In 1601 certain Jesuits in Alcalá de Henares defended the following thesis: «It is not by faith that we confess that this man, for example, Clement VIII, is Pope.» During 1602 this fact became known in Rome and the Pope urged that the Spanish Inquisition imprison these Jesuits. To defend themselves, they alleged that the thesis was not unusual among scholars, indicating the names of several authors who defended it, among them, the eminent professor emeritus of Salamanca Domingo Báñez. However, (...) he convened an academic act in Valladolid on July 2, 1602 to show that his position was not such. Shortly thereafter, the Jesuits held another event in the same town to challenge the thesis of their coreligionists, underscoring their opposition even more than Báñez. New, partly unknown material on the subject is copied in these pages: the letters from the nuncio to the head of the Vatican State, with annotations written by the Pope, and a letter from the King of Spain to his ambassador; the complete text of the theses defended by Báñez and by the Jesuits in July 1602, as well as two unpublished letters from Báñez on the occasion of his act, one to the master general of his Order and the other to the Pope. (shrink)

Alexander of Aphrodisias understood the Aristotle´s Unmoved Mover as efficient cause only to the extent that it is the final cause of heaven, which by moving strives to imitate the divine rest. Aquinas seems to agree with him. However his interpretation is original and philosophically more satisfactory: God is the efficient cause of the world, not only as creator, but also as it´s ruler. In this way God is also the final cause.

Neuroscience influences education, and these two areas have converged in a new field denominated “Neuroeducation.” However, the growing interest in the education–brain relationship does not match the proper use of research findings. In 2007, the Organization for Economic Cooperation and Development warned of the misunderstandings about the brain among teachers, labeling them as neuromyths. The main objective here is to observe the prevalence of the neuromyths in educators over time. After two decades of publications of research on neuromyths among in-service (...) or prospective teachers, this work presents a systematic scientific review. To select the articles, we used the words: “teachers,” “preservice teachers,” “neuromyths” combined with the Boolean data type “and.” The search was filtered according to the following criteria: identifiable author, written in English, Spanish, French, Italian, or Portuguese, word neuromyth in title, abstract, or keywords, research with a participant's survey, sample focused on educators, peer-review publication index in JCR, SJR, or ESCI. The documents were found through Web of Science, Scopus, PubMed, Dialnet, ProQuest, EBSCO-host, and Google Scholar. After the search, 24 articles were identified as being of sufficiently high quality for this systematic review. This result highlights that neuromyths are still the subject of attention almost two decades after their definition. The findings present neuromyths as the consequence of a lack of scientific knowledge, a communicative gap between scientists and teachers, and the low-quality information sources consulted by teachers. In addition, the data on protectors and predictors of neuromyths is inconsistent. There is also no standard scientific methodology nor a guideline to determine a new neuromyth. The results show the need to improve the scientific content in higher education and the importance of in-service teacher training. This research justifies the requirement for university professors to be active researchers and to establish a close link with educators from other fields and levels. Neuroeducation will be the bridge that unites scientific knowledge and practical application in education, with a rigorous, standard method for the entire scientific-educational community. (shrink)

This paper looks at the causal activity of the unmoved mover of Aristotle. The author affirms both the efficient causality of God and his teleological role. According to Aristotle, the main explanation, by describing God, is ‘thinking on thinking’. That means his most important factor to act cannot only ‘be aimed’ but must also ‘be thought’. The final causality is based on the higher energeia what owns the efficient cause, since the energeia itself is regarded by Aristotle as good. God (...) as unmoved mover not moves as a form such the idea of the Good, but as individual and active substance. The goal of the divine activity is God himself, while the other immaterial substances move the spheres as instruments for the change in the world. Insofar those substances are intelligent agents, they are ends for themselves and for their effects. Many new texts to defend such as an efficient causal interpretation are quoted. (shrink)

Natalia Carrillo and Tarja Knuuttila claim that there are two traditions of thinking about idealization offering almost opposite views on their functioning and epistemic status. While one tradition views idealizations as epistemic deficiencies, the other one highlights the epistemic benefits of idealization. Both of them treat idealizations as deliberate misrepresentations, however. They then argue for an artifactual account of idealization, comparing it to the traditional accounts of idealization, and exemplifying it through the Hodgkin and Huxley model of the nerve (...) impulse. From the artifactual perspective, the epistemic benefits and deficiencies introduced by idealization frequently come in a package due to the way idealization draws together different resources in model construction. Accordingly, idealization tends to be holistic in that it is not often easily attributable to some specific parts of the model. They conclude that the artifactual approach offers a unifying view into idealization in that it is able to recover several basic philosophical insights motivating both the deficiency and epistemic benefit accounts, while being simultaneously detached from the idea of distortion by misrepresentation. (shrink)

This article deals with the historical position of Domingo Báñez in the De Auxiliis Controversy. He was a protagonist of the beginning of the dispute and his name was used by the defenders of Luis de Molina to describe the traditional Thomist account on divine providence and free will; even today, many Thomists use the name of Báñez to designate their own position. This article tries to determine his personal opinion regarding the ontology of physical premotion without presupposing the later (...) development of Bañecian doctrine. Most Thomists conceive it as a kind of entity inherent in the creature, but Báñez did not interpret it this way in his own account. According to him, God moves the created will so that the free human act is the first new entity in the creature, and it is produced by both God and created free will. (shrink)

In recent years, the situation of education has changed drastically and especially at the higher and university level. This factor is a consequence of technological development, the needs of the new generations and business demands. Thus, the research question that guides this study arises: How can universities adapt to provide an education that responds to these requirements? To this end, an exploratory documentary research is developed on the future of universities, and quantitative instruments are applied to know the perception of (...) the future of universities by both teachers and students who belong to prominent universities in Ecuador. The results reflect that, in the coming decades, universities will be transformed, driven by advanced technologies, the demand for personalized and flexible education, and a greater link with the labor market and sustainability. This evolution will not only improve the quality and accessibility of higher education, but will also prepare students to meet the challenges of the future. (shrink)

El legado enciclopedista de Diderot sobre el poder político y el derecho en vísperas de Revolución -- Un célebre profesor de jurisprudencia de siglo XVIII, después marginado durante siglos: el caso de Jean Jacques Burlamaqui y sus Elementos de derecho natural -- Lardizábal, jurista "ilustrado" en los albores de la Independencia de México -- Los ilustrados, infatigables inventores de derechos vitales. Escolio a una obra de Lynn Hunt -- Lichtenberg, un ilustrado minimalista. A manera de epílogo.

En este opúsculo dedicado a la estética, Brentano parte de sus puntos de vista sobre antropología y teoría del conocimiento para investigar el elemento distintivo de un ser humano genial. Aquello que convierte una obra de arte en una obra maestra, la genialidad, ¿está originado por una fuerza sobrehumana, una «inspiración», o bien es un rasgo de la psique del artista? Franz C. Brentano. 'La genialidad'. Introducción, traducción y notas de David Torrijos-Castrillejo. Serie opuscula philosophica 61. Madrid, Encuentro, 2016, (...) ISBN: 978-84-9055, 66 pp. Título original: 'Das Genie. Vortrag gehalten im Saale des Ingenieur- und Architektenvereins in Wien'. Leipzig, Duncker & Humblot, 1892. (shrink)

Aristotle introduced in the history of the reception of Anaxagoras the term “homoiomerous.” This word refers to substances whose parts are similar to each other and to the whole. Although Aristotle’s explanations can be puzzling, the term “homoiomerous” may explain an authentic aspect of Anaxagoras’ doctrine reflected in the fragments of his work. Perhaps one should find a specific meaning for the term “homoiomerous” in Anaxagoras, somewhat different from the one present in Aristotle. This requires a review of the sense (...) of the two terms involved in it: “homoios” and “moira.” In other words, the following questions should be answered: what realities are named parts and to what whole do they belong? On the other hand, which similarity do they have to each another and to the whole? The author concludes that the parts are “all things,” which resemble each other and the universe as a whole because, according to Anaxagoras, they are all composed of all things. (shrink)