Esse trabalho propõe uma reflexão acerca da modernidade em suas sinuosidades na América Latina, através das experiências estéticas simbolistas no Brasil e modernistas no México e na Argentina, ao compreendê-las não como seccionadas da modernidade europeia, nem como atrasadas em comparação a “imagens otimizadas” (CANCLINI, 2007) dessa, mas sim como partes integrantes de um todo. Nesse sentido, a partir de algumas revistas literárias latino-americanas, olhamos para as estéticas finisseculares simbolistas brasileiras e modernistas argentina e mexicana a fim de observar uma conservação de ideias estéticas em cenários que, apesar de trazerem especificidades, compartilham experiências. Para tal, recorreremos à imagem da constelação, iluminada por Walter Benjamin (2011), na qual as relações são motivadas não pela proximidade, mas pela possibilidade de significações que seus singulares-extremos lhe conferem.
Epistemology. Theory of knowledge, History (General)
Human destiny itself is foremost a religious problem because, paradoxically, it stems from a distinctive sense of disbelief, or more precisely, from a radical disagreement with the randomness of life. The latter bears a resemblance to meaninglessness insufferable for human beings. On the other hand, fate presupposes a profound belief that despite the apparent reign of chaos inevitably spiralling towards nothingness, somewhere deep at the very foundations of things lies a secure harmony and a somewhat benevolent order, which ultimately governs the whole and leads all things to a happy end. Therefore, believing in fate is not so much about adopting a theory or practicing faith as embracing a profound existential stance. As a prelude to a synthesis of the history of human fate, a lexical analysis will be made to explain various approximations of the concept of fate. Subsequently, the various historical forms, or rather disguises that fate has assumed in the history of culture will be explored in a philosophical and theological manner.
In the article I will try to show that considerations on God on the ground of philosophy not only have to start with the image of God handed down by Revelation and Tradition, but they are complementary to the latter ones. In the first part I will refer to the most prominent philosophical conceptions of the absolute being developed by Plato, Aristotle and St. Thomas Aquinas. In the second part I will sketch the problem of God shown on the ground of Revelation, considering the question of “The God of the Fathers” and “The God of Christians.” And in the last part I will present the tools which make it possible to reconcile both approaches, indicating the basics of predicating about God as well as the problem of analogy which makes it possible to predicate about the first cause on the basis of its effects.
O investimento público na industrialização por substituição de importações teve seu auge no governo Geisel (março de 1974 a março de 1979). Ao longo de todo o regime militar (1964-1985) ocorreu também o que se chamou de “Grande salto à frente” para a ciência no Brasil, com a incorporação à política econômica dos investimentos públicos em ciência e educação universitária. Neste texto apresento elementos da articulação entre ações de Estado no segmento de ciência e tecnologia durante o governo Geisel e alguns dos interesses econômicos diretamente afetados por tais ações.
Hermeneutics is a significant dimension of C.G. Jung’s analytical psychology, although Jung did not develop a consistent hermeneutic method, and this aspect of his work has not yet been sufficiently explored. This paper examines the relevance of Paul Ricoeur’s hermeneutics and narrative theory for the interpretation of Carl Jung’s Red Book, which can be perceived as a narrative experiment. Ricoeur focuses on the narrative character of human experience. Paul Ricoeur’s ideas of narrative and plot are significant for exploring Jung’s inner experience described in his Red Book as well as the narrative structure of The Red Book.
The purpose of this study was to investigate the relationship between smart classrooms and learner’s academic performance in public boarding schools in Gicumbi District, Rwanda. The first objective was to assess the relationship between the availability of instructional facilities and learner’s academic performance in Rwandan public boarding schools. The second objective was to explore the relationship between IT-trained staff and learner’s academic performance in Rwandan public boarding schools. The study targeted 12 public boarding schools from Gicumbi District, where 4 public boarding schools were selected. The study population comprised 1334 respondents, while the final sample size was 308, people who had been selected using Yamane sample size determination. Reliability was ensured through a pilot study and by using Cronbach’s Alpha to measure co-efficient of internal consistency, which yielded good results for approving the study, of 85%. Data were analyzed using SPSS software version 21. Findings of the study revealed that there is a significant relationship between smart classrooms and learner’s academic performance in Rwandan public boarding schools. All the involved variables had a significant relationship with dependent variables which were the availability of instructional facilities (r=.923 and p-value=0.000), IT-trained staff (r=.949 and p-value=0.000). Researchers recommended that teachers need regular Continuous Professional Development to help them update knowledge on the use of smart classrooms. Parents should be mobilised on how to create a technological atmosphere at home for their children because any academic achievement of students depends on how parents have helped them at home. It would be better if parents were able to afford electronic devices to expose their children to technology. Government should make frequent schools supervision on the use of smart classrooms and make sure that sector education officers and head teachers do not keep those machines in hte store instead of letting learners use them. The implication is that if smart classrooms are increased and monitored in Rwanda, academic achievement will improve in boarding schools.
DIDEROT INTERPRETER OF NATURE
De l’interprétation de la nature is a
fundamental work to understand
Diderot’s scientific thought and
probably of the whole century. His
preference for biology rather than
mathematics is not an idiosyncrasy but
it’s instead a signal of the new
dynamic conception of materialism. The
reader has the availability of the
materials to build a solid scientific
philosophy: the scientific community,
the divulgation, the creator geniuses,
the relationship between different
knowledges and considerations that are
detached from the mere scientific data
and that restructure the philosophical
scientific questions which have always
been asked.
I National Scientific and Educational Congress «Oncological problems from menarche to menopause» was held on 13 - 15 February 2017 in Moscow, during which there was the Panel discussion of leading experts of the Russian Federation on the need to control HPV associated diseases. The article presents the main messages from the speakers of the Panel discussion
<p>En el presente ensayo se propone establecer y delimitar un marco de estudio desde el cual sea posible analizar la variación y el cambio lingüísticos de manera crítica, ya no neutral, pero sin incurrir por ello en criterios tradicionalistas ni supremacistas como los de antaño, sino que considerando el lenguaje, ante todo, como un fenómeno cuya función es permitir que haya comunicación. Para esto, se propondrá como criterio de evaluación el potencial de pertinencia, entendiéndose la pertinencia (o relevancia) de acuerdo a los planteamientos Sperber y Wilson. Asimismo, si bien este ensayo tiene un carácter esencialmente proemial, es decir, pretende proveer los cimientos conceptuales necesarios para poder efectuar un análisis lingüístico como el propuesto, se dedicará buena parte de estas páginas a reflexionar, a modo de ejemplo, en torno a un fenómeno característico de la ortografía del castellano: el uso de los signos de interrogación y de exclamación.</p><p>Palabras clave: Variación y cambio lingüísticos, estudio crítico de la lengua, teoría de la pertinencia (relevancia), castellano, signos de interrogación y exclamación.</p><p><strong>Abstract</strong></p><p>This essay aims to set and demarcate a framework from which language variation and change can be analyzed in a critical, no longer neutral fashion, yet without incurring traditionalistic or supremacist criteria as in the older days, but instead considering language as a phenomenon whose function is to allow the achievement of communication. For this purpose, the proposed criterion will be that of relevance potential, with relevance being understood in accordance with Sperber and Wilson’s work. Also, even when this essay is mainly a prefatory one - i.e. its purpose is to provide the basis for performing an analysis like the one described - an important part of it will be oriented to discuss, as an example, about a distinctive phenomenon of Spanish orthography: the use of question and exclamation marks.</p><p>Keywords: Language variation and change, critical study of language, relevance theory, Spanish, question and exclamation marks.</p>
This paper discusses some aspects of the ontological problem of bioartifacts in order to develop, within the vocabulary of philosophy of technical artifacts, a deflationed notion of bioartifact capable of revealing a meaningful distinction between those processes arisen from a natural dynamics not intentionally intervened, and those arisen from intentional intervention. With this purpose two ways of interpreting the nature of these entities (intentionalism and reproductivism) are reconstructed and evaluated. Finally this paper collects the previous arguments and tries to make explicit the levels of intentional intervention and the conditions to be a bioartifact.
This paper deals with the understanding of metacognitive awareness among teachers. The concept of metacognition is operationalized. This is followed by the essence of metacognition and learning. We move further to examine issues and benefits of metacognition in the school system. To make metacognitive strategies an integral part of the school curriculum, the paper proposes: (1) Specific metacognitive strategies in the classroom, and (2) deliberate school training programmes on metacognitive instruction. The study concludes that both pre-service and in-service teachers should be trained on general awareness of metacognition to enhance learners’ academic performance.