This essay addresses structural violence against Latinas by looking at the existential toll different forms of cultural violence take on us. In particular, it looks at linguistic violence and the role lesser-known violences play in the intergenerational continuation of colonial violence, such as hermeneutic violence. Defined as violence done to systems of meaning and interpretation, hermeneutic violence is discussed at length in relation to the experience of harm and injury. The essay further explores some resistant epistemic practices Latina feminists have (...) generated to address systemic violence. The work of Gloria Anzaldúa is elaborated as an example of resistant epistemic practices. (shrink)

In this paper, we aim to show how flavors – specifically food flavors – and the atmospheres they help create have a strong sociopolitical value. Smells are here dealt with as vector elements inscribed in the collective space; they, on the one hand, affect the way in which refusal or acceptance occur and, on the other, mold perceptual and fruition model. By «aromatic aesthetics», we refer to the dimension in which smells are related to peculiar atmospheric policies. Stemming from this (...) framework, we present the notions of sterilization, deodorization, and flavoring anew in the light of bodily, sensory and cognitive effects on the individual and on the relations with the surrounding world, particularly with food. The concoction of synthetic flavor mixtures and its subsequent perception cause atmospheric manipulations able to affect both collectively and individually the sense of smell. In contrast to this aggressive and standardizing practice, we try to outline an alternative approach based on the idea of engagement aiming to contribute to a complete ecological aesthetics. (shrink)

This article examines Konstantin N. Leontiev’s critique of the religious preaching of Lev N. Tolstoy. We analyze the philosopher’s main articles devoted to the great writer, noting that, despite Le...

Marina Gustavovna Shtorkh is a daughter of Gustav Shpet (1879-1937), one of the most important Russian philosophers of the 20th century. He spent the last two years of his life (1935-1937) in exile in Siberia. M.G. Shtorkh shares her memories in a documentary film about her father and his circle, the intellectual leaders of the Silver Age, philosophers, actors, artists: A. Belyi, V. Kachalov, I. Moskvin, A. Shchusev, B. Pil`niak, etc. This book by Elena Iakovich is a transcript of (...) the film. (shrink)

Explores the dialectic between mind and heart on an individual, collective and global level, as it pertains to the tensions of the transition to a global ...

In this paper, I consider how the embodied approach can be applied to religious faith, and possibly other kinds of faith. I start with the reformed epistemologists’ idea that religious faith is similar to sense perception, and I argue that we can elaborate this idea by taking into account our capability perceptually to grasp what is not accessible by senses—the ‘presence in absence’ or, as I call it, perceptual faith. As perception necessarily involves not only a mental but also an (...) embodied relation to its object; an embodied relation can be seen as a constitutive component of faith as well. According to phenomenological accounts of perception, embodiment and enactment allow humans to transcend perspectival limitations and to perceive an object as it is beyond its appearances: constant despite changes of angle, light, and other conditions and whole even when only parts of it are visible. I argue that, in the same vein, embodied relations and particular normativity involved in perception-based faith allow humans to transcend the precariousness of our experience and to sustain a perception-like relation to religious objects, achieved in a ‘better look’ moments of religious experience. I conclude that an embodied account can provide new insights into the nature of religious faith and resolve some puzzles, such as how faith can be a virtue. (shrink)

Several studies have highlighted that reading comprehension is determined by different linguistic skills: semantics, syntax, and morphology, in addition to one’s own competence in reading fluency. On the other hand, according to the Linguistic Interdependence Hypothesis, linguistic skills developed in one’s own native language facilitate the development of these skills in a second one. In this study, we wanted to explore the linguistic abilities that determine reading comprehension in Spanish and in English in Secondary Education students. To do this, 73 (...) Secondary Education Students participated in this study. The students carried out a battery of tasks in English and Spanish, all of them related to reading comprehension and different linguistic skills, which included syntactic awareness tasks, synonymy judgment tasks, and morphological awareness tasks. The results indicated a positive correlation between linguistic competencies in both languages, which were determined by school year, with a lower performance in the 1st year than in the 3rd year. Moreover, we found more skills with correlations in English reading comprehension than in Spanish. Finally, reading comprehension in L1 was mainly explained English reading comprehension, while English reading comprehension was predicted by grade, and syntactic awareness, as well as Spanish reading comprehension. This could be explained by the different levels of exposure to L1 and L2 of sample subjects, as the linguistic variables have different influences on the reading comprehension of both languages. (shrink)

Violence suffered by children is a violation of human rights and a global health problem. Children with disabilities are especially vulnerable to violence in the school environment, which has a negative impact on their well-being and health. Students with disabilities educated in special schools have, in addition, more reduced experiences of interaction that may reduce both their opportunities for learning and for building protective social networks of support. This study analyses the transference of evidence-based actions to prevent violence in schools (...) – the dialogic model of prevention and resolution of conflicts (DMPRC) – in the context of a special school, and its impact on the reduction of violence, the creation of egalitarian relationships, and the prevention of bullying. A case study with a communicative approach was conducted including in-depth interviews and communicative focus groups with the diverse participants to analyze the process of transformation carried out in the school and the main actions that give students a voice in the management and creation of egalitarian non-violent relationships. The results show that the inclusion of the students’ voices in the resolution and prevention of conflicts reduces violence, empowers special education students, strengthens friendship relationships, caring behavior, and active positioning among the community. The positive impact of the transference of the DMPRC to special schools contributes to students’ well-being and healthy development by offering safe and protective educational spaces and quality emotional education, also contributing to the achievement of the Sustainable Development Goals related to the elimination of all forms of violence in childhood. (shrink)

Contrary to an understanding of the struggle against gender violence as placing men and women in opposition to one another, victims have always been supported by both women and men. To prevent violence is important to know not only which message should be transmitted but also how the dialogue should unfold, and the characteristics of the people engaging in that dialogue. Because of the existing association between attraction and violence in our society, the unity of the language of ethics and (...) the language of desire in such dialogue has become a key element in the struggle against gender violence. This study identifies the strong presence of communicative acts that unify these languages in the women and men who are successful in this struggle. The opposition to violence that they defend guide their own desires, which are transmitted through their communicative acts to the people around them. (shrink)

: Non-transparent machine learning algorithms can be described as non-trivial machines that do not have to be understood, but controlled as communication partners. From the perspective of ….

The subject of the study. The article analyzes a number of aspects of Brahms' intermezzo Op. 119 No. 3 in order to detect non-classical tendencies manifested in the structure of the musical fabric and the principles of shaping in this work. Research methodology. In the course of the study, the method of holistic analysis was used, which includes consideration of the features of harmony, textural originality, thematic processes and form-forming patterns in the Brahms intermezzo Op. 119 No. 3. Elements of (...) comparative analysis were also applied. The scientific novelty of the work consists in the fact that as a result of the research it was possible to identify a number of non-classical qualities of Brahms' music, namely: the homogeneity of the sound fabric, a weak degree of differentiation of relief and background in texture, the absence of common forms of sound and passive fragments in musical form. The conceptual kinship of Brahms' principles of working with musical material with the technique of interpenetration of object and space, which became widespread in painting at the beginning of the XX century, was also discovered. Conclusions, the results obtained allow us to conclude that Brahms' intermezzo Op. 119 No. 3 implements a number of non-classical principles of working with musical material that anticipate the discoveries of composers of the Novovensky school. The results of the research can be used in the process of further study of Brahms' creativity and various theoretical aspects of music at the turn of the XIX–XX centuries, as well as in performing and pedagogical practice. (shrink)

The article substantiates the possibility of using certain elements of cultural traditions in social and pedagogical work with children and adolescents. A brief description of cultural norms and characteristics of the system of value orientations, their significance for the functioning of the spiritual life of society is given. The importance of introducing minors to cultural values in the process of carrying out social and educational activities is emphasized. The problems of maladjustment and asocial behavior within the framework of cultural development (...) are analyzed, the priority stages of socially approved behavior of children and adolescents are outlined. The special role of the institution of the family in accompanying social and pedagogical work with minors and the importance of integrating the efforts of all institutions and specialists involved in the processes of full development, upbringing and education of the younger generation are emphasized. (shrink)

Del anormal al sujeto ce la resistencia -- Subjetividad y resistencia -- Vida cotidiana del habitante de calle -- Reflexión sobre el concepto de irrealidad como forma de resistencia y ejercicio de la libertad en la experiencia cinematográfica -- Poesía y resistencia.

In this paper, I propose a logical-cognitive approach to argumentation and advocate an idea that argumentation presupposes that intelligent agents engaged in it are cognitively diverse. My approach to argumentation allows drawing distinctions between justification, conviction and persuasion as its different kinds. In justification agents seek to verify weak or strong coherency of an agent’s position in a dialogue. In conviction they argue to modify their partner’s position by means of demonstrating weak or strong cogency of their positions before a (...) ‘rational judge’. My approach to argumentation employs a ‘light’ version of Dung’s abstract argumentative frameworks. It is based on Stich’s idea of agents’ cognitive diversity the epistemic aspect of which is argued to be close to Pavilionis’s conception of meaning continuum. To illustrate my contributions I use an example based on the Kitchen Debate (1959) between Khrushchev and Nixon. (shrink)

This paper presents an interpretation of the paradoxical decision of Abraham done by Søren A. Kierkegaard in his work Fear and Trembling as an ethics of silence. The main idea is to understand ethics not as moral standards or specific duties, but as the responsibility of becoming a single individual in time; singularity as the intimate and personal relationship with the calling of love. In such a way, that silence is the experience of the encounter with the paradox that being (...) human means to be singular in conditions that claim an universal and general transparent manifestation dependent of the dominant rational discourse.Then, silence becomes the fundamental ethical claim to become a human person, as spirit in time, where it becomes a time of trial and examination, a temporality, where the trial is the fidelity to love’s calling, the listening of the possibilities that are presented by the anxiety of the decision. These possibilities are not immanent to the world or to history, they call for a personal choice, always containing a space of revelation; therefore of listening to the interiority of the personal choice that for Kierkegaard is the passion of faith, communicated and lived in silence. Concluding that an ethics of silence by the image of Abraham implies to re-think the role of philosophy in relationship to faith, hope and love in time, as a silent thought. (shrink)

Kaum eine andere künstlerische Strategie prägte das Wertesystem der Kunst des 20. Jahrhunderts wie die Wiederholung. Sie lässt sich als wesentliches Moment ausmachen, neue Wahrnehmungsweisen zu ermöglichen, Kritik an Formen der Repräsentation zu üben und neuen Sinn zu produzieren. Der Band nimmt eine kritische Revision des Phänomens für die zeitgenössische Kunst vor und eröffnet anhand bildnerischer, skulpturaler, performativer, technisch-medialer wie auch kuratorischer Wiederholungen in der Kunst eine Perspektive auf die Wiederholung als Grundbegriff des Ästhetischen.

En la Universidad Médica “Carlos J. Finlay”, se realiza una intervención educativa con el objetivo de valorar la concepción y aplicación de un programa para un curso de preparación de metodólogos en correspondencia con sus funciones en condiciones de universalización de las Ciencias Médicas de Camagüey, en el periodo de septiembre de 2005 a junio de 2007. Se emplean diferentes métodos investigativos: los teóricos, así como la técnica de discusión grupal, permitió diseñar el programa del curso para la preparación de (...) metodólogos en condiciones de universalización y los empíricos, la obtención de algunos datos de interés acerca de los metodólogos que reciben el curso y sus valoraciones en relación con el mismo. Se constata que la preparación pedagógica y experiencia en el desempeño es insuficiente para asumir el rol de metodólogo y valoran de muy importantes los contenidos desarrollados, los métodos y formas organizativas concebidas, por lo que se concluye que el programa del curso cumple con las expectativas del metodólogo al estar diseñado teniendo en cuenta las funciones que estos desempeñan y sus necesidades sentidas A study was carried out about the intervention in education developed to increase teacher's methodological preparation under their new functions due to the fresh conditions of learning within the community applied to medicine training and education in Camagüey. It was carried out in the period of September 2005 to June 2007. Different research methods were used: the theoretical ones and the technique for group discussion help to design the course syllabus and the assessment for those teachers that received the course. It was verified that the methodological preparation and performance experience are insufficient to play their role; but they value as very important the contents, the methods and the organization of the course. The authors conclude that the course meets the expectations of training, because it was designed keeping in mind the teachers' functions and their necessities. (shrink)

A critical approach on tolerance can be done as an endeavor to asset its rational arguments brought in its support or/and as a justification of its moral value within the process of human being completion. The commitment to such critical task is more necessary as it is unyieldingness summon in contemporary debates in political religious and, especially moral contexts, it has been equally valorized and contested. The most remarkable analyses of this rather summary rubric for many and often contradictory connotations, (...) then concept, underline the idea that a limit-matter is at stake: can be tolerated the intolerable? Because these boundaries are hard to be distinguished the critical position intellectually reasonable seems to be that of examining if is not more socially profitable and morally justifiable to be tolerant rather than intolerant.Developing possible arguments for and against the universal value of tolerance, critical discourse imposes a very meaningful statement: to uphold our humanity, even the demand for our right to intolerance must be done within the framework and with the means of tolerance. (shrink)

_ This scholarly article delves into the intricate web of power dynamics and influence within social hierarchies. Through an interdisciplinary approach, the paper explores the psychological, sociological, and anthropological aspects that shape and define these dynamics. The study aims to provide a comprehensive understanding of how power operates, is acquired, and influences individuals and groups within diverse social structures._.

This paper makes an assessment of a number of texts (classics) dealing with the debate on intellectual history, as well as the discussion about the being and must be of intellectuals. The idea is to demonstrate the relevance of this debate, as well as of its endless discussion, its trajectory in other disciplines and the need for more dialogue between those who practice them.