Maria Garcia

La Compañía de Jesús ha intentado en los últimos años establecer algunas directrices para ayudar a sus instituciones educativas a enfocar sus acciones por y para la misión. El “Paradigma Ledesma-Kolvenbach” se considera una buena base para hacerlo. Presenta cuatro dimensiones interdependientes (utilidad, justicia, humanismo y fe), que reflejan una visión integral y holística de la finalidad de una universidad. Sin embargo, es necesario hacer operativas estas dimensiones. Esta investigación desarrolla un modelo que ayuda a las universidades jesuitas a evaluar su nivel de despliegue de las dimensiones en el ámbito de la docencia.

El presente artículo traza una revisión de lo que actualmente se entiende por ciencia, arte y tecnología para poder mostrar cómo la ingeniería moderna y en particular la ingeniería civil, es un compendio de los tres componentes, siendo el medio necesario para la sostenibilidad ambiental y social hoy requeridas. La ingeniería se enfrenta a problemas y sigue un método, que no es exclusivamente científico. Necesita la aproximación al arte y el ingeniero debe contar con una formación humanística, de contenido humano significativo, que lo proteja del excesivo tecnicismo ya que se mueve en el entorno de lo real, no del laboratorio. La investigación bibliográfica y documental de la historia de los distintos conceptos permite pensar la ingeniería desde la filosofía y tiene como objetivo proponer que la llamada perspectiva CATI3 (Ciencia-Arte-Tecnología-Ingeniería) sea el vehículo de aproximación al concepto de ingeniería e interpretar sus relaciones con la tecnología, el arte y la ciencia en su proyección a la sociedad.

Taller, estudio, laboratorio, fábrica… el espacio de trabajo del artista ha ido tomando diversos nombres, asumiendo diferentes formas y configuraciones. Pero en esencia se trata de un espacio funcional donde cada artista crea y produce su obra. Es un contexto altamente simbólico, activo y performativo, un lugar ideal para la ejecución de acciones y procesos en los que explorar la fenomenología del medio como un espacio educacional.“Espacio de artista” es un proyecto artístico-pedagógico que toma el estudio o taller en tanto que mediador de la experiencia artística dentro del XXII Salón del libro Infantil e Xuvenil de Pontevedra.

La concepción de los espacios educativos se genera dentro de una sociedad tecnológica afanada en preparar al alumnado. Se plantea descubrir qué conceptos se barajan acerca de los espacios educativos creando tendencias. La metodología de revisión bibliográfica tiene en cuenta la base de datos WOS seleccionando y revisando críticamente 10 publicaciones de actualidad. Se concluye que hay profusión de nuevos conceptos que se barajan teniendo en cuenta la asimilación de estos nuevos espacios, los espacios de aprendizaje y las tecnologías usadas. También se barajan temáticas teniendo en cuenta la situación del alumnado y del profesorado adaptándose a estos nuevos espacios.

El posthumanismo es un término que engloba numerosos análisis teóricos con un denominador común: el excepcionalismo humano, es decir, la posición privilegiada del ser humano respecto al resto del universo. El propósito de este artículo es analizar hasta qué punto la estructura no naturalista de lo humano ha difuminado la distinción tradicional entre lo humano y lo que no es humano y, al mismo tiempo, presentar brevemente el desacuerdo existente dentro del posthumanismo. El objetivo es cuestionar las múltiples formas en que el posthumanismo, en sus diversas configuraciones, es antiexcepcionalista y desafía nuestra noción de “lo humano”.

En este artículo nos proponemos dar cuenta del régimen temporal propio del capitalismo tardomoderno y sus consecuencias tanto sociológicas como ontológicas. Para ello, partiremos de las tesis de Hartmut Rosa acerca de la aceleración y la alienación. Posteriormente daremos paso a la indagación ontológica de la mano de Heidegger y la psicología existencial. De ese modo, mostraremos que los análisis sociológicos no pueden prescindir de un estudio ontológico de la cuestión. Por último, concluiremos con el rastreo de los modos temporales de la Grecia clásica aplicada al mundo actual mediante la ontología de Gilles Deleuze, quien, junto a Felix Guattari, tuvo la virtud de analizar el capitalismo como movimiento de axiomatización. Nuestra reflexión quedará atravesada por la necesidad de un diagnóstico de las patologías individuales y colectivas que conectan con los estudios sobre el totalitarismo

Recent research has shown that cultural, linguistic, and sociodemographic peculiarities influence the measurement of trait emotional intelligence. Assessing trait EI in different populations fosters cross-cultural research and expands the construct’s nomological network. In mental health, the trait EI of clinical populations has been scarcely researched. Accordingly, the present study examined the relationship between trait EI and key sociodemographic variables on Trait Emotional Intelligence Questionnaire datasets with mental healthcare patients from three different Spanish-speaking countries. Collectively, these datasets comprised 528 participants, 23% from Chile, 28% from Peru, and 49% from Spain. The sociodemographic variables we used for trait EI comparisons were gender, age, educational level, civil status, and occupational status. Analyses involved Multigroup Exploratory Structural Equation Modelling and analysis of covariance. Our results revealed significant between-country differences in trait EI across the studied sociodemographic variables and interactions between these variables. Measurement invariance across the datasets was attained up to the scalar level regarding gender and education, although analyses on age, civil status, and occupation displayed non-invariance. The resultant psychometric evidence supports the suitability of the TEIQue-SF for the accurate cross-cultural assessment of trait EI in mental health settings. It also highlights the importance of incorporating trait EI into extant psychotherapeutic frameworks to enhance non-pharmacological treatment efficacy.

BackgroundScientific literature on posttraumatic growth after terrorist attacks has primarily focused on persons who had not been directly exposed to terrorist attacks or persons who had been directly exposed to them, but who were assessed few months or years after the attacks.MethodsWe examined long-term PTG in 210 adults directly exposed to terrorist attacks in Spain a mean of 29.6 years after the attacks. The participants had been injured by a terrorist attack or were first-degree relatives of people who had been killed or injured by a terrorist attack. They completed diagnostic measures of emotional disorders and measures of PTSD and depression symptomatology, optimism, and PTG.ResultsMultiple regression analyses revealed gender differences and a positive linear relationship between PTG and cumulative trauma after the terrorist attack. Some PTG dimensions were significantly associated with PTSD symptomatology, these associations being linear, not curvilinear. However, PTG was not associated with depression symptomatology, diagnosis of emotional disorders, age, elapsed time since the attack, or optimism. In comparison with survivors assessed 18 years after the 1995 Oklahoma City bombing, Spanish victims of terrorism showed higher levels of appreciation of life, but lower levels of relating to others and spiritual change.ConclusionThe findings underscore the influence of gender on PTG and provide support to the hypothesis that some emotional distress may be a necessary condition of PTG. Future studies on PTG after terrorist attacks should take into consideration the characteristics of the terrorist attack itself and the contexts of violence and threat in which it occurred. The political, social, and cultural characteristics of the community affected by it and the profile and characteristics of other traumatic events suffered after the attack should also be taken into account in further research.

BackgroundA child’s death is the most stressful event and the most complex grief that families face. The process of psychological adaptation to the illness and death of a child is difficult due to a variety of emotional reactions. Parental grief had received the attention of researchers only in recent years when it became clear that this reality differs substantially from the general grief process.ObjectiveThis work aims to highlight the needs of bereaved parents; increase the specificity and effectiveness of the therapeutic approach to prevent complications in the process of loss-making; and find the recurrent thematic nuclei in the development of bereavement present in a therapeutic group of parents who have lost their child to an onco-hematological disease.MethodBetween 2011 and 2016, five therapeutic groups for the grief elaboration were made. The sample included a total of 50 parents of children who died from cancer between the ages of 0 and 21 years.Content analysis was carried out as a qualitative analysis method. The SAS® Text Miner software was used to read, interpret, classify and integrate the data from numerous sources.ResultsThe development and consecutive interpretation of the 5 clusters have been carried out to analyze the related topics using the node “Topic Analysis” and requesting the subdivision into five topics. Four topics have been well defined. Clear topics are reducible to categories of emotional relief, tools, legacy, and unfinished business. The topic analysis provides interesting indications about the different interpretive journeys of the bereavement situation and offers ideas regarding the different types of social responses.ConclusionsAfter reviewing the existing bibliography, we have confirmed the lack of specific literature on the problem of grief in parents whose children have died from cancer. Much research has shown that parents who lose a child to cancer want support, and there are still few studies on the most effective interventions for this group.

The participation of families in schools where their children study is a recurring research topic. This field tends to address the perception of parents or teaching staff. This work is novel in that it considers what teachers, and not families, do to facilitate this participation. The purpose of this work has been to contrast a theoretical model with a multidimensional questionnaire designed to obtain information on the assistance provided by teachers to improve parental involvement in schools. It will allow us to lay the foundations for the content necessary for the initial and permanent training of teachers. Then, an initial questionnaire was created and, after being subjected to expert judgment, it was applied to 225 Spanish teachers, using a quantitative and a non-experimental methodology. After calculating the exploratory and confirmatory factor analysis and applying the structural equation model, a questionnaire was obtained that had satisfactory construct validity and reliability.

The coronavirus disease pandemic fundamentally disrupted humans’ social life and behavior. Public health measures may have inadvertently impacted how people care for each other. This study investigated prosocial behavior, its association well-being, and predictors of prosocial behavior during the first COVID-19 pandemic lockdown and sought to understand whether region-specific differences exist. Participants from eight regions clustering multiple countries around the world responded to a cross-sectional online-survey investigating the psychological consequences of the first upsurge of lockdowns in spring 2020. Prosocial behavior was reported to occur frequently. Multiple regression analyses showed that prosocial behavior was associated with better well-being consistently across regions. With regard to predictors of prosocial behavior, high levels of perceived social support were most strongly associated with prosocial behavior, followed by high levels of perceived stress, positive affect and psychological flexibility. Sociodemographic and psychosocial predictors of prosocial behavior were similar across regions.

What role could have intrinsic motivation toward reading in an extraordinary situation like the recent confinement? This research examines the relationship between intrinsic reading motivation and reading habits in an adult population considering types of reading, gender, and distress generated by the coronavirus disease 2019 pandemic. Participants were 3,849 adults from Spain who were surveyed about their reading practices: before, during the first weeks, and after several weeks of confinement. Linear mixed effects models were used to analyze data. Results showed a three-way interaction between reading frequency, IRM, and type of reading. Also, distress seems to pose a differential impact depending on the type of reading. The higher the IRM, the lesser the time devoted to study/work reading and the more to social and news reading. In this sense, IRM can function as a protective factor of reading behavior but only for leisure reading. Results support previous findings of the importance of consciously promoting this type of motivation in all individuals beyond educational contexts, since it seems to be positively related to well-being. Other results and implications are discussed.

In this article, we consider Wittgenstein’s approach to non-inferential knowledge, its relation to special propositions, and the nature of the justification of these propositions. According to Wittgenstein, there is a kind of non-inferential knowledge whose rational status is not the result of basic beliefs (in a foundational sense) that justify it. In Wittgenstein’s rule-following analysis, Frege’s theory is criticized. This theory is based on the idea that having a conceptual repertoire prior to the understanding of any rule, requires having grasped the conditions of verification of a rule, which is a source of problems. Following Wright’s construing of Wittgenstein’s ideas, we maintain that understanding concepts cannot be prior to the linguistic ability. RIFL (2018) Vol. 12, n. 2: 70-82. DOI: 10.4396/20180204

Citizen science is growing quickly, given its potential to enhance knowledge coproduction by diverse participants, generating large and global data sets. However, uneven participation in CS is still an important concern. This work aims to understand participation dynamics in CS and how they are shaped by participation barriers and drivers. We do so by examining participation in CONECT-e, a CS project that uses a wiki-like platform to document traditional ecological knowledge. More precisely, we analyze quantitative data on participants’ profile and activity patterns and qualitative data on barriers and drivers of participation. Our findings suggest that overcoming the education, age, and residence participation barriers is challenging even in cocreated CS projects. This is potentially due to issues of perceived self-illegitimacy and low access to information and communication technologies. Our results also point out that participants’ alliance with the project’s objectives and trust relationships with the project team are important drivers of participation in CS projects. Finally, we also highlight the need to think beyond participation as single actions and rather consider participation diversity in CS as functional diversity in ecosystems, with participants performing a diverse set of interconnected tasks or functions.

Although it is commonly believed that the concept of brain death was developed to benefit organ transplants, it evolved independently. Transplantation owed its development to advances in surgery and immunosuppressive treatment; BD owed its origin to the development of intensive care. The first autotransplant was achieved in the early 1900s, when studies of increased intracranial pressure causing respiratory arrest with preserved heartbeat were reported. Between 1902 and 1950, the BD concept was supported by the discovery of EEG, Crile’s definition of death, the use of EEG to demonstrate abolition of brain potentials after ischaemia, and Crafoord’s statement that death was due to cessation of blood flow. Transplantation saw the first xenotransplant in humans and the first unsuccessful kidney transplant from a cadaver. In the 1950s, circulatory arrest in coma was identified by angiography, and the death of the nervous system and coma dépassé were described. Murray performed the first successful kidney transplant. In the 1960s, the BD concept and organ transplants were instantly linked when the first kidney transplant using a brain-dead donor was performed; Schwab proposed to use EEG in BD; the Harvard Committee report and the Sydney Declaration appeared; the first successful kidney, lung and pancreas transplants using cadaveric donors were achieved; Barnard performed the first human heart transplant. This historical review demonstrates that the BD concept and organ transplantation arose separately and advanced in parallel, and only began to progress together in the late 1960s. Therefore, the BD concept did not evolve to benefit transplantation.

This article argues for two related theses. First, it defends a general thesis: any kind of necessity, including metaphysical necessity, can only be known a priori. Second, however, it also argues that the sort of a priori involved in modal metaphysical knowledge is not related to imagination or any sort of so-called epistemic possibility. Imagination is neither a proof of possibility nor a limit to necessity. Rather, modal metaphysical knowledge is built on intuition of philosophical categories and the structures they form

Society faces the challenge of achieving sustainable development in the economic, social and environmental spheres. To achieve this, education in business schools has an important role when it comes to training future main actors of the political, economic and institutional decisions. This chapter proposes two complementary courses of action. On the one hand, it is important to educate for humanism, and, at the same time, this cannot be achieved without educating in a humanistic way. To educate for humanistic management, three approaches are presented: to question the prevalent economist paradigm; to incorporate theoretical contents around humanistic management in the curriculum; and to encourage students to experiment the humanistic dimension and to be connected with reality. In order to educate in a humanistic way, every agent and process in the university must be coherent with the humanistic principles and represent an example of them.

Al escribir este articulo intento recuperar, para la discusión más contemporánea sobre los universales, al menos una parte de las ideas del lógico y filósofo medieval Pedro Abelardo. En particular, hay ciertas formas de nominalismo, léase, el mentalismo, el nominalismo de conjuntos, y el nominalismo de semejanza(s), que han reaparecido con fuerza nueva en metafísica analítica contemporánea. Abelardo, como nominalista que fue, no sólo argumentó contra tesis de corte realista;, sino que también evaluó y criticó otras formas de nominalismo diferentes a la suya y, en concreto, las mencionadas. Mi objeto principal es confrontar los argumentos de Abelardo con ellas, mostrando cómo sus argumentos aún prevalecen

The aim of this paper is the construction of a new scale to estimate adolescent gender-based violence. The scale is specifically designed for this population and incorporates new forms of violence, such as cyberviolence. The sample consisted of 701 students aged between 13 and 18 years. The internal consistency of the scale showed a high reliability value in the overall scale (α =.965), as well as in the subscales of violence committed (α =.935) and violence suffered (α =.929). The results would suggest that the new scale is not only concise and useful, but also adapted to the current reality of adolescents. With a reduction in the number of items compared to the scales currently available (it has 13 bidirectional statements) and a factorial structure with five types of violence (cyber-violence, verbal, physical, psychological, and sexual violence), the scale provides an up-to-date measure of the occurrence of this type of behavior in teen dating relationships.