For millennia it has been discussed whether literature appropriately can or should be used in education for a moral purpose. Taking as a premise that it can actually be educative and not merely moralising, we tackle the case made against such use, based on the claim that it would be perverting the aesthetic nature of literature as a form of art, as it would be instrumentalised. Given that this claim is based on a dichotomy between an aesthetically educative approach and (...) a morally educative approach to literature, we examine how warranted such a formulation of this dichotomy is. We argue that, at least on some occasions, those two educative approaches to literature—the aesthetic and the moral—can actually be mutually reinforcing in such a way that aesthetic appreciation will suffer if the moral is not deeply examined with both mind and heart, and vice versa. This does not mean, however, that this relation of mutual contribution will always obtain in a neat way. It may actually be the case that just in a few cases, and only if carried out in a pedagogically appropriate manner, it will be correct to use literature with a morally educative purpose. (shrink)

Paul Hirst’s idea of moral education is distinctive in the central role it attributes to social practices. For him, ethical principles and virtues should not be seen as abstract entities theoretically derived and then applied in education so that students learn to reason from those principles or live by those virtues. Instead, Hirst’s moral education incorporates an initiation into social practices and comes back to them by means of situated critical reflection from within those practices themselves. Embracing Hirst’s proposed central (...) role of social practices, this paper spells out the key role that emotions play in moral education so understood and their relations with social practices. As emotions materialize our deeply held values, incorporated into lived experience, their cultivation will not simply be a matter of deliberation, but rather of the practical exploration of social practices that can nurture and sustain them. (shrink)

En el artículo se plantea que la libertad de expresión es vulnerada de manera distinta a los escenarios tradicionales en razón del uso del Big Data y otras tecnologías como el análisis predictivo de datos y la personalización de contenido. Esta vulneración resulta diferente de la habitual puesto que no existe imposibilidad o limitación a expresar lo que se quiere de manera espontánea, sino que, la libertad de expresión se ve coartada ex ante a través de la generación de circunstancias (...) en las que lo que se expresa viene dado previamente a través de información adecuada de manera personalizada según el perfil de quien opina. Para lograr presentar esta tesis, se efectúa un marco de referencia en el que este fenómeno se contextualiza. Al final se realiza una propuesta para disminuir o eliminar esta vulneración a la libertad de expresión. (shrink)