En este artículo se plantea la hipótesis interpretativa de que una lectura retrospectiva de los textos en los que Emmanuel Lévinas se refirió a la muerte, permitiría captar si sus análisis estaban ya en los primeros trabajos de su formulación ético-metafísica, en la base del pluralismo del cara-a-cara. Con el fi n de mostrar esta hipótesis se revisan las menciones a la muerte en las obras levinasianas invirtiendo la habitual cronología ascendente.

En el siguiente artículo, el planteamiento filosófico-metafísico de Lévinas es abordado desde su formulación de la subjetividad como Yo y Mismo hasta la aparición del Otro, para plantear que la idea de lo infinito anuncia la orientación del Mismo hacia el Otro. De este modo, la noción de pluralismo en Lévinas queda enmarcada en dos condiciones fundamentales: la subjetividad separada fundada en la idea de lo infinito, y su orientación hacia el Otro que proviene de la idea de lo infinito (...) en el Otro. (shrink)

En este artículo se presenta una aproximación al tratamiento otorgado a los judíos migrantes de Asia a América y Colombia entre 1880 y 1930, principalmente desde las legislaciones que se produjeron. Dicho contexto legal, acompañado de la mención a la discusión sobre la cuestión de la raza que se realizó en 1920, permiten plantear que en el contexto de la modernización que se estaba produciendo en el continente americano, los judíos que ingresaran a los países correspondientes debían comprometerse con los (...) programas de desarrollo y progreso de las naciones. (shrink)

This article investigates the gender diversity of the corporate board of European Union banks. Employing a large sample of 612 European banks from 20 European countries, it identifies organizational characteristics that could be predictive of women’s presence on bank boards. We identify three factors that play a particularly important role in defining bank board gender diversity. First, the proportion of women on the board is higher for lower-risk banks. We argue that there may be some statistical discrimination behind this relation, (...) although it could also be explained by a real risk-aversion hypothesis. Second, banks with larger boards have a higher proportion of women on their boards, which could be considered a signal of some kind of preference for homogeneity on small boards. Finally, banks that have a growth orientation are more prone to include women on their board, since they may be seen as providers of diverse external resources that are more valued by firms operating under critical circumstances. (shrink)

More than a school of philosophy with a defined set of beliefs and convictions, classical Cynicism represents an unconventional sect of philosophers and a way of life. This is a complete account of classical Cynicism from its beginnings in the Socratic circle to its extinction in late Roman times. In this thoroughly documented study, Navia explores various issues related to the sources of information about the Cynics, the development of Cynicism, and the principal representatives of classical Cynicism. Exploring the (...) relationship between classical Cynicism and cynicism as understood in its ordinary modern sense, the author argues that despite their common designation, they represent significantly different philosophical attitudes. This book explicates the main ideas associated with classical Cynicism and argues that, its shortcomings notwithstanding, classical Cynicism furnishes us with a wealthy source of philosophical enlightenment. Individual chapters are devoted to Antisthenes, Diogenes, and Crates, the three principal classical Cynics. Attention is given to the development and application of certain fundamental Cynic ideas and to the transformation of these ideas throughout the eight centuries during which Cynicism was an influential philosophical movement. The book provides abundant references to primary and secondary sources and includes a bibliography of over five hundred entries. (shrink)

Silence is reserved for what cannot be verbally expressed. The well-known Wittgensteinian quote summarizes an established understanding of the relationship between language and silence: because language is not enough to account for reality and thinking, it must be transcended by other means of expression, like music or silence. But what if the opposite is the case and silence is not the extension but the precondition of language, the ultimate source of meaning? This paper explores how this is the phenomenological and (...) Derridean philosophical framework of Coetzee’s novels, a literary universe created from the will to signify and build singular meanings. (shrink)

O Uruguai é talvez um dos poucos países no mundo onde os estudantes têm três cursos básicos de Filosofia na sua educação pré-universitária. Além disso, vários docentes uruguaios têm hoje dez anos de experiência no ensino da Teoria do Conhecimento no Programa de Diploma do Bacharelado Internacional. Deste ponto de partida, eu quero refletir sobre as possibilidades, as conquistas e as deficiências desses cursos, como uma das contribuições centrais para educar os alunos em uma mente cosmopolita em um mundo globalizado. (...) Parece-me que a educação cosmopolita deve ser pensada para permitir que os alunos aprendam a informação o equipamento conceitual e as ferramentas metodológicas para entender que "as condições de vida em qualquer lugar na Terra são profundamente afetadas por interações internacionais de vários tipos".Summary: Uruguay is perhaps one of the few countries in the world where students have three core courses of Philosophy in their pre-university education. Besides we have now ten years experience teaching Theory of Knowledge in the Diploma Program of International Baccalaureate. From this start point, I want to reflect on the possibilities, the achievements and the deficiencies of these courses, as one of the central contributions to educate students in a cosmopolitan mind for a globalized world. It seems that cosmopolitan education should be designed to put the students in conditions of learning information, conceptual equipment and methodological tools to understand that “the living conditions anywhere on earth are deeply affected by international interactions of various kinds".Keywords: Philosophy, Teaching, Globalization. (shrink)

In this paper we deal with the work of the german poet Heinrich von Kleist, specifically with his reading of the knowledge theory of Immanuel Kant. We intend show how the reception of Kantian philosophy mark the life and work of the poet, who saw his higher plans – “gather truth and acquire formation” – ruined by a type of thinking that would denied the access to the truth and to the world.

The modern philosophy of science has not succeeded in defining conclusively what the scientific method consists in. On the contrary, scientific practice seems to consist in a methodological pluralism, a definition that connects with essential fragments of John Dewey's Logic, the Theory of Inquiry. For Dewey, even the forms of logic emerge from the problems defined in indeterminate situations. A historical example was the introduction of the notion of complementarity in physics, which allowed the interpretation of two confusingly paradoxical experiments (...) in a coherent way. Dewey's thought demonstrates its relevance by helping us to define the pattern of inquiry. Methodological pluralism and the dependence of logic on research problems is not something that will happen, it is something that has happened and does happen in scientific practices. (shrink)

Resumen En la década del noventa del último siglo apareció en Alemania el así denominado “giro icónico” (ikonische Wende). Keith Moxey (2009) interpretará este viraje como un nuevo paradigma que, harto del giro lingüístico y la tesis del acceso mediado a la realidad, propone a la imagen como una instancia de acceso inmediato al mundo, eliminando la distinción entre sujeto y objeto. Sin embargo, Boehm sostiene que el giro icónico debe entenderse a partir del giro de todos los giros, el (...) giro trascendental kantiano. La hipótesis que defenderé aquí es que el giro icónico debe entenderse como un pensamiento postkantiano. Abstract The 1990s saw the emergence in Germany of the so-called “iconic turn” (ikonische Wende). Keith Moxey (2009) interprets this turn as a new paradigm that, fed up with the linguistic turn and the thesis of mediated access to reality, proposes the image as an instance of immediate access to the world, eliminating the distinction between subject and object. However, Boehm argues that the iconic turn must be understood on the basis of the turn of all turns, the Kantian transcendental turn. The hypothesis I will defend here is that the iconic turn is to be understood as a post-Kantian thought. (shrink)

No todas las imágenes se ven. Algunas pasan tiempo escondidas, aunque acechen. Otras se camuflan o se exponen desafiantes. A veces son visibles pero apenas se perciben. Al ser producto de miradas furtivas, casi siempre son precarias y desatienden cualquier exigencia de nitidez o encuadre. Se muestran en secreto y en instantes de peligro. Es entonces cuando mutan al impactar con los cuerpos que las sienten, a los que desbordan y con-mueven. Circulan en el tiempo y transmiten saberes y memorias (...) que, al desplegarse, modifican paradigmas y verdades hegemónicas. Infringen las leyes, siendo el reverso de censuras, amenazando, como imágenes siniestras, a la belleza y al orden social. Las imágenes que conforman los imaginarios clandestinos lo revuelven todo y son salvajes, indisciplinadas, polinizantes. Sin desvelarlas del todo, este libro propone un acercamiento a algunas de sus manifestaciones a través de nueve tramas entre distintos contextos y temporalidades. Desde una imagen de un anciano durante la Guerra Civil española hasta un antiguo centro de detención en Buenos Aires en el que hoy se practica tango militante; desde los vaivenes tras la muerte de Franco, que abrieron el tiempo del que salieron los huesos del pasado, hasta las decenas de miles de negativos de la revuelta uruguaya sepultados durante décadas en unas latas oxidadas; desde las imágenes en 16 mm tras la matanza del 3 de marzo de 1976 en Vitoria hasta las casas okupas en la Holanda de los 80, donde el celuloide salvó el tiempo y las distancias con las colectividades libertarias del valle del Cinca, en Aragón, pasando por una proyección de cine clandestino durante un invierno en una parroquia de Gijón. Imágenes que no. Aplastadas por la historia pero indelebles, y que son marcos que reactivan la mirada, que afectivizan nuestros sentidos en un mundo anestesiado, enfatizando la capacidad crítica y ética que tiene el ver más allá de lo visible. (shrink)

Resúmen: Este trabajo se propone mostrar la articulación y la marcha argumentativa de lo que en general se ha reconstruido como el "argumento con el lenguaje privado". Comienza mostrando el análisis que Wittgenstein hace de los dos errores básicos que estarían en la base de la creencia en la posibilidad de un lenguaje privado: que las palabras adquieren significado por ostención y que la experiencia humana es esencialmente privada. A partir de allí muchas de las concepciones clásicas sobre la experiencia, (...) la certeza, la duda y la naturaleza del conocimiento comienzan a alterarse. Algunos de los problemas centrales de la filosofia del conocimiento parecen desmontarse.: This paper aims to show the stucture and the argumentation track of what is generally reconstrued as the "argument against a private language". Firstly, it presents the analysis made by Wittgenstein about two errors to be found supporting the belive in the possibility of a private language, namely, that the words get their meaning trough ostension, and that human experience is essentially private. Therefrom, much of the classic believes about experience, certainty, doubt, and the nature of knowledge began to change. Some of the main problems of the philosophy of knowledge seem to be thereby removed. (shrink)

The life and teachings of Diogenes of Sinope, the Greek philosopher who gave rise to classical Cynicism, deserve careful consideration because of their relevance to contemporary ethical issues. The task of reconstructing the philosopher's life, however, is exceedingly difficult, because in his case, more than in those of other ancient philosophers, we must deal not only with the scarcity of reliable sources and testimonies, but also with the mountains of anecdotal and fictional accounts that are responsible for the creation of (...) a veritable literary legend around the Cynic who once lived in a tub. This comprehensive study reconstructs his biography on the basis of classical and Arabic sources, identifies the main ideas and principles of his philosophy, and shows the application of his philosophical message for our contemporary world. It also includes an extensively annotated translation of Diogenes Laertius' Life of Diogenes of Sinope, which is our principal source of information about the philosopher. (shrink)

RESUMENSe realzia un estudio sobre el ámbito de problemas que conciernen a la Estética de la comunicación en cuanto parte del os estudios estéticos dedicada a la investigación de la dimensión estética de lso actos comunicativos y de las relaciones que con ello se establecen entre la Estética y la Teoría de la comunicación por un lado y los fenómenos estéticos y los medios de comunicaciónPALABRAS CLAVEESTETICA-COMUNICACIÒN-ARTE-MEDIOS DE COMUNICACIONABSTRACTThis is a study on the problems of the Aesthetics of Communication, being (...) a part of tgeneral Aesthetics focused on the aesthetic dimension of communication and the relations, on one side, betweeen Aesthetics and the Theory of communnication, and, on the other, betwerrn the aesthetic issues and the mediaKEYWORDSAESTHETICS-COMUNICATION -ART-MEDIA. (shrink)

My goal in this paper is to compare Heidegger’s philosophy of science with Thomas Kuhn’s. With this comparison I want to pursue two goals: 1) using Kuhn’s arsenal of conceptual tools, to make Heidegger’s position appear in a clearer fashion; and 2) to show that Heidegger’s and Kuhn’s positions are not so different as one might expect. I will, thus, suggest that these philosophies can be compatible. I will show that, even if there are differences, there are many similarities as (...) well. I will address three issues: 1) the differences and similarities between Kuhn’s notion of paradigm and Heidegger’s notion of world; 2) the analogous concepts of “normal science” and “calculating thinking”; and 3) the source of intelligibility in both authors. Here, I believe, is where the main difference between both thinkers lays. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

This article will contrast two portrayals of Protagoras: one in the "Theaetetus," where Socrates discusses Protagorean theory and even comes to his defense by imitating the deceased sophist; and another in the "Protagoras," where Socrates recounts his encounter with the sophist. I suggest that Plato wants listeners and readers of the dialogues to hear the dissonance between the two portraits and to wonder why Socrates so distorts Protagoras in the "Theaetetus." Protagoras in the "Protagoras" behaves and speaks in ways that (...) are incompatible with the Protagorean position presented in the "Theaetetus.". (shrink)

En “El origen de la obra de arte” aparece por primera vez el concepto de tierra, junto al concepto de mundo. ¿Cómo comprender estos dos términos? En este trabajo me propongo explicar estos conceptos desde la teoría de la enunciación, más precisamente sirviéndonos como marco conceptual de la teoría de la representación del francés Louis Marin. No busco rastrear una posible influencia de Heidegger en Marin, sino más bien aplicar las nociones de transitividad y reflexividad (o transparencia y opacidad) para (...) esclarecer el par de conceptos de mundo y tierra en “El origen de la obra de arte”. (shrink)

Resumimos la información aportada por estudios científicos recientes sobre las opiniones, visiones y actitudes de los cazadores españoles sobre la caza y su gestión. En concreto, discutimos las distintas funciones que atribuyen los cazadores a la actividad cinegética, así como los juicios morales asociados a diversas motivaciones para cazar. Seguidamente, exploramos las valoraciones expresadas por cazadores y gestores respecto a ciertas herramientas de gestión cinegética, y discutimos sobre cómo éstas influyen en la toma de decisiones. Por último, exploramos las posibles (...) tendencias futuras de esta actividad, a partir de lo expresado por los propios cazadores. (shrink)

In this paper, drawing on evidence internal to the Platonic dialogues (supplemented with some ancient testimonia), I answer the question, “How did Plato teach in the Academy?” My reconstruction of Plato’s pedagogy in the Academy is that there was a single person who read the dialogue aloud like a rhapsode (this is in contrast to the dramatic theatrical hypothesis, in which several speakers function as actors in the performance of a dialogue). After the rhapsodic reading, students were allowed to ask (...) that portions of the text to be re-read, to ask a question about the text, and were encouraged to enter into a broader conversation about the topic and themes brought out by the text. This later pedagogical method of interrogating and investigating a dialogue is of more importance than the mere reading of a dialogue. I contend that Plato’s experiences teaching were woven into some of the dialogues, and that Plato’s pedagogy reflects some of the ways that he taught in the Academy. I propose that excellent points made by students may have been written into revised forms of the dialogue. And not only good points, but also mistakes in reasoning may have been added into the dialogues. I suggest that the way certain dialogues are organized with “guest lecturers” and “tag-team” philosophical debates reflect Plato’s pedagogy in the Academy. Plato’s broadmindedness, his openness to various and opposing viewpoints, is also evident from both outside and inside of the dialogue. Lastly, drawing on the idea of Socratic mimēsis, I give a plausible curriculum for how Plato may have used the dialogues to teach them: he had his students “play” with them. Plato may have asked his students to enter into the roles of the characters in the dialogues to better understand them and the type of person they represent. Plato may have also asked students to take over from the position of the character in the dialogue and to suggest a better, truer account of things than what the characters said or did. (shrink)

This is a short entry on "Metatheatre" in Section 4, "Concepts, Themes and Topics Treated in the Dialogues," in The Bloomsbury Handbook of Plato, edited by Gerald Press and Mateo Duque.

This is a short entry on "Comedy" in Section 3, "Important Features of the Dialogues," in The Bloomsbury Handbook of Plato, edited by Gerald Press and Mateo Duque.

En este artículo, se analiza la cuestión de si la existencia del derecho depende necesariamente de la moralidad. La cuestión que ha enfrentado a las doctrinas del derecho natural con el positivismo jurídico. Se trata de mostrar que dicho debate esconde, al menos tres cuestiones diferentes, que requieren respuestas diversas: 1) La cuestión semántica de si las normas positivas injustas son derecho, 2) la cuestión metafísica de si la existencia del contenido del derecho está fundada en hechos morales y 3) (...) la cuestión epistémica de si el contenido del derecho debe ser identificado sin recurrir a consideraciones morales. Se concluye que la primera cuestión es una mera disputa verbal. Se dan algunos argumentos para aceptar la tesis metafísica. Y una respuesta afirmativa a la tercera cuestión es puesta en duda analizando la doctrina de la autoridad de Joseph Raz y, también, tratando de mostrar que el hecho de que algo sea concebible no conlleva que sea metafísicamente posible. (shrink)

In this essay, I propose a reading of two contrasting passions, two kinds of erōs, in the "Symposium." On the one hand, there is the imperialistic desire for conquering and possessing that Alcibiades represents; and on the other hand, there is the productive love of immortal wisdom that Diotima represents. It’s not just what Alcibiades says in the Symposium, but also what he symbolizes. Alcibiades gives a speech in honor of Socrates and of his unrequited love for him, but even (...) here Alcibiades recounts his attempted seduction of Socrates as a failed conquest, as an unsuccessful attempt to violently take possession of something that Socrates has within him. Even more importantly, in 416 BCE (the dramatic date of Agathon’s symposium) Alcibiades was soon to encourage his fellow countrymen to set off on the ruinous Sicilian expedition. Alcibiades’s actions behind-the-scenes of the "Symposium" reveal the clearest manifestation of his imperialistic erōs (for political power in Athens). They also constitute some necessary background to the dialogue, which Plato’s Athenian readers would have had in mind. Where else can we catch a glimpse of this disastrous desire? It is best illustrated in Thucydides’s "History." I show that the beginnings of this political passion can already be seen in Pericles’s funeral oration (2.35-46, specifically 2.43.1) and that after Pericles’s death, Alcibiades stokes this erōs to such a fevered pitch that the Athenians agree to launch the tragic venture against Sicily. Opposed to this political passion, is Diotima’s. She tries to reorient this misguided erōs and presents an alternative form of desire for everlasting wisdom (philosophia). (shrink)

En el presente trabajo se esclarece la noción de “información” según Gilbert Simondon, para lo cual se presenta el contexto histórico-epistemológico desde el cual surge y qué soluciones ofrece a la problemática de la época. Se hace especial énfasis en las conceptualizaciones realizadas por la teoría matemática de la información, la cibernética, y la biología. Luego, se analiza el devenir conceptual de la noción de “información” en el pensamiento de Simondon siguiendo tres momentos de su trabajo académico (clasificados por Juan (...) Manuel Heredia): a) 1944-1958, b) 1959-1968; y c) 1968-1983. Con ello, genero una idea más completa sobre su sentido. (shrink)

The aim of this work is to evaluate the role played by Alfonso Luis Herrera and Isaac Ochoterena in the institutionalization of academic biology in Mexico in the early 20th century. As biology became institutionalized in Mexico, Herrera's basic approach to biology was displaced by Isaac Ochoterena's professional goals due to the prevailing political conditions at the end of 1929. The conflict arose from two different conceptions of biology, because Herrera and Ochoterena had different discourses that were incommensurable, not only (...) linguistically speaking, but also socioprofessionally. They had different links to influential groups related to education, having distinct political and socioprofessional interests. The conflict between Herrrera and Ochoterena determined the way in which professional biology education has developed in Mexico, as well as the advancement in specific research subjects and the neglect of others. (shrink)

In the "Republic," Plato has Socrates attack poetry’s use of mimēsis, often translated as ‘imitation’ or ‘representation.’ Various scholars (e.g. Blondell 2002; Frank 2018; Halliwell 2009; K. Morgan 2004) have noticed the tension between Socrates’ theory critical of mimēsis and Plato’s literary practice of speaking through various characters in his dialogues. However, none of these scholars have addressed that it is not only Plato the writer who uses mimēsis but also his own character, Socrates. At crucial moments in several dialogues, (...) Socrates takes on a role and speaks as someone else. I call these moments “Socratic mimēsis.” While previous commentators have noticed some of these moments, they have either overstated their rarity or they have not studied them collectively. My dissertation is the first in-depth investigation of this phenomenon in the dialogues. Socrates’ dramatic imitation of others is way of teaching in a voice separate from his own, and it is also a way for Plato to speak to, and to educate, different kinds of audiences. Although “Socratic mimēsis” occurs throughout the Platonic corpus, I focus on three passages from three different dialogues, which are paradigm instances: [1] in the "Crito" Socrates plays the part of ‘the Laws’ (50a-54c); [2] in the "Theaetetus" he acts the part of ‘Protagoras’ (166a-168c); and [3] in the "Menexenus" he recites a funeral speech learned from ‘Aspasia’ (236d-249c). Instead of one-sidedly reading the dialogues as either only literary works of art or as only a series of philosophical arguments, this study gleans philosophic insights from the literary and dramatic details of the dialogues. In chapter one I argue that in the "Crito" Socrates tries to convince Crito of a universal and absolute ethics based on never committing injustice, but Crito is not able to understand. In order to make Crito more just—but not yet at the level of Socratic ethics—Socrates creates ‘the Laws’ to persuade Crito to expand his personal notion of justice. Socrates instills a political obedience in place of Crito’s existing lawlessness as a second-best recourse. Plato expects the astute listener or reader to see the contrast between Socrates’ earlier ethical principles, said in his own voice, with what he says in the voice of ‘the Laws.’ In chapter two I argue that in the part of the "Theaetetus" where Socrates defends Protagoras (often called ‘the Defense’), Socrates, by imitating ‘Protagoras,’ is actually criticizing Protagorean relativism. The Protagorean theory cannot account for mimēsis and Socrates’ mimetic act performatively contradicts the identity of appearance and reality, which the theory presupposes. Finally, in chapter three I argue that in the Menexenus the funeral oration that Socrates recounts for Menexenus that he heard from ‘Aspasia’ is actually a disguised criticism of political rhetoric and of Athenian imperialism. Although the speech is never interrogated within the dialogue, Plato provokes the listener or reader outside the dialogue to question its message and to see how it conflicts with many of Socrates’ positions in other dialogues. Beyond reconsidering the long-standing and persistent view that Plato was against poetry and mimetic performance, I re-examine the role that performance and role-playing can have in philosophy and pedagogy more generally. Actors, by taking on other personas, and audience members, in observing actors and their actions, are both involved in acts of imagination that can expand their horizon of thinking and feeling. (shrink)