religiões deverão ofertar uma espiritualidade, de qualidade humana profunda às sociedades globalizadas, em contínua transformação, quando mais a necessitam. As novas sociedades não precisam de crenças em que se fixar, mas de densidade de espírito e de espiritualidade que confira qualidade à vida. As religiões e os Estados devem reconhecer esta nova situação pelo bem dos povos, da convivência entre eles e pelo bem do planeta. Sociedades com uma tecnociência poderosa em contínuo crescimento e sem qualidade podem ser muito perigosas. Palavras-chave: Mito; crença; Estado; Religião; Sociedade do Conhecimento. (shrink)

El texto presenta algunas consideraciones acerca de las principales relaciones que se establecen en el momento presente entre la ética, la política y la educación, tres dimensiones fundamentales e interrelacionados en la existencia humana, analizándolas en su expresión en las circunstancias características de los ámbitos socioeconómico, político y cultural. A partir del análisis de estas interrelaciones, se pretende delinear algunas propuestas para una convivencia armónica y respetuosa entre los seres humanos en el siglo XXI, a través de una formación ciudadana (...) que posibilite la convivencia multicultural y el acceso a una auténtica sociedad del conocimiento. En este sentido, se examinan algunos de los dilemas y demandas éticos para alcanzar dichas formas de organización social ideales.The text presents some considerations about main relations that are established in the present moment, between ethics, politics and education, three essential and related dimensions in human existence, analyzing it in its characteristics expressions in the social, economic, cultural and political fields. Starting from the exam of those relations, it pretends to outline some proposals in order to get a harmonious and respectful coexistence between human beings in the XXI century, through a civic formation that makes possible multicultural coexistence and the access to an authentic knowledge society. In this sense, it examines some of the ethical dilemma and requests in order to access those ideal social organizations forms. (shrink)

Resumo: O artigo parte do problema apontado por Michel Foucault na primeira aula do curso A Hermenêutica do sujeito, datada de 6/01/1982, a saber: o que se passa com o ser do sujeito em sua relação com a verdade? Para desenvolver tal indagação, o filósofo analisa, entre outros aspectos, saberes e práticas característicos da espiritualidade no período de ouro do cuidado de si (séculos I e II). Além de acompanhá-lo em parte desse percurso, pretendemos, com nosso texto, pôr em cena (...) as inflexões que ele implica tanto para o campo da psicologia como para o da formação de professores. Em ambos, é comum que emerjam polêmicas quanto às teorias a adotar como base para uma intervenção mais eficaz ou, preferencialmente, mais crítica. A diferenciação clássica entre ciências naturais e ciências humanas jamais se ausenta desse debate. O presente artigo adota caminho distinto, pois buscamos um modo de arrancar de nossas entranhas o momento cartesiano, arriscando-nos a adotar posturas antipsicologistas e eventualmente antiepistemológicas. Melhor dizendo, indagamos: como, na psicologia e na educação, a constituição de si por si mesmo pode se transformar em uma ética metodológica (ou metodologia ética) de trabalho? Palavras-chave: cuidado de si; espiritualidade; momento cartesiano; psicologia; educação Refusing the Cartesian model: How to equip oneself in psychology and education? Abstract: The present article starts from the problem pointed out by Michel Foucault in the first class of the course The Hermeneutics of the subjetict, dated 6/01/1982, namely: what happens to the being of the subject in its relation to truth? In order to develop this question, the philosopher analyzes, among other aspects, knowledge and practices characteristic of spirituality in the golden period of the care of the self (1st and 2nd centuries). Besides accompanying him in part, we intend, with our text, to put into scene the inflections that implies both for the field of psychology and for the field of teacher’s training. In both fields, it is common for polemics to emerge regarding the theories to be adopted as a basis for a more effective or, preferably, more critical intervention. The differentiation classic between natural sciences and human sciences is never absent from this debate. The present article adopts a different path, for seek a way to pull the Cartesian moment out of our guts, risking to adopt anti-psychological and eventually anti-epistemological postures. Better saying, we inquire how, in psychology and education, the constitution of the self for its own sake can become a methodological ethics (or ethical methodology) of work? Key-words: self-care; spirituality; Cartesian moment; psychology; education Rechazar el modelo cartesiano: ¿Cómo equiparse en psicología y educación? Resúmen: El artículo parte del problema señalado por Michel Foucault en la primera clase do curso La Hermenéutica del sujeto, realizada el 6/01/1982, a saber: ¿qué sucede con el ser del sujeto en su relación con la verdad? Para desarrollar esta cuestión, el filósofo analiza, entre otros aspectos, los conocimientos y las prácticas propias de la espiritualidad en el período de oro del cuidado del yo (siglos I y II). Además de acompañarlo en parte em el camino, nuestro texto pretende destacar las inflexiones que él implica tanto para el campo de la psicología como para el de la formación de maestros. En ambos, es común que surjan controversias en cuanto a las teorías que deben adoptarse como base para una intervención más eficaz o, preferiblemente, más crítica. La diferenciación clásica entre ciencias naturales y ciencias humanas nunca está ausente de este debate. El presente artículo adopta un camino diferente, ya que buscamos una forma de arrancar de dentro, el momento cartesiano, arriesgándonos a adoptar posturas antipsicológicas y, eventualmente antiepistemológicas. Mejor dicho, indagamos ¿cómo, en psicología y educación, la constitución del yo por sí mismo puede convertirse en una ética metodológica (o metodología ética) del trabajo? Palabras clave: cuidado de si; espiritualidad; momento cartesiano; psicología; educación Data de registro: 11/07/2022 Data de aceite: 26/10/2022. (shrink)

This article aims to find out the relation between secular and atheistic spiritualties underlining the only one that seems to be able to suit the knowledge society. We analyze several texts of main classical personalities of both spiritualities, such as Feuerbach, Marx, Nietzsche and Comte Sponville, among others. Some of the essential elements of an atheistic spirituality are specifically discussed: critical spirit and rationality, centrality and sufficiency of human beings and their release from submission and exploitation, and a will (...) without limits instead of laziness. However, the main objective is to highlight that there is a culture of absolute dimension of reality beyond the religious traditions. We also intend to point out that culture, in changing societies, requires, as Corbí suggests, a new anthropology, of an animal who talks, with a dual access to reality. We also point to the existence of a new epistemology, beyond the previous mythical paradigms, allowing the merely free and symbolic use of mankind wisdoms. Finally, it is a question of survival of humankind and of its environment. (shrink)

Os pressupostos teóricos de Ilya Prigogine e a epistemologia crítica – um diálogo de convergências? Resumo: Ter clareza das raízes epistemológicas dos referenciais teóricos utilizados nas pesquisas científicas é primordial para que essas investigações tenham veracidade. Entretanto, alguns autores, por diversos motivos, não explicitam tais informações em suas obras. Surge então a necessidade de se saber onde Ilya Prigogine - físico-químico e filósofo que refletiu sobre a função do tempo, do conhecimento e das leis fundamentais que governam o universo - (...) está epistemologicamente posicionado. Desta forma, a presente investigação buscou analisar, comparar e conectar as perspectivas da epistemologia crítica, uma das mais importantes vertentes da filosofia contemporânea, com as proposições teóricas de Prigogine, buscando encontrar conexões entre elas. Desta pesquisa exploratória de cunho bibliográfico, emergiram da análise de conteúdo as seguintes categorias: conhecimento, história, natureza, utilização e ciências exatas x humanas. Subsidiados pelas discussões aqui construídas, conseguimos constatar que existem intensas convergências entre a epistemologia crítica e a obra de Prigogine. Com isso, confirmamos que o entrelaçamento entre Prigogine e a epistemologia crítica é forte o suficiente para posicioná-lo como epistemólogo com vertente crítica. O arcabouço teórico aqui desenvolvido pode ser utilizado para justificar a utilização das ideias prigoginianas em trabalhos de orientação progressista e também abre espaço para novas pesquisas sobre o posicionamento epistemológico de Prigogine. Palavras-chave: Progressismo; Teoria Crítica; Relações histórico-sociais; Ciência; Natureza. Ilya Prigogine's theoretical assumptions and critical epistemology - a convergence dialogue? Abstract: Having clarity on the epistemological roots of the theoretical frameworks used in scientific research is paramount for these investigations to be true. However, some authors, for various reasons, do not explain the information in their works. The need then arises to know where Ilya Prigogine - physicist-chemist and philosopher who reflected on a function of time, knowledge and the fundamental principles that govern the universe - is epistemologically positioned. In this way, the present research sought to analyze, compare and connect with the perspectives of critical epistemology, one of the most important aspects of contemporary philosophy, with Progogine's theoretical proposals, seeking to find connections between them. From this exploratory research of a bibliographic nature, content analysis emerged as the following categories: knowledge, history, nature, use and exact x human. Supported by the discussions built here, he was able to verify that there are intense convergences between a critical epistemology and a work by Prigogine. With this, we confirm that the intertwining between Prigogine and a critical epistemology is strong or sufficient to position him as an epistemologist with critical criticism. The theoretical framework developed here can be used to justify the use of Prigoginian ideas in works of progressive orientation and also opens space for new research on Prigogine's epistemological positioning. Key-words: Progressiveness; Critical Theory; Historical-Social Relations; Science; Nature. Los supuestos teóricos y la epistemología crítica de Ilya Prigogine: ¿un diálogo de convergência? Resumen: Tener claridad sobre las raíces epistemológicas de los marcos teóricos utilizados en la investigación científica es fundamental para que estas investigaciones sean ciertas. Sin embargo, algunos autores, por diversas razones, no hacen explícita esta información en sus trabajos. Entonces surge la necesidad de saber dónde está posicionado epistemológicamente Ilya Prigogine, físico-químico y filósofo que reflexionó sobre una función del tiempo, el conocimiento y los principios fundamentales que gobiernan el universo. De esta forma, la presente investigación buscó analizar, comparar y conectar con las perspectivas de la epistemología crítica, uno de los aspectos más importantes de la filosofía contemporánea, con las propuestas teóricas de Progogine, buscando encontrar conexiones entre ellas. En esta investigación exploratoria de naturaleza bibliográfica, surgieron las siguientes categorías del análisis de contenido: conocimiento, historia, naturaleza, uso y ciencias humanas exactas. Subsidiado por las discusiones construidas aquí, pudo verificar que hay intensas convergencias entre una epistemología crítica y un trabajo de Prigogine. Con eso, confirmamos que el entrelazamiento entre Prigogine y una epistemología crítica es fuerte o suficiente para posicionarlo como un epistemólogo con crítica crítica. El marco teórico desarrollado aquí puede usarse para justificar el uso de ideas de Prigoginian en trabajos de orientación progresiva y también abre espacio para nuevas investigaciones sobre el posicionamiento epistemológico de Prigogine. Mots-clés: Progresismo ; Teoría Crítica ; Relaciones históricas ; Ciencia ; Naturaleza. Data de registro: 13/04/2020 Data de aceite: 22/09/2021. (shrink)

In this article we wish to establishthe relationshipbetween discourse, as a special formofcommunicative action, and the humanization in health care organizations. This whole discussion has strong references in Jürgen Habermas´s theories of communicative action and discourse. It starts with thecriticismof thebureaucratizationof health organizations done bymedicalrationalization, which createsa profoundasymmetry betweenhealth professionals andpatients. This inequalityimplieslossof the human dimension in health care. It focuses onthe issue of powerand the possibilityofrational reconstructionof relationsfrom adiscourse ethics. Itdiscussesthe issueof health policiesin the public sphere. We wonderhowthe average (...) citizencaneffectively participate inthediscussion ofthese policies, if theydo not havethe expertiseof physicians. Thesame asymmetrybetween health professionals and patientsis reproducedin the public sphere, creating a political issue in democratic societies. Arational reconstructionof a health policyrequiresa formofdeliberativedecision. The lossof the human dimension in health careand the healthpolicy decision-makingproblemseem tofindspaceinthecomplexity ofhealth care. The discussion about quality involves consideringthe indicators producedbyspecializedmedical knowledge, however,theyrequirethe mediationof interests ofhealthcare professionalsand patients.This diversityof perspectivesrequiresprocedures thatprovideunderstandingbetween the partiesfor the construction ofrationalagreementsfor common action. These procedures progress betweenethics and politics. We believe thatthese procedures shouldbe based on discourse. LINGUAGEM, DISCURSO E HUMANISMO NAS ORGANIZAÇÕES DE SAÚDE ResumoNeste artigo pretende-se estabelecer relações entre o discurso, como uma forma especial de ação comunicativa, e a humanização nas organizações de cuidados com a saúde. A argumentação referencia-se fortemente nas teorias da ação da ação comunicativa e do discurso de Jürgen Habermas. Inicia-se com uma abordagem crítica da burocratização das organizações de saúde pela racionalização médica, criando uma profunda assimetria entre profissionais e pacientes. Esta desigualdade implica na perda da dimensão humana no cuidado com a saúde. Focaliza-se a questão do poder e na possibilidade de uma reconstrução racional das relações a partir da ética do discurso. Discute a questão das políticas de saúde na esfera pública. Indaga-se como o cidadão médio pode efetivamente participar na discussão destas políticas uma vez que não possui a expertise dos médicos. A mesma assimetria entre profissionais de saúde e pacientes se reproduz na esfera pública, constituindo uma questão política em sociedades democráticas. Uma reconstrução da política de saúde requer uma forma deliberativa de decisão. A perda da dimensão humana no cuidado com a saúde e o problema das decisões em política de saúde parecem encontrar espaço na complexidade dos cuidado com a saúde. As discussões sobre qualidade devem ter em conta os indicadores produzidos pelo conhecimento médico especializado, entretanto, requerem mediações ente os interesses dos profissionais de saúde e dos pacientes. A diversidade de perspectivas requere procedimentos que provenham entendimento entre as partes para construção racional de argumentos para ação em comum. Estes procedimentos avançam entre ética e política. Acredita-se que estes procedimentos podem ser baseados no discurso. (shrink)

Rapid changes in the ways of survival in human societies, passing quickly from pre-industrial to industrial societies or industrial societies to knowledge societies, characterized by innovation and constant change, require a kind of a non religious spirituality not tied to beliefs. No need to go to Eastern spiritual traditions, Buddhism, Yoga or Advaita Vedanta to show and experience the possibility of a non-religious spirituality; also within the Christian tradition, we find authors that allow non-religious spirituality. We can count on (...) an important notion of Nicholas of Cusa: The "No-Other" as the absolute dimension of all reality. The Cusano considers that this term is more appropriate to describe that absolute of all reality then the term God. It is also very convenient to live a spirituality that does not divide reality into two poles: the mundane and the divine, the relative and absolute in this world and the next. (shrink)

FINANCIAMENTO DE PESQUISA: PNPD/CAPES A relação entre imaginação, moralidade, política e literatura: uma análise a partir de Adam Smith e Martha Nussbaum Resumo: Este artigo analisa relação da imaginação com a moralidade e a política através da literatura. Parte-se da reflexão sobre o papel da imaginação na sociabilidade e na simpatia moral, segundo Adam Smith. Para o autor, a capacidade de compreender e sentir o que ocorre com o outro exige um exercício imaginativo. Smith considera que a simpatia moral está (...) inseparável da imaginação. Essa questão é ampliada a partir do conceito de imaginação literária ou narrativa desenvolvido por Martha Nussbaum. Para a autora, a capacidade da imaginação pode ser cultivada através da literatura, pois ela possibilita a experiência de vivenciar emoções e compreender situações alheias. Isso promove e amplia uma imaginação moral capaz de proporcionar um entendimento mais amplo das relações humanas. Assim, este artigo sustenta que as humanidades e, em especial, a leitura literária, propicia uma espécie de experiência moral e uma reflexão ética e política. Isso confere à literatura um valor educacional, pois ela é capaz de promover as qualidades de uma cidadania condizente com a sociedade democrática pluralista e cosmopolita. A proposta aqui desenvolvida oferece elementos para se pensar a ética, a política e a educação na sociedade atual, valorizando e resgatando as humanidades e a cultura literária. Palavras-chave: Imaginação; Ética; Política; Simpatia; Literatura. The relation between imagination, morality, politics and literature: an analysis from Adam Smith and Martha Nussbaum Abstract: This article analyzes the relation between imagination, morality and politics through literature. We start with a reflection on the role of imagination in sociability and moral sympathy, as understood by Adam Smith. For the author, the ability to understand and feel what happens to another requires an imaginative exercise. Smith considers that moral sympathy is inseparable from the imagination. This question is amplified from the concept of literary imagination or narrative developed by Martha Nussbaum. For the author, the capacity for imagination can be cultivated through literature, as it allows the experience of emotion and understand other people´s situations. This promotes and broadens a moral imagination, capable of providing a broader understanding of human relationships. Thus, this article maintains that the humanities and, especially, literary reading, provides a kind of moral experience and an ethical-political reflection. This gives literature an educational value, as it is capable of promote the qualities of a citizenship consistent with the pluralist and cosmopolitan democratic society. The proposal developed here offers elements for thinking about ethics, politics and education in today's society, valuing and rescuing the humanities and literary culture. Key-words: Imagination; ethics; politics; sympathy; literature. La relación entre imaginación, moralidad, política y literatura: un análisis de Adam Smith y Martha Nussbaum Resumen: Este artículo analiza la relación entre imaginación, moralidad y política a través de la literatura. Comienza con una reflexión sobre el papel de la imaginación en la sociabilidad y la simpatía moral, según Adam Smith. Para el autor, la capacidad de comprender y sentir lo que le sucede a otro requiere un ejercicio imaginativo. Smith considera que la simpatía moral es inseparable de la imaginación. Esta pregunta se amplifica desde el concepto de imaginación literaria o narrativa desarrollada por Martha Nussbaum. Para el autor, la capacidad de imaginación se puede cultivar a través de la literatura, ya que permite a las personas experimentar emociones y comprender las situaciones de otras personas. Esto promueve y amplía una imaginación moral capaz de proporcionar una comprensión más amplia de las relaciones humanas. Así, este artículo sostiene que las humanidades, y especialmente la lectura literaria, proporcionan una especie de experiencia moral y una reflexión ético-política. Esto le da a la literatura un valor educativo, ya que es capaz de promover las cualidades de una ciudadanía consistente con la sociedad democrática pluralista y cosmopolita. La propuesta desarrollada aquí ofrece elementos para pensar sobre ética, política y educación en la sociedad actual, valorando y rescatando las humanidades y la cultura literaria. Palabras clave: Imaginación; Ética; Política; Simpatía; Literatura. Data de registro: 18/05/2020 Data de aceite: 05/07/2021. (shrink)

Nietzsche y Educación: conocimiento y cultura en el Estado Moderno Resumen: Este texto busca tejer algunas reflexiones sobre la relación entre la filosofía de Friedrich Nietzsche y el campo educativo, entendiendo sus indagaciones sobre las instituciones educativas modernas y los valores vinculados a este tipo de hombre. Vinculado al proceso de degeneración de la potencia instintiva humana y su animalidad, se estableció un modelo de conocimiento, basado en el ideal metafísico y la creencia incondicional de la verdad. La crítica dirigida (...) al Estado Moderno y su modelo de cultura, que pretendió instituir a filósofos/as y estudiosos/as como guías, considera que es necesario volver a hacer crecer los usos y funciones de estos sujetos en la sociedad, al buscar superar el dilema que los constituye hoy, como empleados y mantenedores del Estado. Pasando por distintas fases de su pensamiento, buscó ser un instrumento más para dotar al ámbito de la Filosofía de la Educación de un vínculo sólido con el filósofo alemán, a través del estudio de las relaciones entre Nietzsche y la Educación. Palabras-Clave: Conocimiento; Cultura; Educación; Friedrich Nietzsche. Nietzsche e Educação: conhecimento e cultura no Estado Moderno Resumo: Este texto busca tecer algumas reflexões acerca da relação entre a filosofia de Friedrich Nietzsche e o campo educacional, compreendendo suas indagações acerca das instituições de ensino modernas e os valores vinculados ao este tipo de homem. Atrelado ao processo de degeneração da potência instintiva humana e de sua animalidade ocorreu a fixação de um modelo de conhecimento, fundamentado no ideal metafísico e na crença incondicional da verdade. A crítica dirigida ao Estado Moderno e ao seu modelo de cultura, que pretendeu instituir os filósofos e eruditos enquanto guias, entende que é necessário o resgate dos usos e funções destes sujeitos na sociedade, buscando superar o dilema que os constitui hoje, como funcionários e mantenedores do Estado. Perpassando diferentes fases de seu pensamento buscou-se ser mais um instrumento para fornecer ao âmbito da Filosofia da Educação um vínculo sólido com o filósofo alemão, por meio do estudo das relações entre Nietzsche e a Educação. Palavras-chave: Conhecimento; Cultura; Educação; Friedrich Nietzsche. Nietzsche and Education: knowledge and culture in the Modern State Abstract: This text seeks to do some reflections on the relationship between Friedrich Nietzsche's philosophy and the educational field, understanding his inquiries about modern educational institutions and the values ​​linked to this type of man. United with the process of degeneration of human instinctual power and its animality, there was the establishment of a model of knowledge, based on the metaphysical ideal and on the unconditional belief of truth. The criticism directed at the Modern State and its model of culture, which intended to establish philosophers and scholars as guides, understands that it is necessary to rescue the uses and functions of these subjects in society, seeking to overcome the dilemma that constitutes them today, as employees and keepers of the state. Passing through different phases of his thought, we sought to be one more instrument to provide the scope of Philosophy of Education with a solid link with the German philosopher, through the study of the relationship between Nietzsche and Education. Keywords: Knowledge; Culture; Education; Friedrich Nietzsche. Data de registro: 10/08/2021 Data de aceite: 19/01/2022. (shrink)

The thesis that I wish to discuss in this paper is the next: Human Sciences (Cultural Sciences according to Dilthey, Historic-Hermeneutic sciences according to Habermas) are possible as far as the method that should make all of them possible can be epistemologically justified, this method is the hermeneutic understanding of meaning, whose central point is, in fact, the hermeneutic circle. The matter is to try to justify epistemologically the hermeneutic as understanding the meaning of the own and the other ones (...) life experiences within reflexivity and reciprocity that impregnates the structure of ordinary language. In the dialogue Habermas to Dilthey, in Knowledge and Human Interests appear many arguments to this foundation. Our text will make special emphasis in the next items: distinction between natural sciences and cultural sciences, hermeneutic understanding of meaning, ordinary language and reflexivity, specificity of the hermeneutic circle, science an vital context, and, finally, we are going to make an account of the Habermas interpretation of the Dilthey start point in bases to the relationships between Historic-hermeneutic sciences and the practice interest of the knowledge. (shrink)

Este ensayo se enfrenta a la conocida tendencia del siglo XX de declarar la “muerte de la epistemología”. A tal fin se presenta una relectura de los textos wittgensteineanos de principios de los años 30, evidenciando la epistemología paraláctica que éstos encaminan. Posibles objeciones se contestan mediante un diálogo ficticio con un imaginario epistemólogo tradicional. Se concluye que la lección de Wittgenstein consiste en hacernos experimentar tanto la fragilidad de nuestras certezas y saberes como su riqueza, dentro de (...) un espacio vital constituido simultáneamente por la experiencia humana y el mundo .Palabras clave: “Muerte de la epistemología”, epistemología paraláctica, certezas y saberes, espacio vital, Wittgenstein.This essay confronts the well-known 20th century tendency of declaring the “death of epistemology.” A summarized re-reading of Wittgenstein’s texts from the early 1930s is presented, illustrating the parallactic epistemology to which those texts point. Possible objections are answered by means of a fictitious dialogue with an imaginary traditional epistemologist. The conclusion is that Wittgenstein’s lesson consists of making us experience the fragility as well as the richness of our certainties and knowledge within a vital space simultaneously constituted by human experience and the world .Key words: “Death of epistemology,” parallactic epistemology, certainties and knowledge, vital space, Wittgenstein. (shrink)

RESUMO: Pretende-se, com este artigo, analisar como a noção de epistemologias do Sul possibilita pensar também em um ethos sulista, no sentido de que a crise ambiental que assola a civilização tecnológica, crescida sob os auspícios do saber científico moderno, acabou por levar ao maior impasse ético da história humana, aquele que põe em xeque a própria possibilidade de sua existência no futuro. Dessa forma, almeja-se analisar como as comunidades tradicionais representam a concretização fática daquilo que o filósofo alemão Hans (...) Jonas descreveu, em sua proposta de uma ética para a civilização tecnológica: um tipo de vida baseado na frugalidade e na temperança, diante da emergência da crise climática e da urgência de uma nova ética amparada na responsabilidade.: In this article we intend to analyze how the notion of epistemologies of the south enables us to think also of a southern ethos, in the sense that the environmental crisis that plagues the technological civilization, grown under the auspices of modern scientific knowledge ended up leading to the greatest impasse ethics of human history, one that calls into question the very possibility of its existence in the future. In this way, we intend to analyze how traditional communities represent the factual fulfillment of what the German philosopher Hans Jonas described in his proposal for an ethics for technological civilization: a type of life based on frugality and temperance in the face of the emergence of the climate crisis and the urgency of a new ethics based on responsibility. (shrink)

Insight into worldviews is essential for approaches aiming to design and support sustainable pathways for society, both locally and globally. However, the nature of worldviews remains controversial, and it is still unclear how the concept can best be operationalized in the context of research and practice. One way may be by developing a framework for the understanding and operationalization worldviews by investigating various conceptualizations of the term in the history of philosophy. Worldviews can be understood as inescapable, overarching systems of (...) meaning and meaning making that to a substantial extent inform how humans interpret, enact, and co-create reality. Moreover, worldviews are profoundly historically and developmentally situated. An Integrative Worldview Framework can operationalize worldviews by differentiating five interrelated aspects: ontology, epistemology, axiology, anthropology, and societal vision. The evolution of the worldview concept is suggestive of an increasing reflexivity, creativity, responsibility, and inclusiveness—each of which are qualities that appear to be crucial for the global sustainable development debate. (shrink)

Nuestro ensayo aborda el tema de la democracia y la sexualidad en las sociedades autoritarias. La importancia del tema para la reflexión filosófica política contemporánea no dejó de ser retomado por diversidad de autores, como ha quedado confirmado desde Freud, Reich, Marcuse a Foucacult, Giddens, Beck, entre otros. Para ello nos centramos en la idea de alternabilidad democrática y la constitución de la personalidad democrática a partir de la sexualidad. A la vez, queremos en esta oportunidad hacer un homenaje (...) a W. Reich, quien se propuso a lo largo de su extensa obra escrita a principios del siglo XX, buscar una mejoría para el hombre común por medio del conocimiento de la sexualidad humana con el fin de alcanzar una vida más completa y digna. Por sus investigaciones, este autor, tuvo como respuesta la ignorancia persecutoria de vida al proponer el gozo de ser sexual como principio para el restablecimiento de una socialidad democrática a partir del factor del principio democrático de vida erótico y sexual ilícito en los humanos. Palabras clave: democracia; sexualidad; alternabilidad; política; socialidad; terapia; represión; autoritarismo; militarismo; gozo de ser. Democracy and sexuality. Homage to Wilhelm ReichOur paper addresses the topic of democracy and sexuality in authoritarian societies. The importance of the topic to contemporary political philosophy has not been overlooked by diverse authors, from Freud, Reich and Marcuse to Foucault, Giddens and Beck, among others. We focus on the idea of democratic alternation and the constitution of the democratic personality from sexuality. We also would like to pay homage to W. Reich, who intended, throughout his extensive work written in the early XX century, the improvement of ordinary man by getting to know human sexuality, reaching thereby a more complete and dignified life. By means of his investigations, this author proposed the sexual joy of being as a principle to restore democratic sociality, based on the democratic principle of erotic and sexual life which is implicit in humans Keywords: Democracy; Sexuality; Alternation; Politics; Sociality; Therapy; Repression; Authoritarianism; Militarism; Joy of Being. (shrink)

Das Crises às possibilidades da Educação Superior no Brasil: uma leitura a partir de Hannah Arendt Resumo: O texto procura entender os pressupostos da educação superior no Brasil e faz considerações sobre seus limites e potencialidades à luz de Hannah Arendt. Segundo Hannah Arendt, a crise da educação remete-se a uma crise de estabilidade de todas as instituições políticas e sociais. E para o enfrentamento dessa crise, Hannah Arendt sugere reconsiderar a crise da modernidade para se repensar criticamente o papel (...) da educação no mundo contemporâneo. De fato, sua reflexão assevera que a educação está entre as atividades mais elementares e necessárias da sociedade humana, e, por isso, tem de ser continuamente repensada em função das transformações do mundo no qual nascem novos seres humanos. Hannah Arendt, questiona e faz pensar como que a crise da e na educação impede todo desenvolvimento de tarefas e dinâmicas que ajudem, especialmente aos estudantes (em qualquer área de conhecimento) a possuírem e produzirem um conhecimento que leve a um enfrentamento de situações críticas do quotidiano. Palavras-Chave: Hannah Arendt; Educação Superior; Crise na Educação; Cidadania; Direito Educacional. From Crises to Possibilities of Higher Education in Brazil: a Reading Based on Hannah Arendt Abstract: The text aims to understand assumptions of higher education in Brazil and makes considerations about limits and potentialities concerning those assumptions in the light of Hannah Arendt. According to Hannah Arendt, the crisis in education refers to a crisis of stability of all political and social institutions. And to envisage this crisis, Hannah Arendt suggests reconsidering the crisis of modernity to critically rethink the role of education in the contemporary world. In fact, her reflection asserts that education is among the most fundamental and necessary activities of human society, and, therefore, it must be continually rethought considering transformations in the world in which new human beings are born. Hannah Arendt, questions and makes us think about how the crisis of and in education prevents any development of tasks and dynamics that help, especially for students (in any area of knowledge) to possess and produce knowledge that leads to facing critical situations in the everyday. Keywords: Hannah Arendt; Higher Education; Crisis on Education; Citizenship; Educational Law. Des crises aux possibilités d e l’enseignement supérieur au Brésil : une lecture chez Hannah Arendt Résumé: Le texte a le but de comprendre les présupposés de l'enseignement supérieur au Brésil et fait des considérations sur ses limites et ses potentialités à la lumière d'Hannah Arendt. Selon Hannah Arendt, la crise de l'éducation renvoie à une crise de stabilité de toutes les institutions politiques et sociales. Et pour faire face à cette crise, Hannah Arendt propose de reconsidérer la crise de la modernité afin de repenser de manière critique le rôle de l'éducation dans le monde contemporain. En effet, sa réflexion affirme que l'éducation fait partie des activités les plus élémentaires et les plus nécessaires de la société humaine et qu'elle doit, donc, être continuellement repensée à la lumière des transformations du monde dans lesquelles de nouveaux êtres humains voient le jour. Hannah Arendt, interroge et fait réfléchir sur la façon dont la crise de et dans l'éducation empêche tout développement de tâches et de dynamiques qui aident, en particulier pour les étudiants (dans n'importe quel domaine de la connaissance) à posséder et produire des connaissances qui conduisent à faire face à des situations critiques dans le quotidien. Mots-Clés : Hannah Arendt; Enseignement supérieur; crise de l'éducation; citoyenneté; droit éducatif. Data de registro: 23/12/2021 Data de aceite: 15/03/2022. (shrink)

The issue concerning the nature of science can be dealt in different ways. The question “What is science?” can receive empirical answers (what has been science, historically?), normative answers (what should be science?) and analytical ones (what could be science?). The two later approaches concern Philosophy. This paper criticises some philosophical attitudes towards science (relativism, dogmatism, scepticism, ecletism). It claims the existence of a well grounded acquired epistemological wisdom, encompassed by “impotence principles” that exhibit some limits of the human thought (...) and point out what science cannot be. On the other side, there are no acceptable science/non-science demarcation criteria. This does not lead necessarily to a relativist or anarchist view, because it is possible to argue for a non-prohibitive axiological concept of science that could evaluate and guide research. RESUMO: A questão da natureza da ciência pode ser respondida sob diferentes pontos de vista. A pergunta “O que é a ciência?” pode receber respostas de tipo empírico (o que tem sido, historicamente, a ciência?), de tipo normativo (o que deveria ser a ciência?) e de tipo analítico (o que poderia ser a ciência?). Apenas esses dois últimos enfoques são pertinentes à Filosofia. Este artigo critica algumas atitudes filosóficas frente à natureza da ciência (relativismo, dogmatismo, ceticismo, ecletismo), defendendo no entanto a existência de pontos bem estabelecidos na Epistemologia, dados por “princípios de impotência” que mostram limites do pensamento humano e que indicam o que a ciência não pode ser. Por outro lado, não há critérios aceitáveis de demarcação entre ciência e não-ciência. Isso não leva necessariamente a uma posição relativista ou anarquista, pois é possível defender uma concepção axiológica não-proibitiva da ciência que permite avaliar e orientar a pesquisa. (shrink)

There are several kinds of studies about science (metascientific): empirical studies (grounded upon historical, sociological and other factual data); formal studies (analytic studies, that is, grounded upon logical analysis, definitions, formal distinctions); and axiological studies (grounded on value analysis). Those approaches are epistemologically independent from each other, in the sense that from one of them it is impossible to draw conclusions pertaining to the others. Every normative proposal concerning science is essentially axiological, because it is associated to value judgments (what (...) is valid or invalid in science), and it is impossible to justify norms from empirical or analytical studies. It is important, therefore, to avoid confounding those three approaches, or passing from one of them to another without due notice, because this would lead to epistemological error. In order to emphasize those distinctions, the paper proposes the names "science of science" to describe empirical studies, "scientific methodology" for axiological studies on science that are grounded on internal values, and "analytical epistemology" to refer to formal studies, that merely offer coherent alternative descriptions of science. RESUMO: Os estudos sobre o conhecimento científico (metacientíficos) podem ser de vários tipos: empíricos (baseados em dados históricos, sociológicos, etc.), formais (analíticos, ou seja, baseados em análise lógica, definições e distinções formais) e axiológicos (baseados em análise de valores). Essas três formas de abordagem são epistemologicamente independentes, no sentido de que uma delas não permite tirar conclusões sobre as outras. Toda proposta normativa sobre a ciência é essencialmente axiológica, por estar associada a juízos de valores sobre o que é válido ou não na ciência, e não se pode justificar normas a partir de estudos empíricos ou a partir de estudos analíticos. É importante, por isso, não confundir os três tipos de abordagem, nem tentar passar inconscientemente de uma para outra, pois isso levaria a falhas epistemológicas graves. Para enfatizar essas distinções, o artigo propõe os nomes "ciência da ciência" para os estudos de base empírica, "metodologia científica" para os estudos axiológicos sobre a ciência, baseados em valores internos, e "epistemologia analítica" para estudos formais, que estabeleçam meras alternativas coerentes para a descrição da ciência. (shrink)

El chismorreo puede parecer un comportamiento anecdótico en el contexto de una microsociología de la vida cotidiana. Sin embargo, cuando los medios de comunicación lo convierten en un tema masivo y rentable, cabe pensar que el conocimiento que ofrecen de la vida privada o íntima de los otros tiene relevancia ética y política en la imagen peculiar y ejemplarizante de la humanidad y de la propia comunidad, así como en las opciones axiológicas, con inevitables repercusiones en el prestigio de la (...) democracia. Para indagar este tema, se parte del estudio sobre la actualidad o inactualidad del pensamiento de Plutarco sobre el fisgoneo. Gossip might appear to be an anecdotal type of behavior in the context of the micro-sociology of everyday life. However, since the media have turned it into a profitable mass topic, it might be reasonable to think that the knowledge it provides about the private life of others is ethically and politically relevant for the peculiar and exemplary image of humanity and of the community itself, as well as for axiological options, thus inevitably affecting the prestige of democracy. In order to explore this issue, the article starts out by examining the currency or lack thereof of Plutarch's thoughts on gossip. (shrink)

Un discurso sobre las ciencias -- Hacia una epistemología de la ceguera : por qué razón las nuevas formas de "adecuación ceremonial" no regulan ni emancipan? -- Hacia una sociología de las ausencias y una sociología de las emergencias -- Más allá del pensamiento abismal : de las líneas globales a una ecología de saberes -- El fin de los descubrimientos imperiales -- Nuestra América : reinventando un paradigma subalterno de reconocimiento y redistribución -- Entre Próspero y Caliban : (...) colonialismo, poscolonialismo e inter-identidad -- De lo posmoderno a lo poscolonial y más allá de uno y de otro. (shrink)

(Axiological Systems in the XXI century: A Collage. The downfall of axiological systems based on beliefs and the co-existence of varied beliefs in the spiritual market) - DOI – 10.5752/P.2175-5841.2012v10n28p1295 Resumen Pretendemos mostrar como los sistemas axiológicos de creencias provenientes de las religiones no están vigentes en la actualidad. Para ello mostramos algunos datos del Banco Mundial que muestran como los sistemas heterónomos de creencias no funcionan como orientadores de la vida personal y social del individuo. También facilitamos información sobre (...) la disminución de los que se autoadscriben como pertenecientes a un sistema de creencias y además demostramos mediante las estadísticas que no existe relación entre autoadscribirse como miembro de un sistema de creencias y mantener unas determinadas creencias. Clarificamos la noción de creencia comúnmente utilizada como supuesto acrítico y otros usos del lenguaje corriente y del lenguaje científico. Utilizamos estadísticas de Catalunya, España, y de algunos países de Europa y América. Concluimos que si los sistemas axiológicos de los individuos no vienen determinados por las religiones, entonces ¿qué sistemas axiológicos tenemos que sean capaces de cohesionar y motivar los individuos hacia fines valiosos comunes? Palabras clave : Sistemas Axiológicos. Creencias. Religión. Cualidad humana. Estadísticas. España católicaWe aim at showing why axiological systems coming from religion are not operative currently. To do this we show World Bank data where it is manifested that heteronomous systems of beliefs are not in force to orient the personal and social life of the individuals. We also communicate the declining numbers of those that register themselves as believers and we also reveal that there is no relationship between registering oneself as a believer in an axiological system and effectively holding and “believing” the beliefs of that axiological system. We clarify the common use of the term belief as a non-critical assumption, and other uses of the term in natural language and scientific language. We use statistical data for Catalonia, Spain and some countries of Europe and America. We conclude by asking if individuals’ axiological systems are not determined by religions, then What axiological systems do we have able to cohere and motivate individuals towards valuable common futures? Keywords: Axiological systems. Beliefs, Religion. Human Quality. Statistics. Spain Catholic. (shrink)

En este libro se discuten algunos problemas fundamentales de la sociedad contempor nea que se derivan del desarrollo cient fico y tecnol gico.

This article has two tasks: to investigate the notions of space, time and causality in Schopenhauer’s theory of knowledge and, subsequently, to carry out a comparative study of the results obtained with the epistemological considerations between the first and second phase of Nietzsche’s thought. It is understood that conclusions concerning the world as representation had an echo in the first digressions of the author of The Birth of Tragedy on the conceptions of space, time and causality. However, the departures (...) begin to be perceived still in the first years of the 1870s. It is chosen to call the reflections on knowledge until On Truth and Lie in an Extra-Moral Sense, considering, besides the unsystematicity of the Nietzschean approaches, the maturation of the epistemological investigations in Human, All Too Human. It is discussed how the naturalistic aspects of the second phase of Nietzsche’s intellectual activity find implications in his conceptions of space, time and, above all, causality. It is emphasized, however, that it is not the intention of this work to argue that Nietzsche’s epistemology is originally derived from Schopenhauer or that it depends exclusively on the notions studied here. (shrink)

A partir de la situación crítica de la modernidad, el autor afirma que todo ser humano perspicaz y amante de la vida se pregunta con angustia por nuestro destino colectivo. Como una respuesta a esta interrogante, el presente artículo examina diversas perspectivas evolucionarias universales de amplia escala temporal, apoyándose particularmente en el enfoque de la Fe Bahá’í, desde la que presenta un análisis sobre el rol de la religión, para abordar finalmente aquellos procesos que podrían orientar a una sociedad civil (...) mundial hacia una espiritualidad encarnada en los procesos sociales, desde nuestra condición actual concebida como el momento de la gran bifurcación y de la era de las comunidades. (shrink)

This book addresses the need to create an "axiological epistemology". This term refers to knowledge of what is axiological, id est everything related to human values, and the know-how on how to manage the study of values. In knowledge societies, we know and live axiological projects that we do not receive from anyone, but that we must construct ourselves in a situation of continuous change. In view of the fact that the axiological crisis in which we are (...) immersed is the most serious one that humanity has suffered over its long history, the seriousness and urgency of the issue in question is evident. Adequate knowledge is required to solve this problem, which is at the root of all the problems we are experiencing. This work offers a potential solution that, in contrast to the past, cannot be definitive, but must be transformed throughout the continuous changes to ways of life as a result of technoscience. It will prove of great value to all those who must operate within human values and motivate groups, as well as to those interested in spirituality. (shrink)

Ésta es una contribución al debate originado por Guillermo Hurtado y proseguido por Manuel García-Carpintero y Horacio Luján Martínez, con relación al sentido y a los objetivos de la filosofía analítica, especialmente en Iberoamérica. En ella se defiende que las tesis de Hurtado también se pueden aplicar al cultivo de filosofías no analíticas, pues en realidad conciernen a la filosofía profesional que se practica dentro y fuera de Iberoamérica. Se sostiene, además, que si bien la profesionalización y la masificación de (...) la filosofía son fenómenos en sí mismos positivos, tienen consecuencias colaterales negativas respecto de la calidad de la filosofía que se produce. También se aduce que el que una propuesta filosófica no tenga una inmediata relevancia existencial o política no la hace menos importante, siempre que en algún sentido amplíe las fronteras del conocimiento. This is a commentary on a debate originated by Guillermo Hurtado and followed up by Manuel García-Carpintero and Horacio Luján Martínez, in regards to the meaning and objectives of analytic philosophy, especially in Latin America. This paper holds that Hurtado's theses are also true about non analytic philosophy, since they are about professional philosophy, as practiced both inside and outside Latin America. Professionalization and popularization of philosophy, while positive phenomena in themselves, have negative collateral consequences on the quality of philosophy produced in the present moment. it is also held that the fact that a given philosophical proposal has no immediate existential or political relevance doesn't make it less important, as long as in some sense it widens the frontiers of knowledge. (shrink)

La Educación Parvularia en Chile y principalmente su gestión pedagógica, se sitúa en un nuevo escenario que exige de los educadores competencias más humanas que de funcionalidad técnica para adaptarse a las impresiones, la emergencia, la incertidumbre y la complejidad de los procesos epistemológicos infantiles; comprender cómo aprenden los niños, cómo acceden al conocimiento y qué estrategias utilizan para hacerlo, es fundamental para contribuir a un sistema educativo de calidad. Si bien en Chile se han intentado algunas reformas e innovaciones (...) curriculares para la Educación Parvularia con el firme propósito de mejorar la calidad del sistema educativo, aún no está claro, qué es aquello que entorpece el logro de los aprendizajes y pone en peligro la calidad del sistema. En este contexto, resulta interesante centrar la mirada en los juegos infantiles, describir el tipo de interacciones sociales y con el entorno que se producen en estas dimensiones lúdicas e intentar descubrir los indicios epistemológicos que en ellas surjan; descubrir en los espacios de informalidad en que se desarrollan los juegos infantiles algunas aproximaciones que nos contextualicen epistemológicamente, nos permitirá comprender que las prácticas adultistas utilizadas en los espacios educativos formales no impactan significativamente los procesos de aprendizaje de los niños. (shrink)

Resumen: Este artículo parte de un interrogante y se propone abordar un problema, a saber, si existen y son posibles una epistemología de la imposibilidad o, lo que es equivalente, una ciencia de la indeterminación. A fin de resolver el problema, se proponen tres argumentos. Esto son: primero, la imposibilidad, como la indeterminación, no deben ser concebido en modo alguno como limitaciones, restricciones o carencias. Por el contrario, se trata de ganancias o adquisiciones en el campo del conocimiento y (...) de la investigación. En segundo término, la imposibilidad significa un abandono de toda la tradición centrada en la importancia del ser, la realidad, lo dado, lo que acaece o lo que está ahí. Lo que está en juego es una fantástica revolución científica. El tercer argumento pone en evidencia que el mundo y el universo no tienen una determinación específica, y ciertamente no dada de antemano. Sobre la base de estos tres argumentos el artículo afirma que no hay ninguna disyuntiva entre una epistemología de la imposibilidad y una ciencia de la indeterminación, y que la buena investigación puede avanzar por este camino gracias al descubrimiento o la invención, que es la dúplice forma de una educación e investigación que sabe de cambios y transformaciones. Algunas conclusiones de cara a las ciencias sociales y humanas se extraen el final.: This paper starts with a question and is devoted to solving a problem, namely so establish whether an epistemology of the impossible or a science of indetermination are at all possible. In order to solve the problem three arguments are set out: firstly, impossibility very much as indetermination are not to be conceived in any sense as limits, restraints or constrictions. Quite on the contrary, they are assets that are won or acquired in the field of research and knowledge. The second argument claims that the impossible entails abandoning the entire tradition centred around being, reality, the given, what happens or what is at-hand. What is at stake is a fantastic scientific revolution. The third argument point out that the world and the universe do not have any specific determination, and certainly not one established beforehand. Based on these arguments this paper argues that there is not disjunction between an epistemology of the impossible and a science of indetermination, for research can go forwards thanks to discovery or invention which are a twofold form of research and education that know about change and metamorphosis. Several conclusions are drawn at the end vis-à-vis the social and human sciences. (shrink)

RESUMO O presente estudo analisa a narrativa de Milton Hatoum utilizando como corpus as crônicas “Um sonhador” e “Margens secas da cidade”. Objetiva problematizar as características discursivas e estéticas da criação literária de Hatoum, a partir da perspectiva dialógica proposta por Mikhail Bakhtin, explorando, no discurso artístico-literário do escritor amazonense, as posições axiológicas refratadas em sua narrativa. Relaciona ainda a perspectiva epistemológica de Boaventura Santos acerca do desperdício da experiência social na modernidade/pós-modernidade, discutindo a crítica ao paradigma da racionalidade atual (...) denominado pelo autor de razão indolente. As análises iniciais alicerçadas nestas abordagens teórico-metodológicas evidenciam indícios, na narrativa cronística de Hatoum, que a aproxima de uma perspectiva contra-hegemônica e responsiva de representação literária. Pretende, assim, com esta inter-relação entre literatura, dialogismo e teoria do conhecimento, evidenciar as imbricações existentes entre o discurso sócio-histórico-econômico produzido pela crítica à modernidade/pós-modernidade e o discurso literário de Milton Hatoum. ABSTRACT This study analyzes Milton Hatoum’s narrative using the crônicas Um sonhador [A Dreamer] and Margens secas da cidade [Dry Riverbanks of the City] as corpus. It aims to ascertain the discursive and aesthetic characteristics of Hatoum’s literary creation from the dialogical perspective proposed by Mikhail Bakhtin, exploring the artistic-literary discourse of the Amazonian writer, the axiological positions refracted in his narrative. It also relates Boaventura Santos’ epistemological perspective about the waste of social experience in modernity/post-modernity, discussing the criticism of the paradigm of current rationality called by the author as indolent reason. Initial analysis based on these theoretical-methodological approaches show evidence in Hatoum’s cronistic narrative that brings it closer to a counter-hegemonic and responsive perspective of literary representation. Thus, with this inter-relationship among literature, dialogism and theory of knowledge, we intend to highlight the existing overlaps between the socio-historical and economic discourse produced by the critique of modernity / postmodernity and literary discourse of Milton Hatoum. (shrink)

This anthology of the work of Baruch de Spinoza (1632-1677) presents the text of Spinoza's masterwork, the Ethics, in what is now the standard translation by Edwin Curley. Also included are selections from other works by Spinoza, chosen by Curley to make the Ethics easier to understand, and a substantial introduction that gives an overview of Spinoza's life and the main themes of his philosophy. Perfect for course use, the Spinoza Reader is a practical tool with which to approach one (...) of the world's greatest but most difficult thinkers, a passionate seeker of the truth who has been viewed by some as an atheist and by others as a religious mystic. The anthology begins with the opening section of the Treatise on the Emendation of the Intellect, which has always moved readers by its description of the young Spinoza's spiritual quest, his dissatisfaction with the things people ordinarily strive for--wealth, honor, and sensual pleasure--and his hope that the pursuit of knowledge would lead him to discover the true good. The emphasis throughout these selections is on metaphysical, epistemological, and religious issues: the existence and nature of God, his relation to the world, the nature of the human mind and its relation to the body, and the theory of demonstration, axioms, and definitions. For each of these topics, the editor supplements the rigorous discussions in the Ethics with informal treatments from Spinoza's other works. (shrink)

Even though the university has the potential to help humanity in what amounts to a paradigmatic transition, it has been very restrictive and very selective in the kinds of knowledges it validates. In fact, the kinds of knowledges in which it has excelled are those most responsible for the paradigmatic crisis in which humanity finds itself. In a nutshell, the paradigmatic change calls for cognitive justice, justice for the different ways of knowing that circulate in society. Cognitive justice is the (...) polar opposite of ‘anything goes’. The assumption is that there is no global social justice without global cognitive justice, justice among knowledges. Looking back, while privileging one specific kind of knowledge and, indeed, granting it a cognitive monopoly, the university has been the privileged site for producing and legitimating cognitive injustice. As a result, the immense epistemic diversity of the world has been ignored or suppressed. In the following, I identify the problem and the promise for overcoming it. (shrink)

La Neuroteología surge como una nueva forma de explicar las relaciones entre el ser humano y Dios, las religiones y la espiritualidad en general a partir de la neurología (estudio del sistema nervioso, especialmente del encéfalo). Pero en algunos casos pretende incluso demostrar la existencia o no existencia de Dios. En este trabajo deseo exponer de qué manera algunas formas de Neuroteología manifiestan un rasgo sintomático de la cultura actual donde la ciencia actúa como un saber omnímodo que aspira explicar (...) todos los aspectos de la realidad pasando por alto sus propios límites metodológicos. Algunos investigadores transgreden los principios del método científico-experimental para extrapolarlos a cuestiones filosóficas y teológicas. De esta forma violentan las fronteras epistemológicas de los saberes para convertirse en un único tipo de conocimiento. La ciencia lleva a cabo, cuando menos, un reduccionismo naturalista. -/- Neurotheology appears as a new way to explain the relations between the human being and God, religions, and spirituality in general starting from Neurology (the study of the nervous system, especially the brain). But in certain cases it also pretends to demonstrate the existence or nonexistence of God. In this paper I would like to demonstrate how some forms of Neurotheology offer a symptomatic characteristic of our current culture, where Science acts as an all-embracing knowledge —it aspires to explain the entire aspect of reality— ignoring the limits of its method. Actually, some researchers transgress the principles of the scientific-experimental method and extrapolate to philosophical and theological issues. In this way, they overlap the epistemological limits of the different kinds of knowledge to become one only. Thus, science carries out, to say the least, a naturalist reductionism. (shrink)

We may well be witnessing a decisive event in the history of knowledge as diversity is becoming one of the premier values of late modern societies. We seek to preserve and foster biodiversity, neurodiversity, racial diversity, ethnic diversity, gender diversity, linguistic diversity, cultural diversity, and perspectival diversity. Perspectival diversity has become the passage point through which other forms of diversity must pass to become epistemically consequential. This article examines how two of its varieties, viewpoint diversity and educational diversity, have (...) come to transform the moral economy of science. Both aim at multiplying perspectives on a given subject, but their political subtexts differ markedly. The valorization of educational diversity followed a US Supreme Court decision in 1978 that enabled universities to advance social justice, if they justified race-conscious admissions in terms of the pedagogic benefits of a more diverse student body for all. By contrast, the proponents of viewpoint diversity aim at the reform of scientific knowledge production and distribution rather than the reallocation of status and power among different social groups. We examine the political epistemology of viewpoint diversity by analyzing a controversy between social psychologists who, amid the American culture wars of the 2010s, debated how to rein in their political biases in a scientific field supposedly lacking political diversity. Out of this scientific controversy grew Heterodox Academy, an activist organization promoting viewpoint diversity in higher education. By relating and comparing viewpoint and educational diversity, we clarify what is at stake epistemically in the US-centric moral economy of diversity. (shrink)

Cadernos Zygmunt Bauman – C-ZB se estabelece como um periódico que tem por objetivo discutir com clareza e sinceridade as questões humanas a partir da visão do sociólogo polonês Zygmunt Bauman. Em sua primeira Edição v. 1, n. 1 (2011) o C-ZB aborda três pontos de grande importância. O primeiro artigo: “A História estilhaçada: tradições e usos do passado no diálogo entre Zygmunt Bauman e Hannah Arendt”. Outro momento pode ser apreciado com a leitura do artigo “O individualismo como estratégia (...) de cuidado de si na sociedade de consumo”. E finalmente todos poderão conferir no artigo “Consumismo como fuga simbólica do real”. Cadernos Zygmunt Bauman - C-ZB establishes itself as a journal that aims to discuss with clarity and sincerity human affairs from the perspective of Polish sociologist Zygmunt Bauman. In its first edition v. 1, n. 1 (2011) C-ZB addresses three points of great importance. The first article, "The History shattered: traditions and customs of the past in the dialogue between Zygmunt Bauman and Hannah Arendt. " Another moment is apparent from reading the article "Individualism as a strategy for self care in a consumer society. " And finally everyone to check the article "Consumerism as a symbolic escape from reality. ". (shrink)

Agustín será un modelo de expresión del cambio que se operó en la filosofía profana convertida en teología, estableciendo una “ruptura epistemológica” con el mundo secular al condenarlo y asumiendo sólo la verdad en tanto verdad y conocimiento de Dios. Vuelve dentro de ti. La verdad habita en el interior del hombre, será una frase que San Agustín suscribirá y será eco de la postura que encontramos en todas las religiones de la intimidad pero también en la filosofía helénica de (...) Séneca, Cicerón, Marco Aurelio. Su terapia teológica se separa de la terapia filosófica (greco-latina), que fue por la que anduvieron la mayoría de todas las escuelas filosóficas que lo antecedieron. Nuestra investigación se dirige a mostrar cómo se desarrolla la filosofía enmarcada en un proyecto de salvación religiosa, sin dejar de pasar la importancia del concepto de dolor espiritual y pecado en este autor. Las obras que hemos escogido para ello son De la vida feliz y Las Confesiones. Palabras clave: filosofía; teología; iglesia; terapia; espíritu; sufrimiento; dolor; alma; pecado. Saint Augustine or Theological Therapy in the Face of PainAugustine will be a model of the change which took place in profane philosophy turned into theology. He will be so by establishing an “epistemological break” with the secular world, as a result of condemning it, thus assuming truth only as truth and knowledge of God. Turn to your inner self. Truth inhabits inside man will become a phrase which Saint Augustine will subscribe. It will echo the stance which we find in all the religions of intimacy and in the Hellenic philosophy of Seneca, Cicero and Marcus Aurelius as well. His theological therapy distances itself from philosophical therapy, which is the one embraced by most of all the philosophical schools which preceded him. Our inquiry aims to show how philosophy framed in a project of religious salvation unfolds, without disregarding the importance of the concepts of spiritual pain and sin in this author. The works we have chosen are The happy life and Confessions. Keywords: Philosophy; Theology; Church; Therapy; Spirit; Suffering; Pain; Soul; Sin. (shrink)

In French schools, La Fontaine is presented as “the height of French culture,” but he was only marginally inspired by French poets. His main sources were Spanish and Italian authors, as well as classics of both the Occident and Orient. In this way La Fontaine exemplifies, for Serres, a general pattern in which “cultures grow at the crossroads of other cultures.” One's identity develops out of numerous contacts with others, by learning from them and assimilating some of their qualities—by being (...) open to, not isolated from, the rest of the world. The non-French genealogy of the fables puts in doubt the entrenched concept of identity as involving separation and isolation.Their genealogy also sets a limit on political and moralistic interpretations of La Fontaine's stories. At school, pupils are taught that the Lion stands for the King, the Fox for the Nobles, the Lamb for the Poor. But is it possible, Serres asks, that so many poets from diverse times and places have been describing “the same society with the same hierarchies submitted to the same laws”? As for moralistic readings, Serres shows that for each fable there is a counterfable in which the winner becomes the loser. The Wolf that eats the Lamb in one fable is killed by the Hunter in another. In “The Two Mules,” the animal loading the salt is murdered by bandits, whereas in “The Ass with a Load of Sponges and the Ass with a Load of Salt,” it is the latter that survives. In other words, the fables illustrate how beings metamorphose into one another: the Wolf (the attacker) can appreciate and play the role of the Lamb (the victim) when chased by the Hunter; salt can lead to death or to freedom, depending on the circumstances. The fables, taken together, offer a collection of behaviors that we, humans and animals, are capable of: our “so-called moralities,” Serres explains, “don't speak about ethics, but about ethology.”The fables offer as well a “palimpsest [that] lies silently in our bodies and our practices.” Serres speculates that the oldest forms of the fables were not spoken, but gesticulated; they mimed animal behaviors. By imitating them, we humans not only learned about the animals we were observing and living with but also about the potentialities of our own bodies. If La Fontaine became the epitome of French culture by assimilating elements of other cultures, then it was by embodying animal behaviors that we became human. (The omnipresence of prepositions in the fables—next to, in front of, under, above—suggests that the body underpins the stories. Those little words, which Serres analyzes minutely in a long chapter, locate each body in relation to those of other beings.)Serres was planning to write a book about La Fontaine as early as 1997. In his notebooks, he scribbled possible titles, all of which are evocative: “Archaeology of Miming,” “Anthropology of Simulation,” “The Fabulous Bodies of Animals,” “The Scale and the Net.” Sadly, he died in 2019 when his work on the manuscript was progressing. He had not yet settled on a definitive title, nor had he decided the order of the chapters and sections. Jean-Charles Darmon, who was allowed to edit the work, faced chapters that were almost completed but others consisting of a single line suggesting a main idea. (The blanks are often about a type of fable never defined or described: “fables of representation.”) In spite of its incompleteness, this book intermingles systematic analysis, textual and historical contextualization, and philosophical speculation—in it, we find the conceptual inventiveness, the lexical and etymological alertness, and above all the joyfulness that characterize the whole of Serres's extraordinary oeuvre. (shrink)

Pentecostalism meant a break with Protestant anthropology hostage to the epistemology of Modernity. As Havey Cox explains, these American movements in the early years of the 20th century filled the ecstatic deficit left by evangelicals, pointing towards the affective system of knowledge of reality, an affective epistemology. If, on the one hand, the Pentecostal experience encouraged the shift from the margin to the center of corporeality, on the other, the violated and subjugated bodies became visible and empowered, (...) because marginalized groups, excluded by the American and Brazilian Protestant establishment, were and are protagonists. Pentecostal movements are presented as a presence in the world and religious practice that reveals the defense of fundamental rights, especially in the militancy experience of racial justice, which does not mean a theoretical defense, but community experiences of excluded bodies that gain pneumatic status. The essay discusses the relationship between religion, human rights and racial issues, pointing out how Pentecostalism represents intuitions for a more fraternal and egalitarian society. (shrink)

Commentaries on Hume's Treatise 1.4.1, "Of scepticism with regard to reason," have focused on the argument that an initial lack of certainty concerning the conclusion of an inference gradually diminishes to zero. In my view, Hume offers this famous argument only after, and as corollary to, a far more interesting skeptical argument concerning demonstrative reasoning, which occurs at the very beginning of Treatise 1.4.1. I focus on this neglected argument, point to its Cartesian roots, and draw a distinction between ordinary (...) doubts and a radical skeptical doubt about the inevitable interference of fallible faculties in our demonstrative inferences. Hume suggests that, in common life and science, solutions to ordinary doubts concerning human fallibility themselves rely on causal reasoning-that we have applied inferential rules correctly in any given instance is a "matters of fact" conclusion, thus it is supported by the only kind of evidence that such a conclusion can have. Hume's argument brilliantly reverses the force of the increased confidence normally acquired on the basis of such causal reasoning. Once we have realized, in the radically skeptical frame of mind, that in our attempts to improve and evaluate demonstrative reasoning we use merely causal reasoning, there is no longer the hope of a progressive adjustment of the exercise of our faculties to an assumed objective validity of our demonstrative rules. The increase in assurance by causal methods only amounts to "the addition of new probabilities," and there is no gradual transition from probability to demonstratively certain knowledge. Hume thereby reaches a radical skeptical doubt regarding the possibility of our ever attaining genuinely certain demonstrative knowledge - and, unlike Descartes, he reaches this doubt without the external device of an all-powerful deceiver. Los comentarios sobre la sección "Of scepticism with regard to reason" en A Treatise on Human Nature de David Hume se han concentrado en el argumento según el cual, la falta inicial de convicción certera acerca de la conclusión de una inferencia cualquiera disminuye gradualmente a cero. Sostengo que Hume ofrece este famoso argumento solamente después y como corolario de un argumento escéptico mucho más interesante acerca del razonamiento deductivo, el cual aparece al principio de esta sección. Me concentro en este primer argumento, señalo sus raíces cartesianas, y establezco una distinción entre dudas comunes y una duda escéptica radical acerca de la interferencia inevitable, en nuestros razonamientos deductivos, de facultades mentales falibles. Hume sugiere que, en la vida cotidiana y en la ciencia, las soluciones a las dudas acerca de la falibilidad humana, en sí mismas se apoyan en razonamientos de carácter causal: si hemos aplicado correctamente una regla inferencial o no, en una instancia específica, es en sí misma una conclusión acerca de lo que Hume llama "matters of fact". Por lo tanto, está basada en el único tipo de evidencia que tal conclusión puede poseer. El argumento brillante de Hume invierte negativamente la confianza creciente que normalmente adquirimos sobre la base de tal razonamiento causal. Una vez que tomamos en cuenta, desde el punto de vista escéptico radical, que en nuestros intentos de mejorar y evaluar razonamientos deductivos usamos meramente razonamientos causales, se cierra la posibilidad de ajustar progresivamente el ejercicio de nuestras facultades mentales a una supuesta validez objetiva de las reglas de deducción. El aumento de la confianza en nuestras inferencias está basado en métodos causales, por lo tanto resulta en "la adición de nuevas probabilidades", y no existe una transición gradual desde la probabilidad más alta hasta el conocimiento certero demostrativo. De esta manera, Hume llega a una duda escéptica radical acerca de la posibilidad de lograr conocimiento demostrativo genuinamente certero. A diferencia de Descartes, Hume obtiene esta duda radical sin apelar a un elemento externo a nuestras facultades mentales, tal como el todopoderoso que engaña en la Primera Meditación de Descartes. (shrink)

Elementos para uma psicopedagogia da cultura digital 1 Resumo: a cultura digital é um paradigma emergente que coloca questões a serem tratadas pelas mais diversas áreas do conhecimento. A educação é uma das áreas mais questionadas, exigindo-se dela uma constante renovação para acompanhar as mudanças que o mundo digital provoca no processo de aprendizagem. A psicopedagogia da cultura digital é uma proposta epistemológica de reflexão sobre o processo de aprendizagem permeado por desafios informacionais e comunicacionais. Nesta pesquisa, fazendo análise de (...) bibliografia no campo da psicopedagogia, mas também da teoria da comunicação e da filosofia da mente, propomos um quadro teórico que visa fundamentar tais exigências epistemológicas em educação. Apresentamos, por fim, alguns elementos teóricos, advindos das demandas da cultura digital, que permitem-nos pensar um outro paradigma psicopedagógico e outra abordagem da aprendizagem. Palavras-chave: Educação. Cultura Digital. Psicopedagogia. Epistemologia. Fundamentos da Educação. Elements towards a Psychopedagogy of Digital Culture Abstract: digital culture is an emerging paradigm that poses questions to be addressed by the most diverse areas of knowledge. Education is one of the most questioned areas, requiring a constant renewal to accompany the changes that the digital world causes in the learning process. The psychopedagogy of digital culture is an epistemological proposal of reflection on the learning process permeated by informational and communicational challenges. In this paper, making bibliographic analysis in the field of psychopedagogy, but also in the theory of communication and the philosophy of mind, we propose a theoretical framework that aims to base such epistemological demands on education. Finally, we present some theoretical elements, coming from the demands of digital culture, which allow us to think of another paradigm psychopedagogic and another approach to learning. Keywords: Education. Digital Culture. Psychopedagogy. Epistemology. Foundations of Education. Elementos hacia una Psicopedagogía de la Cultura Digital Resumen: La cultura digital es un paradigma emergente que pone cuestiones a ser tratadas por distintas áreas del conocimiento. La educación es una de las más cuestionadas, exigiéndose de ella una renovación continua a fin de acompañar los cambios que el mundo digital provoca en el proceso de aprendizaje. La psicopedagogía de la cultura digital es una propuesta epistemológica de reflexión sobre el mismo proceso de aprendizaje, traspasado por retos informacionales y comunicacionales. En esta recerca, haciendo uso de análisis bibliográfica en el campo de la psicopedagogía, así come de la teoría de la comunicación y de la filosofía de la mente, proponemos un cuadro teórico que intenta fundamentar tales exigencias epistemológicas en educación. Presentamos, al fin, algunos elementos teóricos, desde las demandas de la cultura digital, que nos permiten pensar otro paradigma psicopedagógico y otro abordaje del aprendizaje. Palabras clave: Educación. Cultura digital. Psicopedagogía. Epistemología. Fundamentos de la educación. Data de registro: 23/01/2021 Data de aceite: 22/09/2021 1 Pesquisa desenvolvida com financiamento CAPES. (shrink)

This article raises the issue of the foundation of ethics in the situation of the pluralism of modern and contemporary society. Then , two types of answers to these problems are analyzed: comunitarism as the identitary ethics of an 'ourselves', and contractualism as the ethics of the partners' interests, which present themselves as rival theories in opposition to the universalism of kantian morality. It is however shown , how Kant himself had already worked at different levels of human integration with (...) both models: that of social contract and that of ethical community, and had articulated them in his system. The universal principle of morality , on the other hand, places itself at the meta-level of the profound grammar of the ethos of communities and contracts . Finally, it is observed that Kant´s fundamental ethical texts have not explicitly dealt with the hermeneutical problem of moral judgment in contexts of action. However, some passages of the Grundlegung are analyzed, as well as the Second Part of the Critique of Practical Reason, in which we find precise indications on this issue. It is maintained, that the observed lack of treatment may be bridged by means of widening the scope of the doctrine of reflexive judgment of aesthetic taste of the Third Critique's first part, which appears relevant, not for the foundation of the principle of morality, but for its application, i.e., for moral life.Este artículo plantea el problema de la fundamentación de la ética en la situación del pluralismo de la sociedad moderna y contemporánea. Se analizan luego dos tipos de respuesta a este problema: el comunitarismo como la ética identitaria de un nosotros, y el contractualismo como la ética de los intereses de los socios, los cuales se presentan como teorías rivales frente al universalismo de la moralidad kantiana. Se muestra sin embargo cómo el propio Kant había trabajado ya en distintos planos de la integración humana con los dos modelos del contrato social y de la comunidad ética, y los había articulado en su sistema. El principio universal de la moralidad se ubica en cambio en el meta-nivel de la gramática profunda del ethos de las comunidades y de los contratos . Se observa finalmente que los textos éticos fundamentales de Kant no han tratado de manera explícita el problema hermenéutico del juicio moral en los contextos de acción. Se analizan no obstante algunos pasajes de la Grundlegung y la Segunda Parte de la Crítica de la Razón Práctica, en los que hay indicaciones precisas sobre este problema. Se sostiene que la observada laguna se puede sortear mediante la ampliación de los alcances de la doctrina del juicio reflexivo del gusto estético de la primera parte de la Tercera Crítica, la cual parece relevante, no para la fundación del principio de la moralidad, pero sí para su aplicación, es decir: para la vida moral. (shrink)

In this paper I analyze the relation between ascribing knowledge to a human agent in two kinds of circumstances, namely acting according to environmental contingences and acting according to a rule. My discussion begins with the distinction I put forward between descriptive and explicative hypotheses. After relating the notions of rule and belief, I try to support the idea that modifications in overt behavior are prior to any ascriptions of knowledge to an agent, connecting this topic with processes (...) of investigation. I discuss also if there can be beliefs which do not bring about modifications of behavior, and I argue that in certain circumstances of our investigation about the behavior of people, in order to give it unity, we are to ascribe beliefs of that kind to people. Given those points, I depict epistemology as the theory of the processes of investigation involved in human action. DOI:10.5007/1808-1711.2010v14n2p279. (shrink)

Usually, the criticism of the modern foundational epistemo-logical project and the representational conception of knowledge is associated with the philosophies of Heidegger and Wittgenstein. However, in an epigone of British idealism such as Michael Oakeshott, one can also recognize a singular position against philosophical foundationalism, representational epistemology, the theory of truth as correspondence and universalist rationalism. This article aims to reconstruct Oakeshott’s philosophical inquiries into the conditions of human experience and understanding. Through the exegesis of his philosophical essays, (...) we propose an integral reading of his systematic reflection on the modalities of human knowledge, which coherently combines idealistic, skeptical, and hermeneutical motives beyond the temptations of traditional epistemology. (shrink)

Cismando com o dualismo cartesiano e seus desdobramentos em práticas e estruturas escolares contemporâneas nas margens do capitalismo Resumo: Esse texto relaciona conceitos que, advindos de áreas do conhecimento diferentes, fundamentam estruturas de subordinação e controle, próprios de muitas práticas e hábitos da vida de diversos povos que habitam as margens do capitalismo moderno e colonialista. Ao articular os desdobramentos trazidos por cada um desses personagens conceituais, nota-se o quanto eles se interseccionam ao fundamentar muito da forma de viver da (...) modernidade, sobretudo em contextos da periferia do capitalismo. Essa articulação se dá por meio de uma investigação bibliográfica sem deixar de refletir sobre as práticas da vida. Para tanto, inicia-se com uma descrição dos fundamentos dualistas cartesianos da ciência e da sociedade ocidental moderna. A seguir, busca-se descrever como esses conceitos se enredam em uma teia que institucionaliza hábitos típicos da estrutura de escola que vigora no país. Por fim, encaminham-se possibilidades de alternativas conceituais que refletem e sustentam práticas educacionais em direção à emancipação e superação das condições impostas pela modernidade/ colonialidade/capitalismo. Encerra-se o artigo com dois apontamentos resultantes do curso da pesquisa: conhecimento é criação, cultivo, cuidado; emancipar-se envolve, necessariamente, a ação de narrar a própria história. Palavras-chave: Educação; Emancipação; Modernidade/colonialidade/capitalismo. Doubting about cartesian dualism and its consequences in contemporary school practices and structures on the margins of capitalism Abstract: This text relates concepts that, coming from different areas of knowledge, underlie structures of subordination and control, typical of many practices and habits of life of different peoples who inhabit the margins of modern and colonialist capitalism. By articulating the developments brought about by each of these conceptual characters, it is possible to notice how much they intersect in grounding much of the way of living of modernity, especially in contexts on the periphery of capitalism. This articulation goes through a bibliographic investigation, without ceasing to reflect on the practices of life. To do so, it begins with a description of the Cartesian dualist foundations of science and modern Western society. Next, we seek to describe how these concepts are entangled in a web that institutionalizes typical habits of the school structure in force in the country. Finally, possibilities of conceptual alternatives that reflect and sustain educational practices towards emancipation and overcoming the conditions imposed by modernity/coloniality/capitalism are presented. The article ends by pointing out two paths resulting from the course of the research so far, that knowledge is creation, cultivation, care, and that emancipating oneself necessarily involves the action of narrating one's own history. Key-words: Education; Emancipation; Modernity/coloniality/capitalism. Dudando del dualismo cartesiano y sus consecuencias en las prácticas y estructuras escolares contemporáneas al margen del capitalismo Resumen: Este texto relaciona conceptos que, provenientes de diferentes áreas del conocimiento, subyacen en estructuras de subordinación y control, propias de muchas prácticas y hábitos de vida de diferentes pueblos que habitan los márgenes del capitalismo moderno y colonialista. Al articular los desarrollos provocados por cada uno de estos personajes conceptuales, es posible notar cuánto se cruzan al fundamentar gran parte de la forma de vida de la modernidad, especialmente en contextos en la periferia del capitalismo. Esta articulación se produce a través de una investigación bibliográfica, sin dejar de reflexionar sobre las prácticas de la vida. Para hacerlo, comienza con una descripción de los fundamentos dualistas cartesianos de la ciencia y la sociedad occidental moderna. A continuación, buscamos describir cómo estos conceptos se enredan en la red que institucionaliza hábitos típicos de la estructura escolar vigente en el país. Finalmente, se presentan posibilidades de alternativas conceptuales que reflejan y sustentan las prácticas educativas hacia la emancipación y la superación de las condiciones impuestas por la modernidad/colonialidade/capitalismo. El artículo finaliza señalando dos caminos resultantes del curso de la investigación hasta el momento, que el conocimiento es creación, cultivo, cuidado, y que emanciparse implica necesariamente la acción de narrar la propia historia. Palabras-clave: Educación; Emancipación; Modernidad/colonialidade/capitalismo. Data de registro: 18/08/2021 Data de aceite: 20/10/2021. (shrink)

El artículo se propuso sistematizar una concepción teórica y metodológica que sustente la formación humanística en las carreras universitarias cubanas. El marco teórico referido se construyó a partir de una revisión crítica de las fuentes bibliográficas y la observación del proceso formativo. Entre los resultados se destacó la identificación de las cualidades del profesional y la propuesta de los saberes, que como construcción del intelecto humano caracterizan el desempeño más general del profesional, descrita en términos de saberes ético-ciudadanos, culturales, de (...) solución de problemas, para la comunicación y la gestión de la formación del profesional. The paper is aimed at systematizing a theoretical and methological framework to back up the humanist representation of the professional training process in Cuban universities. By means of a critical examination of bibliographic sources and the observation of the formative process in three majors, the aforementioned framework is constructed. The findings include the identification of professional qualities and background knowledge that characterizes human intellect and the general performance of the professional. This knowledge is described in terms of ethic, cultural, problem-solving, communicating, training-managing knowledge. (shrink)

The theme of the paper is the phenomenon which Popper labelled `Oedipus effect', and its implications for the anlytical-positivist epistemology, especially for the Principle of the Unity of Science. As far as Popper is concerned, it is claimed that he was unsuccessful in his attempt to overcome the inconsistencies generated in his work by the acknowledgement of the possibility of the Oedipus effect in the human sciences.O tópico do trabalho é o fenômeno denominado por Popper "efeito Édipo", e suas (...) implicações para a epistemologia analítico-positivista, em particular para o Princípio de Unidade da Ciência. Com referência a Popper, a tese defendida é a de que ele não teve sucesso na tentativa de resolver as inconsistências geradas em sua obra pelo reconhecimento da possibilidade do "efeito Édipo" nas ciências humanas. (shrink)

Resumo: A superstição é definida por Bayle, em diversos momentos e diversas obras do filósofo francês, como: a) algo característico da corrupção natural humana; b) a prova da facilidade do homem em se ater às mais diversas crendices, logo, estando sujeito não só a uma, mas a todo tipo de superstições; c) o fenômeno que se instaurou e se disseminou na sociedade, perseguindo a todos e gerando ilusões por toda parte, através de presságios, profecias, prodígios, e sinais. Nesse quadro de (...) diversas e intangíveis absurdidades, a superstição ganha forma, indo para além dos domínios da razão e, assim, Bayle, em seus escritos, torna manifesta a oposição entre a filosofia e a ignorância supersticiosa, entre o entendimento e a imaginação e entre as explicações científicas e os relatos fantásticos.: Superstition is defined by Bayle at various times and in various works as: a) something characteristic of natural human corruption; b) proof of the ease of man in adhering to the most diverse beliefs, being subject not only to one but to all kinds of superstitions; c) a phenomenon which arose and spread in society, following everyone and creating illusions everywhere by means of omens, prophecies, miracles, and signs. In this context of the diverse and intangible absurdities in which superstition takes shape, going beyond the realms of reason, Bayle in his writings makes manifest the opposition between philosophy and superstitious ignorance, between understanding and imagination, and between scientific explanations and fantastic tales. (shrink)

En el artículo se aborda la cuestión filosófica de la “naturaleza humana”, de cuya respuesta depende la posibilidad de cambios económicos, políticos y sociales, más o menos profundos y extendidos. En tal contexto, se parte examinando el comportamiento del consumidor moderno, cuyas necesidades, aspiraciones y deseos y el modo de satisfacerlos actualmente, parecieran constituir un obstáculo insalvable para generar tales procesos de cambio. Si el modo de ser del consumidor moderno fuese expresión cabal y coherente de la naturaleza humana, sería (...) utópico pretender un perfeccionamiento ético que viabilice una nueva y superior civilización. Para responder la cuestión, se efectúa un análisis de las necesidades humanas y de las distintas teorías que las conceptualizan en términos tales que justifican las instituciones económicas que predominan en las sociedades modernas. Una nueva concepción de las necesidades humanas, fundada en una reformulación filosófica de la “naturaleza humana” esencial, conducen a una nueva forma de concebir los procesos de desarrollo humano, tanto a nivel personal como social y civilizatorio. (shrink)