El libro contiene doce lecciones dadas por el autor en la Universidad Central de Madrid en 1933. Ortega desarrolla el planteamiento de los problemas generales de la historia y de la "historiología". Analiza los acontecimientos que causaron el inicio y evolución del pensamiento moderno. La vida de Galileo, en su opinión, marca el inicio del imperio de la razón pura, que comienza con la "rebelión de las ciencias" frente al dominio precedente de la teología. Se hace un estudio del cristianismo (...) como forma de vida, su aparición, justificación histórica y desarrollo, hasta convertirse en el elemento central de la cultura occidental. El autor analiza el cristianismo al margen de la fe y de cualquier dimensión sobrenatural, lo que le lleva a tratar la religión como una más entre las teorías filosóficas existentes. Ortega considera equivocadamente que la base del cristianismo es el reconocimiento de la nulidad del hombre y de la naturaleza. La verdadera línea de desarrollo de la filosofía cristiana --marcada, según él, por Duns Scoto, Eckhart y Nicolás Cusano--, desemboca necesariamente en una completa ruptura entre la fe y la razón. La doctrina de Santo Tomás habría supuesto, en cambio, una deformación del cristianismo, un intento de "racionalizar la fe" mediante la introducción del aristotelismo en el estudio de la teología. (shrink)

CON: CUADROS CRONOLÓGICOS / INTRODUCCIÓN / TEXTOS ÍNTEGROS / BIBLIOGRAFÍA / NOTAS / LLAMADAS DE ATENCIÓN / DOCUMENTOS / ORIENTACIONES PARA EL ESTUDIO En septiembre de 1925 Ortega y Gasset reunió en un volumen dos importantes y polémicos ensayos, LA DESHUMANIZACIÓN DEL ARTE e IDEAS SOBRE LA NOVELA, textos que se inscriben en la tarea que se había impuesto el filósofo de interpretar la nueva época cultural que había comenzado con el siglo XX, una época que vive una crisis, la (...) crisis de la razón ilustrada, que afecta a todos los aspectos de la vida europea, dado que se ha producido una ruptura de los valores sobre los que se había venido sustentado la civilización occidental. Ambos ensayos, en parte complementarios, tienen, sin embargo, una orientación distinta. LA DESHUMANIZACIÓN DEL ARTE aborda temas relacionados con todas las manifestaciones del arte nuevo y se refiere, sobre todo, a las artes plásticas, aunque también se aluda a la literatura o a la música; el segundo se centra en un único género literario, la novela. Pero ambos están enlazados por una idea común, el agotamiento de las formas artísticas del pasado, especialmente las del siglo XIX, con el abuso de lo sentimental y de lo narrativo, ha conducido a los artistas jóvenes a evitar la mimesis de la realidad y a convertir el objeto artístico (cuadro, composición musical, poema o novela) en una creación puramente estética que no ha de explicarse como copia de la realidad. (shrink)

Criticism of authority was a prominent feature of medieval philosophical writing. In this study the critiques of two contemporaneous scholars, Moses Maimonides and Fakhr al-Dīn al-Rāzī, are compared. Maimonides criticized Hellenistic authorities, mainly Aristotle. However, the starting point for his critique was Aristotle's admission of the limitations of his own inquiries. Maimonides admired Aristotle's questioning of his own conclusions; indeed, his own thought was characterized by constant self-doubt. Al-Rāzī criticized an earlier Muslim scholar, Ibn Sīnā , an intellectual giant whose (...) imprint was strongly felt in philosophy and medicine. Al Rāzī used his commentaries on a number of Ibn Sīnā's books as a stage for criticizing the master and for arguing for his own, alternative viewpoints. (shrink)

Nazariyat, Journal for the History of Islamic Philosophy and Sciences, issued twice a year in English and Turkish (Nazariyat İslam Felsefe ve Bilim Tarihi Araştırmaları Dergisi), is a refereed international journal. It publishes original studies, critical editions of classical texts and book reviews on Islamic philosophy, kalām, theoretical aspects of Sufism and the history of sciences. The goal of Nazariyat is to contribute to the discovery, examination and reinterpretation of the theoretical traditions in the history of Islamic thought, by giving (...) special attention to the post-classical period of it. **ISSN: 2148-8088 E-ISBN: 2547-9415**. (shrink)

Realities of the formed information society made actual for inclusive education a problem of formation of professionals of the new directions capable to apply information technologies to improvement of interaction between participants of process of distance learning. Until recent time the institute of distance learning had no analogs in our educational system. It has to become one of the most important elements of the organization of remote education. Inclusive education becomes the new strategic direction of modern education in Russia, its (...) program of development to 2020 is designated by the Federal law ‘About the education in the Russian Federation‘ which has come into force on September 1, 2013. Ideas of inclusive training were born from a pressing need of society to help children to be integrated with features of development into society. Without it a creation of a new civilized society, the education system that meets the requirements of the humanistic principles is not possible. In this connection, creation of a substantial and technological basis of the organization of inclusive education of children in the mode of distance learning is an extremely important for today social, moral and pedagogical problem. In its center are the development of the subject, granting equal opportunities to each pupil to build the individual educational trajectory, culturological cultivation of the person capable to take an independent position in relation to external conditions. Distance learning serves as strong and active technology of socialization of such children. However, in the theory and a technique of training, the problem of distance learning of children with disabilities is insufficiently solved that is caused by unavailability of most of teachers to apply these technologies. There is a contradiction between objective practical need of distance learning for children with disabilities and insufficient readiness of a theoretical and technological basis. This is a main problem discussed in the study. In theoretical plan, it is a problem of development of the practical-focused theoretical and technological basis of distance learning of children with disabilities. On the practical level, it is a problem of formation of the subject information and education environment, designing of the contents, definition of methods, pedagogical technologies, the conditions of formation promoting achievement of the planned educational results and development of cognitive independent activity without prejudice to health of children on the basis of the accounting of their individual abilities. Technological effectiveness of the purposes is provided with prediction of educational results, their expression through requirements to actions of pupils. Recent time, children only start studying and mastering remote technologies therefore, first of all, they have to seize rational ways of educational activity and learn to work with information, i.e. priority value has to be allocated for formation of informative and logical and informative and information universal educational actions. (shrink)

Purpose of the study is explication of ethical and existential conditions of realization of human responsibility for the protection and recreation of the environment on a scale of the common world with all the other living beings. The crisis of the environment is the crisis of human morality. For responsible environmental management, it is necessary to form the ecological consciousness of society and reinterpret the anthropocentrism on the ethical foundations. The theoretical basis of the research is the analysis of ethical (...) and existential dimensions of understanding of the human environment ranging from the sphere of the home and the natural environment to the dimension of the common world of people and all the entities. The work clarifies the genesis of the concept of home from the ancient "oikos", household to the idea of home as a "hub", a base for mental and physical mobility in the contemporary technosphere. Correspondent to the transformation of the living world of mankind is the concept of communication and universal discourse of norms and values of human coexistence of J. Habermas, К.-О. Apel, D. Böhler, W. Kuhlmann, and others. The domain of the ecological consciousness and behaviour also requires motivation at the level of human feelings, beliefs, and convictions, which is represented by the philosophic and religious thought of H. Jonas, O. Leopold, K. M. Меуеr-Abich, A. Naess, the pope Francis, and others. As the result, the study proves the relevance of the concept of care about the common home based on the recognition of the value of the existence of all beings. Originality. The study explicates the genesis and meaning of the ethos of the common home with values of love, care, openness, solidarity, freedom, and responsibility which is proved to be the ethical and existential condition of the solution of the environmental crisis. The traditional anthropocentrism is reinterpreted towards the duty of people to be the centre of the responsibility for the existence of all beings that requires both reason and care. Conclusions. The ethics of care for our common home completes the moral duty of people as providers of the universal discourse who represent the interests of all beings. Concern for the preservation of the human environment and of all creation makes it possible for humanity to realize its universal responsibility in the world. The contemporaneous science and religious thought modify anthropocentrism to the holistic ethical understanding of human’s mission to be responsible for all beings. (shrink)

Open peer commentary on the article “Enaction as a Lived Experience: Towards a Radical Neurophenomenology” by Claire Petitmengin. Upshot: Why has the neurophenomenological approach not been adopted as a common and even obligatory tool in the study of consciousness? I suggest that the problem with the neurophenomenological approach is its effectiveness on the one hand and its almost impossible demands from the scientist on the other: One cannot accept the neurophenomenological approach without rejecting not only the paradigm of cognitive science, (...) but the scientific paradigm as a whole. (shrink)

Causal independence of the simultaneous positions and momenta of two distinguishable particles in nonrelativistic physics and causal independence of events in two relatively spacelike regions of space-time in relativity are analyzed and discussed. This review paper formulates causal independence in a general and operational way and summarizes the inferences drawn from it in non-relativistic quantum mechanics, classical relativistic point mechanics, quantum field theory, and classical field theory. Special attention is given to the open question of the relationship between local independence (...) and commutativity in quantum field theory. (shrink)