Introducción: Los docentes universitarios requieren nuevos saberes para enfrentar los diversos retos que plantea la educación superior; dichos desafíos se relacionan con el dominio de saberes disciplinarios, profesionales, laborales, pedagógicos y didácticos e incluso axiológicos. Lo que aquí se presenta son los resultados de una investigación llevada a cabo en la Universidad Autónoma del Estado de México en el periodo de enero de 2014 a abril de 2015. El objetivo: fue determinar los saberes específicos, métodos de enseñanza y valores sociales (...) que deben poseer los profesores universitarios desde la perspectiva de los estudiantes para la identificación de aquellos principios que deben orientar la formación y actualización docente. Método: consideró el cualitativo y la técnica de la encuesta; fueron aplicados 119 cuestionarios diseñados en Escala de Likert, a igual número de estudiantes; el instrumento de 48 reactivos fue construido con base en tres grandes "baterías" o ejes: "Saberes de un buen docente", "Métodos o estrategias de enseñanza", y "Actitudes y valores". Resultados: se resaltan los saberes pedagógicos y didácticos como aquéllos que los estudiantes visualizan que les hacen falta a sus docentes; de éstos, son los métodos de enseñanza eminentemente prácticos, y aquellos vivenciales o más cercanos a la realidad los que se consideran como importantes. En términos de las actitudes y valores sociales que deben tener y demostrar los profesores, se encuentran la actitud profesional, la actitud de servicio, así como la responsabilidad y la ética. Conclusiones: se discute aquello que se considera deben saber, y lo que necesitan mejorar los docentes universitarios. Introduction: Professors require new knowledge to face the different challenges that higher education has. Those challenges are related with the mastery of disciplinary, professional, pedagogic, work-related, didactic and even axiological knowledge. The results of a research that was carried out at the Universidad Autónoma del Estado de México from January, 2014 to April, 2015; are presented in this article. Objective: To determine specific knowledge, teaching methods and social values that professors must have from the perspective of the students for identifying the principles which should lead teaching formation and updating. Method: The qualitative method and the survey as a procedure were considered. One hundred nineteen questionnaires that were designed in Likert scale were also applied to the same number of students; the instrument of 48 reagents was based on 3 axes: 'Knowledge of a good professor', 'Teaching methods or strategies' and 'Attitudes and values'. Results: Pedagogic and didactic knowledge is emphasized, for instance the one students consider their professors should have. However, the professors consider those teaching methods essentially practical, based on past experiences or closer to the reality as the most important ones. There are some attitudes and social values that professors must have and demonstrate, as well as the professional attitude, the service attitude, responsibility and ethics. Conclusions: the ideas that must be known and improved by the professors are discussed here. (shrink)

El artículo ofrece una reflexión epistemológica sobre el trabajo educativo en la Universidad cubana, a partir de la sistematización de aspectos teóricos abordados por diferentes autores. Se presenta un estudio lógico e histórico apoyado en la selección de materiales, documentos, resoluciones, programas que rigen la política educacional del país, con el objetivo de reflexionar sobre las experiencias del trabajo educativo en la Educación Médica Superior en Cuba. The article provides an epistemological reflection on the educational work in the Cuban University (...) from the systematization of theoretical issues raised by different authors. A logical and historical study is presented supported by the selection of materials, documents, resolutions, programs governing the educational policy of the country in order to reflect on the educational work experiences developed in Higher Medical Education in Cuba. (shrink)

Se realizó la revisión bibliográfica con el objetivo de que los jóvenes profesionales de la salud conozcan acerca de la historia, origen y significado del distintivo que representa a la Medicina en todos sus campos con un carácter humanista y elevados valores éticos y morales: el emblema de Esculapio, al que se le atribuyen dotes para calmar o apaciguar. Esta imagen del bastón con la serpiente es la que ha quedado como un atributo del dios curativo y ha llegado hasta (...) la actualidad como símbolo de la Medicina. The literature review was made in order to young health professionals know about the history , origin and meaning of the emblem that represents the Medicine in all fields with humanist and high ethical values and moral character : the Aesculapius emblem, the feats attributed to him to calm or appease . This image of the snake with the cane has remained as a healing attribute of God and has come to the present as a symbol of medicine. (shrink)

El Profesor Guía en la universidad cubana y en particular en la educación médica superior desempeña un rol fundamental en el proceso de formación integral del futuro profesional. Para lograr este propósito debe cumplir con sus direcciones de trabajo y funciones, las cuales se abordan en este artículo. Se incorporan nuevas categorías como es la definición de la labor educativa de los profesores guías de la carrera de Medicina, la redefinición de Profesor Guía y se proponen nuevas funciones que debe (...) asumir este docente. The guide professor in Cuban universities and particularly in the Medical High Education plays an essential role in the comprehensive education process of the future professional. To accomplish this purpose, the professor should fulfill his work directions and perform his duties, which are included in the following article. New categories are incorporated like for instance, the definition of educative work of the guide professor of the Medicine school and the redefinition of guide professor. Moreover, new duties to be accomplished by the guide professor are proposed. (shrink)

Se realizó una estrategia para el perfeccionamiento del trabajo educativo en la Universidad de Ciencias Médicas de Camagüey y elevar la preparación científico-pedagógica de los profesores guías de la carrera de Medicina. En el trabajo se presenta como una de sus acciones la realización de talleres metodológicos interactivos, sus funciones y la metodología elaborada para su implementación. Se constató que la preparación y la experiencia de estos profesores es insuficiente para asumir la labor educativa, asimismo, se confirmó la necesidad de (...) asumir los talleres, como una de las formas del trabajo docente metodológico. A strategy in order to improve the educational work at the Medical University of Camagüey and to raise the scientific-pedagogical training of Medicine guide teachers was carried out. The research shows interactive methodological workshops as one of its main actions, its functions and the methodology designed for its implementation. It was found out that teachers training and experience was not enough to assume the educational work; likewise, the need to consider workshops, as one of the ways of the teaching methodological work was confirmed. (shrink)

A través de los aspectos paratextuales en tres textos latinoamericanos: Último round, de Julio Cortázar, La historia de mis dientes, de Valeria Luiselli y Tatuaje del Centro de Cultura Digital, esta investigación aborda el concepto de libro-objeto y su transformación desde el boom latinoamericano hasta el libro electrónico del siglo XXI. Gracias a la comparación entre las obras se ilustra cómo el texto y su formato refleja la multiplicidad de discursos característica del siglo XX y XXI, se analiza cómo la (...) intermedialidad, es decir la hibridez entre soportes, tipografías, idiomas y discursos, es reflejo de realidades simultáneas que permiten crear textos a múltiples voces. Al requerir de la participación del lector, estas obras permiten la discusión sobre la figura del autor como una estructura policéfala, sobre todo llegado el siglo XXI cuando la literatura electrónica es producida tanto por software, ilustradores, animadores, y el propio escritor. La investigación concluye con una reflexión en torno a la relación entre el texto y el libro, a través de ella podemos deconstruir las ideas preconcebidas de literatura y género. A pesar de que el formato del objeto-libro electrónico parece novedoso, en realidad es otra manifestación -acorde a los tiempos que corren- de los juegos literarios y los formatos que soportan un texto, por lo que se espera que este estudio sea útil a los interesados en las formas actuales y la evolución que la literatura ha sufrido para integrarse al medio en el que se desarrolla. (shrink)

Introducción: Los docentes universitarios requieren nuevos saberes para enfrentar los diversos retos que plantea la educación superior; dichos desafíos se relacionan con el dominio de saberes disciplinarios, profesionales, laborales, pedagógicos y didácticos e incluso axiológicos. Lo que aquí se presenta son los resultados de una investigación llevada a cabo en la Universidad Autónoma del Estado de México en el periodo de enero de 2014 a abril de 2015. El objetivo: fue determinar los saberes específicos, métodos de enseñanza y valores sociales (...) que deben poseer los profesores universitarios desde la perspectiva de los estudiantes para la identificación de aquellos principios que deben orientar la formación y actualización docente. Método: consideró el cualitativo y la técnica de la encuesta; fueron aplicados 119 cuestionarios diseñados en Escala de Likert, a igual número de estudiantes; el instrumento de 48 reactivos fue construido con base en tres grandes "baterías" o ejes: "Saberes de un buen docente", "Métodos o estrategias de enseñanza", y "Actitudes y valores". Resultados: se resaltan los saberes pedagógicos y didácticos como aquéllos que los estudiantes visualizan que les hacen falta a sus docentes; de éstos, son los métodos de enseñanza eminentemente prácticos, y aquellos vivenciales o más cercanos a la realidad los que se consideran como importantes. En términos de las actitudes y valores sociales que deben tener y demostrar los profesores, se encuentran la actitud profesional, la actitud de servicio, así como la responsabilidad y la ética. Conclusiones: se discute aquello que se considera deben saber, y lo que necesitan mejorar los docentes universitarios. Introduction: Professors require new knowledge to face the different challenges that higher education has. Those challenges are related with the mastery of disciplinary, professional, pedagogic, work-related, didactic and even axiological knowledge. The results of a research that was carried out at the Universidad Autónoma del Estado de México from January, 2014 to April, 2015; are presented in this article. Objective: To determine specific knowledge, teaching methods and social values that professors must have from the perspective of the students for identifying the principles which should lead teaching formation and updating. Method: The qualitative method and the survey as a procedure were considered. One hundred nineteen questionnaires that were designed in Likert scale were also applied to the same number of students; the instrument of 48 reagents was based on 3 axes: 'Knowledge of a good professor', 'Teaching methods or strategies' and 'Attitudes and values'. Results: Pedagogic and didactic knowledge is emphasized, for instance the one students consider their professors should have. However, the professors consider those teaching methods essentially practical, based on past experiences or closer to the reality as the most important ones. There are some attitudes and social values that professors must have and demonstrate, as well as the professional attitude, the service attitude, responsibility and ethics. Conclusions: the ideas that must be known and improved by the professors are discussed here. (shrink)

Education is a fundamental pillar in human development, and its evolution throughout history has been influenced by a variety of factors, including imaginative culture and human nature. In this study, we explore how educational methods have evolved in response to the interaction between these two aspects. We look at how human creativity, imagination, and adaptation have influenced the way we teach and learn, from early forms of knowledge transmission to more contemporary approaches focused on active student engagement and the development (...) of practical skills. Our research is based on a comprehensive review of the academic literature in the fields of education, evolutionary psychology, cultural anthropology, and imagination studies. We explore how societies have used imagination as a tool to transmit knowledge and values, as well as to foster creativity and individual expression. We also examine how adaptive aspects of human nature, such as the ability to learn collaboratively and adapt to changing environments, have influenced the way educational methods are designed. Our results show a clear evolution in educational methods over time, from approaches focused on the one-way transmission of knowledge to more interactive and participatory models that encourage exploration and discovery. We identify common patterns in the way societies have used imagination and adaptation to promote learning and socialization and discuss the implications of these findings for contemporary education. In conclusion, this study highlights the importance of understanding the relationship between imaginative culture, human nature, and education. It provides a solid foundation for the design of educational methods that harness the innate creativity and adaptability of human beings and offers guidance for educators and policymakers on how to promote meaningful and lasting learning in today's world. (shrink)

La recepción durante el siglo XX se preguntó si la filosofía nietzscheana era a-, im- o anti-política, es decir, si podía ser asimilada por la democracia, o si era antimoderna, elitista y reaccionaria. El italiano Roberto Esposito ha propuesto leerla como formando e informando el paradigma de la biopolítica. Se discuten cuatro lecturas de esa biopolítica: como formadora del paradigma de la inmunidad, como tanatopolítica, como liberal y neoliberal, y como biopolítica afirmativa. Twentieth-century readers wondered if Nietzschean philosophy was apolitical, (...) impolitic, or anti-political; that is, if it could be assimilated by democracy or if it was antimodern, elitist, and reactionary. The Italian philosopher Robert Esposito has proposed reading Nietzsche's philosophy as forming and informing the biopolitical paradigm. Four readings of these biopolitics are discussed: as part of the paradigm of immunity, as thanatopolitics, as liberal and neoliberal, and as affirmative biopolitics. (shrink)

Commentary on Pablo Hubacher Haerle’s paper “Is OCD Epistemically Irrational?”. I argue for expanding our assessment of rationality in OCD by considering a wider range of epistemic parameters and how they fit together.

In order to clarify whether Rawls is more or less cosmopolitan than Kant, we carry out a comparative analysis between his general proposals for the organization of international relations. Likewise, seeking to clarify the distance between cosmopolitanism, pacifism and ius internationalism, the ius ad bellum proposals of both authors are particularly analyzed in the war-and-peace debate context. On the one hand, as a result of the first analysis, different commonly unnoticed logical coincidences between the postulates of Kant and Rawls are (...) highlighted. On the other hand, after the conclusions of the second analysis and taking as a criterion the causes that both authors admit as just for war, a proposal of an ideal type of cosmopolitan ius ad bellum is also provided. (shrink)

A disturbing economic reality confronts consumers today: thousands of farm workers are enslaved in U.S. agricultural fields, forced to work without pay amid deplorable conditions and under the constant threat of violence. If structural economic injustices perpetuate modern‐day agricultural slavery, then it is necessary to promote consumer practices that resist these abusive dynamics. But a consumption‐oriented strategy does not necessarily restore either personal agency or communal relations damaged by agricultural trafficking. This essay proposes a framework for aesthetic solidarity that cultivates (...) affective bonds necessary for building communities of resistance characterized by mutuality, equality, and participation. (shrink)

Current philosophical accounts of causation suggest that the same causal assertion can have different meanings. Yet, in actual social-scientific practice, the possible meanings of some causal generalisations intended to support policy prescriptions are not always spelled out. In line with a standard referentialist approach to semantics, we propose and elaborate on four questions to systematically elucidate the meaning of causal generalisations. The analysis can be useful to a host of agents, including social scientists, policy-makers, and philosophers aiming at being socially (...) relevant. To illustrate our proposal, we analyse the complexities related to the meaning of causal generalisations in the context of a concrete case of economic research which is explicitly intended to guide public policy, namely, the OECD research on the causes of unemployment. (shrink)

The COVID-19 pandemic and its related policies (e.g., stay at home and social distancing orders) have increased people’s use of digital technology, such as social media. Researchers have, in turn, utilized artificial intelligence to analyze social media data for public health surveillance. For example, through machine learning and natural language processing, they have monitored social media data to examine public knowledge and behavior. This paper explores the ethical considerations of using artificial intelligence to monitor social media to understand the public’s (...) perspectives and behaviors surrounding COVID-19, including potential risks and benefits of an AI-driven approach. Importantly, investigators and ethics committees have a role in ensuring that researchers adhere to ethical principles of respect for persons, beneficence, and justice in a way that moves science forward while ensuring public safety and confidence in the process. (shrink)

Proponemos una teoría estética basada en un enhebrado cronotópico del discurso creativo que replantea las lógicas de constitución del sujeto. Tomamos como hilo conductor la película La voz de la luna (La voce della Luna, 1990) de Federico Fellini, cuyo surrealismo, lejos de suponer una construcción al azar de un relato, revela una sofisticada narrativa desde lo circunstancial (y no desde el sujeto o el objeto). Es aquí donde confluimos con las tesis más radicales de Antonin Artaud y su proyecto (...) político basado en el teatro de la crueldad y la reificación del fragmento-órgano. Concluimos con un alegato por una narración vital, que trascienda la obra, disipe la posición del sujeto en la misma (lo que Jacques Derrida denomina Forcener le subjectile) para que el sentido de la humanidad, en lo ínfimo y fragmentado, trasparezca. (shrink)

Interpretations of Einstein’s equation differ primarily concerning whether E = mc2 entails that mass and energy are the same property of physical systems, and hence whether there is any sense in which mass is ever ‘converted’ into energy. In this paper, I examine six interpretations of Einstein’s equation and argue that all but one fail to satisfy a minimal set of conditions that all interpretations of physical theories ought to satisfy. I argue that we should prefer the interpretation of Einstein’s (...) equation that holds that mass and energy are distinct properties of physical systems. This interpretation also carries along the view that while most cases of ‘conversion’ are not genuine examples of mass being ‘converted’ into energy, it is possible that the there are such ‘conversions’ in the sense that a certain amount of energy ‘appears’ and an equivalent of mass ‘disappears’. Finally, I suggest that the interpretation I defend is the only one that does not blur the distinction between what Einstein called ‘principle’ and ‘constructive’ theories. This is philosophically significant because it emphasizes that explanations of Einstein’s equation and the ‘conversion’ of mass and energy must be top‐down explanations. (shrink)

Este artigo apresenta o conceito problemático de sujeito na filosofia de Kant. Iniciamos por apresentar as linhas principais e os sentidos empírico e transcendental da Subjektivität na primeira Crítica de Kant, as suas significações epistemológicas e práticas e a maneira como ela responde à invenção de uma posição radicalmente construtivista em filosofia. O sujeito é, acima de tudo, uma atividade formal de unificação no nível teórico, uma atividade que é também a condição de possibilidade universal de toda experiência coerente. Daí (...) o fato de que a sua realidade não é a de uma alma substancial ou a de uma subjetividade empírica, concebidas como objetos determinados. É a sua constituição como sujeito transcendental que abre a possibilidade para a ideia do sujeito como um agente livre, autor de suas próprias representações e ações. (shrink)

El objeto de profundizar en el análisis de la calidad de vida en adultos mayores, la incidencia de la familia, valores y brechas intergeneracionales, en la ciudad de Torreón Coahuila, México, con analisis cuantitativo aplicado a 230 sujetos, 5 ejes y con variables, validado con Alpha de Cronbach de 0.88 resultado del análisis: la importancia de que adultos cuente con la información en lo referente a: su proceso de envejecimiento, proceso salud-enfermedad y la intervención de políticas públicas gubernamentales, entorno familiar (...) y creencias son determinante en su acompañamiento su fusión demandando una aplicación oportuna de políticas publicas y sociales. (shrink)

The purpose of this essay is to show that the version of epistemological infinitism defended by Peter Klein is externalistic in character. I present the most important questions infinitism is supposed to resolve and also present the fundamental difference regarding internalism and externalism in epistemology. I conclude with an indication of what would be the best way to understand infinitism and how to evade the problems that emerge from Klein’s externalist infinitism.

Este artículo analiza el perfil sociodemográfico de la población de 12 años y más ocupada en el empleo doméstico, considerando las variables edad, sexo, migración, condición de hablante de lengua indígena, escolaridad, seguridad social e ingresos, en un contexto de crisis económica. La fuente de información usada corresponde a los microdatos de los Censos de Población y Vivienda del Instituto Nacional de Geografía e Informática (INEGI, 1970-2020). Los resultados sugieren que el empleo doméstico es un fenómeno decreciente, se constata como (...) nicho feminizado, de baja escolaridad, con reducción significativa de las indígenas, de su condición migratoria y del aumento en el envejecimiento. La elección del periodo de estudio sugiere que las crisis económicas impactan disminuyendo las tasas la participación laboral del sector de estudio. (shrink)

This is a personal essay about breasts. It focuses on my experiences as a young girl, moving through adolescence to a history of breast cancer in my family, including my mother’s breast cancer diagnosis. As a physician, patient, and wife, I reflect on the choices that I have to make and what this means for my identity as a woman and mother.

Einstein’s 1935 derivation of mass—energy equivalence is philosophically important because it contains both a criticism of purported demonstrations that proceed by analogy and strong motivations for the definitions of the ‘new’ dynamical quantities. In this paper, I argue that Einstein’s criticism and insights are still relevant today by showing how his derivation goes beyond Friedman’s demonstration of this result in his Foundations of Spacetime ¹heories. Along the way, I isolate three distinct physical claims associated with Einstein’s famous equation that are (...) sometimes not clearly distinguished in philosophical discussions of spacetime theory. (shrink)

La micropaleontología es una especialización reciente de la paleontología, cuyo objeto de estudio son los microfósiles. La bibliografía relacionada con sus aspectos filosóficos y epistemológicos es prácticamente inexistente. Pero esto no significa que tales aspectos y las problemáticas que se desprenden de los mismos no existan. Por este motivo, en el presente trabajo se ofrece una primera aproximación a estas cuestiones. Se verá cómo el cuerpo de conocimientos y la metodología de la micropaleontología se relacionan con el debate que gira (...) en torno a dos corrientes filosóficas bien contrapuestas, el constructivismo y el realismo. (shrink)

El presente trabajo tiene como objetivo analizar el fenómeno de la motivación en la deliberación, retomando la idea del artículo “Razón práctica y motivaciones para la deliberación pública” (Vidiella, 2017) que sostiene que la teoría deliberativa clásica presenta un “déficit motivacional”. Para ello me centraré en la transformación de las opiniones. Tendré en cuenta cómo se conciben las opiniones desde un punto de vista racionalista, mostrando una alternativa que otorga relevancia al aspecto emocional. Luego argumentaré a favor de la posibilidad (...) de transformación de las opiniones, y por último haré referencia a la idea de que el racionalismo puede llegar a incluir el aspecto motivacional. Para ello a diferencia Vidiella que remite a los avances en psicología moral y a los estudios sobre el papel cognitivo de las emociones, me basaré principalmente en algunas críticas a los presupuestos del racionalismo que proponen flexibilizar ciertas condiciones que funcionan como principios de la deliberación. (shrink)

Solidarity is a key virtue in Christian family ethics. Emphasizing the institutional and practical dimensions of this principle, this essay claims that inter- and intrafamily solidarity are critical aspects of a Christian family ethics emanating from Latina/o theological anthropology and family practices. Interfamily solidarity, exemplified by the Latina/o family practice of extended communal family, emphasizes the integral dynamic between family solidarity and the common good. Intrafamily solidarity simultaneously critiques abusive dynamics in Latina/o families while asserting the necessary dialectic between individual (...) and familial flourishing. This articulation of family solidarity asserts a robust role for extended communal families in fostering cooperation across difference in civic life. (shrink)

El 25 de agosto de 1769, Johann Caspar Lavater envió a Moses Mendelssohn una dedicatoria junto con la traducción de algunas secciones de La palingénésie philosophique, de Charles Bonnet. En esta dedicatoria, Lavater desafió a Mendelssohn a refutar públicamente los argumentos de Bonnet sobre la verdad del cristianismo o, en caso contrario, “hacer lo que Sócrates habría hecho si hubiera leído esta obra y la hubiera encontrado irrefutable”. En su réplica a Lavater, Mendelssohn interpreta este desafío como un llamado a (...) la conversión. El objetivo del presente artículo es analizar el modo en que los ideales de conocimiento y evidencia de Lavater están inextricablemente unidos a su celo misionero. (shrink)

Against the ancient background, the paper shows how philosophy, as a form of love, is transformed in the medieval period. Henry of Ghent's view of the aim of contemplation exemplifies this transformation, and indicates how medieval love of wisdom, as the synthesis of reason and revelation, can be an enhancement of the desire that animates ancient philosophy. In this telling case and at a fundamental level, faith and revelation stimulate love of wisdom even as reason endeavors to be reconciled with (...) the details of theological doctrine. (shrink)

This work applies the competitive exclusion principle and the concept of potential competitors as simple axiomatic tools to generalized situations in ecology. These tools enable apparent competition and its dual counterpart to be explicitly evaluated in poorly understood ecological systems. Within this set-theory framework we explore theoretical symmetries and invariances, De Morgan’s laws, frozen evolutionary diversity and virtual processes. In particular, we find that the exclusion principle compromises the geometrical growth of the number of species. By theoretical extending this principle, (...) we can describe interspecific depredation in the dual case. This study also briefly considers the debated situation of intraspecific competition. The ecological consequences of our findings are discussed; particularly, the use of our framework to reinterpret coupled mathematical differential equations describing certain ecological processes. (shrink)