This paper aims to analyze the idea of randomness in Greek philo-sophy since Empedocle to Plato to show determinism as unavoidable companion of most deterministic doctrines. Despite their adherence to determinism, even Plato and Aristotle introduce randomness to account for the various forms of reality, following so Empedocle and the atomists. There are as many contentions for randomness as for necessity in Greek and Latin thought.

College cheating is prevalent, with rates ranging widely from 9 to 95%. Research has been exclusively conducted with enrolled college students. This study examined the prevalence of cheating in a sample of college alumni, who risk less in disclosing academic dishonesty than current students. A total of 273 alumni reported on their prevalence and perceived severity of 19 cheating behaviors. The vast majority of participants report having engaged in some form of cheating during their undergraduate career. The most common forms (...) of cheating were “copying from another student's assignment” and “allowing others to copy from your assignment.” More students reported cheating in classes for their major than other classes. Males and females cheated at the same rates in classes for their major, and males reported higher rates of cheating than females in nonmajor classes. Respondents reported that their top reasons for cheating were “lack of time” and “to help a friend.”. (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)

Bernardo de Monteagudo en su texto: Diálogo entre Atahualpa y Fernando VII en los Campos Eliseos, parte de una crítica a las atrocidades llevadas a cabo por los españoles contra los americanos en la Conquista –atrocidades que sobrepasan las llevadas a cabo por Napoleón contra Fernando VII–, para proponer una integración social y cultural que movilice a los pueblos latinoamericanos a la independencia del colonialismo español. Sin embargo, su propuesta no reivindica al indígena, sino que su imagen es usada por (...) el escritor como símbolo de una Latinoamérica que se limita a los criollos. Es decir, el indígena quedará, luego de las independencias latinoamericanas, en una situación similar a la colonial, sólo que ahora bajo el dominio de los criollos. De igual manera, esto nos puede suceder en nuestra realidad bogotana: pensar que Latinoamérica, y especialmente Colombia, se reduce a los Andes, a las ciudades del interior, excluyendo así al Caribe. (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)

Elaboramos una versión del disposicionalismo experimental que esclarece la relación entre capacidades y leyes fenomenológicas. Tras algunas consideraciones introductorias, presentamos el disposicionalismo experimental en vistas de las nociones de modalidad física y ambiente de estímulo. Trazamos las líneas generales para una epistemología experimentalista de las capacidades y esclarecemos la modalidad física e invariancia de las leyes fenomenológicas. Luego examinamos las generalizaciones físicas y extrapolaciones de las leyes fenomenológicas y exponemos el caso de la ley de Fresnel, que ilustra aspectos de (...) nuestro argumento. Concluimos con algunas consideraciones sobre los límites del disposicionalismo experimental. (shrink)

Across the European research area and beyond, efforts are being mobilized to align research and innovation processes and products with societal values and needs, and to create mechanisms for inclusive priority setting and knowledge production. A central concern is how to foster a culture of “Responsible Research and Innovation” (RRI) among scientists and engineers. This paper focuses on RRI teaching at higher education institutions. On the basis of interviews and reviews of academic and policy documents, it highlights the generic aspects (...) of teaching aimed at invoking a sense of care and societal obligation, and provides a set of exemplary cases of RRI-related teaching. It argues that the Aristotelian concept of phronesis can capture core properties of the objectives of RRI-related teaching activities. Teaching should nurture the students’ capacity in terms of practical wisdom, practical ethics, or administrative ability in order to enable them to act virtuously and responsibly in contexts which are often characterized by uncertainty, contention, and controversy. (shrink)

The increasing concern about ethics and integrity in research communities has brought attention to how students and junior academics can be trained on this regard. Moreover, it is known that ethical behaviour and integrity not only involve individual but also group norms and considerations. Thus, through action research and participant observation, this research investigates the learning processes through which 64 students collaboratively develop research ethics and integrity competencies. The aim was to understand how bachelor, master and PhD students approach ethical (...) dilemma cases through a collaborative process. The data consisted of recorded group work on ethics cases, student group reports, and post-training questionnaires. Later, the analyses considered groups as the unit of analysis. These data were analysed through content analysis utilizing the SOLO taxonomy to identify levels of understanding and assess evolvement of ethical sensitivity during a case-based training session. The results show that all groups reached the level of understanding where the groups demonstrated that concepts had been understood appropriately, but occasionally struggled to make connections between them. Students perceived working collaboratively as beneficial. The results help teachers of research ethics and integrity to make pedagogically justified choices in their teaching. Drawing on the results of this study, we propose a tool for the formative assessment of student learning of research ethics and integrity. (shrink)

Este artículo ofrece una reconstrucción crítica de la teoría rawlsiana de los bienes primarios. Tras hacer una evaluación de las críticas de B. BaíTy, W. Kymlicka y A. Sen a esta teoría rawlsiana, el autor propone que la mayor debilidad del argumento de Rawls reside en el supuesto de "normalidad" que le subyace.

Este trabajo trata sobre la escuela pública de forma integrada en la sociedad y desde una perspectiva la educación en democracia y para la democracia. Defiende un modelo educativo basado en valores democráticos que sean puestos en práctica de verdad por todos los componentes de la escuela, en especial los alumnos y los profesores. El funcionamiento jerárquico de la escuela y el paradigma hegemónico del presente, donde predominan criterios conservadores, imposibilitan este modelo. Sin embargo, hay modos de conseguir mejoras y (...) progresar en la formación de ciudadanos críticos y solidarios que puedan colaborar para transformar la sociedad.This work treats on the public school of form integrated to the society and from a perspective the education in democracy and for the democracy. There defends an educational model based on democratic values that are put into practice indeed by all the components of the school, especially the pupils and the teachers. The hierarchic functioning of the school and the hegemonic paradigm of the present, where they predominate over conservative criteria, disable this model. Nevertheless, there are manners of obtaining improvements and of progressing in the training of critical and solidary citizens who could collaborate to transform the society. (shrink)

_Real Metaphysics_ brings together new articles by leading metaphysicians to honour Hugh Mellor's outstanding contribution to metaphysics. Some of the most outstanding minds of current times shed new light on all the main topics in metaphysics: truth, causation, dispositions and properties, explanation, and time. At the end of the book, Hugh Mellor responds to the issues raised by each of the thirteen contributors and gives us new insight into his own highly influential work on metaphysics.