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)

The purpose of this article is to present the main contributions to peace, democracy, and the philosophy of education in Colombia, made by philosopher Guillermo Hoyos-Vásquez (Medellín, 1935 – Bogotá, 2013). The work of this Colombian philosopher stands out for its important contributions to political philosophy as the vital, supportive, and responsible exercise of thought concerning the public interest. Using Kant’s concept of practical reason, Husserl’s lifeworld [Lebenswelt], and Habermas’s communicative action as starting points, Hoyos-Vásquez succeeded in going beyond these (...) political philosophers by trying to apply their ideas in the midst of the difficult context of corruption, drug trafficking and armed conflict in Colombia over the past five decades. At the same time, Hoyos-Vásquez developed throughout his life a varied public activity as a thinker and educator, belying the myth of the theoretical distance between the philosopher and his/her political present or historical reality. The thought of Guillermo Hoyos-Vásquez, and his public action as an educator, represent a substantial contribution to contemporary political and educational philosophy, maintaining a close connection between theory and practice. (shrink)

The introduction and elimination rules for material implication in natural deduction are not complete with respect to the implicational fragment of classical logic. A natural way to complete the system is through the addition of a new natural deduction rule corresponding to Peirce's formula → A) → A). E. Zimmermann [6] has shown how to extend Prawitz' normalization strategy to Peirce's rule: applications of Peirce's rule can be restricted to atomic conclusions. The aim of the present paper is to extend (...) Seldin's normalization strategy to Peirce's rule by showing that every derivation Π in the implicational fragment can be transformed into a derivation Π' such that no application of Peirce's rule in Π' occurs above applications of →-introduction and →-elimination. As a corollary of Seldin's normalization strategy we obtain a form of Glivenko's theorem for the classical {→}-fragment. (shrink)

Mucopolysaccharidosis type I (MPS I) is a rare lysosomal storage disorder treated with bone marrow transplantation or enzyme replacement therapy with laronidase, a high-cost orphan drug. Laronidase was approved by the US Food and Drug Administration and the European Medicines Agency in 2003 and by the Brazilian National Health Surveillance Agency in 2005. Many Brazilian MPS I patients have been receiving laronidase despite the absence of a governmental policy regulating access to the drug. Epidemiological and treatment data concerning MPS I (...) are scarce. This study aims to present a demographic profile of Brazilian patients with MPS I, describe the routes of access to laronidase in Brazil, and discuss associated ethical issues relating to public funding of orphan drugs. (shrink)

The present study intended to investigate, first, the impact of semantic clustering on the recall and recognition of incidentally learned words in a new language, and second, how the interaction between semantic clustering and frequency of occurrence may modulate learning. To that end, Spanish university students watched an intentionally created video which contained Spanish target words that were either semantically related to others of the set, or not semantically linked at all. Furthermore, frequency of appearance changed among target words (1|4|8). (...) All these words were paired with pseudowords that appeared as on-screen text during the videos. Participants were completely naive to the phases and the procedure of the experiment. After viewing the video, participants completed a recall test and a recognition test. Results showed that words presented in semantically unrelated categories were better recalled and better recognized than those presented in semantic clusters, especially when the words were presented more often. (shrink)

El presente artículo pone en alto los aspectos filosóficos de la investigación sobre sí mismo que realizó el escritor Hernando Téllez (1908-1966) en su obra ensayística. Esto permite señalar la condición híbrida y abierta del género ensayístico, la cual hace posible situar la reflexión de Téllez en un espacio indiscernible entre la literatura y la filosofía con un mutuo enriquecimiento de estas dos formas de pensamiento. A partir de lo anterior, se concluye que es necesario reinterpretar el período previo a (...) la profesionalización de la filosofía en Colombia, ya no solo como un lapso de tránsito a la modernización, sino como un momento de la reflexión literaria y filosófica con sus propias gramáticas de creación, relacionamiento y divulgación del pensamiento. (shrink)

Antecedente. Se considera «eutanasia» al acto de acabar con la vida del paciente a petición expresa de él, para terminar el sufrimiento propio de alguna enfermedad sin perspectiva de cura. Objetivo. Evaluar los conocimientos y la percepción sobre la eutanasia en estudiantes y profesionales de medicina, demostrando los conocimientos y clasificando la percepción sobre la eutanasia. Metodología. Estudio clínico-epidemiológico, observacional, cualitativo-cuantitativo, de corte transversal y con muestreo no probabilístico por conveniencia, en los estudiantes y profesionales de medicina de un hospital (...) en Venezuela. Resultados. La muestra estudiada tuvo una distribución según grado de instrucción: 64.85% de estudiantes, 19.33% de residentes y 15.82% de especialistas. Presentaron un grado de conocimiento medio, distribuido en 84.4% de especialistas, 77.3% de residentes y 80.5% de estudiantes (p 0.051). De acuerdo con los grados de conocimiento y el apoyo a la eutanasia, el 76.18% tiene un grado medio de conocimientos (p 0.0002). Conclusión. Se demostró que existe un grado medio de conocimiento, en particular en la población estudiantil. La eutanasia no fue percibida de manera negativa, demostrando una alta significancia en la atención a las implicaciones éticas que rodean este concepto. (shrink)

DIREITO À CONVIVÊNCIA E SEPARAÇÃO DOS GENITORES: CONCRETIZAÇÃO COMO PRIORIDADE.

Levando–se em conta os leitores do século XXI, ao debruçar-se sobre a participação da Igreja católica brasileira na preparação do Concílio Vaticano II, o presente estudo parte de três perguntas: a) o quê interessa saber sobre a participação brasileira? b) É este um tema relevante? c) Alguns brasileiros participação significativamente na fase preparatória? Para responder apropriadamente a essas questões os autores propõem um conceito diferente de “participação” na preparação do Vaticano II por parte do episcopado brasileiro. O artigo não foca (...) apenas a presença deste ou daquele bispo ou perito nas comissões do Concílio, mas propõe a idéia de que o mais importante foi a auto-preparação, que durante certo tempo permaneceu “latente” e posteriormente se organizou através de um Concílio com um episcopado jovem, com uma média de idade em torno de 54 anos e 11 de experiência como bispo. Por isso, conscientes dos problemas pastorais que a realidade do subdesenvolvimento punha à Igreja, e com uma incipiente experiência de participação colegial, desenvolvida na construção do Plano de Emergência, este episcopado não só vivenciou em profundidade o “evento” conciliar, como foi o primeiro a sair dele organizado para colocá-lo em prática. Daqui a relevância desta reconstrução. Palavras-chave: Helder Câmara. Plano de Emergência. Colegialidade. Vaticano II. Igreja Católica no BrasilThis article aims to show the contribution of the Brazilian Catholic Church in the preparation of the Second Vatican Council. To fulfill such purpose the present study focus its research in three basic questions: a) what is important to know about the Brazilian participation? b) Is this a relevant topic? C) Some Brazilians participate significantly in the preparatory phase? To respond appropriately to these issues the authors propose a different concept of "participation" in the preparation of Vatican II by the Brazilian episcopate. The article focuses not only the presence of this or that bishop or the expert commissions of the Council, but proposes the idea that the most important was the self-preparation, which for a time remained "latent" and later was organized by a council with a young bishop, with an average age around 11 and 54 years of experience as a bishop. Therefore, aware of the problems that the pastoral reality of underdevelopment put the Church, and with an incipient experience of participating high school, developed in the construction of the Emergency Plan, the bishops not only experienced in depth the "event" to reconcile, as was the first it held out to put it into practice. Key words: Helder Câmara. Emergency Plan. Collegiality. Vatican II. Catholic Church in Brazil. (shrink)

Se presenta en este texto una propuesta didáctica realizada en la asignatura Didáctica de las Ciencias Sociales en Educación Primaria, de 3º de Grado en Educación Primaria de la Universidad de Córdoba (España). Uno de los objetivos de dicha intervención, como de la propia disciplina de Didáctica de las Ciencias Sociales, incide en el trabajo de las nociones temporales en la formación del futuro profesorado de Educación Primaria que, en este caso, se han abordado desde la comparación entre el pasado (...) y el presente a través de la prensa. Para el análisis de dichos materiales, tanto históricos como actuales, se ha potenciado una perspectiva de género, promoviendo que el alumnado se pregunte por las relaciones de género en una temática concreta, como es el mundo laboral. (shrink)

After compulsory secondary education; many teenagers face the process of choosing a university degree. This process involves uncertainties referred to their personal abilities, interests, social expectations and professional future. The present work is aimed at determining whether the reasons behind the selection of a particular university degree differ depending on the chosen degree. Another objective is determining whether these reasons differ significantly according to gender. The sample comprises 983 students belonging to the area of social and legal sciences at the (...) University of Seville. The obtained results reveal the existence of four main reasons behind the selection of university degrees for which significant gender-related differences were observed: easy degree, job opportunities, high wages and provision of social services. Besides, these seven reasons are observed to differ widely in six of the considered degrees. (shrink)

The Concussion in Sport Group guidelines have successfully brought the attention of brain injuries to the global medical and sport research communities, and has significantly impacted brain injury-related practices and rules of international sport. Despite being the global repository of state-of-the-art science, diagnostic tools and guides to clinical practice, the ensuing consensus statements remain the object of ethical and sociocultural criticism. The purpose of this paper is to bring to bear a broad range of multidisciplinary challenges to the processes and (...) products of sport-related concussion movement. We identify lacunae in scientific research and clinical guidance in relation to age, disability, gender and race. We also identify, through multidisciplinary and interdisciplinary analysis, a range of ethical problems resulting from conflicts of interest, processes of attributing expertise in sport-related concussion, unjustifiably narrow methodological control and insufficient athlete engagement in research and policy development. We argue that the sport and exercise medicine community need to augment the existing research and practice foci to understand these problems more holistically and, in turn, provide guidance and recommendations that help sport clinicians better care for brain-injured athletes. (shrink)

We examined the effects of three different training conditions, all of which involve the motor system, on kindergarteners’ mental transformation skill. We focused on three main questions. First, we asked whether training that involves making a motor movement that is relevant to the mental transformation—either concretely through action or more abstractly through gestural movements that represent the action —resulted in greater gains than training using motor movements irrelevant to the mental transformation. We tested children prior to training, immediately after training, (...) and 1 week after training, and we found greater improvement in mental transformation skill in both the action and move-gesture training conditions than in the point-gesture condition, at both posttest and retest. Second, we asked whether the total gain made by retest differed depending on the abstractness of the movement-relevant training, and we found that it did not. Finally, we asked whether the time course of improvement differed for the two movement-relevant conditions, and we found that it did—gains in the action condition were realized immediately at posttest, with no further gains at retest; gains in the move-gesture condition were realized throughout, with comparable gains from pretest-to-posttest and from posttest-to-retest. Training that involves movement, whether concrete or abstract, can thus benefit children's mental transformation skill. However, the benefits unfold differently over time—the benefits of concrete training unfold immediately after training ; the benefits of more abstract training unfold in equal steps immediately after training and during the intervening week with no additional training. These findings have implications for the kinds of instruction that can best support spatial learning. (shrink)

This valuable reference work synthesizes and elucidates traditional themes and issues in Islamic philosophy as well as prominent topics emerging from the last twenty years of scholarship. Written for a wide readership of students and scholars, The Routledge Companion to Islamic Philosophy is unique in including coverage of both perennial philosophical issues in an Islamic context and also distinct concerns that emerge from Islamic religious thought. This work constitutes a substantial affirmation that Islamic philosophy is an integral part of the (...) Western philosophical tradition. Featuring 33 chapters, divided into seven thematic sections, this volume explores the major areas of philosophy: Logic, Metaphysics, Philosophy in the Sciences, Philosophy of Mind/Epistemology, and Ethics/Politics as well as philosophical issues salient in Islamic revelation, theology, prophecy, and mysticism. Other features include: •A focus on both the classical and post-classical periods •A contributing body that includes both widely respected scholars from around the world and a handful of the very best younger scholars •"Reference" and "Further Reading" sections for each chapter and a comprehensive index for the whole volume The result is a work that captures Islamic philosophy as philosophy. In this way it serves students and scholars of philosophy and religious studies and at the same time provides valuable essays relevant to the study of Islamic thought and theology. (shrink)

This article contends that environmental organisations vary in type, scale and purpose in ways that help stewards self-sort into the opportunities that align with their individual motivations and e...

The Arabic philosophical tradition played an important role in the formation of theological, philosophical and scientific thought in medieval Europe subsequent to the translations from Arabic into Latin in the 12th and 13th centuries. The influence of that Arabic classical rationalist tradition in works by al-Farabi, Avicenna, Averroes and the Liber de causis is evident in the thought of Thomas Aquinas, though the breadth and depth of that influence is often insufficiently noted and explained by scholars of Aquinas. This course (...) focuses on the metaphysics, epistemology and psychology of Aquinas in the development of his philosophical conceptions of soul and intellect in the context of his use of sources in Aristotle and works by philosophers of the Arabic tradition, particularly Avicenna and Averroes. Readings are selected from writings from each of the four major periods of his career starting with his first major work, the Commentary on the Sentences. The course was planned to be taught at Marquette, Katholieke Universiteit Leuven and the Universidad Panamericana as a hybrid course. That is, it was taught using online tools and resources and also in the classroom with face-to-face meetings once per week. And it was taught at Marquette, KU Leuven and the Universidad Panamericana simultaneously. On Thursdays students met online with video and audio for questions and discussion with Profs. Taylor, Robiglio and López-Farjeat and the student groups in Milwaukee, Leuven and Mexico City live. (shrink)

The Oxford Handbook of Positive Psychology, Second Edition is the seminal reference in the burgeoning field of positive psychology, which, in recent years, has transcended academia to capture the imagination of the general public. The handbook provides a roadmap for the psychology needed by the majority of the population--those who don't need treatment, but want to achieve the lives to which they aspire. The 65 chapters summarize all of the relevant literature in the field, and each of the international slate (...) of contributors is essentially defining a lifetime of research. The content's breadth and depth provide an unparalleled cross-disciplinary look at positive psychology from diverse fields and all branches of psychology, including social, clinical, personality, counseling, school, and developmental psychology. Topics include not only happiness--which has been perhaps misrepresented in the popular media as the entirety of the field--but also hope, strengths, positive emotions, life longings, creativity, emotional creativity, courage, and more, plus guidelines for applying what has worked for people across time and cultures. (shrink)

The Oxford Handbook of Positive Psychology is the seminal reference in the field of positive psychology, which in recent years has transcended academia to capture the imagination of the general public. The handbook provides a roadmap for the psychology needed by the majority of the population -- those who don't need treatment but want to achieve the lives to which they aspire. These 65 chapters summarize all of the relevant literature in the field. The content's breadth and depth provide an (...) unparalleled cross-disciplinary look at positive psychology from diverse fields and all branches of psychology, including social, clinical, personality, counseling, school, and developmental psychology. Topics include not only happiness but also hope, strengths, positive emotions, life longings, creativity, emotional creativity, courage, and more, plus guidelines for applying what has worked for people across time and cultures. (shrink)

Bernard Suits’ groundbreaking work, The Grasshopper: Games, Life, and Utopia, has profoundly shaped the philosophy of sport. Its sequel, Return of the Grasshopper: Games, Leisure, and the Good Life in the Third Millennium, released in October 2022, enriches scholarly understandings of Suits’ views on games, emphasizing the normative aspects of gameplay and its impact on people’s pursuit of the good life. In this book symposium, world-leading Suits scholars analyze the Suitsian conception of gameplay and its relevance to his views on (...) Utopia outlined in the sequel, covering a wide range of topics. Filip Kobiela explores counterfactual situations in Suits’ oeuvre. Christopher Bartel and Gwen Bradford scrutinize the ethical nature and ramifications of Suits’ claim that life is an unconscious game. R. Scott Kretchmar and John S. Russell present thoughtful critiques of Suits’ musing on Utopia. William J. Morgan’s contribution integrates contemporary work studies to illuminate Suits’ utopia. The symposium concludes with the editors, Francisco Javier Lopez Frias and Christopher Yorke, offering their perspectives on Suitsian Utopia, ethics, and metaethics. (shrink)