Objectives: The objectives of this research are to identify social skills and bullying among high school students. The particular objective consists in locating the correlation between the social skills that the student presents in relation to the bullying that exists in educational institutions. Methodology: We work with high school students, Goldstein's Social Skills Checklist is applied, it contains six areas, which are obtained by answering fifty items with a Likert scale, with options of never, rarely, sometimes, frequently. and always. With (...) a score of 1,2,3,4. And 5 respectively. Likewise, the Cisneros Bullying Self-Test is used. It contains three harassment indicators and eight areas. It presents fifty items on a Likert scale, with three response options, never, rarely and many times, with a score of 1, 2 and three respectively. Reliability and correlation will be obtained from the results. Contribution: Identifying bullying and its form of existence will allow prevention and treatment of the phenomenon by improving the social skills of secondary school students. (shrink)

This article studies the differences between traditional financial intermediaries (commercial banks, savings banks and cooperative banks) and ethical banks based on property rights, in which the owner decides the ideology, principles, standards and objectives of the organisation. In ethical banking, affinity centres on positive social and ethical values. The article consequendy focuses on an index proposed both to differentiate ethical banks from other types of banks, and also to pinpoint the differences between the various ethical banks themselves.This is the Radical (...) Affinity Index (RAI), which groups banks together in terms of their stance on ethical commitment, concentrating on ethical ideology and principles (information transparency, placement of assets, guarantees and participation) and using a sample of 114 European banks. The evidence shows that transparency of information and placement of assets are factors that differentiate ethical banks from other financial intermediaries.Guarantees and participation are characteristics specific to ethical banks; these variables, however, do not offer clear evidence to our analysis. (shrink)

Esta obra se concentra en cuatro temas cruciales de la formación de docentes, tanto antes como durante el servicio y en la enseñanza en diferentes áreas y niveles educativos. En primer lugar, se aborda el asunto de las creencias que los docentes tienen sobre el proceso educativo, las cuales parecen influir en la práctica profesional que estos desarrollan y, por lo tanto, deberían recibir la atención explícita de los procesos de formación de docentes que deseen promover prácticas específicas. El segundo (...) tema de la obra es la relación entre la formación de docentes y la política pública que la rige. En particular, se analizan las reformas curriculares implementadas por varias licenciaturas en universidades privadas colombianas, en respuesta a reformas a la normatividad sobre las condiciones de calidad que a las que deben ajustarse todas las licenciaturas del país. El tercer tema analizado es en qué medida los docentes en educación superior van más allá del dominio de su saber disciplinar atribuyendo importancia a la pedagogía, la didáctica y la práctica reflexiva en su propia práctica docente. Finalmente, se discuten aspectos de la formación de docentes relacionados con los procesos vividos y los retos encontrados por los docentes al entrar en la profesión, su socialización en la comunidad docente, sus identidades como maestros y su motivación para ser docentes. Vale la pena señalar que las contribuciones a este libro comparten el uso de metodologías cualitativas y presentan los resultados de historias de vida, entrevistas, observaciones, y análisis documentales, entre otros. (shrink)

Se reseña la obra Adentro de Nadie, del escritor mexicano Jorge Martín Bocanegra, resaltando los aspectos literarios dentro de la poesía contemporánea, invitando al lector adentrarse en el mundo de las letras desde una perspectiva única, donde los tópicos de su poesía son los oscuros caminos del ciberespacio, las ciudades devoradoras de hombres, las redes sociales chupasangre, las lenguas de los hombres callados, los medios de comunicación infames narrando el trágico periplo de los migrantes y la violencia como una (...) manzana de las Hespérides. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:.. MERELY A MAN OF LETTERS" an interview with Jorge Luis Borges* Philosophy and Literature: Why don't you tell us about some of the philosophers who have influenced your work and in whom you have been the most interested? Jorge Luis Borges: Well, I think that's an easy one. You might talk in terms of two: Berkeley and Schopenhauer. But I suppose Hume might be (...) worked in also, because, after all, Hume refutes Berkeley. Really, he comes from Berkeley—even if Berkeley comes from Locke. You might think of Locke, of Berkeley, and of Hume as being three links in an argument..... But I suppose that when someone refutes someone else in philosophy, he is carrying on the argument. P&L: And Schopenhauer? Borges: Schopenhauer is very different from Hume. Of course, Schopenhauer had his idea of the Will. That is not to be found in Hume.... The case of Berkeley was different. I suppose he thought of God as being aware of all things all the time, if I don't get him wrong. If we go away, does this room disappear? No, because God is thinking about it. Now, in the case of Schopenhauer, I was rereading Die Welt als Wille und Vorstellung, The World as Will and Idea, and I was rather taken aback, or baffled I should say, puzzled by something that keeps on recurring in Schopenhauer. Of course it may have been a slip of the pen, but as he goes back to it, and as he was a very careful writer, I wonder if it is a slip of the pen. For example, Schopenhauer begins by saying that the universe, the stars, the spaces in between, the planets, *On April 14, 1976, two editors of Philosophy and Literature, along with an interested colleague, interviewed Jorge Luis Borges at Michigan State University, where he held a position as visiting professor for the winter term. These remarks are edited from the transcript of that conversation. 337 338Philosophy and Literature this planet, those things, have no existence—except in the mind which perceives them. But then, to my surprise—and I suppose you can explain this to me, since you are philosophers and I am not—what Schopenhauer says is that all those things have no existence except in the brain. And that the universe—I remember these words, I don't think I'm inventing them now—"ist ein Gehirnphänomen," that the world is a cerebral phenomenon. Now, I was baffled. Because, of course, if you think of the universe, I suppose the brain is as much a part of the external world as the stars or the moon. The brain after all is a system of visual, of tactile, perceptions. He keeps on insisting on the brain. I don't think, for example, that Bishop Berkeley insists on the brain, or Hume, who would have insisted on the mind, consciousness. P&L: People sometimes say that they see Berkeley in stories like "Orbis Tertius." Borges: Yes, I suppose they do. Well, of course. But in that story I was led by literary means also. P&L: How do you distinguish the literary from the philosophical means in that story? Could you explain that? Borges: Very easily.... Encyclopedias have been my chief reading. I have always been interested in encyclopedias. I used to go to the Biblioteca National in Buenos Aires—and since I was so shy, I felt I could not cope with asking for a book, so I looked on the shelves for the Encyclopaedia Britannica. I would pick up any chance volume and I would read it. One night I was richly rewarded, because I read all about the Druses, Dryden and the Druids—a treasure trove, no?—all in the same volume, "Dr-." Then I came to the idea of how fine it would be to think of an encyclopedia... a very rigorous one of course, of an imaginary world, where everything should be linked. For example, you would have a language and then a literature, and then a history and so on. Then I thought I would write a story of a fancy encyclopedia. Of course that would require many different people to write it... (shrink)

Resumen Me propongo aclarar la noción de “fenómeno” de Jean-Luc Marion y su relación con la categoría de “fenómeno saturado”. Para ello discutiré las interpretaciones de algunos comentaristas que advierten tensiones entre la primera y la segunda tópica del fenómeno.I aim to clarify Jean-Luc Marion’s notion of “phenomenon” and its relationship with the category of “saturated phenomenon”. To this end I discuss the interpretations of some commentators who point out tensions between the first and the second topic of the phenomenon (...) presented. (shrink)

Este artículo se propone indagar en la función del arte en la fenomenología de la donación de Jean-Luc Marion y su relación con la hermenéutica. La pintura desempeña un papel fundamental pues constituye el “modelo” que permite entender el carácter radicalmente pasivo de la administración hermenéutica de la distancia entre lo que se da y lo que se muestra.This article aims to investigate the role of art in Jean-Luc Marion’s phenomenology of givenness and its relationship with hermeneutics. Painting plays a (...) fundamental role because it constitutes the “model” that facilitates understanding the radically passive character of the hermeneutic management of the gap between what gives itself and what shows itself. (shrink)

La llamada _nouvelle phénoménologie_ ¿practica efectivamente una fenomenología? Este artículo se propone demostrar, a partir de un análisis de las propuestas de sus dos autores más representativos: Jean-Luc Marion y Claude Romano, que las obras de estos filósofos constituyen una auténtica fenomenología si se tiene en cuenta el particular estatuto que le otorgan a la instancia antepredicativa.

This vision of universal solidarity, Nobo demonstrates, is the fundamental metaphysical thesis whose truth the categories and principles of Whitehead's philosophy were expressly designed to elucidate.

La Habana es una ciudad vieja que en algún momento fue moderna. Para muchos estudiosos, las ciudades, al igual que sus habitantes, nacen, se desarrollan y mueren. Sucumben cuando en ellas no se producen acciones que las rescaten, las conserven arquitectónicamente y las hagan vivir. Visualmente, nuestra ciudad hoy fallece. Más allá de los propósitos de un grupo de obras en el Centro Histórico, custodiadas por la memoria del historiador de la ciudad, La Habana es mucho másque ese perímetro declarado (...) por la Unesco, en 1982, Patrimonio de laHumanidad y Ciudad Maravilla, en el 2016. Desde entonces, poco a poco, sus luces se han ido apagando en un mar de oscuridad grande, que urge restablecer con una política que, verdaderamente, refuerce las estructuras existentes, antes de que sea demasiado tarde. (shrink)

Este artículo busca demostrar que, a partir de los lineamientos presentes en el capítulo II del reciente _Reprise du donné_ es posible proponer cuatro niveles de hermenéutica que nos permiten resolver algunos de los problemas de la fenomenología marioniana lúcidamente planteados por Christina Gschwandtner.

From Jean-Luc Marion’s examination of Gustave Courbet and his painting, it is shown how grief can operate as a model for the hermeneutics of love. This hermeneutics of grief, in turn, makes possible a consideration of all phenomena, and not only the human, as saturated phenomena.

You see, I'm not really a thinker. I am a literary man and I have done my best to use the literary possibilities of philosophy, although I'm not a philosopher myself, except in the sense of being very puzzled with the world and with my own life. But when people ask me, for example, if I really believe that the cosmic process will go on and will repeat itself, I say I have nothing at all to do with that. I (...) merely tried to apply the aesthetic possibilities, let's say, of the transmigration of souls or of the fourth dimension to literature and see what could result from them. But really, I would not think of myself as a thinker or a philosopher. And I follow no particular school. (shrink)

In the year 1855, American Literature made two experiments. The first, quite a minor one, the blending of finished music with sing-song and Red Indian folklore, was undertaken by a considerable poet and a fine scholar, Longfellow. The name of it, Hiawatha. I suppose it succeeded, as far as the expectations of the writer and of his readers went. Nowadays, I suppose it lingers on in the memory of childhood and survives him. Now the other is, of course, Leaves of (...) Grass. Leaves of Grass is a major experiment. In fact, I think I can safely venture to say that Leaves of Grass is one of the most important events in the history of literature. If I speak of it as an experiment, perhaps you will think that I am implying a profanation, a desecration, and a blasphemy, since, when we speak of experiments in literature, we generally think of unsuccessful ones. For example, when we speak of experimental literature, well, we think of works that we do our best to admire and that somehow defeat us because, after all, the word "experiment" is a polite word. Well, in the case of Leaves of Grass the experiment succeeded so splendidly that we think it could never have failed. Somehow when something goes right - and that hardly ever happens in literature - we think it somehow inevitable. We think that Leaves of Grass lay there, lay unsuspected there, ready for anybody to discover and write it down. (shrink)