Desde la perspectiva de la investigación social partir de planteamientosfilosóficos se convierte en la tarea fundamental de construcción de sentido y en un reto constante al tratar de llevar a lapráctica desde la reflexión acciones útiles y coherentes. De estamanera llegamos a la propuesta hermenéutica desde planteamientospragmatistas que son el puente hacia un nuevo contexto paralas Ciencias Sociales. Este contexto supone pensarnos desde yen la contingencia y hacia y para la comprensión. Desde una visión antidualista y constitutivamente cooperativa del ser (...) humanonos entendemos poseedores de las herramientas necesarias paraabordar las infinitas posibilidades que nos ofrece la contingencia.Plantearemos un marco cooperativo desde el cual ser coherentesy potenciar nuestra predisposición a la comprensión. (shrink)

This paper deals with Hume's criticism to Cartesian self and his account of a social self discovered through emotions, pride and sympathy. It wants to give possible solutions to Hume's contradictions on personal identity.

We agree with Jones & Love (J&L) that much of Bayesian modeling has taken a fundamentalist approach to cognition; but we do not believe in the potential of Bayesianism to provide insights into psychological processes. We discuss the advantages of associative explanations over Bayesian approaches to causal induction, and argue that Bayesian models have added little to our understanding of human causal reasoning.

This book present interdisciplinary research in the social sciences and humanities by connecting seemingly disparate sources through a sensitivity to endangered human values. It links reflections on the contemporary relationship between art and technology in a post-modern context, seeing art in terms of crossing boundaries and exploring virtuality. It deals with the consequences of economics colonising other disciplines, in terms of the processes by which the social becomes the economic. Using Jantsch''s evolutionary paradigm, the concept of self-transcendence is seen as (...) crucial for the understanding of human beings and their social systems. Incorporating recent thinking from the natural sciences, the learning process can be conceived as the life and activity of all complex systems, including those once conceived as organisms, machines, cultures or economies. Without the societal embrace of scientific and technological development no collective or individual meaning can be assigned to the production of new knowledge. The book seeks to recognise the point where a collective learning process becomes the heart of productivity, and where the shift from the hegemony of material labour to immaterial labour becomes fundamental. The author brings new understandings of art, the social, and technology together, based on the idea that history is not a story told in separate physical, social and spiritual spaces and that the most fundamental problem of today is how to find some shared meaning in a fractured world. The author analyses, at a global level, the process of the co-production of scientific and social order, of culture and technology, of life sciences and economic and political regimes. It rightly identifies the rise of the role of knowledge and the move of capital into life sciences as a new stage in the history of capitalism: what we can qualify as cognitive capitalism or biocapitalism. In this new era of capitalism, what is being manufactured and sold are not just tangible and non-tangible goods, whose increasing importance, as the author shows, poses unsurmountable theoretical problems to the theoretical apparatus of economic science. The increasing mercantilisation of the world appears at the same time as a bio-power, i.e. a set of instruments creating and controlling different forms of life, forms of communication, standards of socialisation, education, the individual and collective imaginary, etc. More fundamentally, the encounter of life sciences and the information technology integrates and subjects the most essential mechanisms of biological and social reproduction to the logic of capital valorization. To understand the complexity of these changes and the ethical and philosophical questions that the development of technology and sciences poses to the future of mankind one must break through the disciplinary barriers delineating different disciplines in social sciences and those separating social sciences from natural sciences. Professor Matko Mestrovic manages to tackle this challenge not only because of his impressive and masterful knowledge of different disciplines in the social and natural sciences, but he does it also owing to his capacity for theoretical elaboration that allows him to lay the foundations of a new transdisciplinary paradigm. This is why his work can raise the awareness of the general public on two issues: on a global and profound vision of the challenges posed by the new millennium; and on the need for a radical theoretical innovation bringing into question the disciplinary certitudes in develop a social science able to better understand the movement and the ambiguity of history. - Carlo Vercellone, Universite de Paris 1, Pantheon-Sorbonne Mestrovic provides a unique insight into the often forgotten relation between economics on the one hand and arts and culture on the other, demonstrating that these adomains function as a total social facticity and not as separate, entirely independent elements thereof. In doing so he is dispelling the illusions about the disciplinary self-containdness of individual forms of knowledge and is relying on those paradigms of contemporary scientific thought whose aepistemiological programs are based on close cooperation and aopening up and not on the persuasion about one''s own positions and dispositions. - Prof. dr. Rade Kalanj, Redovni profesor na Odjelu za sociologiju. (shrink)

Jean-Paul Sartre is a man who lived half his life in the limelight of extreme notoriety. An intellectual who already in 1945 had to protest against attempts aimed at institutionalizing the writer, turning his works into 'national goods', exclaiming: 'it is not pleasant to be treated in one's lifetime as a public monument'. What must be equally unpleasant is to be constantly subjected to abuse. And the fact is that no writer in his lifetime has been the target of so (...) many attacks, from the most varied and rather powerful quarters, as Jean-Paul Sartre. What are the reasons? How should we approach the work of this man, our contemporary? (shrink)

Du sommaire: I -- Clinique et philosophie: Le probleme -- La polemique. II -- Eloge du masochisme, critique de la notion de plaisir. III -- Philosophie de la repetition: Les trois repetitions -- Comment une philosophie du temps revient a Masoch et a Sade -- L'inconscient et les problemes. IV -- Le corps sans organes, critique ou abandon de la psychanalyse?: Artaud et Van Gogh -- La distance prise par rapport a l'organisme -- Les devenirs et leur fin immanente. V (...) -- Les devenirs et les syntheses disjonctives: Les syntheses disjonctives et l'invention de la vie et de la pensee -- Repeter et inventer selon Deleuze et selon Freud -- Ambiguite de la repetition en psychanalyse. VI -- Philosophie de l'infini, creer des concepts est-ce circuler a vitesse infinie sur le chaos?: L'affinite de la philosophie avec l'infini -- L'infini et la raison contingente -- Sur la lecture de Deleuze par Alain Badiou -- Une invention conceptuelle met-elle en jeu l'infini?". (shrink)

Enhancing the quality of learning opportunities for students with disabilities and the learning level attained is a pending challenge. This challenge is especially relevant in the context of special schools, where the learning possibilities derived from interactions with others is limited. However, providing these students with a sufficient level of instrumental learning, such as literacy, and communicative and reasoning abilities is crucial for their subsequent educational and social opportunities. In this case study we analyse a special school that has implemented (...) Dialogic Literary Gatherings with their students as a means to increase learning interactions within the group around the reading and debate of classical books. Semi-structured interviews were conducted with the school principal and with a teacher of the transition to adult life course, and two focus groups were conducted with teachers–one with primary education teachers and one with secondary education teachers–and two focus groups with students–one with primary education students and one secondary education and transition to adult life students–. On the one hand, results show the characteristics of the Dialogic Literary Gatherings that allowed these students to participate and learn. On the other hand, several improvements have been observed. First, regarding instrumental learning, students increased their motivation for reading, and improved their communicative and reasoning abilities and in their reading proficiency. Second, regarding students' behavior, conflict has reduced, solidarity attitudes have increased, and they have acquired dialogic and argumentative habits. Finally, at the emotional level, they gained self-esteem and confidence and feel more empowered to make their voice heard. (shrink)

A lo largo de más de tres décadas, la obra de Lluís Duch (Barcelona, 1936) se ha ido consolidando en el ámbito de los estudios de historia de la cultura europea con una voz verdaderamente singular. Sus estudios sobre el mito son ya un referente ineludible en nuestro país y en Latinoamérica. Empalabrar el mundo, título de este volumen, es una de las expresiones más conseguidas de Lluís Duch, ya que en ella se da cita el alcance de su compromiso (...) intelectual y espiritual con el ser humano que habita un aquí y un ahora ineludibles. Empalabrar el mundo dota de sentido a todo cuanto contiene este volumen: además de una introducción general al pensamiento de Lluís Duch, un conjunto de aportaciones centradas en momentos principales de su obra o que entran en diálogo con la misma, así como dos textos del propio Duch relativos a la cuestión del mito, una breve biografía del autor y una bibliografía completa de sus publicaciones. Este libro quiere ser una invitación a la lectura de la peculiar antropología desarrollada por Lluís Duch a lo largo de más de cuarenta libros y de centenares de artículos científi cos, y quiere constituir, con ocasión de su setenta y cinco cumpleaños, un homenaje al pensador, al antropólogo y al monje. (shrink)

La investigación analiza las competencias transversales movilizadas en relación a la empleabilidad y los ODS durante la formación del alumnado de la Facultad de CC.Sociales y de la Comunicación (UPV/EHU). La metodología, basada en encuestas,ha medido a través de los resultados de aprendizaje la relación de competencias depensamiento crítico y compromiso social con los ODS. Los resultados muestran quelos resultados de aprendizaje de los ODS se encuentran en una etapa muy temprana,reducidos al debate y reflexión, muy lejos de iniciativas con (...) capacidad efectiva detransformación social. (shrink)

Passivité et création est un livre ancré dans une double pratique: la peinture et la philosophie. Sa composition s'inspire du trajet suivi par Maurice Merleau-Ponty dans l'élaboration de son cours au Collège de France de 1954-1955: "Le problème de la passivité: le sommeil, l'inconscient, la mémoire". A partir de l'étude de la pratique de certains artistes et de l'analyse de textes philosophiques, il s'agit de décrire une passivité de forme particulière, une passivité "opérante", corrélative d'une forme dynamique de la subjectivité. (...) Cette passivité, "dimension d'un mouvement dont je suis le médiateur, mais qui d'une certaine façon se fait en moi sans moi, à mon insu", de nombreux artistes du 20. siècle s'en sont faits les témoins (Arp, Bacon, Dubuffet, Klee, Michaux, Rauschenberg, Schwitters, Spoerri, Nicolas de Staël, Bram Van Velde...), appelant aussi cette expérience "inconscient", "hasard", "imprévu", "surprise". Dans la perspective esquissée ici, l'accès aux autres cesse alors d'être un "problème". L'autre a déjà sa part dans mon expérience la plus singulière. Mon expérience peut devenir expérience pour d'autres parce qu'elle s'inscrit au sein d'une dimension phénoménologique qui n'est ni de moi ni d'autrui, mais commune. Quel est le rôle de cette passivité structurelle dans la création comprise comme transformation de la vision et du monde lui-même? Et comment peut-on en retourner la fragilité en pouvoir? (shrink)

Classical commentary on the Mīmāṃsāsūtra, basic work of the Mimamsa school in Hindu philosophy by Jaimini.

O presente artigo trata da arte de escutar, apontando sua carência em nosso cotidiano, assim como alguns dos obstáculos a seu cultivo. Demonstra o quanto a filosofia clínica se faz necessária devido a tal carência, e levanta a hipótese de um papel relevante para a escuta atenta ao trabalho do sacerdote, assim como a possibilidade dele, através de seu trabalho, suscitá-la na comunidade.

Il y a chez Thomas d'Aquin une autre morale que celle que nous connaissons. Si elle n'a pas été développée, c'est que les options et les sensibilités du temps ne la réclamaient pas. Cette autre morale, dont les assises ne font aucun doute, se trouve, elle, en rapport avec le meilleur des options et des sensibilités de notre temps. La morale de Thomas d'Aquin est celle du chemin qui conduit à Dieu. Les humains sont ici-bas des voyageurs, en quête de (...) leur fin bienheureuse. Si riche soit-elle, cette morale ne promeut pas pour elles-mêmes les valeurs proprement terrestres et humaines. L'autre morale se définit comme une manifestation de ce qui nous habite : Dieu est en nous et pas seulement dans un au-delà, et notre vie éternelle est déjà commencée. En manifestant ce qui en nous est vie et valeur, nous les faisons nôtres et nous les développons; en les engageant dans des tâches terrestres et humaines, nous prenons au sérieux la création de Dieu remise entre nos mains. Et nous travaillons au vœu que celle-ci porte : la promotion des peuples et l'instauration d'une société juste et fraternelle dès ici-bas. Le livre articule, en finale, ces deux morales dans un nouvel ensemble."--From the publisher. (shrink)

English summary: Kant described phenomenology as that which comes from us, and that which comes to us, a duality that leads towards the theological horizon. Kant opened a field of inquiry that historical phenomenology, born with Husserl and Heidegger, repeated. As with any repetition, criticisms of this do exist, but the dominant theme of its call is there, as well as the question: which voice do we hear? There are many shapes for this call, but each time there is the (...) law and the summons to be, the summons to change your life. Just as there is perhaps God. French description: La phenomenologie n'a pas a inventer les phenomenes - sinon comme on dit inventer un tresor - mais a les faire voir, ou entendre. Kant s'y emploie a sa maniere lorsqu'il fait entendre le ton de voix lie a l'imperatif categorique, celui d'une voix d'airain. C'est la reconduire la pensee a l'eclat d'un fait premier ou puiser ensuite ses ressources: il y a la loi. Kant le decrit comme un appel, a defaut de tout a fait le nommer ainsi, l'interpretant ensuite tout a la fois comme ce qui vient de nous (comme si le sujet ethique se donnait a lui-meme la loi) et ce qui vient a nous (comme si ce meme sujet repondait a la loi venue de Dieu). Prendre au serieux cette dualite suppose que le chantier kantien de l'ethique ouvre alors sur un horizon theologique. Kant ouvre un chantier que la phenomenologie historique, celle qui nait avec Husserl et Heidegger, repete. Comme toute vraie repetition, celle-ci ne va pas sans critique ni deplacement (Merleau-Ponty, Scheler, Jonas), mais le motif de l'appel est bel et bien la. Nous avons ete appeles - la trace laissee en nous par cet appel est trop forte pour que le moindre doute puisse encore s'elever a son propos, mais la question vient aussitot: quelle voix s'est fait entendre? Quel appel nous surprend et nous souleve? Appel de l'etre (Martin Heidegger), appel de l'Autre (Emmanuel Levinas) ou appel de la vie (Michel Henry)? Nous avons ete appeles, affectes, blesses - ce qui brise la vie lui appartient encore, mais qu'est-ce donc qui la brise et la releve? Multiples sont les figures de l'appel, mais a chaque fois il y a la loi et cette injonction d'etre - cette injonction silencieuse a laquelle le poete aura donne son exacte formule: Tu dois changer ta vie (Rilke). Comme il y a peut-etre Dieu. (shrink)