Estrechamente vinculado a su Historia de la Filosofía (Colección Fundamentos, números 21 y 22), esta Iniciación que nos ofrece ahora Felipe Martínez Marzoa refleja una considerable experiencia docente. No se trata, sin embargo, de un libro que se atenga a las normas de los programas oficiales, ni que pretenda exponer "un poco de todo" a costa de esquivar cuanto hay de dificultoso en un desarrollo, incluso elemental, de los temas de la Filosofía. El autor ha seleccionado premeditadamente una serie de (...) cuestiones básicas para una rigurosa lectura de iniciación -el silogismo y la proposición, el universal, la teoría de las ideas, las categorías, la esencia de las verdades matemáticas, la lógica simbólica, etc.- y las pone al alcance del lector que, deseando algo más que la familiarización con fórmulas definitorias, aspira a dar los primeros pasos en un terreno que no podrá recorrer nunca sin esfuerzo personal. (shrink)

1. Filosofía antigua y medieval. 2. Filosofía moderna y contemporánea.

La distancia se menciona aquí con la pretensión de aludir de un golpe a cosas como la theoría, la sképsis, la epokhé. En el caso de un decir relevante, distancia resulta ser a la vez lo que hay en ese decir, lo que en él se efectúa y se expone, y también la actitud o el acontecimiento en el que es posible entender ese decir.

Prospective memory (PM) enables people to remember to complete important tasks in the future. Failing to do so can result in consequences of varying severity. Here, we investigated how PM error-consequence severity impacts the neural processing of relevant cues for triggering PM and the ramification of that processing on the associated prospective task performance. Participants role-played a cafeteria worker serving lunches to fictitious students and had to remember to deliver an alternative lunch to students (as PM cues) who would otherwise (...) experience a moderate or severe aversive reaction. Scalp-recorded, event-related potential (ERP) measures showed that the early-latency frontal positivity, reflecting the perception-based neural responses to previously learned stimuli, did not differ between the severe versus moderate PM cues. In contrast, the longer-latency parietal positivity, thought to reflect full PM cue recognition and post retrieval processes, was elicited earlier by the severe than the moderate PM cues. This faster instantiation of the parietal positivity to the severe-consequence PM cues was then followed by faster and more accurate behavioral responses. These findings indicate how the relative importance of a PM can be neurally instantiated in the form of enhanced and faster PM cue recognition and processing and culminate into better PM. (shrink)

The current times call for reforms in educational processes. The Covid-19 pandemic had an unforeseen impact on the educational system in all countries. This need for change requires new pedagogies and new methods for teaching and learning. Understanding the need for change is essential for the formulation of adaptive proposals, as well as for the generation of training activities to complement the teaching curriculum. New educational practices lead to a vision of educational quality, with new approaches that allow the continuous (...) integration of knowledge and permanent interaction with the student. This paper presents an analysis of the new teaching methodologies in times of confinement due to the pandemic caused by Covid-19. Keywords: Teaching methodologies, educational system, learning process. References [1]É. Tremblay-Wragg, C. Raby, L. Ménard y I. Plante, «El uso de estrategias didácticas diversificadas por cuatro profesores universitarios: ¿qué contribución a la motivación de aprendizaje de sus alumnos?,» Docencia en educación superior, vol. 26, nº 21, 2021. [2]L. Czerniewicz, R. Mogliacci, S. Walji, A. Cliff, B. Swinnerton y N. Morris, «Enseñanza y aprendizaje académico en el nexo: desagregación, mercantilización y digitalización en la educación superior,» Teaching in Higher Education, vol. 26, nº 2021, p. 16, 2021. [3]S. Dogan y A. Adam, «Aumentar el efecto del desarrollo profesional en la instrucción efectiva a través de comunidades profesionales,» Docentes y docencia: teoría y práctica, vol. 26, nº 3-4, pp. 326-349, 2020. [4]I. M. Torres Salas, «La enseñanza tradicional de las ciencias versus las nuevas tendencias educativas,» Educare, vol. 14, nº 1, pp. 131-142, 2010. [5]B. Fabio, J. Antonio Palomino y J. González Henríquez, «Evaluación y contraste de los métodos de enseñanza tradicional y lúdico,» Revista de Educación física y deportes, vol. 13, nº 94, pp. 29-36, 2008. [6]Y. Benítez y C. Mora, «Enseñanza tradicional vs aprendizaje activo,» Revista Cubana de Física, vol. 27, nº 2A, pp. 175-179, 2010. [7]P. Morales Bueno y V. Landa Fitzgerald, «Aprendizaje basado en problemas,» Theoria, vol. 13, nº 1, pp. 145-157, 2004. [8]R. Gil-Galván, I. Martín-Espinosa y F. Gil-Galván, «University student perceptions of competences acquired through problem-based learning,» Educación XXI, vol. 24, nº 1, pp. 271-295, 2020. [9]E. Ortiz Cermeño, «El aprendizaje basado en problemas,» Perfiles Educativos, vol. 41, nº 164, pp. 208-213, 2019. [10]E. Araos-Baeriswyl, C. Moll-Manzur, Á. Paredes y J. Landeros, «Aprendizaje invertido: un enfoque pedagógico en tiempos de pandemia,» Rev. Atención Primaria, vol. 53, nº 1, p. 117, 2021. [11]V. León-Carrascosa, M. Belando-Montoro y S. Sánchez-Serrano, «Design and validation of a questionnaire to evaluate the service-learning methodology,» Rev.Estudios sobre educación, vol. 39, nº 1, pp. 247-266, 2020. [12]J. Collado-Ruano, M. Ojeda, M. Malo y D. Amino, «Educación, arte e interculturalidad: El cine documental como lenguaje comunicativo y tecnología innovadora para el aprendizaje de la metodología I + D + I,» Rev. Texto livre, vol. 13, nº 3, pp. 376-393, 2020. [13]P. M. Bueno y V. Landa Fitzgerald, «Aprendizaje basado en problemas,» Theoria, vol. 13, nº 1, pp. 145-157, 2004. [14]J. A. Martí, M. Heydrich, M. Rojas y A. Hernández, «Aprendizaje basado en proyectos: Una experiencia de innovación docente,» Universidad EAFIT, vol. 46, nº 158, pp. 11-21, 2010. [15]L. Rojas y N. M. Jaimes, «Canvas LMS y el trabajo colaborativo como metodología de aprendizaje en entornos virtuales,» de Congreso Ibérico de Sistemas y Tecnologías de la Información, CISTI, Bogotá, Colombia, 2020. [16]B. Bordel y P. Mareca, «Results and Trends in educational MOOCs in the engineering area with MIRIADAX platform. A case study,» de 15th Iberian Conference on Information Systems and Technologies, CISTI 2020; Seville; Sevilla, España, 2020. [17]K. Vermeir y G. Kelchtermans, «Innovative practice as interpretative negotiation.A case-study on the kamishibai in Kindergarten.,» Teachers and Teaching: Theory and Practice, vol. 26, nº 3-4, pp. 248-263, 2020. [18]B. Tucker, «The Flipped Classroom: Online instruction at home frees class time for learning,» Education Next, vol. 1, nº 1, pp. 82-84, 2012. [19]M. V. Ledo, N. R. Michelena, N. N. Cao, I. d. R. M. Suárez y M. N. Vialart Vidal, « Aula invertida, nueva estrategia didáctica,» Educación Médica Superior, vol. 30, nº 3, pp. 678-688, 2016. [20]Metodologías activas por medio de las TIC, [Online]. Available: https://www.campuseducacion.com/blog/recursos/articulos-campuseducacion metodologias-activas-por-medio-de-las-tic/?cn-reloaded=1. [Last access: February 14, 2021]. (shrink)

Jose Marti contributed greatly to Cuba's struggle for independence from Spain with words as well as revolutionary action. Although he died before the formation of an independent republic, he has since been hailed as a heroic martyr inspiring Cuban republican traditions.

This study examines whether character strengths predict resilience (operationalized as stable or higher mental health and subjective well-being despite an adverse event) over a period of approximately one month during the COVID-19 pandemic lockdown in Spain. Using a longitudinal design, participants (N = 348 adults) completed online measures of sociodemographic data, information regarding their situation in relation to the COVID-19, character strengths, general mental health, life satisfaction, positive affect and negative affect. All variables were measured at Time 1 and Time (...) 2, except for sociodemographic and most COVID-related information (Time 1 only). Time 1 data collection was conducted between March 21, 2020 and April 2, 2020, i.e., approximately the second week of lockdown in Spain. Time 2 data collection was conducted between April 24, 2020 and May 18, 2020, after the Spanish government announced ita intention to progressively release the lockdown. A principal component analysis of character strengths was conducted. Five character strength factors were extracted: fortitude, goodness, intellectual, interpersonal, and restraint. Factor structures at Times 1 and 2 were highly consistent. All character strength factors at Time 1 correlated positively with life satisfaction and positive affect, and negatively with negative affect and mental health at T2 (higher scores in the mental health measure indicate poorer mental health). Fortitude strengths showed the highest correlations. We conducted a series of regression analyses with strength factors at Time 1 as predictors, and mental health, life satisfaction, and positive and negative affect as dependent variables, controlling for their baseline levels. To test the directionality of the relationship between strengths and the dependent variables, all analyses were reversed. All character strength factors predicted an increase in mental health. They also predicted positive affect, with the exception of strengths of restraint. Fortitude, intellectual and interpersonal strengths predicted an increase in life satisfaction. Finally, fortitude strengths, interpersonal strengths, and strengths of restraint, predicted a decrease in negative affect. None of the reversed analyses yielded significant effects. Limitations, implications, and possible character strengths-based interventions aimed at promoting mental health in the COVID-19 pandemic are discussed. (shrink)

Drawing on political, legal, national, post-national, as well as American and European perspectives, this collection of essays offers a diverse and balanced discussion of the current arguments concerning deliberative democracy. The essays consider the thr.

E. Machery, R. Mallon, S. Nichols and S. Stich, have argued that there is empirical evidence against Kripke’s claim that names are not descriptive. Their argument is based on an experiment that compares the intuitions about proper name use of a group of English speakers in Hong Kong with those of a group of non-Chinese American students. The results of the experiment suggest that in some cultures speakers use names descriptively. I argue that such a conclusion is incorrect, for the (...) experiment does not prove what it is purported to prove. (shrink)

En los textos del Marx maduro encontramos planteada una teoría del método científico entendido como proceso de «aproximaciones sucesivas». El punto de partida de la investigación no es la experiencia sensible, sino una representación caótica de la totalidad. El punto de partida del proceso de conocimiento es, para Marx, la ideología. En nuestra lectura del apartado del fetichismo de la mercancía en El capital descubriremos las resonancias lacanianas del planteamiento de Marx.

An important debate in the current literature is whether “all truth-conditional effects of extra-linguistic context can be traced to [a variable at; LM] logical form” (Stanley, ‘Context and Logical Form’, Linguistics and Philosophy, 23 (2000) 391). That is, according to Stanley, the only truth-conditional effects that extra-linguistic context has are localizable in (potentially silent) variable-denoting pronouns or pronoun-like items, which are represented in the syntax/at logical form (pure indexicals like I or today are put aside in this discussion). According to (...) Recanati (‘Unarticulated Constituents’, Linguistics and Philosophy, 25 (2002) 299), extra-linguistic context can have additional truth-conditional effects, in the form of optional pragmatic processes like ‘free enrichment’. This paper shows that Recanati’s position is not warranted, since there is an alternative line of analysis that obviates the need to assume free enrichment. In the alternative analysis, we need Stanley’s variables, but we need to give them the freedom to be or not to be generated in the syntax/present at logical form, a kind of optionality that has nothing to do with the pragmatics-related optionality of free enrichment. (shrink)

In this paper I examine two ways of defining the rigidity of general terms. First I discuss the view that rigid general terms express essential properties. I argue that the view is ultimately unsatisfactory, although not on the basis of the standard objections raised against it. I then discuss the characterisation in terms of sameness of designation in every possible world. I defend that view from two objections but I argue that the approach, although basically right, should be interpreted cautiously.

A modo de recurso de aprendizaje, el mundo del juego se ofrece como un poderoso aliado en la empresa de la renovación de métodos y estilos de enseñanza de la Historia que la Didáctica de las Ciencias Sociales lleva reclamando ya por un largo tiempo. El presente artículo explora desde una perspectiva teórica las diferentes metodologías didácticas que se sirven del juego y presenta un ejemplo de diseño didáctico gamificado en base a un juego de narrativa interactiva de ambientación histórica. (...) Puesta a prueba la funcionalidad didáctica de la herramienta en una primera ocasión experimental, el análisis de las percepciones del docente durante la actividad y las valoraciones del alumnado recogidas por encuesta complementan los resultados de una prueba de conocimientos y permiten reflexionar sobre el potencial y las limitaciones de recursos de esta índole a la hora de promover un aprendizaje más significativo. (shrink)

We have witnessed a fundamental change of perspective in the conception of reference. What the proponents of the new approach criticized and what they proposed to abandon is relatively clear; it is much less clear though what is at the heart of the philosophy that inspired the change. The proponents of the new approach all agreed in disagreeing with Frege: natural languages may, and in fact do, contain expressions that refer without the mediation of a Fregean sense. The core motto (...) of the revolution can thus be summarized in a phrase: there are linguistic devices of pure reference. It is difficult though to put one's finger on a clear characterization of what pure reference consists in. This is so, I believe, because, underlying the anti-Fregean slogans, there are two different ideas which are not just two conceptually different ways of characterizing the same phenomenon. The two conflict in the classifications that they generate, because they rely on different conceptions of the essence of pure, genuine reference. (shrink)

Føllesdal (1966 and 1969) claims that modal distinctions collapse, that is that p and Necessarily p are equivalent, in any system of modal logic that incorporates a standard theory of definite descriptions, like the one proposed by Carnap in M&N. I argue that his argument fails.

This paper continues the defense of a version of scientific realism, Tautological Scientific Realism, that rests on the claim that, excluding some areas of fundamental physics about which doubts are entirely justified, many areas of contemporary science cannot be coherently imagined to be false other than via postulation of radically skeptical scenarios, which are not relevant to the realism debate in philosophy of science. In this paper we discuss, specifically, the threats of meaning change and reference failure associated with the (...) Kuhnian tradition, which depend on a descriptivist approach to meaning, and we argue that descriptivism is not the right account of the meaning and reference of theoretical terms. We suggest that an account along the lines of the causal-historical theory of reference provides a more faithful picture of how terms for unobservable theoretical entities and properties come to refer; we argue that this picture works particularly well for TSR. In the last section we discuss how our account raises concerns specifically for perspectival forms of scientific realism. (shrink)

We argue that the view that kind terms designate universals does not fall prey to the trivialization problem. We also argue that the view can respond to other challenges, specifically, the claims that an adequate notion of rigidity for kind terms must: (a) classify natural kind terms as rigid and classify many other general terms as non-rigid and (b) account for the necessity of true theoretical identifications involving rigid terms.

We defend the view that defines the rigidity of general terms as sameness of designated universal across possible worlds from the objection that such a characterization is incapable of distinguishing rigid from non-rigid readings of general terms and, thus, that it trivializes the notion of rigidity. We also argue that previous attempts to offer a solution to the trivialization problem do no succeed.

Experimental semanticists have concluded that there is wide variation in referential intuitions among speakers, for it appears that some speakers display referential intuitions that are in line with descriptivism, whereas other speakers’ intuitions are in line with the predictions of the causal-historical picture. In this chapter, I first situate the debate by comparing descriptivist and non-descriptivist approaches to reference. After examining some of the experimental results, I argue that the tests conducted do not elicit data that are relevant for semantic (...) theorizing and, hence, that the results should not have an impact in the theory of reference. (shrink)

I argue that the debate on the division of labor between grammar and pragmatics, at least as it pertains to pragmatic free enrichment, needs to be better grounded empirically. Often, only a reduced set of facts from English is used to substantiate claims regarding pragmatic free enrichment. But considering a reduced set of facts from a single language can only afford limited (and, sometimes, wrong) results, because we can merely see whatever this one language chooses to express. Two cases studies (...) are presented: adjectival fragments, and implicit indefinite objects. A grammatical analysis is defended for them. (shrink)

ABSTRACTThis article addresses the identity of the legitimate actors of international law-making from the perspective of democratic theory. It argues that both states or state-based international organisations, and civil society actors should be considered complementary legitimate actors of international law-making. Unlike previous accounts, our proposed model of representation, the Multiple Representation Model, is based on an expanded, democratic understanding of the principle of state participation: it is specifically designed to palliate the democratic deficits of more common versions of the Principle (...) of State Consent. Second, it endorses a qualified version of the Principle of Civil Society Participation, one that is much more restrictive and more critical of the democratic defects of civil society actors than most of its current supporters. Finally, it reveals how the democratic strengths and deficits of both models are best approached as mirroring one another and need to be combined in a complex ac... (shrink)

El contenido del libro lo integran trabajos presentados por algunos de los más importantes filósofos anglosajones del derecho penal, todos ellos profesores en aquel momento en el Reino Unido. Dichos trabajos fueron discutidos por penalistas, filósofos y criminólogos de habla hispana provenientes de España, Argentina y Chile. En este sentido, el workshop ejemplificó también el tipo de acercamiento que los distintos mundos académicos, en este caso el mundo anglosajón y el hispano, o de forma más general el mundo jurídico del (...) common law y el de la tradición europea continental, están viviendo en estos días. (shrink)

Homenaje al Fundador del Derecho Internacional de Gentes, en el 50 Aniversario de la Declaración Universal de los Derechos Humanos, 1948 1998.

In this paper I provide a decompositional analysis of three kinds of plural indefinites in two related languages, European Spanish and Brazilian Portuguese. The three indefinites studied are bare plurals, the unos (Spanish)/uns (Portuguese) type, and the algunos (Spanish)/alguns (Portuguese) type. The paper concentrates on four properties: semantic plurality, positive polarity, partitivity, and event distribution. The logic underlying the analysis is that of compositionality, applied at the subword level: as items become bigger in form (with the addition of morphemes), they (...) also acquire more semantic properties. The paper proposes the “indefinite hierarchy", which establishes a set of components for languages to build their indefinites with, in a particular order. (shrink)

ABSTRACT Empathy is relevant to sociomoral development, especially in relation to prosociality and the penalization of acts as faults and crimes. The objective of this research was to test whether empathy is a predictor of prosociality and of perceptions of seriousness of delinquent acts among research participants in Argentina and Spain. The Argentinian sample comprised 215 high school and university students. The Spanish sample comprised 199 university students. The proposed theoretical model showed good fit in both countries. Although empathy was (...) found to predict prosocial conduct more than the perception of the seriousness acts as offenses and crimes, empathy was a significant of both prosocial conduct and perception of the seriousness acts as faults and crimes. Thus, the importance of empathy in morality was supported for both countries, supporting the influence of in different cultural context. (shrink)