In some small-scale societies, a sexual division of labor is common. For subadult hunter-gatherers, the onset of this division dates to middle childhood and the start of puberty; however, there is apparently no physiological explanation for this timing. The present study uses an experimental approach to evaluate possible energetic differences by sex in gathering-related activities. The energetic cost of gathering-related activities was measured in a sample of 42 subjects of both sexes aged between 8 and 14 years. Body mass and (...) other anthropometric variables were also recorded. Our results show that the energetic differences in the simulated gathering activities depend only on body mass. Both sexes expend a similar amount of energy during locomotion activities related to gathering. Discarding the energetic factor, the sexual division of tasks may be explained as an adaptation to acquire the skills needed to undertake the complex activities required during adulthood as early as possible. Carrying out gathering activities during childhood and adolescence could be favored by the growth and development cycles of Homo sapiens. Moreover, if most of the energetic costs of gathering activities depend on body mass, the delayed growth in humans relative to other primates allows subadults to practice these tasks for longer periods, and to become better at performing them. In fact, this strategy could enable them to acquire adults’ complex skills at a low energetic cost that can be easily subsidized by other members of the group. (shrink)

Extractive foraging tasks, such as digging, are broadly practiced among hunter-gatherer populations in different ecological conditions. Despite tuber-gathering tasks being widely practiced by children and adolescents, little research has focused on the physical traits associated with digging ability. Here, we assess how age and energetic expenditure affect the performance of this extractive task. Using an experimental approach, the energetic cost of digging to extract simulated tubers is evaluated in a sample of 40 urban children and adolescents of both sexes to (...) measure the intensity of the physical effort and the influence of several anatomical variables. Digging is a moderately vigorous activity for inexperienced girls and boys from 8 to 14 years old, and it requires significant physical effort depending on strength and body size. However, extracting subterranean resources is a task that may be performed effectively without previous training. Sex-specific and age-specific differences in the net energy expenditure of digging were detected, even though both sexes exhibited similar proficiency levels when performing the task. Our results highlight that both boys and girls spend considerable energy while digging, with differences largely driven by body size and age. Other factors beyond ability and experience, such as strength and body size, may influence the proficiency of juveniles in performing certain physically intensive foraging tasks, such as gathering tubers. (shrink)

En un Estado como el español en el que conviven distintas identidades nacionales las diferentes ideas y discursos que han existido con relación a la nación española han dado lugar a diferentes actitudes hacia la pluralidad etnocultural y nacional existente, así como a decisiones políticas dispares con relación a educación, cultura, políticas lingüísticas, etc. Este estudio analiza la presencia a lo largo del tiempo de tres concepciones fundamentales en este sentido: la visión étnica tradicional de la nación, claramente obsoleta, y (...) los más relevantes patriotismo constitucional y patriotismo de la pluralidad. El concepto de patriotismo de agregación que aquí se presenta, y su discurso correspondiente, aspiran a trascender lo que se consideran limitaciones de las concepciones señaladas. Este modelo apela a una cultura común de referencia como fundamento de identificación con la nación española, al tiempo que no resulta excluyente sino compatible con otras identidades etno-nacionales dentro del Estado. (shrink)

Vocational Education and Training policies are paying increasing attention towards the need to develop quality career guidance processes. Career guidance plays an essential role in this challenge by enabling people to develop the career management skills that allow them to become aware of their full potential and to construct life projects that facilitate the emotional management of uncertainty and complexity, participating as responsible agents in their environment. After conducting a literature review on each of these key elements, we set out (...) to identify best practices in VET as “building blocks” for the construction of an integrated career guidance plan in VET. This study adopts an approach based on qualitative methodology, specifically a documentary type of research has been carried out. The documents analysed correspond to 88 best practices identified in Andalusia. The analysis strategy used was a content analysis. For this purpose, a system of categories has been designed, from a deductive perspective, which has contributed to a systematic analysis of them. One of the first conclusions of the study is the uneven development o best practices in the different VET professional pathways. The practices carried out in the centres begin to incorporate different elements and thus facilitate the creation of a suitable context for the development of comprehensive career guidance plans in VET. The article closes by offering implications for the development of guidance in the education system and discusses lines of future research. (shrink)

Durante la redacción de la reseña de este libro llegó la triste noticia de la muerte de su autor, Juan Trías Vejarano. Profesor entrañable que deja un afectuoso recuerdo, mantuvo hasta el final su gran inquietud intelectual y su labor investigadora. Muestra de ello es este libro, que el autor concibió como una última aportación, y que tuvo la satisfacción de ver culminada y publicada. No pudo sin embargo acudir a su presentación, que se convirtió en su ausencia en un (...) sentido homenaje. (shrink)

La primera parte de este artículo expone la interpretación praxeológica del concepto noológico de “acto”. En la segunda, se muestra la crítica que Antonio González Fernández hace de esta. Su objeción consiste en que los actos no pueden ser considerados cosas reales, sino solo el surgir de estas. A partir de dicha observación a la noología, González Fernández no solo da surgimiento a su praxeología (también conocida como hiparqueología), sino que su sistema filosófico comienza a ser cuestionado por no explicar (...) qué son, en el mundo de los hechos, los actos, más allá de la suposición de que ellos están ahí a pesar de ser invisibles. En la tercera y última sección se presentan algunas hipótesis para procurar solucionar ciertas objeciones al concepto praxeológico de “acto”, tales como el anteriormente mencionado y las aparentes circularidades y posibles contradicciones que hay al interior del sistema praxeológico. (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)

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.

At the end of the first hypothesis, Parmenides gets Aristotle to agree that being [οὐσίας] must be in time; that is, that being must partake in at least one of the temporal modes: either to have been in the past, to be in the present, or it will be in the future (140e-142a). If this is true, then “the one does not partake in being” (141e7-8), meaning temporal being—to which Aristotle agrees, saying “Apparently not” (141e9). Parmenides then gets Aristotle to (...) agree that “Therefore, ‘the one’ in no way is” (141e9-10). This, however, contradicts the very first premise that begins Parmenides’ entire gymnastic exercise, “if one is” (137c4). The problem with the previous conclusion—that to be is to be in time—is that in professing his assent to it, Aristotle, in fact, gainsays it. He performatively contradicts the very thing he wants to assert. Aristotle answers Parmenides question, “Therefore could something partake of being in any way other than in one of those ways?” (141e7-8) with a two-word answer in Greek: “οὐκ ἔστιν [It’s not possible].” We can, therefore, ask of the very claim Aristotle is making—that it is impossible for something to be and not be in time—when in time does it hold true? At what time is it “not possible [οὐκ ἔστιν]” for something to not partake of temporal being? Is it not possible only in the present moment, in the past, or in the future? If Aristotle’s assertion is to have any force it must hold always. It has the same tenselessness as mathematical propositions, like ‘1+1=2.’ Forms, like mathematical entities, must necessarily have atemporal existence. Accordingly, in atemporally maintaining that anything that is must be in time, Aristotle undermines his own assertion. He performatively contradicts the very thing that he wants to affirm. (shrink)

This chapter is a discussion of Class and Resemblance Nominalism. According to the traditional versions of these theories, properties are classes of particulars. Thus, the property of being red is the class of red particulars, and the property of being square is the class of square particulars. Several objections have been advanced against these theories, and one of the most powerful of such objections is the so-called Coextension Difficulty, according to which Class and Resemblance Nominalism have to wrongly identify distinct (...) but coextensive properties. After discussing the nature of Class and Resemblance Nominalism, some problems of these theories and how they can be deal with, the superiority of Class and Resemblance Nominalism over other theories of properties and the superiority of Resemblance Nominalism over Class Nominalism, I concentrate on the Coextension Difficulty. With respect to this I argue that Class and Resemblance Nominalism can be developed in such a way that they admit properties without identifying them with classes, and this allows them to avoid the Coextension Difficulty, since such versions of these theories are not forced to wrongly identify distinct but coextensive properties. Thus the Coextension Difficulty is not a lethal problem for Class and Resemblance Nominalism. (shrink)

El uso de las Tecnologías de la información y la comunicación ha permitido introducir mejoras en la forma como se desarrollan los procesos de enseñanza y aprendizaje, así como los procesos propios a la gestión y administración de las actividades académicas. Sin embargo, el índice de adopción de estas herramientas es reducido en cobertura y en profundidad. No obstante, para el uso de la herramienta Teams hay que detallar las ventajas y desventajas encontradas y finalizar con conclusiones en base a (...) las experiencias personales. Palabras Clave: software, Microsoft Teams, herramienta, ventajas, experiencia. Referencias [1]C. E. F. Pabón, «MÁS ALLÁ DE ZOOM, GOOGLE MEET, TEAMS…,» Slidesgo, vol. 1, nº 1, p. 12, 2020. [2]F. García, A. Correl, V. Abella y M. Grande, «La evaluación online en la educación superior en tiempos de la COVID-19,» EDUCATION IN THE KNOWLEDGE SOCIETY, vol. 21, nº 1, pp. 1-12, 2020. [3]G. Jose, C. Alfredo, G. Victor y GrandeMario, «Education in the Knowledge Society,» Ediciones Universal Salamanca, vol. 1, nº 12, p. 26, 14 05 2020. [4]E. Dans, «Educacion online: Plataformas educativas y el dilema de la apertura,» Universidad y Sociedad del Conocimiento, vol. 6, nº 1, p. 10, 02 03 2009. [5]A. Mauricio, A. Roberto, V. Edgar y F. Karen, «Convergencia de procesos de docencia universitaria: El uso de la aplicacion Teams de Microsoft,» ResearchGate, vol. 1, nº 1, p. 9, 21 11 2019. [6]B. Jose, L. Lina, H. Maria y J. Eusebio, «Utilización del alfa de Cronbach para validar la confiabilidad,» Engineering and Technology, vol. 11, nº 1, p. 9, 16 08 2013. [7]J.-J. a. C.-R. D. a. D. P. Monedero-Moya, «Usabilidad y satisfacción en herramientas de anotaciones multimedia para MOOC = Usability and Satisfaction in Multimedia Annotation Tools for MOOCs,» e-Lis, vol. 22, nº 44, p. 62, 2018. [8]I. Ros Martínez de Lahidalga, «Moodle, la plataforma para la enseñanza y organización escolar,» Ikastorratza, e- Revista de Didáctica, vol. 2, nº 50, p. 12, 2008. [9]D. Marlene, «Herramientas para la producción de materiales didácticos para las modalidades de enseñanza semipresencial y a distancia,» ACIMED, vol. 16, nº 2, p. 5, 2007. [10]C. Barbara, «Diseño y validación de un instrumento,» Universitat Illes Balears, vol. 4, nº 50, p. 415, 10 2006. (shrink)

In this paper I argue, contra Fraser MacBride, that conceptual analysis, and in particular the distinction between numerical and qualitative identity, can solve the Problem of Universals, whether understood as the One over Many or the as the Many over One. In this paper I show why the solutions needed to solve either version of the problem must be in terms of truthmakers, and that the distinction between numerical and qualitative identity is not sufficient to solve them.

En "Paraconsistencia y fundamentación de las matemáticas" se reformula un aspecto del programa formalista de Hilbert, problema clásico dentro del panorama de la filosofía de las matemáticas. Lo anterior se hace desde un enfoque no clásico de la lógica, particularmente desde LP de Priest. Finalizando el articulo se rescatan las virtudes de la reformulación de este problema clásico y se evalúa hasta qué punto puede ser posible hablar del programa formalista desde la luz de la aritmética inconsistente de Priest.

Ensayo de Antonio Rodríguez Huéscar sobre la obra del filósofo y ensayista español.

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)

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)

This article introduces the perspectivist interpretation of Nietzsche’s On the Genealogy of Morality, characterized by two core theses. According to the results thesis, the three treatises of GM introduce three types of critical results, respectively: psychological claims about the value of morality for the interests of various character types; physiological claims about its value for the ‘progress of the species’; and medical claims about its value for health. According to the distinction thesis, the critical results of GM are descriptive, while (...) their reader-specific implications are normative. This interpretation illuminates the genealogical method of GM by answering four fundamental questions about its historical method, the history of morality that it reveals, the critical results of GM, and their intended therapeutic effects. Challenging the widespread assumption that the critical results of GM are evaluative claims, the perspectivist interpretation reveals the novelty of Nietzsche’s “new demand” for a critique of values not only relative to his predecessors’ approach to critique, but also to his own previous works. GM offers a critique that is grounded on factual claims, at once extramoral and external to morality, and internal to its readers’ evaluative perspectives, even those who remain beholden to moral values. Consequently, its authority and therapeutic efficacy are not threatened by discrepancies between it and its readers’ affective-evaluative preferences. (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)

In seiner Auseinandersetzung mit Eberhard behauptet Kant, Kritizismus sei die eigentliche Apologie von Leibniz. Diese Äußerung darf nicht einfach als sarkastisch abgetan werden. Kant kann dies insofern ernsthaft denken und behaupten, da für ihn die Transzendentalphilosophie die wesentliche philosophische Bedeutung des leibnizschen Gedankens aufhebt, liegt doch schon in Leibniz ein kritizistischer Kern, welcher wiedergewonnen werden kann. Man sieht hier nur einen Aspekt dieser historischen Transformation von Leibniz im kantischen Gedanken, und zwar: die explizite Behauptung Kants, das Konzept der prästabilierten Harmonie (...) werde in der Theorie der reflektierenden Urteilskraft und im Begriff der Zweckmäßigkeit kritisch aufgehoben. Dazu muss man jedoch vorher den Grundzug des kritischen Unterschieds zwischen Kant und der leibniz-wolffschen Philosophie durch eine Diskussion über die Bedeutung des Begriffs des Transzendentalen erläutern. (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 book deals with the topic that has been understudied of what Bioethics of Displacement is and what are their implications, subverting the anthropocentric moral view for the resulting loving, knowing and experiencing from the displaced ones, those who have lost their center and offering a case study from the Salvadorian humanitarian crises that will shed a new light on how political decision-making works.

Sophists were active participants in ancient discussions about being or what-is at the most general level. This chapter discusses the contributions of Gorgias, Protagoras, Xeniades, and Lycophron in the context of the Eleatic philosophers Parmenides, Zeno, and Melissus. All of these figures share a serious commitment to ontological inquiry as well as a concern with the problems that arise when discussing being or what-is. They also share an approach to these problems that is at times paradoxical and self-undermining. -/- The (...) chapter begins with a brief discussion of Parmenides’ poem, a work that serves as an important backdrop for later ontology. It then covers Gorgias’ On Not-Being, a response to the Eleatics and a unique contribution in its own right. Gorgias’ work is then compared with that of Zeno and Melissus. Finally, the more limited evidence we have of Protagoras, Xeniades, and Lycophron’s ontological theorizing is discussed. (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)

I offer a close reading of the first part of Sartre's The Transcendence of the Ego, arguing that contrary to widely held interpretation, one of Sartre's main goals in that text is to defend the view that consciousness does not necessitate self-awareness, that not all conscious states need be, ipso facto, states of self-awareness. In addition, I explain that this view about the conceptual relationship between consciousness and self-awareness has important methodological implications. One of the standard strategies for accounting for (...) the possibility of the type of capacity to have I* thoughts and attitudes is based on the assumption that being conscious necessarily entails being self-aware in at least a minimal sense, and then proceeds to explain how it I*-thoughts and attitudes are possible on the basis of those minimal states of self-awareness. Yet if Sartre's account of self-awareness is so much as plausible, this kind of strategy is bound to be incomplete. By helping itself to a notion of minimal self-awareness that is purportedly constitutive of consciousness, it fails to account for what is, by its own lights, the most fundamental form of self-awareness. (shrink)

Whether Nietzsche’s genealogical critique of morality is best understood as an internal or as an external critique remains a matter of controversy. On the internalist interpretation (Ridley, Owen, Merrick ), the genealogical enterprise takes as its starting point the perspective being criticized, gradually revealing it to be untenable ‘from within.’ On the externalist interpretation (Leiter, and arguably Geuss, Williams, and Janaway ), this constraint is lifted; the starting point of the critique need not be the perspective being criticized, but may (...) be that of someone who already suspects the latter to be untenable. According to a common objection to ‘external critique’ interpretations, the limited-scope objection, since an external critique to a value-system could only work on an audience whose members were predisposed to abandon that system of values, ‘external critique’ interpretations impose a severe limitation on the transformative potential of Nietzsche’s project. ‘Internal critique’ interpretations, by contrast, can seem hard to reconcile with the polemical character of On the Genealogy of Morality (which lends the book its subtitle, Eine Streitschrift) and with Nietzsche’s frequent remarks to the effect his works were addressing a particular, ‘higher,’ kind of individual. -/- The overarching goal in this paper is to call into question the usefulness of the ‘internal-external’ or ‘immanent-transcendent’ dichotomy for understanding Nietzsche’s genealogical critique. I argue that the apparent usefulness of the distinction between external and internal critiques when approaching Nietzsche’s works rests on the assumption that any critique of values must itself be grounded on values that function as evaluative-critical standards. If the assumption is right, then one of two things, either the values that are deployed as standards coincide with those that are the target of critique, in which case the critique is internal, or they are not (etc.). Thus the assumption is liable to render us forgetful of a third possibility, that of a critical strategy that does not work by deploying (internal or external) values as standards of critical assessment, but by revealing something about the nature of value, and more precisely about the origin of any individual’s commitments to their values. -/- On the view that I defend, one of the crucial steps of Nietzsche’s genealogical method is to bring his reader to realize that any individual’s commitment to their values is expressive of and rooted in their commitment to preserve their way of life. Realizing this does not require that the reader abandon their own values. But it does require that they acknowledge that were they committed to a relevantly different way of life, they would subscribe to different values. And this, in turn, suffices to bring about a transformation in their understanding of and relationship to those commitments through the further realization that it is ultimately always up to them to undertake the project of taking distance from and ‘re-evaluating’ those values. (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)

La «démythologisation» est une herméneutique philosophique forgée par Hans Jonas au début de son itinéraire intellectuel, afin d'interpréter existentiellement les récits mythologiques ainsi que les textes théologiques et philosophiques de l’Antiquité tardive. Il s’agissait d’abord d’une méthodologie d’objectivation et subjectivation pour comprendre l’expérience existentielle de l’homme gnostique face à la divinité et l’être dans le monde. Dans la suite, Jonas a développé l’herméneutique de la démythologisation par l’objectivation et la subjectivation par rapport aux textes néotestamentaires. Le mot démythologisation (Entmythologisierung) est (...) utilisé par lui pour la première fois en 1930 dans une étude philosophique, «Sur la structure herméneutique du dogme», pour comprendre le problème existentiel de la liberté chrétienne. Quelques années plus tard, il a développé une phénoménologie herméneutique, également par l’objectivation et la subjectivation, afin de comprendre l’être vivant et la particularité de l’homme dans la nature. Entre-temps, Hans Jonas a aussi utilisé l’herméneutique de la démythologisation par l’objectivation et la subjectivation pour critiquer la philosophie de Martin Heidegger et la théologie de Rudolf Bultmann dans plusieurs articles philosophiques par rapport au gnosticisme, à la théologie et à la démythologisation bultmannienne, ainsi que pour rédiger Le Concept de Dieu après Auschwitz. (shrink)

Los distintos intentos por aclarar el concepto de justificación epistémica han dado lugar a los más intrincados debates en la epistemología analítica contemporánea. Da cuenta de ello la controversia entre el internismo y el externismo de la justificación, y las discusiones que han surgido allí entre el fiabilismo y la epistemología de la virtud. Estas disputas han tomado un nuevo aire tras el surgimiento de la tesis de la mente extendida propuesta por Clark y Chalmers (1998), que sugiere la posibilidad (...) de conocimiento extendido más allá de la mente o el cerebro individual del sujeto. El objetivo de este capítulo es mostrar y evaluar cómo un debate que en su origen fue epistemológico ha recibido influencia de una tesis metafísica, proveniente de la filosofía de la mente. En la primera parte de este capítulo identificaremos las principales corrientes que surgieron en el marco del debate sobre el internismo y el externismo de la justificación, esto es, grosso modo, el debate acerca de si la justificación de una creencia debe estar al alcance del sujeto (internismo) o si esa justificación se determina independientemente de tal alcance (externismo). Seguidamente, abordaremos este debate desde el punto de vista del fiabilismo y la epistemología de la virtud, y finalmente presentaremos las tesis de la mente extendida y la cognición distribuida para mostrar cómo estas tesis pueden ser influyentes en las discusiones epistemológicas entre posturas internistas y externistas. (shrink)

Injustices in legal contexts are widespread, yet we usually tend to think of them through a social lens. The study of epistemic injustices increases the resolution of this lens; it identifies how we wrong others as "knowers." In this paper, I propose that the tradition of phenomenology may be invoked to describe and identify instances of epistemic injustice in legal contexts. In order to justify this claim, I establish a phenomenological methodology predicated on the synthesis of two ideas: (1) the (...) phenomenological recognition of the Other, and (2) society's duty to endow its members with an epistemic sphere of action. (shrink)

Causation was an important topic of philosophical reflection during the Seventeenth Century. This reflection centred around certain particular problems about causation, one of which was the problem of causation between mind and body. The doctrine of the pre-established harmony is Leibniz's response to the problem of causation between mind and body. In this chapter I shall (a) explain the problem of mind-body causation; (b) explain Leibniz's pre-established harmony; and (c) assess his case for it.