The question on guilt that Jaspers poses to the Germans was not only valid after the Holocaust, it can be raised to other peoples who must answer for the crimes committed by the state which act on behalf of the people that gave support to them. In this paper, I elaborate a notion of citizens’ political responsibility in order to argue to what extent—and under what circumstances—the citizens of a political community must respond for the deeds of the political institutions (...) that govern them. For that purpose, I try to explain Spinoza’s notion of political authority in relation to Jaspers’ notion of political guilt. This Spinozistic approach has the advantage of freeing us from moral guilt—a misleading notion in political arena as I will argue—but it demands from us a genuine self-reflective and therapeutic procedure that if applied to politics would reveal a different path from Jaspers’ guilt. The aim of this therapeutic is to bring about a profound change in the personal and political identity of both citizen and political community. (shrink)

In the long history of the interpretations of Hume's theses on the self and personal identity, it is by now widely accepted that the conclusions reached in the first book of the Treatise must be considered in light of what the philosopher adds on these themes in the second and third books. Furthermore, there is no longer much support for the reading, which saw a contradiction here, given that while in the Book 1 he denies the reality of the self (...) or of personal identity, he then accepts that reality when he turns to his discussion of the passions. In presenting a more comprehensive reading of the theses of Hume on the self in the Treatise as a whole, it is essential not to lose sight of what Hume himself declared in Book 1, that "we must distinguish betwixt personal identity, as it regards our thought or imagination, and as it regards our passions or the concern we take in ourselves". But having recognized the necessity of integrating the theses on the self of Book 1 with those advanced in the latter two books, there are still divergent opinions on what meaning should be assigned to this integration. The relationship between what Hume writes on the self in Books 2 and 3 and the discussion of that topic in Book 1 has been seen, variously, as a mere continuation, as a new development in a continuous interpretation, or, rather, as a completely new posing of the question, with its own new solution. (shrink)

Resumen: El presente trabajo intenta analizar los elementos críticos a la base de aquella suerte de prescripción que Edward Said formulara a los intelectuales bajo la célebre consigna de “decir las verdades al poder”, esto es, de interpelar públicamente al poder -político, económico, religioso, militar- frente a toda evidencia de injusticia, inconsistencia o turbia manipulación en su operar. En tanto tal, y a partir de nuestra lectura de Said, delimitamos cinco dilemas que el intelectual ha de resolver, en tanto requisitos (...) para decir las verdades al poder: orientación intramundana versus extramundana, rol profético versus sacerdotal, libertad universalista versus organicidad, racionalidad sustantiva versus instrumental y arrojo versus temor. Se comentan las implicaciones de estos dilemas a la luz de los desafíos y oportunidades que las sociedades contemporáneas -en particular, las latinoamericanas- presentan para el rol del intelectual.: This work analyzes the critical foundations of that quasi-rule posed by Edward Said to intellectuals through the famous motto “speaking truth to power”, that is, of publicly interpellating to power -political, economic, religious, military- whenever its exercise may involve injustice, inconsistency or underhanded manipulation. So, according to our interpretation of Said’s work, we identify five dilemmas the intellectual should resolve in order to be able to speak truth to power: a worldliness orientation versus an otherworldliness one, a prophetic role versus a priestly one, universalist freedom versus organic compromise, a substantive rationality versus an instrumental one, and courage versus fear. Involvements of these dilemmas are discussed according to the challenges and opportunities posed by current societies -in particular, the Latin American ones- to the intellectual’s role. (shrink)

La estética posee una importancia central en el pensamiento de Nietzsche. En el presente trabajo se expone cómo la afirmación filosófica nietzscheana de lo inmanente tiene como sustento sus reflexiones en torno al arte y extrae de este ámbito su instrumental teórico. Se mostrará así cómo Nietzsche lleva a cabo una justificación estética de la inmanencia.

En este trabajo propongo que la experiencia estética del trap posee una capacidad influencial que se realiza a través de la narrativa de la acción que ofrece el fearless speech. Este discurso se da desde un modo de existencia inferior y es capaz de contar la verdad de la realidad del sujeto. Dicha acción implica reconfigurar el mundo a través de la narrativa que parte desde un llegar a ser o becoming. Esta reconfiguración a su vez supone la reconfiguración de (...) las posibilidades de acción reales del sujeto que es posible a través de la creación de la obra en el mundo y la experiencia estética de la obra. Esto implica una estética existencial de la resistencia que parte del cuidado de uno mismo y las acciones en el mundo que se establecen con relación a otros. Propongo que es en este último punto en el que convergen algunos planteamientos de Paul Ricoeur, Michel Foucault y Martin Heidegger. (shrink)

El propósito general de este estudio es ofrecer un marco de análisis integrador sobre la arquitectura emocionalde la educación y sus implicaciones para el diseño de acciones educativas pertinentes en los procesos de formaciónhumana. De modo específico, se analizan los componentes y mecanismos emocionales implicados en los procesoseducativos que han probado su efectividad. A tal fin, se ha aplicado un enfoque analítico basado en una revisióndocumental a partir de estudios científicos y humanísticos. Las preguntas que han guiado este estudio han (...) sido: ¿aqué nos referimos cuando hablamos de emoción en las ciencias de la educación?, ¿qué componentes y mecanismosdefinen la arquitectura emocional de los procesos educativos? Se infiere que la arquitectura emocional de laeducación posee un carácter pluridimensional, pues concierne a realidades orgánicas, psíquicas y socioculturales;asimismo, que los componentes esenciales para educar y aprender tienen en las emociones sus instrumentosmás destacados, entre ellos, deseo y entusiasmo. Como mecanismos emocionales más relevantes se encuentranla implicación —del enseñante y el aprendiz— la resonancia y la proximidad emocional. Las implicacionespedagógicas son apostar por una educación afectiva que integre el aprendizaje del bienestar y del dolor, y laapuesta de metodologías experienciales, participativas y artísticas —especialmente dramáticas o escénicas— ydispositivos de acompañamiento para los profesionales de la educación y los estudiantes. (shrink)

No se pretende hacer una comparación entre la filosofía de Kant y la de Spinoza, sino más bien mostrar un punto de encuentro, en el que ambas se cruzan sin reconocerse, El análisis de tal encrucijada gira en torno a la autonomía y al conocimiento racional como acción libre. Despuésde esbozar la imagen filosófica que Kant tenía del Spinozismo ysu crítica a éste como antítesis del criticismo, a pesar del carácter de racionalismo crítico que, sin embargo, posee, se muestra en (...) una breve exposición de las líneas maestras de ambas ¿ticas, como entre disonancias y malentendidos se produce una convergencia en lo esencial: una ética lúcida y sin sumisiones, a la vez que un enfrentamiento en cuanto a la naturaleza y función del deseo.On nc cherche pas leí A comparer Kant et Spinoza, mais plutót A dépeindre la relation entre ses philosophies comme un point de rencontre oit les deux se crossent sans se reconnaitre. L’analyse de cette mésentente toume autor de l’autonomie et de la connaissance rationelle comme action libre. Aprésavoir vu l’image de Spinoza chez Kant et la critique que celui-ci fait du spinozisme comme antithése du criticisme et avoir rétabli, cependant, la théorie spinoziste comme rationalisme critique, on montre finalement, en exposant les grandes lignes des deux éthiques, comme A travers les dissonances et les malentendus, il y a une convergence dans l’essentiel: une éthique lucide et sans soumission. (shrink)

I argued against relationalism with four objections. One of those was that, under reasonable assumptions, relationalism's modal relation needs to be what I called an `extra order' relation. I recently came to notice that the objection could have been posed with much less substantive assumptions. In particular, I recently noticed that order-dissonant predications are not required for the objection; therefore, noncumulativism is not relevant for my argument.

Montague’s analysis of the well-known temperature paradox poses a problem for Gupta’s syllogism, whose surface syntax differs from the temperature syllogism in the addition of the intensional adverb necessarily. Lasersohn (2005) argues that the puzzle arising from these syllogisms can be solved if one adopts the Fregean presuppositional treatment of definite descriptions, and concludes that the temperature-Gupta puzzle provides an argument in favor of such treatment. This paper shows that the analysis of definite descriptions is in fact orthogonal to the (...) puzzle. Instead, it will be shown that the differences between the two syllogisms stem from the temporal interpretation of their premises. (shrink)

The ageing society poses significant challenges to Europe’s economy and society. In coming to grips with these issues, we must be aware of their ethical dimensions. Values are the heart of the European Union, as Article 1a of the Lisbon Treaty makes clear: “The Union is founded on the values of respect for human dignity…”. The notion of Europe as a community of values has various important implications, including the development of inclusion policies. A special case of exclusion concerns the (...) gap between those people with effective access to digital and information technology and those without access to it, the “digital divide”, which in Europe is chiefly age-related. Policies to overcome the digital divide and, more generally speaking, e-inclusion policies addressing the ageing population raise some ethical problems. Among younger senior citizens, say those between 65 and 80 years old, the main issues are likely to be universal access to ICT and e-participation. Among the older senior citizens, say those more than 80 years old, the main issues are mental and physical deterioration and assistive technology. An approach geared towards the protection of human rights could match the different needs of senior citizens and provide concrete guidance to evaluate information technologies for them. (shrink)

In this paper we describe an experimental test of the validity of the Pauli Exclusion Principle (for electrons) which is based on a straightforward idea put forward a few years ago by Ramberg and Snow (Phys. Lett. B 238:438, 1990). We perform a very accurate search of X-rays from the Pauli-forbidden atomic transitions of electrons in the already filled 1S shells of copper atoms. Although the experiment has a very simple structure, it poses deep conceptual and interpretational problems. Here we (...) describe the experimental method and recent experimental results, which we interpret in the framework of quon theory. We also present future plans to upgrade the experimental apparatus using Silicon Drift Detectors. (shrink)

The ageing society poses significant challenges to Europe’s economy and society. In coming to grips with these issues, we must be aware of their ethical dimensions. Values are the heart of the European Union, as Article 1a of the Lisbon Treaty makes clear: “The Union is founded on the values of respect for human dignity…”. The notion of Europe as a community of values has various important implications, including the development of inclusion policies. A special case of exclusion concerns the (...) gap between those people with effective access to digital and information technology and those without access to it, the “digital divide”, which in Europe is chiefly age-related. Policies to overcome the digital divide and, more generally speaking, e-inclusion policies addressing the ageing population raise some ethical problems. Among younger senior citizens, say those between 65 and 80 years old, the main issues are likely to be universal access to ICT and e-participation. Among the older senior citizens, say those more than 80 years old, the main issues are mental and physical deterioration and assistive technology. An approach geared towards the protection of human rights could match the different needs of senior citizens and provide concrete guidance to evaluate information technologies for them. (shrink)

Ambient assisted living technologies are increasingly presented and sold as essential smart additions to daily life and home environments that will radically transform the healthcare and wellness markets of the future. An ethical approach and a thorough understanding of all ethics in surveillance/monitoring architectures are therefore pressing. AAL poses many ethical challenges raising questions that will affect immediate acceptance and long-term usage. Furthermore, ethical issues emerge from social inequalities and their potential exacerbation by AAL, accentuating the existing access gap between (...) high-income countries and low and middle-income countries. Legal aspects mainly refer to the adherence to existing legal frameworks and cover issues related to product safety, data protection, cybersecurity, intellectual property, and access to data by public, private, and government bodies. Successful privacy-friendly AAL applications are needed, as the pressure to bring Internet of Things devices and ones equipped with artificial intelligence quickly to market cannot overlook the fact that the environments in which AAL will operate are mostly private. The social issues focus on the impact of AAL technologies before and after their adoption. Future AAL technologies need to consider all aspects of equality such as gender, race, age and social disadvantages and avoid increasing loneliness and isolation among, e.g. older and frail people. Finally, the current power asymmetries between the target and general populations should not be underestimated nor should the discrepant needs and motivations of the target group and those developing and deploying AAL systems. Whilst AAL technologies provide promising solutions for the health and social care challenges, they are not exempt from ethical, legal and social issues. A set of ELSI guidelines is needed to integrate these factors at the research and development stage. (shrink)

The ageing society poses significant challenges to Europe’s economy and society. In coming to grips with these issues, we must be aware of their ethical dimensions. Values are the heart of the European Union, as Article 1a of the Lisbon Treaty makes clear: “The Union is founded on the values of respect for human dignity…”. The notion of Europe as a community of values has various important implications, including the development of inclusion policies. A special case of exclusion concerns the (...) gap between those people with effective access to digital and information technology and those without access to it, the “digital divide”, which in Europe is chiefly age-related. Policies to overcome the digital divide and, more generally speaking, e-inclusion policies addressing the ageing population raise some ethical problems. Among younger senior citizens, say those between 65 and 80 years old, the main issues are likely to be universal access to ICT and e-participation. Among the older senior citizens, say those more than 80 years old, the main issues are mental and physical deterioration and assistive technology. An approach geared towards the protection of human rights could match the different needs of senior citizens and provide concrete guidance to evaluate information technologies for them. (shrink)

We present an experimental test of the validity of the Pauli Exclusion Principle for electrons based on the concept put forward a few years ago by Ramberg and Snow. In this experiment we perform a very accurate search of X-rays from the Pauli-forbidden atomic transitions of electrons in the already filled 1S shells of copper atoms. Although the experiment has a simple structure, it poses deep conceptual and interpretational problems. Here we describe the experimental method and recent experimental results, which (...) we interpret as an upper limit for the probability to violate the Pauli Exclusion Principle. We present also future plans to upgrade the experimental apparatus using Silicon Drift Detectors. (shrink)

Eugenio Bulygin mantiene la tesis según la cual la objetividad del derecho depende de la objetividad del conocimiento del derecho. Esta tesis depende de la distinción entre las normas y las proposiciones normativas. las proposiciones normativas son las que tienen que expresar ese conocimiento, en cuanto son aptas para ser verdaderas o falsas, a la inversa de las normas. Así, esa objetividad es una función de las condiciones de verdad de esas proposiciones. Como, además, según Bulygin, solo existen hechos (...) en la dimensión empírica, esas condiciones solo pueden referirse a esa clase de circunstancias. Sin embargo, se sostiene en este artículo, la distinción kelseniana entre sentidos subjetivos y objetivos y la idea correlativa de "validez normativa" plantean un problema a esa manera de entender las proposiciones normativas, a la hora de explicar la objetividad del derecho. Eugenio Bulygin supports the thesis according to which the objectivity of law depends on the objectivity of the knowledge of law. This thesis depends on the distinction between norms and normative propositions. Normative propositions are those that must express this knowledge, insofar as they are apt to be true or false, contrary to norms. Thus, this objectivity is a function of the truth conditions of these propositions. Also, as facts only exist in the empirical dimension according to Bulygin, these conditions can only refer to this class of circumstances. However, the Kelsenian distinction between subjective and objective senses and the idea of "normative validity", this article claims, poses a problem for this way of understanding normative propositions when it comes to explaining the objectivity of law. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Dewey, Implementation, and Creating a Democratic Civic UniversityIra HarkavyThinking begins in... a forked-road situation, a situation that is ambiguous, that presents a dilemma, that poses alternatives.—John Dewey (How We Think 122)The social philosopher, dwelling in the region of his concepts, “solves” problems by showing the relationship of ideas, instead of helping men solve problems in the concrete by supplying them hypotheses to be used and tested in projects of (...) reform.—John Dewey (Reconstruction in Philosophy 192)Democracy must begin at home, and its home is the neighborly community.—John Dewey (The Public and Its Problems 213)democracy, as we all know, is seriously threatened throughout the world (Fisher). In the United States, the chasm-like inequities laid bare by COVID-19, the ongoing killing of black Americans, the violent insurrection at the Capitol, and the continuing attempt to subvert the electoral process are powerful indicators of a system under severe strain (Guardian Staff; Rubin). These developments are also a sign of deep and chronic problems, including the following:1. Increasing economic, political, social, educational, and health inequalities2. Increasing racism, anti-Semitism, and xenophobia3. Increasing attacks on science, knowledge, and democracy itself4. Declining trust in nearly all major institutionsMany things, obviously, contribute to the present situation. Among them is the failure of universities to successfully do what they are supposed to do: educate students to be ethical, empathetic, engaged, democratic citizens, and [End Page 49] advance knowledge for the continuous betterment of the human condition (Benson et al., Knowledge). To use a Marxian framework, but to reject its economic determinism, universities, in my judgment, are not a part of society’s superstructure. They are, to the contrary, a core component of its base (Marx, “Preface”). What they do matters enormously, significantly determining the kind of society we have now and will have in the future.Universities, as former Harvard president Derek Bok and others have emphasized, have become the central societal institutions in the world (Bok, Universities and the Future 3). Research universities, in my judgment, are the most central. They develop new ideas and technologies, incubate businesses, serve as cultural and artistic centers, and are engines of local, national, and global economies. As anchor institutions, they often engage in partnerships with government, the private sector, and community-based organizations to revitalize local neighborhoods and schools (“Anchor Institutions Task Force”). It is the university’s role as an educational institution, however, that is most important.The schooling system increasingly functions as the core subsystem—the strategic subsystem—of modern information societies. Schooling, more than any other subsystem, as John Dewey claimed, influences the functioning of the societal system as a whole. Viewed systemically, it has on balance the greatest “multiplier” effects, direct and indirect, short-term and long-term. Restating these points somewhat differently, I strongly agree with the Chilean sociologist Eugenio Tironi that the answer to the question “What kind of education do we need?” is to be found in the answer to the question “What kind of society do we want?” (Tironi). Education and society are dynamically interactive and interdependent. If human beings hope to maintain and develop a particular type of society, they must develop and maintain the particular type of education system conducive to it. As Dewey in effect argued: No effective democratic schooling system, no democratic society.1For William Rainey Harper, who, as the first president of the University of Chicago, brought Dewey to Chicago, universities are the primary shapers of the American schooling system. In an 1899 speech at the University of California, he perceptively observed that “[t]he school system, the character of which, in spite of itself, the university determines and in a large measure controls.... [T]hrough the school system every family in this entire broad land of ours is brought into touch with the university; for from it proceed the teachers or the teachers’ teachers” (Harper 25). Agreeing with Harper, I contend that higher education institutions powerfully shape the learning, values, and aspirations of students from kindergarten through graduate school. [End Page 50]Given the university’s societal role and influence, creating and sustaining an inclusive, just democratic society requires a... (shrink)

This chapter contains sections titled: Acosta, José de (1539–1600) Alberdi, Juan Bautista (1810–84) Bello, Andrés (1781–1865) Bilbao, Francisco (1823–65) Bolkvar, Simón (1783–1830) Casas, Bartolomé de las (1484–1566) Caso, Antonio (1883–1946) Cruz, Sor Juana Inés de la (1651–95) da Costa, Newton Carneiro Affonso (b. 1929) Dussel, Enrique (b. 1934) Frondizi, Risieri (1910–83) Gaos, José (1900–69) González Prada, Manuel (1848–1918) Gracia, Jorge J. E. (b. 1942) Haya de la Torre, Victor Raúl (1895–1979) Hostos, Eugenio Marka de (1839–1903) Ingenieros, José (1877–1925) Korn, (...) Alejandro (1860–1936) Lastarria, José Victorino (1817–88) Lemos, Miguel (1854–1917) Mariátegui, José Carlos (1895–1930) Martk, José (1853–95) Méndez Sierra, Justo (1848–1912) Mora, José Maria Luis (1794–1850) Miró Quesada, Francisco (b. 1918) Rabossi, Eduardo (1930–2005) Ramos, Samuel (1897–1959) Rodó, José Enrique (1872–1917) Romero, Francisco (1891–1962) Sahagún, Fray Bernardino de (1499–1590) Salazar Bondy, Augusto (1925–74) Sarmiento, Domingo Faustino (1811–88) Ofelia Schutte (b. 1945) Sepslveda, Juan Ginés de (ca. 1494–1573) Torretti, Roberto (b. 1930) Vasconcelos, José (1882–1959) Vaz Ferreira, Carlos (1872–1958) Villoro, Luis (b. 1922) Vitoria, Francisco de (ca. 1483–1546) Zea Aguilar, Leopoldo (1912–2004) Acknowledgment Further Reading. (shrink)

This ar ti cle pre tends to be a the o ret i cal in cur sion into the mag matic world of pas sion con ceived as the un chained power of hu man acts. This pa per is in spired in the works of the Span ish phi los o pher Eugenio Trías, and pro - poses pas sion as a ba sic cat e gory from which to ..

Apresentação do Dossiê QUILOMBOS: RESISTÊNCIAS E RESSIGNIFICADOS NA CONTEMPORANEIDADE.

The subject of ethics has already been studied by scholars who have focused on the work of the philosopher Xavier Zubiri. Nevertheless, within the framework of what we might call ‘Zubiri’s ethics’ (Aranguren, Ellacuria, D. Gracia, etc.), not all the presuppositions of a postmetaphysical Zubirian ethics have yet been analyzed. By Zubirian ‘post-metaphysical ethics’ we understand that which derives from noology or the theory of sentient intelligence. As this theory affects both the affecting feeling and the tending will according to (...) what Zubiri called ‘intellectionism’, the aim of the present work is the study of ethics from the perspective of the third vector, the tending will, following what Zubiri called ‘possessional intelligence’. The result is that the description of the moral fact allows us to approach the concepts of ‘power’ and ‘duty’ from new viewpoints, highly fruitful in present-day ethics. (shrink)

La hermenéutica de Gadamer se presenta como otro modo de pensar el ser en la experiencia de la comprensión del arte. De ahí, su expresión «el ser que puede ser comprendido es lenguaje ». El trabajo gira en torno a este enunciado como una actitud vital de la época contemporánea, más allá de la era de la fe y la razón. En ello, se funde la conciencia histórica efectual y circula el juego entre diálogo/traducción/interpretación como modelo de una estética del (...) lenguaje humano. Este acto de pensar con Gadamer encuentra la luminosidad de la verdad en la poesía como lenguaje primigenio del género humano. (shrink)

Name der Zeitschrift: Der Islam Jahrgang: 92 Heft: 2 Seiten: 468-500.

Neste artigo apresentamos parte dos resultados de uma pesquisa qualitativa e de revisão bibliográfica, cujo problema envolve os sentidos de ensino de Filosofia no currículo para o ensino médio no período de 2009 a 2019. Assim, objetivamos investigar os discursos sobre ensino de Filosofia no ensino médio, presentes na produção acadêmica dos autores mais recorrentes do campo teórico. Para tanto, nos aportamos na Teoria do Discurso de Ernesto Laclau e Chantal Mouffe, cuja potência teórica, já afirmada em importantes trabalhos do (...) campo educacional, nos permitiu identificar o problema do não reconhecimento do ensino de Filosofia como um ponto-nodal que une uma parte da comunidade acadêmica de Filosofia na afirmação antagônica de que tal ensino deve, sim, compor o currículo do nível médio brasileiro. Palavras-chave: Filosofia; Ensino de Filosofia; Currículo; Ensino médio; Teoria do Discurso Discourse on Philosophy teaching in the high school curriculum: defense of a problem, curricular conception and affirmation of a practice Abstract: In this article we present part of the results of a research of qualitative nature and bibliographic cut whose problem involves the meanings of Philosophy teaching in the curriculum for high school in the period from 2009 to 2019. Thus, we aim to investigate the discourses on teaching Philosophy in high school present in the academic production of the most recurrent authors in the theoretical field. To this end, we focus on the Discourse Theory of Ernesto Laclau and Chantal Mouffe, whose theoretical potency, already affirmed in important works in the educational field, allowed us to identify the problem of the non- recognition of philosophy teaching as a nodal point that unites a part of the academic philosophy community in the antagonistic claim that such teaching should be part of the Brazilian high school curriculum. Key-words: Philosophy; Philosophy teaching; Curriculum; High school; Discourse Theory. Discursos sobre la enseñanza de la Filosofía en el currículo de bachillerato: defensa de un problema, concepción curricular y afirmación de una práctica Resumen: En este artículo presentamos parte de los resultados de una investigación cualitativa y revisión bibliográfica, cuyo problema involucra los significados de la enseñanza de la Filosofía en el currículo para la escuela secundaria en el período de 2009 a 2019. Así, nos propusimos investigar los discursos sobre la enseñanza de la Filosofía en la escuela secundaria, presentes en la producción académica de los autores más recurrentes en el campo teórico. Para ello, hemos estado en la Teoría del Discurso de Ernesto Laclau y Chantal Mouffe, cuyo poder teórico, ya afirmado en importantes trabajos del campo educativo, nos permitió identificar el problema del no reconocimiento de la enseñanza de la filosofía como un punto-nodal que une a una parte de la comunidad académica de la Filosofía en la afirmación antagónica de que dicha enseñanza debe, Sí, para conformar el currículo del nivel medio brasileño. Palabras clave: Filosofía; Enseñanza de la filosofía; Plan de estudios; Bachillerato; Teoría del discurso. Data de registro: 02/03/2022 Data de aceite: 17/05/2022. (shrink)

Dominique Wolton sustenta que as tecnologias da informática encontram-se aptas a promover um exercício tecnológico nos quais os usuários se encontrem em situação de igualdade. A partir dessa perspectiva, torna-se válido esperar que a vasta disseminação do uso de ferramentas on-line no Brasil repercuta o fenômeno referido, constituindo um contexto pautado pela cessão igualitária de visibilidade à expressão dos diversos indivíduos ali inseridos, instituindo, assim, um cenário apto ao diálogo educativo por permear-se por um tratamento igualitário dispensado a seus diversos (...) falantes. O presente artigo, oriundo da tese “Podcast na educação brasileira: natureza, potencialidades e implicações de uma tecnologia da comunicação”, busca investigar se a derrocada hierárquica aludida realmente ocorre no âmbito nacional on-line do podcast , tecnologia de oralidade distribuída sob demanda. Para isso, este trabalho irá analisar a origem produtiva dos podcasts de maior visibilidade na internet brasileira, considerando do mesmo modo as esferas dos blogs e micro-blogs , de modo a relativizá-las ao cenário do podcast . Os resultados desta investigação indicaram que, ao contrário do que se observou em outras esferas on-line, o uso nacional do podcast demonstrou promover a superação de hierarquias que privilegiam certos indivíduos, especialmente àqueles referidos como “celebridades”, em detrimento dos demais na visibilidade de suas expressões em meios tecnológicos. Normal 0 21 false false false PT-BR X-NONE X-NONE. (shrink)

BackgroundGenetic/genomic testing (GGT) are useful tools for improving health and preventing diseases. Still, since GGT deals with sensitive personal information that could significantly impact a patient’s life or that of their family, it becomes imperative to consider Ethical, Legal and Social Implications (ELSI). Thus, ELSI studies aim to identify and address concerns raised by genomic research that could affect individuals, their family, and society. However, there are quantitative and qualitative discrepancies in the literature to describe the elements that provide content (...) to the ELSI studies and such problems may result in patient misinformation and harmful choices.MethodsWe analyzed the major international documents published by international organizations to specify the parameters that define ELSI and the recognized criteria for GGT, which may prove useful for researchers, health professionals and policymakers. First, we defined the parameters of the ethical, legal and social fields in GGT to avoid ambiguities when using the acronym ELSI. Then, we selected nine documents from 44 relevant publications by international organizations related to genomic medicine.ResultsWe identified 29 ELSI sub-criteria concerning to GGT, which were organized and grouped within 10 minimum criteria: two from the ethical field, four from the legal field and four from the social field. An additional analysis of the number of appearances of these 29 sub-criteria in the analyzed documents allowed us to order them and to determine 7 priority criteria for starting to evaluate and propose national regulations for GGT.ConclusionsWe propose that the ELSI criteria identified herein could serve as a starting point to formulate national regulation on personalized genomic medicine, ensuring consistency with international bioethical requirements. (shrink)