José María Díez-Alegría (1911-2010) forma parte de la historia de España, como jesuita, intelectual y pensador que ha creado unos vínculos especiales entre la fe y la política, tomando conciencia de la explotación que sufrían los obreros y de su alejamiento de la Iglesia. Intentó durante más de medio siglo romper, desde la Filosofía, el Derecho, la Ética, la Doctrina Social de la Iglesia, la manera que tenía la Iglesia jerárquica de entender la libertad de conciencia, (...) la opción preferencial por los más pobres, las relaciones cristianismo/ marxismo. La afirmación fundamental es que los bienes de la tierra son comunes a todos los hombres. Es una tradición unánime desde el principio mismo de la era patrística. Los Santos Padres ven la institución de la propiedad privada, si ha de ser legítima desde el punto de vista ético, una función de administración solidaria por lo que el lujo es proscrito. A esta relación fundamental de dominio corresponde inseparablemente y en rigurosa correlación, de carácter ético y metafísico, el derecho fundamental de participar en el dominio de los bienes, con carácter personal y esto exige que estén al servicio de la dignidad y libertad. Por tanto, la ideología capitalista está en radical oposición al espíritu del cristianismo, ya que se funda en la negación de la autarkeia. (shrink)

La piedra clave que sostiene el sistema simbólico de las religiones, es sin duda, la experiencia de salvación. F. Heiler afirmaba que el aroma de las religiones es la soteriología y R. Panikkar proponía definir el hecho religioso con tres simples palabras: "camino de salvación". Por ello, la realidad existencial del dolor y el sufrimiento son el gran reto lanzado a la experiencia religiosa: proponéis salvación, se puede decir a los creyentes, pero el dolor y el sufrimiento siguen existiendo. ¿Cómo (...) es posible? Por ello, todas las religiones de formas muy diferentes, responden a la pregunta por sufrimiento y proponen formas para integrarlo existencialmente. (shrink)

Phenomenology of practice is a useful, rigorous way of deeply understanding human phenomena. Therefore, it allows research to be conducted into nursing's most sensitive and decisive aspects. While it is a widely used research approach and methodology in nursing, it is seldom addressed and made use of in its practical and applied value. This article aimed to approach the global outlook of van Manen's hermeneutic‐phenomenological method to better understand its theoretical background and to address and support the contribution this method (...) can make to nursing, if rigorously applied. For a professional discipline like nursing, van Manen's approach is especially interesting because, in addition to contributing to the body of knowledge of nursing, it provides a special kind of knowledge that allows nurses to act in a more reflective manner, and with tact and skill, in certain situations and relationships that arise in their daily practice. A more in‐depth understanding of this research methodology may help nurse‐researchers make good use of it and also harness knowledge derived from this type of research. This comes as a result of assuming that phenomenological texts, the final product of the research, have tremendous educational potential for people who read them carefully. (shrink)

Learning Management System (LMS) platforms provide a wealth of information on the learning patterns of students. Learning Analytics (LA) techniques permit the analysis of the logs or records of the activities of both students and teachers on the on-line platform. The learning patterns differ depending on the type of Blended Learning (B-Learning). In this study, we analyse: (1) whether significant differences exist between the learning outcomes of students and their learning patterns on the platform, depending on the type of B-Learning (...) [Replacement blend (RB) vs. Supplemental blend (SB)]; (2) whether a relation exists between the metacognitive and the motivational strategies (MS) of students, their learning outcomes and their learning patterns on the platform. The 87,065 log records of 129 students (69 in RB and 60 in SB) in the Moodle 3.1 platform were analyzed. The results revealed different learning patterns between students depending on the type of B-Learning (RB vs. SB). We have found that the degree of blend, RB vs. SB, seems to condition student behavior on the platform. Learning patterns in RB environments can predict student learning outcomes. Additionally, in RB environments there is a relationship between the learning patterns and the metacognitive and (MS) of the students. (shrink)

IntroductionIncorporating technology in cognitive interventions represents an innovation, making them more accessible, flexible, and cost-effective. This will not be feasible without adequate user-technology fit. Bearing in mind the importance of developing cognitive interventions whose technology is appropriate for elderly people with cognitive impairment, the objective of this systematic review was to find evidence about usability and user experience measurements and features of stimulation, training, and cognitive rehabilitation technologies for older adults with mild cognitive impairment or dementia.MethodThe Medline, PubMed, Scopus, ScienceDirect, (...) and PsycINFO databases were searched for literature published in the last 10 years, and three researchers independently reviewed potentially eligible studies, following specific inclusion criteria. A systematic review of the studies was conducted, presenting a qualitative synthesis of usability and UX measures with their outcomes, study characteristics and features of the cognitive intervention technologies.ResultsTen studies were selected: five were cognitive stimulation and five were cognitive training. Most of them were computer-based programs with a serious game format. Efficiency and effectiveness were the most frequent measurements used for collecting objective usability data, showing that elderly people with cognitive impairment require more time and help but can complete tasks. Regarding UX or subjective usability data, questionnaires and scales were the most used methods, reporting positive experience despite certain difficulties with the interface in five studies.ConclusionMeasuring usability and UX in cognitive intervention technologies for older adults with MCI or dementia provides an integrated view that can contribute to their development according to the needs and characteristics of the target population. More research is required to include this population group in usability and UX studies, as well as standardized tools and consensus on the relationship of these terms to guarantee the future effectiveness of cognitive intervention technologies.Review registrationThis review was registered in the PROSPERO International Register of Systematic Review Protocols. (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)

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)

Traducción, selección y estudio preliminar José María Felipe Mendoza * Edición bilingüe. Se recomienda descargar el PDF para visualizar mejor la traducción y el original en paralelo.

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 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 lieu of an abstract, here is a brief excerpt of the content:American Journal of Philology 121.3 (2000) 453-478 [Access article in PDF] Plutarch's Lysander and Sulla: Integrated Characters in Roman Historical Perspective José María Candau Morón The term ritratto paradossale has been used to describe a formula of character portrayal seen in Latin literature of the first centuries B.C. and A.D. whose basic process consists in combining in one character apparently contradictory traits (La Penna 1976). To be (...) precise, the formula produced a type of man who in his moments of action shows energy, diligence, and constancy but exhibits licentious feelings, allows himself to be taken in by indolence, and succumbs to pleasures when his negotia are finished. This model may already have been present in Greek historical literature of the fourth century B.C., as the portrait of Philip II that the historian Theopompus delineates seems to bear this stamp. The public image of Maecenas and the Petronius of Tacitus are two clear examples of ritratto paradossale. The figure of Sulla also falls under this influence; in fact, according to La Penna (1976, 284), Plutarch's biography of Sulla often exhibits these same characteristics.The terms "paradox" and "paradoxical" also occur frequently in works devoted to Plutarch's Life of Lysander. Its paradoxical features are the central point of Pelling's comments (1988a, 268-74) on that biography. Pelling explores aspects of "integration" in the Parallel Lives, a technique of portrayal which he defines as follows: "a man's qualities are brought into some sort of relation with one another, and every trait goes closely with the next." 1 An almost universal literary habit in the [End Page 453] ancient world, integration appears even in a figure as complex and full of contrasts as Plutarch's Lysander. Arrogance and cruelty, incorruptibility and a capacity for adulation, duplicity, ingenuity, ambition, treachery: all the contradictions that coexist in him are seen to be unified through philotimia, a central trait that dominates Lysander's other characteristics and gives his portrayal a unified appearance.But Plutarch's interests in his Life of Lysander do not impel him to explain or reconstruct the traits of its protagonist. It is the contrasts and the paradoxes in Lysander that have drawn the author's attention and lend the biography its particular flavor. Plutarch shows how these diverse character traits work against the individual and end up destroying him. In this way, the biography of Lysander is similar to tragic works in which a character's potentialities unleash forces that ultimately defeat him, and Plutarch explicitly plans on parallelisms with the tragic genre. From this standpoint, Pelling concludes, Lysander offers a moral that is similar to that of tragedy and different from that of other biographies: human nature can produce a figure such as Lysander, and such figures tend to bring about their own destruction through appropriate tragic processes.Stadter (1992) has recently analyzed from start to finish the paradoxical character that Plutarch assigns to Lysander and also to Sulla, the protagonist of the Roman Life presented as his parallel. In Stadter's view the contradictions in each character--that is, the combination of admirable and repulsive traits--form the basis of the portrayal of both subjects. The biographer also contrives to cross the two Lives so as to convey that they form an ensemble. Among other things, we see a type of progression whose upper limit is delineated by the harshest components of the portrayal of Sulla: his destructive nature, bloodthirsty and implacable, his tyrannical and frequently arbitrary conduct, his arrogance and lack of humanity. These traits are only sketched in the parallel Greek Life; yet their presence there evokes sinister dimensions which horrify when they appear, full-blown, in the Roman counterpart. From this interplay of traits and personalities our understanding of the human type treated in the biographies becomes increasingly deep. The final result in the present instance is that we are enabled to recognize the true traits of Lysander's character, and so escape the difficulty that Plutarch alludes to in his prologue through a cryptic... (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)

Philosophical Investigations, Volume 45, Issue 1, Page 91-97, January 2022.

En el presente texto se intenta presentar una visión ordenada de la evolución de la pregunta de si es España una nación, y en caso de ser la respuesta afirmativa, si ha sido una nación normal y si es su historia la historia de una decadencia. La preocupación por el tema de “España como problema” se remonta al siglo XVII y llega a nuestros días. Nos detendremos especialmente en las tesis al respecto de Ortega y Gasset y su discípulo Julián (...) Marías. (shrink)

Algunos autores han intentado considerar los delirios como certezas –entendidas en el sentido de Wittgenstein– debido a las similitudes que parecen existir entre sus respectivos estatus epistemológicos. Sin embargo, dicho intento ha sido criticado con agudeza, entre otras razones, porque el contenido de los delirios choca frontalmente con el contenido de las certezas, por lo que los delirios no pueden ser comprendidos debido a los cambios en las relaciones de significado. Pero es evidente que, aunque los delirios no se puedan (...) contemplar como certezas, muchos delirios afectan de un modo u otro al sistema de certezas del paciente. Partiendo de esta base, no es descabellado pensar que dicha influencia pudiera ser también recíproca: en otras palabras, parece sumamente recomendable analizar si algunos delirios se podrían contemplar como el resultado de variaciones en certezas. En este artículo llevo a cabo dicho análisis al intentar mostrar que el origen de algunos delirios pedestres y severos puede ser hallado en lo que llamaré “ceguera a posibilidades” e “incertidumbre”, términos que he desarrollado teniendo en cuenta la obra del filósofo Ludwig Wittgenstein. (shrink)

Among the elements which have gradually been complicating the countless representations of the Virgin Mary throughout history, this paper seeks to highlight and interpret conceptually one of special doctrinal significance in some Marian images during the fourteenth and fifteenth centuries: the temple, in whose interior some artists place some actual or symbolic episodes of Mary, from her birth or her Annunciation to the Sacra Conversazione, to give a few examples. Even though at first sight it looks as a mere scenographic (...) or ornamental ingredient, without iconographic value, this precise shape of temple reveals in fact some profound Mariological and Christological meanings. In that order of ideas, this essay is based on a double methodological strategy: first and foremost, to analyze some Marian images which include in the aforementioned period the shape of a temple, in order to see what kind of role such a religious building plays in them; secondly, to discover the relevant keys for interpreting such images, by analyzing some specific texts of the Church Fathers and medieval theologians who identify with Mary the figure of the «temple of God». For this reason, after a brief introduction to the problem, the present study is structured into three main parts inextricably intertwined: in the first we comparatively analyze twelve Marian paintings of the fourteenth and fifteenth centuries in which the Virgin appears inside a temple; in the second we explain the many exegesis that, in a consistent and strong patristic and theological tradition, identify the analogy of the templum Dei directly with the Virgin Mary, or indirectly with the Christ’s human body conceived in her womb; on the basis of this double analysis of images and exegetical writings, the third part of the paper states as a synthetic conclusion that the artistic representation of a temple or a church building in some Marian images of this period offers a compelling plastic metaphor of Mary and, ultimately, of her virginal divine motherhood. (shrink)

El análisis detenido del pensamiento teológico-musical de Isidoro de Sevilla ha sido repetidamente ignorado por la crítica, hecho que ha provocado que el estado de la cuestión sobre la materia sea prácticamente inexistente. Debido a ello, este trabajo tiene un cuádruple objetivo. En primer lugar, fijar con precisión el citado estado de la cuestión. En segundo lugar, sistematizar el estudio del pensamiento teológico-musical isidoriano dentro de la totalidad de su pensamiento musical para que el primero pueda ser estudiado exhaustivamente y (...) de manera generalizada en el futuro. En tercer lugar, localizar, clasificar e introducir por primera vez todos los textos litúrgico-musicales de Isidoro de Sevilla de cara a su posterior estudio en futuras publicaciones. En cuarto lugar, exponer, también por primera vez, algunas de las ideas más relevantes del pensamiento teológico-musical isidoriano como ejemplo de la sistematización propuesta y como punto de partida para el establecimiento de futuras líneas de investigación. (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)

Aunque Jusep Torres Campalans, la peculiar creación literaria de Max Aub, ha venido siendo objeto de numerosos comentarios, estudios y exposiciones, la peripecia editorial de la obra –un aspecto determinante para su adecuada valoración y recepción– apenas si ha captado el interés que merece hasta la fecha. Con el propósito de suplir esa carencia, el artículo se detiene en primera instancia en el marco intencional y coyuntural de su primera aparición y despliega después un ejercicio adaptado de bibliografía analítica donde (...) la edición príncipe es objeto de un somero análisis estructural y formal y se ve después sometida a contraste con todas y cada una de las ediciones en distintos idiomas que, desde 1958, se han venido sucediendo. Más allá de atender a las distintas versiones de una obra caracterizada en origen por una cuidada articulación de palabra, imagen y hechura material, el artículo aspira a promover la reflexión sobre el riesgo que entrañan ciertas rutinas editoriales para aquellas obras literarias que desbordan los márgenes de la convención. (shrink)