Research shows that trained mentors achieve better results than untrained ones. Their training should particularly address their expectations for their future mentoring. Our study involved 190 preservice teachers, potential mentors of ongoing school mentoring for primary and secondary school students of all grades. They were randomly assigned to one of four conditions in a 2-x-2 between-subjects design of mentoring type (traditional mentoring versus e-mentoring) and mentoring context (non-pandemic versus COVID-19 pandemic). Participants assessed mentoring conducted under these four conditions in terms (...) of its appropriateness for achieving four mentoring program targets: learning, key skills, social targets, and problem coping. Participants were also asked to assess the resources available to achieve each program target. Overall, the potential mentors considered the various conditions to be suitable for achieving the four program targets. They were particularly favorable in their assessment of the possibility for the realization of learning targets. Likewise, they assumed that sufficient resources were available to achieve the targets. However, a repeated-measures MANOVA showed that the potential mentors considered more ambitious targets to be possible in traditional mentoring than in e-mentoring and normal (i.e., pre-pandemic) contextual conditions than during the COVID-19 pandemic. In contrast, they estimated the resources available to achieve the targets to be about the same in the four conditions. This indicates a decoupling of mentoring targets from the consideration of the resources needed to achieve them. This assumption was confirmed in correlation analyses and has implications for mentor training. (shrink)

In 1922 the University of Buenos Aires (UBA) Council approved a motion to send an invitation to Albert Einstein to visit Argentina and give a course of lectures on his theory of relativity. The motion was proposed by Jorge Duclout (1856–1927), who had been educated at the Eidgenössische Technische Hochschule, Zurich (ETH). This proposal was the culmination of a series of initiatives of various Argentine intellectuals interested in the theory of relativity. In a very short time Dr. Mauricio Nirenstein (...) (1877–1935), then the university's administrative secretary, fulfilled all the requirements for the university's invitation to be endorsed and delivered to the sage in Berlin. The visit took place three years later, in March–April 1925. (shrink)

En este artículo postulamos que en los sistemas filosóficos de Jean-Paul Sartre y Albert Camus se observa un reconocimiento del existir humano como absurdo, entendido en el primero como una condición ontológica del para-sí, y en el segundo como el divorcio entre nuestra pretensión de sentido en el mundo y la indiferencia de este. Mediante una hermenéutica comparativa de textos de ambos autores, concluiremos que el absurdo en Sartre nos aboca a crear nuestra esencia conforme existimos y puede trascenderse, (...) mientras que, en Camus, el absurdo es insuperable, pero aprehenderlo es nuestra única vía para convivir con dicha condición. (shrink)

Com o objetivo de responder à questão sobre quais são as condições para que aconteça um filosófico ensino de filosofia, busca-se o diálogo com a obra _O ensino de filosofia como problema filosófico_, de Alejandro Cerletti. Critica-se o que ele denomina “pergunta filosófica” e valoriza-se sua proposta de ensino de filosofia como ensino da repetição criativa. Para construir esta proposta de um filosófico ensino de filosofia faz-se também a apropriação do conceito camusiano de embarcamento, utilizado por Albert Camus (...) para descrever o compromisso do artista com sua criação. É a partir do embarcamento que se pensa o compromisso docente com seu filosofar e com o filosofar de seus alunos. Enfim, defende-se que o filosofar deve ser compreendido como repetição criativa, como uma crítica à tradição filosófica, e, desse modo, o ensino de filosofia, acima de desafios pedagógicos ou uma questão de método, deve ser compreendido como uma problemática que deve ser tratada filosoficamente a partir do diálogo crítico e criativo com a história do pensamento filosófico, ou seja, a partir da noção de repetição criativa. (shrink)

I distinguish between two conceptually different kinds of physical space: a space of ordinary material bodies, which is the space of points at which I could imaginably place the tip of my finger, or the center of a billiard-ball, and a space of elementary physical determinables, which is the smallest space of points such that stipulating what is happening at each one of those points, at every time, amounts to an exhaustive physical history of the universe. In all classical physical (...) theories, these two spaces happen to coincide – and what we mean by calling a theory “classical”, and all we mean by calling a theory “classical”, is precisely that these two spaces coincide. But once the distinction between these two spaces in on the table, it becomes clear that there is no logical or conceptual reason why they must coincide – and it turns out that a very simple way of pulling them apart from one another gives us quantum mechanics. (shrink)

Two leaves of typescript and 7 leaves of galley proofs with corrections in Einstein's hand for the article "Relativity" in American Peoples Encyclopedia.

In this essay I revise, based on the notion of the ‘enlightened ruler’ or mingzhu and his critique of the literati of his time, the common belief that Han Fei was an amoralist and an advocate of tyranny. Instead, I will argue that his writings are dedicated to advising those who ought to rule in order to achieve the goal of a peaceful and stable society framed by laws in accordance with the dao.

Economic theory has tended to reduce all social bonds and relations to forms of contract, whereas social theory has seen contracts as opposed to, and destructive of, genuine social bonds. Bruni sees these contrapositions as ideological (‘left’ against ‘right’, p. xi). His main goal is to overcome them; to show that three forms of reciprocity, covering the ideological spectrum from left to right, are complementary and simultaneously required in a healthy society. These three forms are, in his words: ‘(1) the (...) reciprocity of contract or ‘cautious’; (2) the reciprocity of friendship or philia and (3) the ‘unconditional’ reciprocity, the one more controversial . . .’ (p. x). (shrink)

For Charles Mills, the "Racial Contract" is a set of meta-agreements between whites to categorize nonwhites as subpersons of inferior moral and legal status relative to whites. This "contract" gives whites the right to exploit non-whites and deny them opportunities provided to whites. It portrays non-whites as designated to serve whites much as non-humans were designated by God to serve the benefit of humans. Mills argument helps make clear how, for most of the modern era, whites have had as little (...) obligation to recognize the rights of non-whites as they have had to recognize the rights of non-humans. (shrink)

A. Einstein, “Kosmologische Betrachtungen zur allgemeinen Relativitätstheorie”, Sitzung der Physikalisch-mathematischen Klasse vom 8. Februar 1917, „Sitzungsberichte der Preußischen Akad. d. Wissenschaften, 1917”, pp. 142–152. Translated to Polish from original German work by Robert Janusz.

A. Einstein, “Kosmologische Betrachtungen zur allgemeinen Relativitätstheorie”, Sitzung der Physikalisch-mathematischen Klasse vom 8. Februar 1917, „Sitzungsberichte der Preußischen Akad. d. Wissenschaften, 1917”, pp. 142–152. Translated to Polish from original German work by Robert Janusz.

El artículo aborda las categorías de identidad y crisis desde la realidad histórica de América Latina -en sus expresiones culturales y políticas- para criticar desde allí el concepto de universalidad de la modernidad. Luego aborda el concepto de mundialización desde la sociedad postmoderna o postindustrial, para concluir -siguiendo a Zubiri, principalmente- con propuestas éticas desde la Unidad en la Diversidad, que nos permitiría como región integrarnos sin degradarnos en las profundas transformaciones del mundo contemporáneo.