En la carrera de medicina se evidencia desmotivación del estudiante hacia el aprendizaje del contenido estadístico y la presencia del estrés académico que genera este contenido que se imparte en la asignatura Metodología de la Investigación y Estadística. En el trabajo se diseña una estrategia didáctica para la disminución del estrés académico en los alumnos de segundo año de la carrera de medicina. Se realizó un estudio pre-experimental, con análisis cuanti-cualitativo. La muestra estuvo conformada por los 43 estudiantes del grupo (...) A1 y B4, a los cuales se les aplicó un inventario de estrés académico y una entrevista. Como parte del proceso de experimentación se aplicaron diferentes técnicas participativas enfocadas a la enseñanza aprendizaje del contenido estadístico. Para procesar los datos se utilizó el programa SPSS. Finalmente se pudo concluir que la aplicación de técnicas participativas contribuye a minimizar el estrés académico hacia el contenido. Some evidence is found of lack of motivation towards the learning of statistic contents in the medical studies as well as the presence of academic stress generated by this content taught through the Methodology of Research subject. This paper presents a didactic strategy to diminish the academic stress suffered by second year medical students. A pre- experimental study was carried out with a quantitative-qualitative analysis. The sample was made up of forty- three students from the A1-B4 group. An academic stress inventory was applied and an interview was conducted. Different participative techniques focused on the statistic teaching learning process were used during the experimental process. The SPSS program was chosen to process data. The authors concluded by saying that the application of participative techniques contributes to minimize the academic stress towards the contents. (shrink)

Este trabajo tiene como objetivo caracterizar el proceso de evaluación del aprendizaje del contenido estadístico en la carrera de Medicina. Los resultados obtenidos evidencian que el nivel de asimilación alcanzado por los estudiantes en muchas ocasiones es el reproductivo, lo que refleja la necesidad de seguir profundizando en los estudios de esta problemática. Issues related to the learning evaluation have been present throughout the teaching learning process history. The following research aims at characterizing the learning process of evaluation of the (...) statistical content in medicine. Results demonstrate that the assimilation level reached by students, on many occasions, is the reproductive one, as a need to deepen on methodology of the design of the system of evaluation of the statistical content learning in medicine. (shrink)

Critical aspects in the field of education are currently related to low levels of socioemotional competences and high rates of school dropouts. However, there are no standard practices or guidelines for helping countries to assess and train social and emotional competences. To overcome this limitation, the project Learning to be (L2B) aims to propose a comprehensive model of the assessment and development of social and emotional competences that bring together policymakers, researchers, teachers, school authorities and learners from different participating countries: (...) Finland, Italy, Latvia, Lithuania, Portugal, Slovenia, and Spain. The project attempts to create an international framework for regulating activities and supporting teachers working on the social and emotional competences of the students and to provide tools which can be used across countries. The aim of the paper is to describe how L2B has been developed in Spain by analyzing the contributions of the international framework and extracting the specific needs in the Spanish context. Specifically, we describe two products of the project: a) the process for creating a toolkit, a tool focused on creating activities and materials for helping teachers develop social and emotional competences of students and b) the results of an exploratory study in Spain in which social and emotional competences are assessed and compared to the international framework. First, we explain the definition of social and emotional competences used for creating the toolkit. Second, we analyze responses of Spanish students to questionnaires administered before applying the toolkit in the schools. The paper describes social and emotional competences in Spain and evaluates the overlap between relevant variables in Spain and those used for developing the toolkit, the international tool. Specific needs in Spain are discussed, as well as the contribution of the project for promoting the improved development of students’ social and emotional competences, improving learning outcomes and stronger social cohesion in schools and local communities, as well as the utility of the results for creating new educational policies. (shrink)

En 1981 dio a conocer Axelrod el planteamiento y los resultados de un torneo entre programas de computadora mediante el cual intentó fijar cuál es la mejor estrategia para jugar al Dilema del Prisionero iterado. Cada programa codificó una estrategia. La estrategia ganadora, según Axelrod, fue la conocida como Tit for Tat, codificada por el programa presentado por Anatol Rapoport.El trabajo de Axelrod es experimental. Por tanto, ha de ser posible su repetición por cualquiera. Este ensayo es un estudio de (...) algunos aspectos de dicho experimento. En primer lugar, de los conceptos de «torneo tipo liga» y «ganador de un torneo tipo liga». En segundo lugar, de los resultados de someter a análisis la tabla 2 de Axelrod. (shrink)

El comentario de texto es una práctica habitual en la enseñanza de la filosofía y de otras disciplinas. En general, los modelos existentes se centran en la comprensión del texto y del contexto del autor y la época, pero menos en la apropiación dialogada por parte del lector de los problemas a los que el texto hace frente. Basados en las aportaciones de algunas de las corrientes hermenéuticas más significativas del siglo XX, los autores fundamentan y exponen un modelo de (...) comentario de texto centrado en el diálogo establecido entre el lector y el texto. (shrink)

Axiological foundations of free speach. Belandria, Margarita y González R., Javier Voluntad, ausencias, y normas: el sustrato histórico del positivismo en el derecho. Will, absences and norms: the historical background of positivism in law. Carpintero Benítez, Francisco Nominalismo jurídico, escolástica española y tradición republicana. Juridical nominalism, spanish scholasticism and republican tradition. Casanova Guerra, Carlos El primer principio de la razón práctica en la teoría de la ley natural de John Finnis. The first principle of practical reason in John Finnis´s (...) natural law theory. Hocevar G., Mayda G. El derecho a una educación integral de calidad, ¿utopía o posibilidad?. The right to an integral education of quality: utopia or possibility?. López de Cordero, Mery La muerte de la imagen. The death of the image. Peña, Edilio Karl Jaspers: autorreflexión y "existenzerhellung". Karl jaspers: self-reflection and "existenzerhellung". Portuondo Pajón, Gladys L. Derechos humanos y positivismo moderado. Human rights and temperated positivism. Ramos Pascua, José Antonio De la libertad y sus apariencias. On liberty and its appearances. Ramis Muscato, Pompeyo Pensamiento y vida: la "guía" zambraniana. Thought and life: zambrano's "guide" Rivara Kamaji, Greta Interdisciplinares Las mujeres en la ciencia de la salud. Women in the health sciences. Alcaraz Ariza, María Ángeles Cultura arquitectónica y crisis de la contemporaneidad. Architectural culture and crisis of the contemporary. Arellano Spinetti, Leonardo Recensiones Homenaje al filósofo venezolano Alberto Rosales. Walton, Roberto Informaciones Índice acumulado. (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)

This book highlights the powerful impact of some important Spanish Jesuits (Suárez, Acosta, Ribadeneira, Mariana) on some relevant English thinkers such as Locke, Bacon, and others, regarding politics, law and natural rights, an influence sometimes hidden and always controversial.

This book highlights the powerful impact of some important Spanish Jesuits on some relevant English thinkers such as Locke, Bacon, and others, regarding politics, law and natural rights, an influence sometimes hidden and always controversial.

We propose a new interpretation of the equation E=mc² in special relativity by generalizing ideas of ontological emergence to fundamental physics. This allows us to propose that mass, as a property, can be considered to emerge from energy, using a well-known definition of weak ontological emergence. Einstein’s famous equation gains in this way a clearer philosophical interpretation, one that avoids the problems of previous attempts, and is fully consistent with the kinematic properties of special relativity, while yielding fresh insights concerning (...) the nature of mass. (shrink)

La exploración sobre la naturaleza, el significado y la estructura del concepto de crisis, y la definición misma de una crisis social convocan, primero, al uso, por lo general, ambiguo del término y, segundo, a las condiciones que manifiesta el mundo contemporáneo. Así, en este libro se procura analizar el, popularmente empleado pero poco esclarecido, concepto de crisis, sobre todo, en dos autores de la segunda generación de la teoría crítica, Habermas y Offe. La intención fundamental del texto es crear, (...) a partir de estos autores, un enfoque para estudiar las dinámicas patológicas de las sociedades contemporáneas. (shrink)

Two basic kinds of communitarians are discriminated. Weak communitarians reject only the liberal metaethical theses that I call universalism and neutralism, but endorse liberal norms and institutions at the normative level. Strong communitarians condemn liberalism at both levels: they reject not only universalism and neutralism, but also substantive liberal norms defending communitarian values. This article intends to show certain internal paradoxes of these two versions of communitarianism.

El presente artículo pretende aportar información concisa y útil acerca de un género cinematográfico sumamente apreciado por la crítica: el cine no narrativo. Para ello, en una primera parte se resaltan los fundamentos teóricos, sobre todo antropológicos, que dan a las películas no narrativas su carácter central, tanto estructural como elocutivo, como reflejo de un arte que reproduce el origen de los mitos; en una segunda parte se ofrecen ejemplos concretos de su funcionamiento con base en esos fundamentos y se (...) infieren los modos en que esas películas son recibidas por la audiencia; finalmente, se concluye cuál ha sido la influencia e importancia de este tipo de cine a lo largo de la historia y se explora el posible futuro de este tipo de cine. El método empleado es inductivo y cualitativo, por lo que la interpretación personal tiene primacía en este trabajo. (shrink)

Este trabajo explora las representaciones de las mujeres en una selección de manuales escolares empleados en las escuelas paraguayas durante el período 1989-2020, con el objetivo de analizar el papel histórico atribuido a las mujeres en los relatos escolares acerca de la Guerra de la Triple Alianza. Se sostiene que a pesar del proceso de revisión del currículo escolar y la política educativa iniciado con la transición democrática en 1989 persisten las representaciones hegemónicas de las mujeres ligadas al nacionalismo, afianzando (...) los roles tradicionales de género en el marco de una sociedad patriarcal. (shrink)

La igualdad entre hombres y mujeres no será plena mientras que no transformemos el orden patriarcal que sigue sustentando una diferenciación jerárquica entre unos y otras. Ello pasa por revisar la masculinidad tradicional y la racionalidad construida a imagen y semejanza del varón. Un reto que supone a su vez transformar las relaciones entre lo público y lo privado, así como las bases del conocimiento y de una concepción de lo humano basada en los privilegios masculinos y en la negación (...) de la diversidad.Equality will not be full if we don’t transform the patriarchal order that continues to support a hierarchical differentiation between men and women. This calls for reviewing the traditional masculinity and the rationality constructed in the image and the likeness of the male. A challenge which in turn means to transform the relationship between public and private, and the basis of knowledge and a conception of humanity based on male privilege and the denial of diversity. (shrink)

En este artículo se realiza una semblanza general del pensador colombiano Darío Botero Uribe, en especial, sobre sus ideas en torno al pensamiento latinoamericano. En este sentido, se aborda el problema de la particularidad y la universalidad del pensamiento, la crítica de la modernización y el colonialismo intelectual, el problema de la cultura y de su puesto en la filosofía latinoamericana y colombiana, a la vez que establece una relación con la problemática del mestizaje indoamericano.

The objectives of the present study were to adapt a grief intervention program to family caregivers of patients with dementia, and assess its effectiveness in improving the symptoms of grief and other health-related variables. The intervention was based on Shear and Bloom's grief intervention program, with the necessary adaptations for use in the grieving process for a family member's illness. A total of 52 family caregivers of individuals with dementia participated. They were evaluated using a battery of self-report measures assessing (...) grief, overload, resilience, post-traumatic growth, experiential avoidance, health-related quality of life, and benefits of care. The results suggest that the program is effective in improving grief symptoms, caregiver burden, resilience, post-traumatic growth, and quality of life of family caregivers. It is necessary to create and implement interventions targeting caregivers' feelings and manifestations of ambiguous grief, because there is a lack of programs providing an efficient solution for the mental and physical health of caregivers, and because of the human and socioeconomic cost involved in neglecting this group. (shrink)

A common approach for measuring the effectiveness of an education system or a school is the estimation of the impact that school interventions have on students’ academic performance. However, the latest trends aim to extend the focus beyond students’ acquisition of knowledge and skills, and to consider aspects such as well-being in the academic context. For this reason, the 2015 edition of the international assessment system PISA incorporated a new tool aimed at evaluating the socio-affective variables related to the well-being (...) of students. It is based on a definition focused on the five dimensions proposed in PISA theoretical framework: cognitive, psychological, social, physical and material. The main purpose of this study is to identify the well-being components that significantly affect student academic performance and to estimate the magnitude of school effects on the well-being of students in OECD countries, the school effect being understood as the ability of schools to increase subjective student well-being. To achieve this goal, we analyzed the responses of 234,000 students from thirty-five OECD countries to PISA 2015 questionnaires. Specifically, we considered non-cognitive variables in the questionnaires and student performance in science. The results indicated that the cognitive well-being dimension, composed of enjoyment of science, self-efficacy and instrumental motivation, as well as the test anxiety all had a consistent relationship with student performance across countries. In addition, the school effect, estimated through a two-level hierarchical linear model, in terms of student well-being was systematically low. While the school effect accounted for approximately 25% of the variance in the results for the cognitive dimension, only 5-9% of variance in well-being indicators was attributable to it. This suggests that the influence of school on student welfare is weak, and the effect is similar across countries. The present study contributes to the general discussion currently underway about the definition of well-being and the connection between well-being and achievement. The results highlighted two complementary concerns: there is a clear need to promote socio-emotional education in schools, and it is important to develop a rigorous framework for well-being assessment. The implications of the results and proposals for future studies are discussed. (shrink)

We show a sentence and modal square of opposition and equivalence to be expanded into an hexagon according to oe suggestion from William of Sherwood. This expansión is permittedby two sentence and modal rules.The logical relations of the square allow us to formulate several theorems in order to show a glimpse of the Medieval Logic complexity.

BackgroundMoral distress (MD) is the psychological damage caused when people are forced to witness or carry out actions which go against their fundamental moral values. The main objective was to evaluate the prevalence and predictive factors associated with MD among health professionals during the pandemic and to determine its causes.MethodsA regional, observational and cross-sectional study in a sample of 566 professionals from the Public Health Service of Andalusia (68.7% female; 66.9% physicians) who completed the MMD-HP-SPA scale to determine the level (...) of MD (0-432 points). Five dimensions were used: i) Health care; ii) Therapeutic obstinacy-futility, iii) Interpersonal relations of the Healthcare Team, iv) External pressure; v) Covering up of medical malpractice.ResultsThe mean level of MD was 127.3 (SD=66.7; 95% CI 121.8-132.8), being higher in female (135 vs. 110.3; p<0.01), in nursing professionals (137.8 vs. 122; p<0.01) and in the community setting (136.2 vs. 118.3; p<0.001), with these variables showing statistical significance in the multiple linear regression model (p<0.001; r2=0.052). With similar results, the multiple logistic regression model showed being female was a higher risk factor (OR=2.27; 95% CI 1.5-3.4; p<0.001). 70% of the sources of MD belonged to the dimension "Health Care" and the cause "Having to attend to more patients than I can safely attend to" obtained the highest average value (Mean=9.8; SD=4.9).ConclusionsFemale, nursing professionals, and those from the community setting presented a higher risk of MD. The healthcare model needs to implement an ethical approach to public health issues to alleviate MD among its professionals. (shrink)

Processing data streams arriving at high speed requires the development of models that can provide fast and accurate predictions. Although deep neural networks are the state-of-the-art for many machine learning tasks, their performance in real-time data streaming scenarios is a research area that has not yet been fully addressed. Nevertheless, much effort has been put into the adaption of complex deep learning (DL) models to streaming tasks by reducing the processing time. The design of the asynchronous dual-pipeline DL framework allows (...) making predictions of incoming instances and updating the model simultaneously, using two separate layers. The aim of this work is to assess the performance of different types of DL architectures for data streaming classification using this framework. We evaluate models such as multi-layer perceptrons, recurrent, convolutional and temporal convolutional neural networks over several time series datasets that are simulated as streams at different speeds. In addition, we evaluate how the different architectures react to concept drifts typically found in evolving data streams. The obtained results indicate that convolutional architectures achieve a higher performance in terms of accuracy and efficiency, but are also the most sensitive to concept drifts. (shrink)

May I be permitted to chat a little, by way of recreation, at the end of a somewhat toilsome and perhaps fruitless adventure?”1 So begins the introduction to Robert Browning’s “transcription,” as he entitles it, of Aeschylus’s Agamemnon, in which the principles of literal translation are discussed and defended.2 As one who has recently been on the same adventure as Robert Browning, I wonder whether it is not salutary to review his arguments, for I have come to believe firmly that (...) the path he took was fruitless, or very nearly so. Yet of the many translators, stretching into the most recent times, who have provided us with literal renditions of ancient Greek texts, he at least offered an apology for it, and a better one, in my view, than any I have seen. I want to try, by reviewing Browning’s arguments, to shed some light on why his adventure of translation was barren, and in the process state some precautions for the translation of ancient Greek literature. I am not sure whether these precautions apply to the philosophy of translation in general, for the differences between two languages vary greatly with time and place; nevertheless, the review may be of some general help. (shrink)

Traducción del artículo de María Elvira Díaz-Benítez, “Dark Room aqui: um ritual de escuridão e silêncio”, publicado originalmente por la Revista Cadernos De Campo, 16, 93-112 en el año 2007. La traducción al español es de su autora.

In this article, after some thoughts on medieval logic and teaching, we present Thomas Murner’s text, Logica memorativa, showing some of his mnemonic strategies for the student to learn logic quickly. Murner offers a type of “flash cards” that illustrate much of the teaching of logic at the beginning of the sixteenth century. The first impression is visual, because the cards do not contain words that illustrate their content. Murner’s exposition rests on analogies between logic themes that are explained and (...) the visual images presented. (shrink)

We argue that the distinction between framework and interaction theories should be taken carefully into consideration when dealing with the philosophical implications of fundamental theories in physics. In particular, conclusions concerning the nature of reality can only be consistently derived from assessing the ontological and epistemic purport of both types of theories. We put forward an epistemic form of realism regarding framework theories, such as Quantum Field Theory. The latter, indeed, informs us about the general properties of quantum fields, laying (...) the groundwork for interaction theories. Yet, concerning interaction theories, we recommend a robust form of ontological realism regarding the entities whose existence is assumed by these theories. As an application, we refer to the case of the Standard Model, so long as it has proved to successfully inform us about the nature of various sorts of fundamental particles making up reality. In short, although we acknowledge that both framework and interaction theories partake in shaping our science-based view of reality, and that neither would do by itself the work we expect them to accomplish together, our proposal for a coherent ontology of fundamental entities advances a compromise between two forms of realism about theories in each case. (shrink)

Francisco Suárez se inserta en la línea de los escolásticos españoles del siglo XVI, especialmente de los dos jesuitas que, junto con él, culminan esta escuela: Gabriel Vázquez de Belmonte y Luis de Molina. Se diferencia de ellos en que él es nominalista. Se adelantó a los autores de la Edad Moderna en la carrera por las libertades típicamente modernas, tales como la afirmación de los derechos subjetivos naturales, la democracia como la forma más natural o más próxima a la (...) libertad del hombre, la libertad de conciencia (no de cultos). Estuvo omnipresente en los escolásticos de las Edades Modernas y Contemporánea que, de hecho, entendieron que él culminó la escolástica, de forma tal que también Tomás de Aquino debe ser interpretado a la luz de sus escritos. (shrink)

I describe an octagon of opposition and equivalence developed by fourteenth-century logicians, in particular by Jean Buridan in his Summulae de dialectica. This «square» of opposition displays complex logical relations, one of which is not found in the traditional square of opposition. The octagon allows expression of three kinds of sentences: quantified modal sentences, oblique sentences, and sentences with quantified predicates. The octagon shows that medieval logicians were working with a logic of relations, an identity logic, and a modal logic (...) not unlike the logic of our own day. (shrink)

In this paper the medieval octagons of opposition and equivalence are described and analized. One of them, the octagon for quantified predicates, is the simplest one and offers the pattern for the other two, the octagon for predicate with modal qualification and the octagon for quantified genitive and nominative sentences. Thus, the first is the princeps analogum for the other two, whose structure is more complex. Then we describe an internal square inside the octagon, the square of the so-called disparatae (...) sentences, which obey no law from the traditional Aristotelian square. (shrink)

I present some ideas from medieval thinkers concerning sentences which subject term has no reference and as kif those sentences can admit truth values. I present the ideas of William of Ockham, Jean Buridan and Albert of Saxony, from the nominalist side, and Vicente Ferrer exposing the moderate realism. Then we present two New Spain thinkers, Alonso de la Veracruz and Tomas de Mercado.

Hinge epistemology is a family of views that offers a novel approach to avoiding skeptical conclusions about the possibility of a posteriori justification of our empirical beliefs. They claim that at the basis of our empirical beliefs lie certain commitments whose rational status is not determined by our evidence. These are called hinge commitments. Prominent hinge epistemologists have claimed that hinge commitments are either rational or arational but yet not beliefs. I argue that such views are subject to decisive objections. (...) I then offer what I consider to be the best version of hinge epistemology. On this view, hinge commitments are best understood as arational beliefs that contingently inform our worldview. I call this view the Arational Beliefs View. (shrink)