Álvaro Sánchez

ResumenEl trabajo que aquí presentamos realiza una reconstrucción de la crítica de Gustavo Bueno a la antropología como ciencia, consistente en demostrar su escaso estatus epistemológico desde la filosofía. Para ello se realiza un recorrido por su obra y se inserta la misma tanto en las coordenadas de su sistema teórico, conocido como materialismo filosófico, como se pone en relación con la historia institucional de ambas disciplinas a partir del Tardofranquismo. Usando la metodología de la sociología de la filosofía, se demostrará que las argumentaciones de Bueno traspasan el mero interés epistemológico al funcionar a su vez como posiciones respecto a lo institucional y lo político.Palabras clave: antropología; España; sociología; Bueno; filosofía.

En el presente trabajo multidisciplinar se trata de establecer las dimensiones que debería de incorporar un modelo de decisión moral sobre la herencia patrimoni al y el daño o violencia simbólica que muchos monumentos o edificios de homenaje pueden ejercer sobre el presente. Uniendo tradición historiográfica sobre el racismo y reflexión filosófica, se toma como caso de análisis el cambio de nombre de la torre Hume de la Universidad de Edimburgo y la vandalización de una estatua del filósofo en el verano de 2020, dentro del contexto de derribos de estatuas llevados a cabo por las protestas por la muerte del afroamericano George Floyd. Entre sus objetivos están tanto la reflexión ética sobre este tipo de acciones sobre el pasado y el patrimonio, como la dotación de instrumentos conceptuales y heurísticos para los historiadores llamados a asesorar o simplemente opinar sobre las decisiones políticas en torno a los monumentos históricos.

This paper outlines an analytical model for relations between objectivity and political ideology from an ethically sound historical research standpoint. With a recent public debate on the interpretations of the 1936 Spanish general elections as a case study, this paper lays out the impossibility of separating subjectivity from objectivity and disempowering the political subject, from both a Philosophical Hermeneutics and an Epistemology of Social Science viewpoint. Relativism is avoided in spite of this approach, and possible route plans for an ethically sound historiographical research, while claiming the need for those studies within the scope of Moral Philosophy.

The different receptions of the work of Martin Heidegger represent a significant aspect to understand the evolution of the Spanish Philosophy of the second half of century XX. In a context of crisis of the modernity and the search of a philosophical solution up to the task of its time period, the philosophical reception of Ortega was polemical and has been object of different interpretations. Early received by his disciples Zubiri and Gaos, and of special relevancy for Zambrano, the work of Heidegger contributed to oust both Ortega and his heritage during the times of Madrid School during Francoist dictatorship. From the scholastic philosophy of the forties, and from Heidegger his-self, he abandoned The Idea of Principle in Leibniz, work that has been just published as a new official edition including previous work notes. In this way, in our work we will make a critical itinerary about that initial reception and its most relevant readings, this time analyzed under the methodological frame provided by the Sociology of Philosophy.

Literature and Character Education in Universities presents the potential of literary and philosophical texts for character education in modern universities. The book engages with theoretical and practical aspects of character development in higher education, combining conceptual discussion of the role of literature in character education with applied case studies from university classrooms. Character education within the academic context of the university presents unique challenges and opportunities. Literature and Character Education in Universities presents perspectives from academics in Europe, the USA and Asia, offering unique insights into the ways that engaged reading and discussion of core texts can promote the development of intellectual and moral virtues. Chapters draw on a wide range of texts from Confucius' Analects to J. D. Salinger's The Catcher in the Rye, focusing on themes such as truthfulness, self-knowledge, prudence, tolerance, friendship, and humility. Literature and Character Education in Universities will be of real use to researchers, academics and postgraduates in the fields of higher education, philosophy, and literature. It should be essential reading for university educators interested in character development and advocates of literary education in modern universities.

This article proposes an interpretation of Claudian’s preface to his Panegyric for Mallius Theodorus that places the poem in the communicative context of its recitation and in the literary frame of the panegyric. An analysis of the political messages in both poems, the panegyric and its brief ‘paratext’, reveals that the preface consistently uses the myth of the two eagles of Jupiter to indicate symbolically that the new consul is still upholding ‘genuine’ Hellenic culture in the West. This interpretation illustrates how Claudian’s poems for the new consul of 399 assume the Greek cultural heritage to be a part of the Roman identity and that they play a significant role in the poet’s agenda between 397–400, by progressively unveiling the anti-Byzantinism of the Western court.