Acknowledgments I wish to express my gratitude to Dr. Jakob Amstutz for his continual feedback during my writing of this work. ...

Intra-hemispheric interference has been often observed when body parts with neighboring representations within the same hemisphere are stimulated. However, patterns of interference in early and late somatosensory processing stages due to the stimulation of different body parts have not been explored. Here, we explore functional similarities and differences between attention modulation of the somatosensory N140 and P300 elicited at the fingers vs. cheeks. In an active oddball paradigm, 22 participants received vibrotactile intensity deviant stimulation either ipsilateral or contralateral at the (...) fingers or cheeks. The ipsilateral deviant always covered a larger area of skin than the contralateral deviant. Overall, both N140 and P300 amplitudes were higher following stimulation at the cheek and N140 topographies differed between fingers and cheek stimulation. For the N140, results showed higher deviant ERP amplitudes following contralateral than ipsilateral stimulation, regardless of the stimulated body part. N140 peak latency differed between stimulated body parts with shorter latencies for the stimulation at the fingers. Regarding P300 amplitudes, contralateral deviant stimulation at the fingers replicated the N140 pattern, showing higher responses and shorter latencies than ipsilateral stimulation at the fingers. For the stimulation at the cheeks, ipsilateral deviants elicited higher P300 amplitudes and longer latencies than contralateral ones. These findings indicate that at the fingers ipsilateral deviant stimulation leads to intra-hemispheric interference, with significantly smaller ERP amplitudes than in contralateral stimulation, both at early and late processing stages. By contrast, at the cheeks, intra-hemispheric interference is selective for early processing stages. Therefore, the mechanisms of intra-hemispheric processing differ from inter-hemispheric ones and the pattern of intra-hemispheric interference in early and late processing stages is body-part specific. (shrink)

It has been widely theorized and empirically proven that self-regulated learning (SRL) is related to more desired learning outcomes, e.g., higher performance in transfer tests. Research has shifted to understanding the role of SRL during learning, such as the strategies and learning activities, learners employ and engage in the different SRL phases, which contribute to learning achievement. From a methodological perspective, measuring SRL using think-aloud data has been shown to be more insightful than self-report surveys as it helps better in (...) determining the link between SRL activities and learning achievements. Educational process mining on the basis of think-aloud data enables a deeper understanding and more fine-grained analyses of SRL processes. Although students’ SRL is highly contextualized, there are consistent findings of the link between SRL activities and learning outcomes pointing to some consistency of the processes that support learning. However, past studies have utilized differing approaches which make generalization of findings between studies investigating the unfolding of SRL processes during learning a challenge. In the present study with 29 university students, we measured SRLviaconcurrent think-aloud protocols in a pre-post design using a similar approach from a previous study in an online learning environment during a 45-min learning session, where students learned about three topics and wrote an essay. Results revealed significant learning gain and replication of links between SRL activities and transfer performance, similar to past research. Additionally, temporal structures of successful and less successful students indicated meaningful differences associated with both theoretical assumptions and past research findings. In conclusion, extending prior research by exploring SRL patterns in an online learning setting provides insights to the replicability of previous findings from online learning settings and new findings show that it is important not only to focus on the repertoire of SRL strategies but also on how and when they are used. (shrink)

The occasion for this dialogue on Elisabeth Anscombe’s legacy for twenty-first-century ethics came with the publication in Italian of the collection of her ethical writings (G. E. M. Anscombe, Scritti di etica con un saggio di Peter Geach, a cura di S. Cremaschi, Morcelliana, Brescia 2022). In addition to making Anscombe’s ethical writings accessible to the Italian public, the book brings together her contribution to practical philosophy to its full extent for the first time. Vaccarezza's essay discusses Anscombe’s critique of (...) the modern law-based view of ethics. Magri’s contribution focuses on Anscombe’s anti-anti-naturalism, aiming to unearth the twofold agenda in her project of meta-critique of modern moral philosophy. De Anna's paper sets out to examine the role of Wittgensteinian ways of thinking in Anscombe’s proposed restructuring of modern ethics. (shrink)

The research sought to determine the prevalence of Burnout Syndrome in health teachers at a university in north-eastern Peru. The universe was made up of 69 teachers, and 41 responded to the self-administered instrument called Maslach Burnout Inventory. The results show that 14.6% present this syndrome. The highest indicator was personal fulfillment, while depersonalization and emotional exhaustion were low. According to gender, in both it was similar. According to age group, it had a greater effect in ages between 36 and (...) 51 years. Marital status was more prevalent in singles. We conclude that the prevalence of Burnout Syndrome was low. (shrink)

El siguiente documento es el resultado de un seminario de investigación sobre novela policíaca latinoamericana reciente, desarrollado en el curso de Novela Latinoamericana, de la Facultad de Filosofía y Letras en la Universidad de La Salle. La fundamentación teórica del seminario tuvo como marco general la Estética de la Recepción fundada en la Escuela de Constanza, Alemania, por Hans Robert Jauss y Wolfgang Iser. Para el caso concreto de la teoría literaria sobre novela policíaca vista en perspectiva sociológica, preferimos apelar (...) a las reflexiones fundacionales de Roger Caillios (1942), las que tiene un sugestivo subtítulo, a saber, La novela policíaca. –De cómo la inteligencia se retira del mundo para consagrarse a sus juegos y de cómo la sociedad introduce sus problemas en éstos. Por otra parte, elegimos la novela corta de Roberto Bolaño, La pista de hielo; y sobre esta elaboramos distintas hipótesis de trabajo, hasta lograr, al juicio de nuestros lectores, una propuesta de teoría literaria, que dé cuenta de la nueva narrativa policíaca. (shrink)

This study explores the capacity of Artificial Intelligence (AI) to revolutionize educational pedagogy, aiming to foster a more personalized and effective learning experience. Methodology: Through a bibliometric analysis of publications in Scopus and Web of Science, the research examines AI's impact on adaptive learning, personalized instruction, and effective teaching methods. It also evaluates AI's role in assessment, creation of simulated learning environments, and widening access to education, while addressing the integration challenges. Conclusions: The investigation demonstrates that AI has considerable potential (...) to improve teaching and learning. AI-driven tools like intelligent tutoring systems, machine learning algorithms, and virtual simulations can facilitate a learner-centric approach. Nonetheless, it also highlights the necessity to confront issues such as technological overdependence, privacy concerns, and the potential displacement of teachers. A thoughtful adoption of AI in education could lead to a more equitable and engaging learning system. The advent of this educational revolution demands a focus on augmenting human capabilities with AI and transforming pedagogical strategies to enhance student outcomes. The research advocates for further development of ethical standards and informed policies to guide AI integration in the educational sector. (shrink)

Se analiza, en este estudio, la sintáctica, la semántica y la pragmática del conflicto en una muestra de 359 profesores de enseñanza no universitaria en España. Se establece la vinculación entre las dimensiones de la sintáctica del conflicto y los modos o estrategias de afrontamiento del conflicto propuestos por Kreidler, 1984. Los resultados apuntan hacia una visión negativista de la realidad del conflicto como fruto de la cultura, aunque con ciertos indicios de positividad en cuanto a la pragmática del conflicto.

Departing from modal logic, Jean-Yves Girard, as a logician interested in philosophy, presented a distinction between essentialism and existentialism in logic. Carlos Lobo reflected about the Girard’s concept to reinterpret the Husserlian Platonism in regard of the status of logical modalities. We start rescuing the notion of modal logic in the Edmund Husserl’s works, especially Formal and Transcendental Logic and First Philosophy. Developing this reflexion, we propose a new contribution to this discussion, reinterpreting the platonic influence in the Husserlian notions (...) of eidos and science, light of some readings of Lee Hardy and Johanna M. Tito. As a conclusion of this dialogue between Husserl and Girard, the method of eidetic variation is presented as a tool to review the idea of science, in a manner consistent with the phenomenological approach. (shrink)

Since the 1970s, researchers have focused on visual joint attention as a way to observe and operationalize joint attention. I will argue that this methodological choice has neglected other modalities and as a consequence might be missing important elements in the account of the development of JA and the evolutionary history of JA. I argue that by including other modes of interaction, such as touch, we open the possibility of finding that non-human primates and younger human infants engage in basic (...) forms of JA. Moreover, I argue that touch, as a proximal mode of perception, is the ontogenetic precursor of social communication. (shrink)

In 1626, the Neapolitan Ottavio Sammarco published the Discorso politico intorno la conseruatione della pace dell'Italia in which the author referred to the King of Spain as arbiter among the Italian princes and his ministers in Italy as efficient instruments to ensure the stability. This piece of political literature shows an explicit practical orientation, through which the author carries out a systematisation of the political means to achieve quietness in Italy. In articulating the praxis into formal language, Sammarco looks to (...) the past searching for the wisdom of History and uses Tacitus’ account to build a discourse around the tools and mechanisms for preserving stability and avoiding conflicts. The aim of this article, in the first instance, is to examine Sammarco's discursive programme and the purpose of his discourse; in the second place, how Tacitus serves the author's aim and how his account means a fundamental anchor. Furthermore, it will be useful to trace how the political language that transforms the continuous threat of war into politics is modelled by 1626 in Italy and how Sammarco contextualizes his political vocabulary within the Spanish Monarchy political dialectic at the beginning of XVII century. (shrink)

Juan de Vera’s El Enbaxador (1620) was one of the main treatises on the role of the ambassador in Early Modern Europe and the first one published in Spanish. At the time, Spain was no exception to the influence of Tacitus as a significant ancient author to inspire the political practice of the age. Juan de Vera, a nobleman and writer, soon an ambassador and entitled count, incorporated his own reading of Tacitus into El Enbaxador. Justus Lipsius, the outstanding editor (...) of Tacitus’ works, was also a main source for this book which was defined by John Elliott as a ‘quintessentially Lipsian handbook for diplomats’. The focus of this article is on Tacitus’ citations in El Enbaxador and their contexts within the book. My aim is to identify the specific themes for which Tacitus served as an exemplary source of guidance according to this particular text. Notably, some of such themes pertain to ambassadorial affairs, while others are common political topics in Early Modern Europe. Vera's reading of Tacitus in El Enbaxador gained wider dissemination beyond Spain as the work was subsequently translated into French and Italian. (shrink)

Based on several cases, this article develops a thought inspired by the Journal of Philosophy of Education’s special issue on the Educational Value of Monuments (55.3). The article is a reflection about the locations which make statues able to be transformed materially and semiotically, and which provoke discussion about what is to be learnt by understanding the monument as a fragment and semiophore. I argue that the monument—located in a specific place which makes its contextual meaning—represents fragments, in Latin fractures (...) or cracks, as an expression of the violence inflicted on an imaginary whole. Defining and accepting a monument as a fragment allows us to understand each change that may happen to it—including removal or relocation—as an incentive to learn about the meanings of new wholes and to consciously respond to them. On the one hand, this can effectively stop mimetic pressures to reproduce aggression towards monuments. On the other, it can create a ground for shaping an ethical attitude of co-responsibility for a common world that is not exclusively human. The strictly educational sense of the proposed redefinition of the monument would be to radicalize sensitivity to its inherent feature, which is its fragmentary nature, resulting in the fragility of the heritage it co-creates in the space of commonality. In the proposed understanding of the monument, apart from the emphasis on significant fragmentation, an important role is played by the decisive abandonment of the anthropocentric perspective. In the new perspective of the common world, the monument becomes an ephemeral heritage, and its most current educational value seems to lie there. (shrink)

Resumen: Mientras que en Banquete Platón presenta a Éros como un daímon metaxý, i.e. como una divinidad intermedia e intermediaria entre dioses y hombres, en Fedro lo caracteriza, en cambio, como un theós -un dios. Procuraremos mostrar aquí que esto no implica, sin embargo, un cambio doctrinal substancial sino que se trata de dos aproximaciones distintas pero complementarias respecto a la verdadera naturaleza de Éros. Según el Fedro, si bien éros puede permanecer en una expresión puramente física, sin desarrollar su (...) aspecto divino, es posible también que, debido al intenso deseo sexual por el bello muchachito, el amante recuerde la Forma de la belleza y crezcan en él las alas del Éros divino. Pero únicamente los dioses nunca pierden las alas de sus almas y están regularmente en pleno contacto con las Formas. Las almas humanas deben adquirirlas, y aun así, con riesgo a perderlas, quedando entonces en un lugar “intermedio” -metaxý- como el Éros de Banquete.: Although in the Symposium Plato describes Erôs as a daimôn-metaxy, i.e. as an intermediate and intermediary divinity between gods and men, in the Phaedrus it is said that Erôs is a theos -a god. I will try to show that these different descriptions do not imply a substantial change of mind but work as two complementary views about the true nature of Erôs. According to the Phaedrus, although erôs can remain just at a physical level and not develop its divine power, it is also possible that, thanks to the same intense, sexual desire for the beautiful boy, the lover recollects the Form of beauty and so grows divine Erôs`s wings. However, only the gods never lose their wings and so are in regular, full contact with the Forms. The human souls need to acquire the wings and even so take the risk of losing them; they are then in an intermediate state -metaxy- like Erôs in the Symposium. (shrink)

Thinking together not only binds us, but also allows us to explore unknown, perhaps unknowable, territory with joy, curiosity and confidence. Through asking children what they in some sense already know through their intuitive knowledge and putting thinking itself into question, we can help them become more aware of themselves as thinking beings. And as thinking beings children can learn the skills they’re taught in school, but not at the expense of their own thinking. With their thinking intact, they can (...) skillfully apply what they learn in school to the world in which they live. (shrink)

Themes from Ontology, Mind and Logic celebrates Peter Simons’s admirable career. The book contains seventeen essays with themes ranging from metaphysics to phenomenology. The contributions by Fabrice Correia, Bob Hale and Crispin Wright, Ingvar Johansson, Kathrin Koslicki, Uriah Kriegel, Wolfgang Künne, Edgar Morscher, Kevin Mulligan, Maria Elisabeth Reicher, Maria van der Schaar, Benjamin Schnieder, Johanna Seibt, Ted Sider, David Woodruff Smith, Mark Textor and Jan Woleński, tackle the problems that defined Simons’s work and insights into some of (...) today’s most interesting and significant philosophical questions. (shrink)

Se explora la noción de dispositivo desde una perspectiva estético-política. Se inquieren los motivos para distanciarnos de las lecturas de Agamben, Esposito y el Colectivo tiqqun, se examina la interpretación de Deleuze al respecto, en una dimensión poco conocida, y se amplía esta perspectiva hacia una concepción estética del dispositivo, atendiendo para ello a Martín-Barbero. Finalmente, se considera el vínculo problemático entre el dispositivo y la positividad estética, para acercarnos a Schiller, quien da las pautas para disolver el vínculo problemático. (...) The article explores the notion of dispositive from an aesthetical-political perspective. It enquires into the reasons for the distancing from the readings of Agamben, Esposito and the Tiqqun Collective, examines Deleuze's interpretation thereon, in a little-known dimension, and then broadens this perspective into an aesthetic conception of the dispositive based on Martín-Barbero. Lastly, it considers the problematic link between the dispositive and aesthetic positivism and approaches Schiller, who gives the guidelines to dissolve this problematic link. (shrink)

Casual conversations between faculty members in places like faculty lounges and collaborative events are essential for sharing knowledge, working together, and building a sense of community within academic institutions. Social Network Analysis (SNA) of informal professor communications plays a vital role in fostering students’ ethical competence and critical skills development. It identifies influential nodes that shape the ethical discourse, to promote independent thinking and valid ethical principles, preparing students for real-world challenges. In the contemporary landscape of academia, fostering ethical competence (...) among professors is a paramount objective. Ethical dilemmas often permeate scholarly pursuits, necessitating a comprehensive understanding of ethical principles and effective communication channels for their dissemination. This study proposes an innovative approach to address this imperative: employing SNA to examine informal communication patterns among professors within academic institutions in a collaborative manner. By leveraging SNA, this research aims to elucidate the intricate web of informal interactions among faculty members and identify central figures or clusters that influence ethical discourse within academic circles. Through a mixed-methods approach integrating quantitative metrics and qualitative insights, the study seeks to uncover hidden dynamics, influential nodes, and information flow patterns within the social fabric of academia. By elucidating the informal networks through which ethical norms and values are transmitted, institutions can develop targeted interventions to enhance ethical competence among faculty members. (shrink)

'Ethics' was not developed as a separate branch of philosophy in Buddhist traditions until the modern period, though Buddhist philosophers have always been concerned with the moral significance of thoughts, emotions, intentions, actions, virtues, and precepts. Their most penetrating forms of moral reflection have been developed within disciplines of practice aimed at achieving freedom and peace. This Element first offers a brief overview of Buddhist thought and modern scholarly approaches to its diverse forms of moral reflection. It then explores two (...) of the most prominent philosophers from the main strands of the Indian Buddhist tradition – Buddhaghosa and Śāntideva – in a comparative fashion. (shrink)

This Teacher Education Project is an intervention research aimed at creating new school roles for educating students as readers and writers as well as citizens. The methodological framework was based on Vygotsky’s discussions of method as praxis, as well as on both the Marxist practical–materialistic–revolutionary activity and Engeström’s extensions of Cultural Historical Activity Theory. The work at school was motivated by students’ limited awareness of reading and writing. The goal was to involve the school as a community in understanding and (...) transforming the ways in which reading and writing were addressed in classrooms. The methodology used for organizing and carrying out the project was devised so as to allow for three activity systems that partially interact with their objects – that is, reading and writing as tools for teaching-learning in different areas in order to constitute students as citizens. However, for this paper, we will focus solely on the Teacher Education Activity System, which we termed Teacher Support Team. Three episodes are discussed in this paper: Two video sessions with the Teacher Support Team, the first of which took place in 2010, and the second in 2011; and a classroom reading class session that was videotaped in 2011 as part of the Teacher Support Team work. The theoretical and practical work developed was targeted at creating a mutual Zone of Proximal Development that supported teachers, coordinators, and the principal, through the appropriation of reading and writing as processes. The results show that the organization of the project as interrelated activity systems enhanced the entire school’s prospects of appropriating the reading and writing teaching-learning processes, by focusing on the same object, in the diverse systems that framed the project. (shrink)

GABRIEL BELLO REGUERA: Emigración y ética. Humanizar y deshumanizar, Madrid, Plaza y Valdés, 2011, 341 pp.

Leibniz's repeated interventions in the Trinitarian polemics widespread throughout Europe in the seventeenth and eighteenth centuries cannot merely be read as scholastic exercises or concessions to the conventions of his time. On the contrary, they involved reflection on issues fundamental to Leibniz's philosophical doctrines: issues such as the relationship between faith and reason, the limitations of the human intellect and the various grades of human knowledge, and the significance of the ' analogia Trinitatis' reconsidered in light of the concept of (...) harmony. This paper concentrates on the writings of the young Leibniz before his visit to Paris and aims to examine the role played by contemporary discussions concerning the Trinity and the Incarnation in the formation of Leibniz's thought. (shrink)