The article examines whether economics serves to organize scarce resources, whether a market economy is the most natural form of organizing economic life, how the hierarchy of needs is satisfied; whether one man alone could be considered free, and advice is given us to what is recommendable that one bring with him to a desert island.

COVID-19 is an acute respiratory illness with higher mortality in older adults. This condition is spread person-to-person through close contact, and among policies employed to decrease transmission are the improvement of hygiene habits and physical distancing. Although social distancing has been recognized as the best way to prevent the transmission, there are concerns that it may promote increased depression symptoms risk and anxiety, mainly in older adults. This cross-sectional study aimed to verify self-concept of social distancing in adults compared to (...) older adults. All participants, over 18 years and residents of São Paulo state, were invited to join this research study by a message application and answered an interdisciplinary questionnaire during the period from May 23 to June 23, 2020. The questions were divided into the following aspects: sociodemographic data, financial conditions, routine-related perception, perception of health, physical and emotional state, and eating habits. The younger adult group was composed of 139 participants, with a mean age of 43.15 years, and the older adult group was composed of 437 participants with a mean age of 67.59 years of both sex. Changes in routine during the period of social distance were reported by 95% of adults and 96.8% of older adults, but adults indicated more significant alterations in routine. Although there was no difference between groups for several aspects, adults revealed greater alterations in sleep quality, evacuation frequency, and more difficulty to perform daily activities at home. Further studies are necessary to follow up the impacts of social distancing among adults and older adults in different socioeconomic contexts to better understand the long-term alterations and the necessity of interventions. (shrink)

Donald Davidson foi um dos filósofos mais influentes da tradição analítica da segunda metade do século. A unidade de sua obra é constituída pelo papel central que reflexão sobre como podemos interpretar os proferimentos de um outro falante desempenha para a compreensão da natureza do significado. Davidson adota o ponto de vista metodológico de um intérprete que não pode pressupor nada sobre o significado das palavras de um falante e que não possui nenhum conhecimento detalhado de suas atitudes proposicionais. Neste (...) artigo, eu apresento inicialmente a estrutura e os pressupostos da filosofia da linguagem de Davidson; passo depois a uma discussão sobre a importância do princípio de caridade para seu projeto interpretativo e, por fim, procuro apontar as diferenças do projeto de Davidson com a hermenêutica filosófica. PALAVRAS-CHAVE – Interpretação radical. Princípio de caridade. Hermenêutica. ABSTRACT Donald Davidson was one of the most influential philosophers in the analytic tradition in the last half of the twenthy century. The unity of his work lies in the central role that the reflection on how we are able to interpret the speech of another plays in undestanding the nature of meaning. Davidson adopts the standpoint of the interpreter of the speech of another whose evidence does not, at the outset, pressupose anything about what the speaker’s words mean or any datailed knowledge of his propositional attitudes. This is the position of the radical interpreter. In this paper, I begin with an account of the assumptions and structure of Davidson’s philosophy of language; after this I discuss the philosophical importance of the principle of charity for the theory of radical interpretation and, at the end, I compare Davidson’s interpretative project to the philosophical hermeneutic. KEY WORDS – Radical interpretation. Principle of charity. Hermeneutics. (shrink)

Wittgenstein scholars have tended to interpret the acquisition of certainties, and by extension, of a world-picture, as the achievement of a state in which these certainties are assimilated in a seemingly unconscious way as one masters language-games. However, it has not been stressed that the attainment of this state often involves facing a series of challenges or difficulties which must be overcome for the development of the world-picture and therefore the socialization process to be achieved. After showing, on the one (...) hand, how a world-picture is usually developed, and on the other hand, why a child who seemingly found itself trapped in a precocious skepticism might have serious problems in assimilating certainties, in this paper, I describe some of the challenges children often meet as they acquire a world-picture. Since the overcoming of these challenges is often needed for children to develop a world-picture, I aim at raising the awareness of the necessity of ‘learning to believe’, that is, of developing a series of skills that allow children to undertake the challenges described in this paper. (shrink)

RESUMEN:El presente trabajo intenta un acercamiento al enfoque sobre la técnica de dos grandes críticos de la cultura contemporánea. Spengler y Ortega lo fueron y sus meditaciones sobre el significado de la técnica no se detienen en la consideración sobre su importancia económica o su relevancia social sino que se adentran en el sentido y significación antropológica. Por nuestra parte tratamos de poner de manifiesto sus coincidencias, así como sus discrepancias: contemplando la técnica como una función esencial de la vida. (...) Frente a la desconsolada concepción de Spengler, Ortega ofrece una visión “deportiva” de la existencia del hombre más optimista.PALABRAS CLAVE: TÉCNICA, VIDA, HOMBRE, CULTURA, ORTEGA, SPENGLERABSTRACT:This article analyzes the view of technology offered by two of the main critics of the contemporary culture: Spengler and Ortega. Their meditations on the meaning of technology are focused not only on its economic or social relevance, but also on its anthropological meaning. I expose their coincidences and their discrepancies when they see technology as a essential function of life. In contrast with Spengler’s disconsolate view, Ortega offers a more optimistic “sportive” conception of human being.KEYWORDS: TECHNOLOGY, LIFE, HUMAN BEING, CULTURE, ORTEGA, SPENGLER. (shrink)

In recent years, supported by new scientific evidence, the conceptualization of cognitive reserve has been progressively enriched and now encompasses not only cognitive stimulating activities or educational level, but also lifestyle activities, such as leisure physical activity and socialization. In this context, there is increasing interest in understanding the role of psychological factors in brain health and cognitive functioning. In a previous study, we have found that these factors mediated the relationship between CR and self-reported cognitive functioning. In this study, (...) we have confirmed an association between two important constructs included in the psychological wellbeing and salutogenic models, “purpose in life” and “sense of coherence,” CR, as assessed using a questionnaire, and cognitive functioning, as evaluated using a comprehensive neuropsychological battery. Results from 888 middle-aged healthy participants from the Barcelona Brain Health Initiative indicate that both sense of coherence and CR were positively associated with verbal memory, reasoning and attention, working memory, and global cognition. Moreover, the relation between CR and cognitive functioning in the different domains is partially mediated by SoC. When we controlled for brain integrity, introducing into the model neurofilament light chain measures, the mediator role of SoC was confirmed for reasoning and attention and global cognition. However, purpose in life was not associated with cognitive functioning. These results reveal the central role of the SoC construct, which mediates the association between classic CR estimates and cognitive functions, potentially representing a modifiable target for interventions that aim to promote brain health. (shrink)

La educación cívica se encuentra en la misma base de la democracia . T odo sistema democrático que prescinda de esta necesidad acabará haciendo de s v anecerse la racionalidad democrática de sus instituciones. La democracia liberal es un buen ejemplo de este debilitamiento pr o g res i v o de las estructuras democráticas. Benjamin R. Barber no tarda en referirse a ella como "democracia débil". La democracia carece de plenitud sin ciudadanos fo r mados cívicamente. Educación y democracia (...) están indisol u b lemente unidas. P or eso, para este autor la r e generación de la democracia, con sus contenidos reales de pa r ticipación política, pasa necesariamente por la educación. Enseñar democracia es se r vir a la comuni dad. (shrink)

After describing Wittgenstein's notion of ‘certainty’, in this article I provide four arguments to demonstrate that no certainty can be acquired at will. Specifically, I argue that, in order to assimilate a certainty, it is irrelevant whether the individual concerned has found a ground that seemingly justifies that certainty; has a given mental state; is willing to accept the certainty on the proposal of a persuader; or tries to act according to the certainty involved. Lastly, I analyse how each of (...) these arguments is reflected in the way children acquire certainties. (shrink)

Though Wittgenstein's On Certainty has been influential in analytic epistemology, its interpretation has been enormously controversial. It is true that exegesis has been mainly concerned with the proper characterization of Wittgenstein's very notion of ?certainty?; however, some important questions remain unanswered regarding this notion. On the one hand, I am above all referring to the study of the possibilities we have of retaining a certainty when it has seemingly been placed into question and, on the other hand, of regaining a (...) certainty once it has been lost. In this paper, I attempt to provide a detailed answer to both questions. In so doing, some important features of the picture of ourselves which emerges from Wittgenstein's On Certainty are also revealed. (shrink)

In this article, I show that, when denialists attempt to deny a certainty in Wittgenstein’s sense, they do not even deny anything at all because they are articulating mere nonsense. To clarify this point, I start by providing a brief introduction to Wittgenstein’s conception of “certainty,” paying particular attention not only to the distinction between seeming and genuine doubt, but also to the nonsense generated when violating a certainty. Then, I analyze why we cannot even understand denialists when they try (...) to deny certainties about the existence of the Holocaust and the sphericity of Earth. To this end, I consider the consequences of delegitimizing research procedures, regarding the case of doubt as the normal case, and formulating the denialist doubt through words whose use is incompatible with such doubt. Subsequently, I describe the main tactics used by denialists to try to substitute scientific certainties with alternative ones. Lastly, although denialism concerning certainties cannot even be refuted because it is nonsense, I propose to make deniers as well as the general public aware of such nonsense by asking questions that revolve around incongruences such as those I have previously noted concerning Holocaust denialism and the flat-Earth “theory.”. (shrink)

La pragmática de tradición griceana es una corriente teórica importante en la filosofía del lenguaje y la lingüística. Gracias a ella se entienden de forma cabal aspectos fundamentales de la comunicación intencional. Sin embargo, esta tradición no se interesa especialmente en el estudio de la transmisión y el reconocimiento de significados no intencionales, por ejemplo de ciertos significados que se evocan en "actos fallidos", juegos de palabras no buscados y errores del habla. Trataré de mostrar que el estudio de estos (...) significados no intencionales es pertinente para una teoría general de la producción y la comprensión de enunciados. En este sentido, la lingüística neurocognitiva toma en cuenta estos significados no intencionales y, a partir de ellos, no sólo explica cómo se organiza y funciona el sistema lingüístico de un hablante o un oyente, sino que además resulta ser un complemento interesante de la pragmática. Gricean pragmatics is one of the mainstreams in philosophy of language and linguistics. it has been instrumental in fully understanding fundamental aspects of intentional communication. However, this theoretical tradition has not been especially concerned with the transmission and recognition of unintentional meanings, for example meanings evoked by Freudian slips, unintended puns, and slips of the tongue. Here I aim at showing that the study of such unintentional meanings is relevant for a general theory of utterance production and utterance comprehension. Neurocognitive linguistics has approached those unintentional meanings and has explained how the linguistic system of speaker or a hearer is organized and how it works, and it also figures as an interesting complement of pragmatics. (shrink)

In this paper, I argue that the certainty about the wrongness of killing must not be considered as a universal, but as a local one. Initially, I show that there exist communities in which the wrongness of killing innocents is not a moral certainty and that this kind of case cannot be justified by arguing that such people are psychopaths. Lastly, I argue that universal certainties do not admit of exceptions: thus, the fact that some exceptional cases affect the certainty (...) that killing innocents is wrong, leads me to conclude that it is a local certainty. (shrink)

This paper presents the concept of ‘religious certainty’ I have developed by drawing inspiration from Wittgenstein’s notion of ‘certainty’. After describing the particular traits of religious certainty, this paper addresses two difficulties derived from this concept. On the one hand, it explains why religious certainty functions as such even though all its consequences are far from being absolutely clear; on the other hand, it clarifies why, unlike the rest of certainties, the loss of religious certainty does not result in the (...) collapse of the world-picture made up of all certainties. Subsequently, it analyzes to what extent the teacher can teach religious certainty by acting as a facilitator for its acquisition–if desired—particularly bearing in mind that religious certainty cannot be attained at will. These basic teaching guidelines have several advantages. First, they make it possible to know the nature of religious certainty even better. Second, and most importantly, the fact of having adopted the perspective of a teacher who tries inculcating a religious certainty contributes to detecting and preventing forms of indoctrination that, arguably, might go unnoticed even when attempting to properly present religious certainty—or rather, this way of being religious—in current schools to foster understanding thereof. (shrink)

It is expected that children increasingly learn to identify errors throughout their schooling process and even before it. As a further step, however, some scholars have suggested how a culture of error should be implemented in the classroom for the student to be able not only to locate errors but also, and above all, to learn from them. Yet the various proposals aimed at generating a culture of error in the classroom keep regarding error as all those responses and reactions (...) that are not considered as true or correct in each specific case, thereby not realizing that many of these alleged errors are really anomalies with very different characteristics and consequences despite their seeming resemblance. In this paper, I rely on Ludwig Wittgenstein’s On Certainty to clarify the difference between errors and anomalies. Subsequently, I provide guidelines that may be adapted by each teacher to her students’ needs and development level in order to foster a culture of error that begins by distinguishing er... (shrink)

In this paper, I describe the main lines of modern error theory, a systemic theory which regards errors not as the results of someone’s negligence, but as parts of a complex system. Bearing in mind that errors must be considered as such by an observer or attributor, I expose Wittgenstein’s conception of the attributor responsible for discerning if a strange event constitutes an error or an anomaly. Subsequently, I illustrate this conception of the attributor by describing some traits of the (...) role played by many attributors in business organizations, specifically in the production line of a car manufacturer’s plant, when carrying out the rootcause analysis of problems that arise in the plant. Finally, I reveal a paradox whereby if the attributor denies the possibility that anomalies may happen without being able to explain their source within the system that he or she takes as reference, then the very idea of system no longer makes sense. (shrink)

Wittgenstein’s conception of ‘persuasion’, understood as the persuader’s attempt to modify the persuadee’s certainties, has been recently misinterpreted by some scholars. For Persichetti has overlooked the fact that one cannot persuade unintentionally, while Marconi and Perissinotto have not only taken for granted that persuasion consists in the mere transfer of a world-picture or set of certainties to an individual even when she has not alternative or different certainties, but also that education is restricted to persuading or transmitting certainties. After clarifying (...) these misinterpretations, among others, I argue that persuasion is not used for teaching certainties at the outset, but for modifying them when they do not fit the ones expected by the persuader. If it is agreed that education partly consists in transmitting a world-picture, then persuasion constitutes a necessary resource for educators. Lastly, I provide a set of guidelines for teachers to draw attention to the basic aspects of persuasion that they should consider in the classroom. (shrink)

In this paper I outline the most relevant traits of the term ‘trust’ understood as one of the synonyms for ‘certainty’ that Ludwig Wittgenstein used in his posthumous work On Certainty. To this end, I analyze the paragraphs of On Certainty in which reference is made to pupils who are expected to trust what is taught by their teacher: in addition, I note that such a process is largely based on the attitude of rejection and bewilderment that teachers promote towards (...) people who call into doubt those certainties that pupils are expected to assimilate. Subsequently, after emphasizing the importance that Wittgenstein attached to the ineffability of certainties, I explain how such certainty or trust can be staged. Lastly, I clarify why an appropriate contemplation of this staging can be of great help for pupils to achieve at least four goals of educational interest: thus, children can not only strengthen their capacity for wonder, but also experience what things are ineffable, glimpse the limits of rationality, and become more tolerant of people who are partakers of a different world-picture. (shrink)

El presente trabajo propone una introducción a la doctrina de la ciencia física de Francisco Suárez en sus _Disputaciones Metafísicas I_. El contexto de la investigación aborda la noción de objeto adecuado, una teoría de la abstracción y el orden de las ciencias especulativas en general. Por ello, para mejor comprender las ciencias físicas, es necesario observar su relación con la metafísica, delimitando el fundamento, el horizonte y las divisiones de la filosofía natural.

Siegel claimed that teachers are obliged to provide grounds whenever demanded, as a result of which they must be able to subject to scrutiny whatever they teach. In this paper, however, and taking as a reference Wittgenstein’s On Certainty, it is shown that such a demand cannot work for second language teachers because their main task consists in transmitting ungrounded certainties. To clarify this point, I begin by presenting Wittgenstein’s conception of ‘certainty’, and explaining why I think he was right (...) to provide examples of teachers who refuse to answer their students’ doubts concerning certainties. Thereafter, I analyze two kinds of grounds – i.e. historical and practical – with which a second language teacher might reply to the students’ queries about the certainties that he aims to transmit to them. This will enable me to reveal the consequences of such replies and, by extension, the scenario that would result from allowing students to decide whether they accept whatever is taught to them. In this way, I will show not only that Siegel’s demand is unfeasible, but also why second language teaching provides a clear example that the acquisition of certainties constitutes a final goal in education. (shrink)

After making reference to the socio-cultural context of fin-desiècle Vienna —in which Otto Weininiger’s work appears— I describe in this paper the main characteristics of the influence that Weininger’s Über die letzten Dinge had on Ludwig Wittgenstein. I deal specifically with the way Wittgenstein’s work reflects Weininger’s remarks on criminality, animality, and madness.

In this paper, I try to facilitate the understanding of the concept of ‘omniscience’ by taking into account the terminology developed in Ludwig Wittgenstein’s On Certainty. Thus, I start by explaining why omniscience can be regarded neither as grounded knowledge nor as ungrounded or objective certainty. Instead, omniscience might be considered as subjective certainty, which has the advantage of leaving scope for a doubt that enables and strengthens religious faith. Lastly, I clarify how God’s omniscience would be enriched if He (...) were informed of—without needing to share—our objective certainties, in addition to which I highlight two paradoxes that would arise if we disagreed with God regarding some of our objective certainties. These paradoxes reveal that even though the believer could not understand literally God’s statement, it might strengthen her faith if she realized and accepted that a true and consistent commitment to such statement entails the suspension of her own capacity for judgment. (shrink)

In this paper I show that madness, in the context of Wittgenstein’s later work, should not be mistaken for the grammatical gap which is opened when a reaction takes place, which has no place in the language-game played in that very moment. Besides, and bearing in mind that we often do not place worth on something until we miss it, it is emphasized that it is in the madman, taken as a grammatically isolated individual, with whom, we are best able (...) to appreciate agreement in form of life on which Wittgenstein’s later work is based. (shrink)

Wittgenstein’s remarks in On Certainty about the acquisition of child language have gone nearly unnoticed for the commentators of his work. In this paper, I analyze some of those remarks to shed light on the main questions posed in On the categorical distinction between knowledge and certainty; the nature of language-games; the refutation of skepticism and, above all, the challenges involved by learning to believe.

This paper is divided into two parts: in (I) I put forward the general guidelines of rortyan lecture of Descartes, focused on his role as the inventor of mind as an inner space; in (II) I try to criticize an aspect of this lecture, by showing the existence of many connections between Descartes and m..

El presente texto es la traducción del latín al español de la _Suma de Teología_ (lib. I, tr. int., q. I, cap. I-IV) de Alejandro de Hales. Allí se explica la diferencia epistémica fundamental entre teología sagrada, filosofía primera, y las ciencias de la física y la matemática. Luego, se separa la teología sagrada de las demás ciencias especulativas bajo un criterio rector: la ciencia revelada se orienta por la gracia de Dios, mientras que las demás ciencias lo hacen sin (...) la gracia y por las solas fuerzas de la razón. Sobre esta distinción, luego se identifican los términos teología sagrada y doctrina sagrada sin descuidar la necesidad de armonizar la tradición teológica con el avance del aristotelismo latino de principios del siglo XIII. (shrink)

El presente trabajo propone una introducción a la doctrina de la ciencia matemática de Francisco Suárez según sus Disputaciones Metafísicas I. El contexto de la investigación aborda la noción de objeto adecuado, una teoría de la abstracción y el orden de las ciencias especulativas en general. Por ello, para mejor comprender las ciencias matemáticas, es necesario observar su relación con la metafísica, delimitando no solo su fundamento, sino también su horizonte especulativo.

Este trabajo estudia las ideas políticas de Lope de Vega tal y como se expresan en su teatro. Para eso, repasa las interpretaciones políticas de su obra dramática y analiza luego las reflexiones políticas hechas en tres de sus obras, _El príncipe perfecto_ (partes I y II) y _El Duque de Viseo_. Las tres tienen un único protagonista, el rey Juan II de Portugal. La primera retrata a un tirano y las otras dos al perfecto príncipe cristiano. La última parte (...) del trabajo analiza cómo la dramaturgia y la realidad teatral determinan la forma en la que la política y el pensamiento político aparece en la obra de Lope de Vega. (shrink)

De acuerdo con las D.M. de Francisco Suárez, la ciencia metafísica ha perdido su horizonte. Por esta razón el tratado del Dr. Eximio principia con un estudio de la filosofía primera donde paulatinamente se atenderán las dificultades emergentes relativas a una consideración de las ciencias especulativas. De ese modo la claridad alcanzada en derredor de la metafísica colocaría las bases necesarias para evitar –o tratar de corregir– los errores en teología sagrada por su vinculación necesaria con la filosofía primera. Asimismo, (...) el esclarecimiento del objeto adecuado de la metafísica conlleva la necesidad de evidenciar para la razón aquellos propios de las demás ciencias, configurándose así una división y relación entre ellas en sede objetiva. A su vez este panorama aparece expresado con total claridad en las D.M. I, I, 14-15 sobre el que exclusivamente se hará foco. (shrink)

Esta obra compila los estudios presentados en las I Jornadas de Filosofía del Instituto CEU de Humanidades Ángel Ayala y está prologada por Abelardo Lobato, O. P. Los filósofos tienen el deber de buscar y alcanzar la verdad apelando a las fuerzas de la razón, la cual, por cierto, no impide otras vías genuinas de conocimiento, como la fe. La búsqueda intelectual exige un trabajo de análisis que debe afinarse ante las obcecaciones que a menudo se interponen en el horizonte (...) de la existencia humana. En no pocos momentos de la historia ha habido claudicaciones generalizadas ante esa búsqueda, olvidos más o menos conscientes de que las verdades se alcanzan si se mantiene la esperanza de sabiduría y el amor a ella. El relativismo y el escepticismo se presentan casi como el polo opuesto de esa esperanza y ese amor; como una consecuencia de la “con-fusión” cultural, de las mentiras interesadas y de la desidia moral de algunas sociedades. La nuestra, la europea occidental, es una de ellas. El relativismo afecta al modo de pensar y de comportarse del hombre y es habitual que le lleve por vericuetos que a la postre terminan dañándole a él y a sus congéneres. En este libro se analizan algunos errores que han llevado a suscribir las tesis del relativismo y a rechazar la posibilidad de dar con algunas verdades comunes para todos. La obra tiene dos partes, una histórica y otra temática. Las páginas con enfoque histórico estudian las tesis que sobre el relativismo han mantenido algunos pensadores o corrientes de la filosofía. De su lectura se puede extraer la conclusión de que el fenómeno del relativismo es tan viejo y tan actual como el propio hombre y su apertura inteligente a la verdad. Filósofos de la época antigua de la talla de Protágoras, Pirrón o los “Académicos” coetáneos de San Agustín; modernos como Descartes; contemporáneos como Wittgenstein o Kuhn han dejado huellas que luego abrieron el camino hacia un régimen de pensamiento en que el hombre abandona la posibilidad de admitir verdades universales. Algunos argumentos favorables al relativismo —y, más aún, algunas actitudes “propedéuticas” de él— se han ido instalando culturalmente hasta consolidarse de manera cada vez más indiscutida. La segunda parte analiza el relativismo de forma temática, como un asunto abordable desde las diversas ramas del saber filosófico. Así, se tratan las repercusiones que tiene esta forma de pensamiento en la pragmática, la lógica, la estética o la religión, y se intentan desenmascarar los tópicos y falsos argumentos que justifican un comportamiento ético o religioso “abierto a todas las opciones”. (shrink)

Este artículo ofrece una visión sobre cómo el mundo de la defensa se adapta a la evolución existente en su entorno, tanto a la evolución de las tecnologías como a las necesidades y oportunidades de aplicación de estas a los intereses de defensa. Así, se destaca cómo el futuro ya no pasa tanto por el descubrimiento y desarrollo de nuevas tecnologías, sino por el aprovechamiento y aplicación de los desarrollos civiles para defensa. Es labor del Ministerio de Defensa, no solo (...) anticiparse a los riesgos y amenazas, sino contribuir a la mejora de las capacidades tecnológicas e industriales para la defensa y de uso dual. Un ejemplo de mecanismo para esta adaptación es el Sistema de Vigilancia y Prospectiva Tecnológica (SOPT) ubicado en la SDGTECIN. (shrink)

In this paper I will argue that when Aristotle uses the word ‘ἀρχή’ he is often referring to what we call a condition, whether necessary, sufficient or necessary and sufficient. To this end I will discuss how conditions for being, change, and knowledge, as identified by Aristotle, can be equated to ontological, physical and noetic principles, respectively.

En su Comentario al Fedón, Damascio plantea que “un destino (lêxis) es la posición en este universo distribuida por la Justicia a cada uno según su dignidad (kat’axían)” (I, 467). Ello aparece de un modo particular en la tercera parte de la obra dedicada especialmente a la interpretación del mito platónico. El propósito del presente trabajo es examinar la recepción de este término neoplatónico en Dionisio Areopagita. Dicho término aparece en el capítulo 7 de la Jerarquía Eclesiástica, donde Dionisio trata (...) del rito funerario y en el cual se encuentran las notas de la escatología dionisiana. Con otras palabras, en el uso que Dionisio hace del término se conjugan una perspectiva metafísica y otra espiritual. La primera se enmarca en la representación del universo dionisiano, en el cual también los ángeles reciben la denominación de léxeis y se distinguen por su incesante movimiento alrededor de la Thearchia; la segunda está presente en el ámbito humano como un llamado a imitar tal condición angélica. En suma, el trabajo presentará un ejemplo de la recepción del neoplatonismo en un pensador considerado neoplatónico, pero del cual muchas veces se soslayan los significativos núcleos que afirman su cristianismo. (shrink)