School reforms in the late 19th century, mirroring larger social, economic, and political changes in American society, account für the permanent lodging of science into the high school curriculum. Major changes in science courses, texts, and instruction occurred in these years. These changes then and since, however, were marked by ideological struggles among groups of reformers representing university academics, policy makers, and educators over why science knowledge and pedagogy reflected deeply embedded value conflicts in American democracy and over the purposes (...) of the high school in such a society. (shrink)

A review of Susan E. Babbit's book: Jose Marti, Ernesto "Che" Guevara and Global Development Ethics: The Battle for Ideas.

Focusing on philosophy’s roles in problem solving, this essay proposes a philosophy curriculum for a university “universalized” according to a Cuban model. This model arises from Fidel Castro Ruz’s “dream” that the Cuban nation itself should become a university for its people. The paper’s immediate stimulus was aVenezuelan paper on rural universalized universities at the Havana conference on university education, Universidad 2008. What should be the place of philosophy in a university curriculum for rural students? In the idiom (...) of Richard Rorty, philosophy is the collection of stories we tell ourselves for guidance through life. Philosophy’s critical function is to generate new stories when old ones fail to solve the problems that gave birth to them. The essay’s three parts address three levels of generality in philosophical reflection. The most general philosophical theories, such as Marxism or pragmatism, offer wholesale guidelines for life. More specific theories direct the practices of narrow subjects, such as physics, psychology, or economics. The most specific theories focus on the nexus of theoryand practice in solving life’s most concrete problems. The essay advocates a philosophy curriculum that contrasts students’ current philosophies with alternatives from the history of thought. Students absorb philosophies from the cultures in which they are raised. When students understand the accidental nature of their guiding thoughts, they are motivated to reflect critically on historical alternatives. When students study how to solve their problems using more specific disciplines like the arts and sciences, the history of the philosophies of those subjects will help them understand their freedom to choose among alternative solutions. When students reflect on the daily problems they must solve, attention to the connections of theory and practice can amplify their range of choices. (shrink)

In this article, I contend that the three Cuban philosophers/pedagogues of the nineteenth century – Félix Varela y Morales, José de la Luz y Caballero, and Enrique José Varona were responsible for overcoming the teaching of late scholastic at the Royal and Pontifical University of St. Jerome of Havana. Against late scholastic philosophers and pedagogues who preferred syllogistic logic and the authority of tradition over induction, they argued in favor of the latter over the first. Since they defended liberal (...) and republican ideas, they also argued against those who appeal to the authority of tradition rather than to our ordinary experiences. Of course, their liberal spirit challenged not only the tyrannical regime imposed by Spain at the time but any other regime whose authority depends on force rather than on the will of the people. (shrink)

El perfeccionamiento de la disciplina Filosofía y Sociedad en la Educación Superior es una de la exigencias en los Lineamientos al VI Congreso del Partido Comunista de Cuba lo cual contribuye a la preparación de un profesional a la altura de los cambios científico tecnológicos que actualmente despliega la Educación Médica Superior cubana. Para el logro de este propósito se aplicó la simulación educativa como herramienta didáctica avanzada en temas de Ciencia Tecnología y Sociedad en la disciplina Filosofía y Sociedad, (...) la que permitió a los educandos desarrollar habilidades investigativas, un pensamiento científico, político, económico y social así como elevar su nivel creativo y productivo. Development of the discipline of Philosophy and Society in Higher Education is one of the requirements in the guidelines to the 6th Congress of the Communist Party of Cuba which contributes to the preparation of a professional at the height of the scientific-technological changes that Cuban Higher Medical Education currently deploys. For the achievement of this purpose the educational simulation was applied as a teaching tool advanced in terms of science, technology and society in the discipline of Philosophy and Society, which helped the students to develop research skills, scientific, political, economic and social thinking as well as raise their creative and productive level. (shrink)

Explores some steps toward non-assimilative encounters in the "global village.".

Comparative political theory is at best an embryonic and marginalized endeavor. As practiced in most Western universities, the study of political theory generally involves a rehearsal of the canon of Western political thought from Plato to Marx. Only rarely are practitioners of political thought willing (and professionally encouraged) to transgress the canon and thereby the cultural boundaries of North America and Europe in the direction of genuine comparative investigation. Border Crossings presents an effort to remedy this situation, fully launching a (...) new era in political theory. Thirteen scholars from around the world examine the various political traditions of West, South, and East Asia and engage in a reflective cross-cultural discussion that belies the assumptions of an Asian "essence" and of an unbridgeable gulf between West and non-West. The denial of essential differences does not, however, amount to an endorsement of essential sameness. As viewed and as practiced by contributors to this ground-breaking volume, comparative political theorizing must steer a course between uniformity and radical separation--this is the path of "border crossings.". (shrink)

Un analisis historico, atrevido y sugerente, sobre el pensamiento filosofico cubano, escrito por un joven cubano.

Bourdieu’s thought is disturbing. Provocative. Scandalous even, at least for those who do not easily tolerate the unmitigated truth about the social. Nonetheless his ideas, among the most important and innovative of our time, are here to stay. This thought has taken form in the course of a career and through works on diverse subjects that have constructed a far-reaching analytical model of social life, which the author calls more readily an anthropology rather than a sociology. In their totality, they (...) constitute today an original and powerful proposal to explain human practices. In the face of criticisms commonly leveled at Bourdieu’s thought (notably the charge that it reduces everything to a single schematic model), it is important to identify the spirit of his enterprise. Early on, it is true, his thought drew on a few fundamental concepts—the trilogy habitus, field (champ), practice (pratique)—to which it constantly returned, and followed a clearly defined trajectory. At the same time, however, he continually reformulated, adapted, and refined his analytical model, depending on the operations to which he subjected new objects of inquiry. The regenerative and transformative force of his thought was supported by two convictions. First, that there being nothing more vain than theory for theory’s sake, it is preferable that theoretical production originate in the study of concrete and occasionally very specific cases. Second, that in order to escape stereotypical classifications, boundaries separating disciplines are best transgressed, thereby favoring new constructions of the object of inquiry. (shrink)

v. 1. Formación y liberación del pensamiento cubano (1515-1860). t. 1. Orígenes y formación del pensamiento cubano -- t. 2. Del liberalismo esclavista al liberalismo abolicionista.

A collaboration with Cuban Artists. Poder is the first in a series of three books exploring issues confronting Cubans daily. Six meetings in Havana over 2.5 years- two weeks of very hard work.Power rules.We are born and are powerful because in our relationships and connections, communication and contacts, we exercise that special force/energy (Power) with which all of us without exception come into this world.Force is physical, Power is intellectual. By making art and putting together this book we have (...) chosen our way to relate to Power. All prints included illustrate, different aspects of The Relationships of Power in its various dimensions: the power of the mind, willpower, financial, military, economic power, the power of authority, social power, physical or mystical . . .After all Power is a natural condition.Yamilys Brito JorgeApril 2010. (shrink)

Fundamentos teóricos y metodológicos presentes en Historia y estilo -- Historia y estilo, importancia para la teoría del arte en Cuba.

Beginning with a Cuban Catholic ritual in Miami, this book takes readers on a momentous theoretical journey toward a new understanding of religion.

This article stages the imaginary “travel” of the ideas of the Argentine philosopher/anthropologist Rodolfo Kusch (1922–1979) to the Caribbean, in the service of sketching the work of feminist cultural producers in generational knowledge transmission. The first part elaborates a dialogue between Kusch’s concept of “fagocitación” (phagocytosis) with “transculturación” (transculturation), developed by the Cuban Fernando Ortiz (1881–1969). The second part of the article focuses on how Dominican diasporic composer, singer, and healer Irka Mateo enters this itinerary as a field researcher, (...) an intellectual and expressive cultural producer. I suggest that Mateo’s notion that the “field” might inhabit her music captures a key dimension of her work as expressive and embodied cultural praxis, and that this inhabitation subtends how the artist envisions the preservation of cultural memory and links her work to Kusch and Ortiz. The final section of the article looks at the implications of forgetting to the transmission of ancestral knowledges to illustrate how Mateo’s work offers some clues that can help us better discern what re-membering means, which might be distinct and enrich how we remember. (shrink)

Drawing on classic and contemporary scholarship and empirical analysis of elections and public expenditures in 80 countries, the author argues for the existence of primary and secondary laws of politics. Starting with how basic elements of politics-leadership, organization, ideology, resources, and force-coalesce in the formation of states, he proceeds to examine the operations of those laws in democracies and dictatorships. Primary laws constrain the support that incumbents draw from the electorate, limiting their time in office. They operate unimpeded in democracies. (...) Secondary laws describe the general tendency of the state to expand vis-à-vis economy and society. They exert their greatest force in one-party states imbued with a totalitarian ideology. The author establishes the primary laws in a rigorous analysis of 1,100 parliamentary and presidential elections in 80 countries, plus another 1,000 U.S. gubernatorial elections. Evidence for the secondary laws is drawn from public expenditure data series, with findings presented in easily grasped tables and graphs. Having established these laws quantitatively, the author uses Cuba as a case study, adding qualitative analysis and a practical application to propose a constitutional framework for a future Cuban democracy. Written in an engaging, jargon-free style, this enlightening book will be of great interest to students and scholars in political science, especially those specializing in comparative politics, as well as opinion leaders and engaged citizens. (shrink)