Ana María Rosas

The aim of this paper is to establish a link between doubts about the capacities of the body and doubts about the knowledge capacities experienced by women. In this sense, it focuses on the relationship between the phenomenology of the female body and the epistemic injustices experienced by women, a connection that has not been sufficiently explored. This relationship allows us to understand, on the one hand, a parallelism between what happens in the body and knowledge: there is bodily deficiency, a deficit of credibility and a kind of cognitive deficiency. But it also indicates that knowledge is a bodily and intracorporal process. The inquiry also points out the need to conceive the body and knowledge, not only as a place of domination, but also as a place of struggle and resistance.

The integrated information theory of consciousness (IIT) is divisive: while some believe it provides an unprecedentedly powerful approach to address the ’hard problem’, others dismiss it on grounds that it is untestable. We argue that the appeal and applicability of IIT can be greatly widened if we distinguish two flavours of the theory: strong IIT, which identifies consciousness with specific properties associated with maxima of integrated information; and weak IIT, which tests pragmatic hypotheses relating aspects of consciousness to broader measures of information dynamics. We review challenges for strong IIT, explain how existing empirical findings are well explained by weak IIT without needing to commit to the entirety of strong IIT, and discuss the outlook for both flavours of IIT.

ABSTRACT – Epistemic Injustice in the Education of People with Mental Disabilities. This article offers a perspective on inclusive education based on Fricker’s conception of epistemic injustice. What is the relationship be- tween inclusive education and epistemic injustice in the case of students with mental deficiencies? By adapting Fricker’s thesis to this extreme case, epistemic injustice can be explored via the social model of disability (SMD). Accordingly, we propose that epistemic injustice harms the entire educa- tional community and society.

RESUMEN ‒ Injusticias Epistémicas en la Educación de Personas con Dis- capacidad Mental. Se ofrece en este artículo una perspectiva de la educa- ción inclusiva a partir de la concepción de las injusticias epistémicas de Fricker. Se pregunta cuál es la relación entre la educación inclusiva y la in- justicia epistémica en el caso de estudiantes con deficiencias mentales. Es necesario adaptar las tesis de Fricker a este caso límite, por lo que se debe pensar la injusticias epistémicas a partir del modelo social de la discapaci- dad. Se propone que la injusticia epistémica perjudica a toda la comunidad educativa y a la sociedad.