In order to understand why Orlando was not published in Spain until 1977, almost forty years after the original publication in England, the Francoist regime context is analyzed in this reflection paper, as well as the editorial censorship and self-censorship procedures. It is assumed that this novel by Virginia Woolf is an example of the latter, based on the censorship criteria established by Abellán, since the text transgressed at least three of them. Moreover, the first translation of Orlando (...) in Spain, carried out by Enrique Ortenbach, is analyzed and compared to the one by Borges, not only the first translation of this novel to Spanish, but also the most popular and commercial to date, in order to determine the motivations to commission this retranslation to Ortenbach and the features of this text, in the light of the changes in the Spanish social context. To this end, the paper also draws from the concepts and practices of paratexts, retranslation, and translation criticism. It is concluded that the retranslation by Ortenbach is active, according to Pym’s proposal, and that it could have been dictated by the commercial success of the film adaptation of the novel in 1992. Also, although the translation decisions are not linked to the Spanish social changes, Ortenbach retrieves from the original the feature of Orlando’s gender distinction, through the use of the personal pronouns she/he when alluding to the character. (shrink)

En este artículo se presenta una ontología según la cual el mundo actual no es el único real, pero, al contrario que en la ontología de Lewis, no todos los mundos son reales, porque muchos de ellos siguen siendo mundos meramente posibles. Tras examinar cuidadosamente los pros y contras de los diferentes tipos de actualismo y posibilismo, esta nueva concepción posibilista (el multiposibilismo actual) es elaborada y defendida contra algunas objeciones. El punto de partida es que los mundos posibles sí (...) que incluyen individuos no actuales, y no únicamente estados de cosas no actualizados acerca de individuos actuales. Y el núcleo de la teoría consiste en conceder que muchos mundos son reales por igual, y ontológica y nomológicamente independientes entre sí, pero que la mayoría de ellos genera su propia serie de mundos posibles pero no actualizados inter-relacionados. De esta manera, permanecen intactas nuestras inuiciones metafísicas más profundas (como la identidad transmundana, la contingencia -tanto lógica como metafísica- del mundo actual, o los principios de la lógica clásica), pero existe una respuesta a la pregunta: "¿por qué precisamente el mundo actual es el real?" al negar que solamente él sea real. Al final del artículo se ponen de manifiesto algunas de las ventajas y del potencial ontológico y teológico de esta hipótesis. (shrink)

The systematic importance of the eidetic account of phantasy for Husserlian phenomenology in general is undisputed, but whether this account can be relevant for Aesthetics has often been put into question. In this paper I argue that Husserl’s rich phenomenology of phantasy, and in particular his account of perceptual phantasy, can nevertheless significantly enhance our understanding of how we recognize and imaginatively participate in artistic fictions. Moreover, I show how Husserl’s peculiar formulation of a non-intuitive phantasy at stake in artistic (...) representation anticipates some uses of the imagination in Aesthetics suggested by Ernst Gombrich and Kendall Walton. (shrink)

We obtain a chain condition for dividing in an arbitrary theory and a new and shorter proof of a chain condition result of Shelah for simple theories.

Como fue señalado en la convocatoria para el presente número de Polis, éste fue convocado con el propósito de abrir un espacio para reflexionar sobre un privilegiado de las ciencias sociales: el sujeto y la subjetividad. Polis lo retoma en una indagatoria desde la crisis ambiental y en la perspectiva de la construcción de la sustentabilidad, donde el sujeto ecológico y los actores del ambientalismo adquieren nuevas dimensiones. Esta reflexión sobre el sujeto no sólo descubre nuevas posiciones..

Résumé : L’article propose une démarche méthodologique permettant d’identifier la réflexion professionnelle chez des stagiaires en formation à l’enseignement. En effet, la capacité d’analyser sa pratique de façon réflexive est une composante d’une compétence professionnelle à développer selon le Ministère de l’Éducation du Québec. Une certaine forme de réflexion chez les étudiants est donc à acquérir et, du point de vue des tuteurs de stage, à faire acquérir. Quels sont les critères implicites que les enseignants associés des écoles ou les (...) superviseurs universitaires identifient afin d’évaluer la présence ainsi que la qualité de la compétence réflexive chez le stagiaire ? L’étude identifie une dizaine de points de repère afin de favoriser chez les tuteurs de stage l’évaluation de la compétence réflexive de leurs stagiaires. L’article valide ces critères à partir d’un extrait de discours de stagiaire, puis confronte cet extrait à une autre approche, consistant à détecter des reconceptualisations chez les stagiaires pour dépister de la réflexion. Une certaine cohérence s’établit avec les critères empiriques d’identification de la réflexion identifiés par induction chez les tuteurs de stage. S’ensuit une discussion sur ces critères en lien avec les approches méthodologiques adoptées. La recherche utilise un devis qualitatif et s’appuie sur des entretiens semi-structurés. Abstract : This article proposes a methodological process aimed at identifying professional reflection among student teachers in teacher education. The ability to analyze one’s practice reflectively is a component of one of the professional competencies that must be developed according to Quebec’s Ministry of Education. A certain form of reflection must therefore be acquired by students, and, from the standpoint of practicum supervisors, it must be developed in students. What are the implicit criteria that mentor teachers in schools or university-based supervisors identify in order to assess the presence and quality of student teachers' reflective competence? This study identifies a dozen guideposts to assist supervisors in this direction. The article first validates these criteria based on an excerpt of a student teachers’ statements, then submits the same excerpt to another approach aimed at detecting the student teacher’s reconceptualizations with a view to pinpointing reflection. A certain degree of coherence is established with the empirical criteria for identifying reflection as identified inductively by practicum supervisors. A discussion follows on these same criteria in line with the methodological approaches adopted. This research is based on a qualitative study. (shrink)

What does it mean to manage effectively? This paper discusses the historical problem of the criterion, stemming from skeptical thinkers, and applies it in a management environment. The aim is to highlight how awareness of criteria in judging outcomes may yield richer and more nuanced views of effectiveness. The argument begins by exploring the characterization of management actions and discusses how a distinguishing quality of those actions is that they’re oriented towards outcomes. The question is then how to assess outcomes (...) associated with effective management. The problem of the criterion, which identifies the multiple criteria used in judgments, is introduced and discussed in connection with outcomes. A guiding question is, What are the criteria used to assess whether outcomes are associated with effective management? A central point in the discussion is that the assessment of outcomes in effective management is contingent upon the criteria that are applied. These criteria function as part of a contextual and complex network. Thus what are seemingly simple and obvious answers may be seen in a different and more nuanced manner once various criteria are identified. The management vision that emerges is one in which management is more layered than simply ‘achieving results.‘ For although results do matter, the network of criteria used to assess outcomes may present those outcomes in new and different lights. Management is seen as the art of recognizing varied possibilities based on the criteria used to assess outcomes. (shrink)

The semantic analysis of logical consequence must obey a set of requisites which nowadays have acquired a dogmatic status. This situation prevents the development of other varieties of this fundamental relation. In this issue we try to define what we call a naive variety of logical consequence. The main feature of this relation is the way it depends on formulas in premises and conclusion: every sentence must contribute to the acceptability of an argument in a significative way. This circumstance can (...) be of some interest for research programs demanding a logical apparatus sensitive to application context. We think of the logic LP developed by G. Priest -- Priest [1979] -- in relation to Gödel incompleteness theorems as a test for our points of view. (shrink)

The expression “ecological threat” refers to a dynamic of double intrusion: the intrusion of geological history in human history (the intrusion of Gaia) and the intrusion of human history in geological history (the Anthropocene). This double intrusion is founded on a series of major partitions (culture/nature; society/environment) that do not allow for the possibility of communication between the terms of these dichotomies unless it is in the form of reciprocal violation. In the article, the ontology of the flesh is used (...) in order to think the intrusion in a different way compared to the great partitions. Within a chiasmatic logic, the terms of each dichotomy are understood as inseparable moments of the same flesh which institutes a difference – inside/outside – through an infinite movement of folding and torsion. By thinking this common element, Merleau-Ponty’s ontology of the flesh enters in dialogue with Amerindian mythocosmologies of the “first Anthropocene.” In these mythocosmologies, a humanity-flesh – understood as a transformative, pre-individual, and metastable potential – gives birth, through differentiation, to the multiple points of view that populate the cosmos. This dialogue allows us to think about the socialization of Gaia and to trace the contours of a general ecology understood as a thought that operates between – or beyond – major partitions. (shrink)

El presente artículo –ampliación de una ponencia de los autores- recorre la actual polémica sobre los efectos del eurocentrismo en el desarrollo y simultáneo ensanchamiento de la brecha entre los países del norte y del sur, y la responsabilidad que tienen los científicos de ocuparse en el estudio y análisis de las causas lo que viene ocurriendo en las sociedades y territorios del sur. Se cuestiona la validez de considerar universal el conocimiento científico originado en Europa y con mayor razón (...) las innovaciones o productos que de allí surgen. Postula la necesidad de construir paradigmas endógenos tomando en consideración las particularidades de un país tanto amazónico como andino con toda su complejidad, lo que requiere una búsqueda creativa. Postula finalmente la necesidad de una política científica propia que surja de una universidad participativa. (shrink)

Athenian citizens deliberate in the assembly, but the theatre also becomes a place for public debate. In addition to being a consequence of economic or cultural aspects, democracy is a consequence of the development of a democratic imaginary. Located in that imaginary, Greek tragedies, regarded as «democratic myths», work to reaffirm Athenian democracy. Far from being dogmatic, the tragic myth explores the contradictions of social and personal life and implicitly or explicitly seeks their correction. This dramatic genre encourages participation from (...) the spectator (citizen) that greatly exceeds the schematic reduction in Aristotelian theory of catharsis. Greek tragedy proposes the existence of an «audience», of spectators who need a sufficient level of maturity to make that assessment. Democracy is a path, or perhaps an active utopia, which should combine the political order with a coherent culture and art.Los ciudadanos atenienses deliberaban en la asamblea, pero también el teatro se convierte en un lugar de debate público. Porque una democracia (también la ateniense) no solo es consecuencia de aspectos económicos o de orden cultural, sino también del desarrollo de un imaginario democrático. Y es en dicho imaginario donde se inscriben las tragedias griegas, consideradas como «mitos democráticos» que servían para reafirmar la democracia ateniense. Lejos de cualquier dogmatismo, el mito trágico explora las contradicciones de la vida social y personal, y se pregunta, de manera expresa o tácita, por su posible corrección. Este género dramático induce a una participación del espectador (ciudadano), que va más allá de la esquemática reducción de la teoría aristotélica de la catarsis. El teatro griego propone la existencia de un «público», de unos espectadores que precisan de una gran madurez para emitir ese juicio. La democracia es un camino, o quizás una utopía activa, que debe conjugar el orden político con una cultura y un arte coherentes. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Esta investigación pretende aportar novedades sobre la filosofía de la educación a partir de la antropología trascendental desarrollada por Polo. Se usa un camino descendente: desde el carácter personal del hombre hasta las manifestaciones esenciales. Se parte del carácter filial y se advierte la crisis de autoridad provocada en la educación por su rechazo. Se delinea un orden educativo de acuerdo con el carácter sistémico y perfectivo de la esencia humana desde la radicalidad de la persona. Finalmente se presenta la (...) explicación poliana de la sindéresis como modelo para el educador. De este modo se puede superar el estancamiento que la libertad entendida como independencia supone para la educación. (shrink)