Discusses the role of education in liberating the oppressed people of the Third World.

RESUMENEn primer lugar, se analiza la teoría clásica, tal como la formuló Aristóteles, de los seres humanos como animales racionales. En segundo lugar, se presenta la caracterización del hombre como no animal e irracional que ofrece Martinho da Vila. En tercer lugar, se consideran las tesis freudianas sobre la mezcla de racionalidad e irracionalidad en los humanos. En cuarto lugar, se señalan algunos puntos de vista recientes, debidos a Simon así como a la psicología y neurociencia actuales, sobre la limitación (...) de la razón humana y su relación con las emociones. Finalmente se argumenta que ni Aristóteles ni Martinho da Vila describen bien la condición humana.PALABRAS CLAVERACIONALIDAD-CONDICIÓN HUMANA-ARISTÓTELES-FREUDABSTRACTFistly the classical theory, as put forward by Aristotle, about the human beings as rational animals is analysed. Secondly the description of man as no animal and irrational offered by Martnho da Vila is presented. Thirly the Freudian thseses on the mixture os rational and irrational aspects in humans are considered. Forurthly some recent points of view, by Simon and the current psychology and neurosciencie, about the limitation of human reason and irs relation with emotions are pointed out. Lastly it is argued that neithert Aristotle nor Martinho da Vila decribe well the human nature.KEYWORDSRATIONALITY-HUMAN NATURE-ARISTOTLE-FREUD. (shrink)

Veinte años de Contrastes (y aún antes)Twenty Years of Contrastes (and even Before)PASCUAL MARTÍNEZ-FREIREDirector de Contrastes. Revista Internacional de Filosofía.

Whereas Wittgenstein rejected the existence of any private language, Fodor defends the existence of the language of thought, which is private in the sense of inner. A comparison is developed between Wittgenstein's and Fodor's ideas about this issue. Likewise a survey of Fodor's language of thought is made pointing out some shortcomings.

Con la intención de aclarar el significado de la legalidad y de sus principios, el artículo desarrolla aquellos aspectos de la concepción del derecho de Lon Fuller que demuestran que legalidad y exterminio son incompatibles. Después, cuestiona los planteamientos defendidos por los iuspositivistas en el debate sobre el derecho nazi, porque se basan en una incorrecta identificación entre derecho y orden social, lo que lleva a los iuspositivistas a valorar el derecho exclusivamente en función de su utilidad para el gobernante (...) y no en función de lo que supone para los gobernados. (shrink)

Reseña de Porciello, Andrea. En los orígenes del neoconstitucionalismo. El antipositivismo de Lon. L. Fuller. (Trad. Celia Diéz Fuentes). Lima: Palestra Editores, 2019, pp. 316.

This authoritative biography addresses the life and work of the quantum physicist David Bohm. Although quantum physics is considered the soundest physical theory, its strange and paradoxical features have challenged - and continue to challenge - even the brightest thinkers. David Bohm dedicated his entire life to enhancing our understanding of quantum mysteries, in particular quantum nonlocality. His work took place at the height of the cultural/political upheaval in the 1950's, which led him to become the most notable American scientist (...) to seek exile in the last century. The story of his life is as fascinating as his ideas on the quantum world are appealing. (shrink)

O livro apresenta o Método Paulo Freire, a mais importante proposta pedagógica pensada a partir da realidade do Terceiro Mundo. Apesar dos mais de vinte anos que o separam da primeira edição, o Método mantém atual a avaliação do papel da educação, o vigor de suas perspectivas e sua aplicabilidade.

El presente ensayo intenta repensar las ciencias humanas a partir de la idea de espíritu que manejan los pueblos de la Amazonía. Para ello, se dará cuenta del pensamiento crítico brasileño contemporáneo, que asume la alteridad y la crisis ambiental como ejes centrales de sus reflexiones, para luego articularlo a una idea de ciencias humanas que asuman como objeto no lo humano, sino lo viviente.

The rising interest, in the late 20th century, in the foundations of quantum physics, a subject in which Franco Selleri has excelled, has suggested the fair question: how did it become so? The current answer says that experiments have allowed to bring into the laboratories some previous gedanken experiments, beginning with those about EPR and related to Bell’s inequalities. I want to explore an alternative view, by which there would have been, before Bell’s inequalities experimental tests, a change in the (...) views shared by physicists concerning the intellectual status of that issue. I will take three cases which will serve as the threads of our story: the connections between Bohm’s causal interpretation and Bell’s inequalities; Wigner’s ideas on the measurement problem; and finally Everett’s relative states formulation. In the end, I will discuss how those threads were gathered together by creating foundations of quantum physics as a field of research. (shrink)

In this book, we come to understand the author's pedagogical thinking even better, through the critical seriousness, humanistic objectivity, and engaged ...

In contrast to the robust mutual interpretability phenomenon in set theory, Ali Enayat proved that bi-interpretation is absent: distinct theories extending ZF are never bi-interpretable and models of ZF are bi-interpretable only when they are isomorphic. Nevertheless, for natural weaker set theories, we prove, including Zermelo–Fraenkel set theory $\mathrm {ZFC}^{-}$ without power set and Zermelo set theory Z, there are nontrivial instances of bi-interpretation. Specifically, there are well-founded models of $\mathrm {ZFC}^{-}$ that are bi-interpretable, but not isomorphic—even $\langle H_{\omega _1},\in (...) \rangle $ and $ \langle H_{\omega _2},\in \rangle $ can be bi-interpretable—and there are distinct bi-interpretable theories extending $\mathrm {ZFC}^{-}$. Similarly, using a construction of Mathias, we prove that every model of ZF is bi-interpretable with a model of Zermelo set theory in which the replacement axiom fails. (shrink)

Se exponen las prácticas docentes de las educadoras de párvulos, que cumplen una función reproductora del nacionalismo que es internalizado en las niñas y niños como la ciudadanía chilena. Para ello, configuran un escenario lúdico que ritualiza la conducta cívica y patriótica, por medio de conmemoraciones cívicas fundadas en el belicismo de la guerra del Pacífico, sin considerar la realidad cosmopolita y de diversidad cultural presente en las aulas nortinas. A partir de esto, proponemos una nueva perspectiva respecto de la (...) realización de actos cívicos en la educación parvularia, para hacerlos más inclusivos y acordes a la realidad cultural de la región de Tarapacá, la más multicultural de Chile. This paper describes the teaching practices of pre-school teachers who play a reproductive role of nationalism internalized in children as Chilean citizenships. This happens as the result of a ludic scenario that ritualizes civic and patriotic conduct, through civic commemorations based on the Pacific war, regardless both the cosmopolitan reality and cultural diversity present in classrooms in the Northern part of Chile. Considering this, we propose a new perspective on conducting civic events in early childhood education, to make them more inclusive and consistent with the cultural reality of the region of Tarapacá, Chile's most multicultural region. (shrink)

"Mentoring the Mentor" recreates a Freirian dialogue in a printed format. In this volume, sixteen distinguished scholars engage in a critical and thoughtful exchange with Paulo Freire. While some contributors voice appreciation for Freire's ideas and for what it means to -reinvent Freire- in a North American context, others offer sharp critiques of Freire's philosophy and, of equal importance, of the various interpretations of his work. A variety of chapters describe specific uses which have been made of Freire's ideas in (...) diverse educational contexts, from the New York City public schools to the revolutions in Guinea Bissau and Eritrea. Finally, Paulo Freire himself responds to the major issues which are raised in the volume and invites readers to share in a continuing lively dialogue about the meaning of democratic and revolutionary education. -The fundamental task of the mentor is a liberatory task. It is not to encourage the mentor's goals and aspirations and dreams to be reproduced in the mentees, the students, but to give rise to the possibility that the students become the owners of their own history. This is how I understand the need that teachers have to transcend their merely instructive task and to assume the ethical posture of a mentor who truly believes in the total autonomy, freedom, and development of those he or she mentors.- (from Chapter Sixteen, -A Response- by Paulo Freire)". (shrink)

In this volume, we have chosen to highlight the importance of education to human rights by reprinting two articles written by Paulo Freire in 1970 for the _Harvard Educational Review_. These articles contain many of Freire's original ideas on human rights and education—issues that are central to his work. Freire was a pioneer in promoting the universal right to education and literacy as part of a commitment to people's struggle against oppression. As Jerome Bruner recognized after Freire's death in May (...) 1997, Freire left as a legacy his commitment to basic human rights: "He was a brave man as well as a far-sighted one. He made us aware of our mindless cruelties, and now the challenge to all of us is to do something about those cruelties.". (shrink)

Upon its recent publication in Portuguese, Paulo Freire’s newest book became an instant success. This English translation is sure to meet with similar acclaim. In Teachers as Cultural Workers, Freire speaks directly to teachers about the lessons learned from a lifetime of experience as an educator and social theorist. No other book so cogently explains the implications for classroom practice of Freire’s latest ideas and the pathbreaking theories found in Pedagogy of the Oppressed and other treatises.This book challenges all who (...) teach to reflect critically on the meaning of the act of teaching as well as the meaning of learning. Freire shows why a teacher’s success depends on a permanent commitment to learning and training, as part of an ongoing appraisal of classroom practice. By observing the curiosity of students and the manner through which students develop strategies for learning, the teacher is helped in discovering doubts, successes, and the teacher’s mistakes. When teachers open themselves to recognize the different roads students take in order to learn, they will become involved in a continual reconstruction of their own paths of curiosity, opening the doors to habits of learning that will benefit everyone in the classroom. (shrink)

In this article, we analyse the ontological import of adding classes to set theories. We assume that this increment is well represented by going from ZF system to NBG. We thus consider the standard techniques of reducing one system to the other. Novak proved that from a model of ZF we can build a model of NBG (and vice versa), while Shoenfield have shown that from a proof in NBG of a set-sentence we can generate a proof in ZF of (...) the same formula. We argue that the first makes use of a too strong metatheory. Although meaningful, this symmetrical reduction does not equate the ontological content of the theories. The strong metatheory levels the two theories. Moreover, we will modernize Shoenfields proof, emphasizing its relation to Herbrands theorem and that it can only be seen as a partial type of reduction. In contrast with symmetrical reductions, we believe that asymmetrical relations are powerful tools for comparing ontological content. In virtue of this, we prove that there is no interpretation of NBG in ZF, while NBG trivially interprets ZF. This challenges the standard view that the two systems have the same ontological content. (shrink)

In daily academic life, students are exposed to a wide range of potentially stressful situations which could negatively affect their academic achievement and their health. Among the factors that could be weakened by academic stress, attention has been paid to expectations of self-efficacy, which are considered one of the most important determinants for student engagement, persistence, and academic success. From a proactive perspective, research on academic stress has emphasized the importance of coping strategies in preventing harmful consequences. In recent years, (...) there has been a growing interest in discovering the extent to which individuals are able to combine different coping strategies and the adaptive consequences this flexibility entails. However, studies using this person-centered approach are still scarce in the academic context. On that basis, this current study had two objectives: (a) to examine the existence of different profiles of university students based on how they combined different approach coping strategies (positive reappraisal, support seeking, and planning); and (b) to determine the existence of differences in general expectations of self-efficacy between those coping profiles. 1072 university students participated in the study. The coping profiles were determined by Latent Profile Analysis (LPA). The differences in the self-efficacy variable were determined using ANCOVA, with gender, university year, and degree type as covariates. Four approach coping profiles were identified: (a) low generalized use of approach coping strategies; (b) predominance of social approach coping approaches; (c) predominance of cognitive approach coping approaches; (d) high generalized use of approach coping strategies. The profile that showed that a greater combination of the three strategies was related to higher general self-efficacy expectations, and vice versa. These results suggest that encouraging flexibility in coping strategies would help to improve university students’ self-efficacy. (shrink)

This paper begins the study of first-order functions, which are a generalization of truth-functions. The concepts of truth-table and systems of truth-functions, both introduced in propositional logic by Post, are also generalized and studied in the quantificational setting. The general facts about these concepts are given in the first five sections, and constitute a “general theory” of first-order functions. The central theme of this paper is the relation of definition among notions expressed by formulas of first-order logic. We emphasize that (...) logic is not concerned only with the consequence relation among notions expressed by formulas. It also attends to the relation of definition among notions, where a notion is defined from other notions. Sections 5 and 6 deal exclusively with the relation of definition among notions expressed by formulas of first-order logic. In these sections, we study the systems of first-order functions, which are the sets of first-order functions closed under definitions. Sections 7 and 8 are concerned with the relativization of first-order functions to a class of structures. The relativization to a class of structures is a fundamental operation which is used in order to relate the theory of first-order functions with set theory and first-order model theory, a subject which we have barely scratched the surface. The apparatus developed in this paper enables us to define what is a vehicle for the foundation of classical mathematics in set theory, and, in Sect. 8, we prove that first-order logic with one binary predicate variable is not a minimal vehicle for the foundation of classical mathematics in set theory. Sections 9 and 10 introduce further operations and ideals of first-order functions. Besides some results on the influence of the arguments of a first-order function, a result about definability is proved in Sect. 10.1. It is this theorem that provides necessary and sufficient conditions for a first-order function to be in a finitely generated ideal. In Sect. 11, this result is applied to the problem of predicate definability in classes of structures, the problem with which Beth’s theorem dealt in the case of elementary classes. (shrink)

The aim of the present paper is to provide a robust classification of valid sentences in set theory by means of existence and related notions and, in this way, to capture similarities and dissimilarities among the axioms of set theory. In order to achieve this, precise definitions for the notions of productive and nonproductive assertions, constructive and nonconstructive productive assertions, and conditional and unconditional productive assertions, among others, will be presented. These definitions constitute the result of a semantical analysis of (...) the notions involved. The conceptual clarification developed here results in a classification of valid sentences of set theory that goes against the standard view that extensionality is not an existence assertion. (shrink)

Algunos temas que contiene: Pedagogía de la contradicción. El significado didáctico y latinoamericano de Freire Interpretación temática La educación de adultos como un análisis educativo Teórico Practico Metodología educativa y liberación Reflexión educativa y cambio social La educación del adulto y la transformación cultural de los pueblos Educación popular: los últimos escritos, "los libros hablados" Entrevista Paulo Freire - Antonio Monclus (Sao Paulo, 16-18 de Abril de 1987) Educación de adultos - Educación popular: Aproximaciones teóricas Análisis político de la sociedad (...) latinoamericana Práctica y metodología educativa Teología de la liberación y compromiso cristiano Identidad latinoamericana y papel de España en América. (shrink)

Em Pedagogia da esperança, escrito em 1992, Paulo Freire faz uma reflexão sobre Pedagogia do oprimido, publicado em 1968, durante o seu exílio no Chile. Nesse reencontro, analisa suas experiências pedagógicas em quase três décadas nos mais diferentes países. Um relato valioso, elaborado com cientificidade, humildade e coerência, que recusa o determinismo e mostra a história humana como um feixe de possibilidades. O livro conta ainda com a colaboração de Ana Maria Araújo Freire, através das notas explicativas, e prefácio de (...) Leonardo Boff. (shrink)

Essays by some of the world's leading educators provide a revolutionary portrait of new ideas and developments in education that can influence the possibility of social and political change. The authors take into account such diverse terrain as feminism, ecology, media, and individual liberty in their pursuit of new ideas that can inform the fundamental practice of education and promote a more humane civil society. The book consolidates recent thinking just as it reflects on emerging new lines of critical theory.

These readings have been chosen by Ana Maria Araujo Freire and Donaldo Macedo, who also provide a cogent introduction to the life and times: -- From Pedagogy of the Oppressed, The Fear of Freedom, The "Banking" Concept of Education -- From Education for Critical Consciousness, Education and Conscientizacao -- From Pedagogy in Process, the introduction -- A dialogue between Freire and Macedo, Literacy in Guinea-Bissau Revisited -- Selections from Learning to Question -- From Pedagogy of the City, The Challenges of (...) Urban Education -- From Pedagogy of Hope, A Further "Reading of the World" -- Selections from Pedagogy of the Heart. (shrink)