The English translation of Jörn Rüsen’s Historik is a major event in the global community of the theory of history. Few contemporary thinkers in this field have been so systematic and comprehensive as Rüsen. This book, rendered as Evidence and Meaning, is the outcome of a whole life devoted to the renewal of German historicism. Rüsen’s contribution mirrors the great debates held in West Germany since the 1960s about the theory of history, discussions that prompted a conjoint reassessment of the (...) old dispute between historicist academia and Marxist or Weberian sociologism, including the consequences of the linguistic turn. Rüsen has opened the German historicist tradition toward spaces of compromise with the Western “scientific” or more generalizing history. Furthermore, Rüsen’s synthetic historicism, with its insistence on praxis, might be taken as a case of convergent evolution between German and American syntheses of historical life and historical knowledge. (shrink)

In hisLives of Eminent Philosophers Diogenes Laertius mentions, among the various traditions of how Diogenes the Cynic met his end, the belief that he committed suicide by retention of the breath. He cites as his authority for this the poet Cercidas of Megalopolis, who, between some fifty and a hundred years after the death of the Cynic, celebrated his ascent to heaven in the following verses.

The English translation of Jörn Rüsen’s Historik is a major event in the global community of the theory of history. Few contemporary thinkers in this field have been so systematic and comprehensive as Rüsen. This book, rendered as Evidence and Meaning, is the outcome of a whole life devoted to the renewal of German historicism. Rüsen’s contribution mirrors the great debates held in West Germany since the 1960s about the theory of history, discussions that prompted a conjoint reassessment of the (...) old dispute between historicist academia and Marxist or Weberian sociologism, including the consequences of the linguistic turn. Rüsen has opened the German historicist tradition toward spaces of compromise with the Western “scientific” or more generalizing history. Furthermore, Rüsen’s synthetic historicism, with its insistence on praxis, might be taken as a case of convergent evolution between German and American syntheses of historical life and historical knowledge. (shrink)

Lynch, Parke, and O’Malley highlight the need for better evaluative criteria for causal explanations in microbiome research. They propose new interventionist criteria, show that paradigmatic examples of microbiome explanations are flawed using those criteria, and suggest numerous ways microbiome explanations can be improved. While we endorse their primary criticisms and suggestions for improvements in microbiome research, we make several observations regarding the use of mooted causal models in microbiome research that have significant implications for their overall argument. In sum, we (...) contend that their critique is too modest and that even flawed causal inferences like those they criticize can be valuable for generating better causal models and evaluating explanatory outcomes in individual cases. (shrink)

Lynch, Parke, and O’Malley highlight the need for better evaluative criteria for causal explanations in microbiome research. They propose new interventionist criteria, show that paradigmatic examples of microbiome explanations are flawed using those criteria, and suggest numerous ways microbiome explanations can be improved. While we endorse their primary criticisms and suggestions for improvements in microbiome research, we make several observations regarding the use of mooted causal models in microbiome research that have significant implications for their overall argument. In sum, we (...) contend that their critique is too modest and that even flawed causal inferences like those they criticize can be valuable for generating better causal models and evaluating explanatory outcomes in individual cases. (shrink)

Este artículo plantea una relectura de John Dewey con la intención de analizar y dar algunas respuestas a la actual crisis de la democracia representativa o liberal. Esta crisis guarda relación con procesos globalizadores contradictorios que, de un lado, alimentan una utopía futurista confiada en el progreso tecnológico, y de otro, el regreso “retrotópico”, nostálgico y emocional, a lo tribal. Esta relectura se centra en obras fundamentales de Dewey, pero especialmente Democracia y Educación y otros textos de carácter pedagógico. El (...) artículo desarrolla una serie de argumentos que concluyen en torno a la idea de “democracia creativa”, que Dewey planteó en su madurez, como referencia para una deseable reactivación de la democracia entendida como ideal ético. (shrink)

The objective of this study is to analyze the role that peer support plays in the incidence relationships between sociometric popularity and general self-concept based on sociometer theory. A total of 676 randomly selected secondary school students from the Basque Country between 12 and 18 years of age participated voluntarily. All of them completed a sociometric questionnaire, the Family and Friends Support Questionnaire, and the Dimensional Self-concept Questionnaire. Several models of structural equations were tested. The results indicate that sociometric popularity (...) is linked to self-concept through the perceived social support of peers. These results are discussed within the framework of positive psychology and its practical implications in the school context. (shrink)

We propose a semiotic framework to underpin a posthumanist philosophy of education, as contrasted to technological determinism. A recent approach to educational processes as semiotic phenomena lends itself as a philosophy to understand the current interplay between education and technology. This view is aligned with the transhumanist movement to defend techno-scientific progress as fundamental to human development. Particularly, we adopt a semiotic approach to education to tackle certain tensions in current debates on the human. Transhumanism scholars share the optimistic belief (...) that there is no limit to how the ethical use of technology can help alleviate suffering and increase our health and wisdom. From this perspective, it appears possible to acquire capacities that require rethinking the notion of human altogether. For others, this undermining of essentialist concepts of humanity entails serious risks, especially related to ethical egalitarianism. We adopte the perspective of edusemiotics, a framework that brings together semiotics, educational theory and philosophy of education. As a theoretical-practical framework, edusemiotics affords a hermeneutic and semiotic method for our approach. Peirce’s logic of signs is used to analyze socio- educational interactions as environmental. We observe two lines of thought. On the one hand, technological transhumanism enhances Cartesian mind–body dualism. On the other hand, philosophical posthumanism seeks to overcome this dichotomy. The former proposal construes human transformation as an artifactualization derived from techno-scientific enhancements. The latter position proposes an integrative posthumanism, capable not only to include edusemiotic theory but also to rethink the concept of learning as mutual to that of human. (shrink)

Understanding how people behave when facing hazardous situations, how intrinsic and extrinsic factors influence the risk taking (RT) decision making process and to what extent it is possible to modify their reactions externally, are questions that have long interested academics and society in general. In the spheres of Occupational Safety and Health (OSH), the military, finance and sociology, this topic has multidisciplinary implications because we all constantly face risk taking situations. Researchers have hitherto assessed risk taking profiles by conducting questionnaires (...) prior to and after the presentation of stimuli; however, this can lead to the production of biased, non-realistic, risk taking profiles. This is due to the reflexive nature of choosing an answer in a questionnaire, which is remote from the reactive, emotional and impulsive decision making processes inherent to real, risky situations. One way to address this question is to exploit VR capabilities to generate immersive environments that recreate realistic seeming but simulated hazardous situations. We propose VR as the next-generation tool to study risk taking processes, taking advantage of the big four families of metrics which can provide objective assessment methods with high ecological validity: the real-world risks approach (high presence VR environments triggering real-world reactions), embodied interactions (more natural interactions eliciting natural behaviours), stealth assessment (unnoticed real-time assessments offering efficient behavioural metrics) and physiological real-time measurement (physiological signals avoiding subjective bias). Additionally, VR can provide an invaluable tool, after the assessment phase, to train in skills related to risk taking due to its transferability to real-world situations. (shrink)

The closure of schools as a result of COVID-19 has been a critical global incident from which to rethink how education works in all our countries. Among the many changes generated by this crisis, all teaching became mediated by digital technologies. This paper intends to analyze the activities carried out during this time through digital technologies and the conceptions of teaching and learning that they reflect. We designed a Likert-type online questionnaire to measure the frequency of teaching activities. It was (...) answered by 1,403 teachers from Spain. The proposed activities varied depending on the learning promoted, the learning outcomes, the type of assessment to which the activities were directed, and the presence of cooperative activities. The major result of this study was that teachers used reproductive activities more frequently than constructive ones. We also found that most activities were those favoring verbal and attitudinal learning. The cooperative activities were the least frequent. Finally, through a cluster analysis, we identified four teaching profiles depending on the frequency and type of digital technologies use: Passive, Active, Reproductive, and Interpretative. The variable that produced the most consistent differences was previous digital technologies use These results show that Information and Communication Technologies uses are reproductive rather than constructive, which impedes effective digital technologies integration into the curriculum so that students gain 21st-century competencies. (shrink)

Justo antes de la pandemia por COVID-19, la Organización Mundial de la Salud definió unas prioridades de trabajo para la década 2020-2030. Un grupo interdisciplinario de profesionales de la salud reflexiona sobre estas prioridades, determinando unas categorías de análisis y, desde una perspectiva bioética, analiza cada una de ellas, ve su pertinencia, algunos eventos causales, las implicaciones que pueden tener si no son enfrentadas adecuadamente y hace sugerencias sobre la forma de llevarlas a cabo. En esta primera entrega se analiza (...) el primer grupo de prioridades estratégicas: “poblaciones más sanas”. En las conclusiones se destaca la conveniencia de acometer cada una de ellas de una manera colaborativa, gubernamental y privada; de reestructurar el sector salud con base en estas prioridades, aprovechando la experiencia obtenida en la lucha contra el COVID-19. La relación del ser humano con el medio ambiente también debe cambiar, apelando a la responsabilidad humana por el cuidado del planeta. (shrink)

Este repertorio registra información de Husserl en la Internet, una breve historia sobre los Nachlaß, el índice de la Husserliana, un listado de las publicaciones de y sobre Husserl disponibles en la Biblioteca Central de la Pontificia Universidad Católica del Perú, y los artículos sobre Husserl que se encuentran en la Hemeroteca. El listado abarca las publicaciones existentes hasta el año 1997.

Yarkoni correctly recognizes that one reason for psychology's generalizability crisis is the failure to account for variance within experiments. We argue that this problem, and the generalizability crisis broadly, is a necessary consequence of the stimulus-response paradigm widely used in psychology research. We point to another methodology, perturbation experiments, as a remedy that is not vulnerable to the same problems.

This collection of essays, offered in honor of the distinguished career of prominent political philosophy professor Clifford Orwin, brings together internationally renowned scholars to provide a wide context and discuss various aspects of the virtue of “humanity” through the history of political philosophy.

This collection of essays, offered in honor of the distinguished career of prominent political philosophy professor Clifford Orwin, brings together internationally renowned scholars to provide a wide context and discuss various aspects of the virtue of “humanity” through the history of political philosophy.

Mueller et al. discuss the role of acoustic cues in detecting language structure more generally. Across languages, there are clear links between acoustic cues and syntactic structure. They show that AGL experiments implementing analogous links demonstrate that prosodic cues, as well as various auditory biases, facilitate the learning of structural rules. Some of these biases, e.g. for auditory grouping, are also present in other species.