Isabel Lopez

En este trabajo adoptamos una postura crítica, en primer lugar, ante un planteamiento que desde la investigación empírica pretende explicar los fines propios de la educación. Frente a éste proponemos la metodología hermenéutico-crítica para desentrañar cuáles son los fines últimos de la educación. Descubrimos que desde la metodología hermenéutico-crítica es posible enfocar adecuadamente el fin de la educación así como aportar una justificación ética solvente. Profundizando en la dimensión crítica de la hermenéutica, pero sin desvincularla de su quicio experiencial, reparamos en que no basta con interpretar los valores establecidos por la sociedad, sino que es necesario ahondar en el radical ético que justifica la educación como auténtico desarrollo humano de las capacidades morales. Esta experiencia primordial de la educación que hunde sus raíces en el radical humano es una experiencia genuinamente ética. A este respecto, destacamos once claves del enfoque éticohermenéutico y sus ventajas para la determinación del enclave de la educación.

We are currently facing the challenge of educating people in the 21st century who deserve the opportunity to be constituted and self-conceived as autonomous, free beings, capable of directing and reasons to value it. At the same time, these people want to be happy, and education should help them to achieve it, to deploy their life project and feel recognized as valuable beings. We consider it a challenge because it is not easy to recover central purposes for the cultivation of humanity in a highly technified and competitive world that demands results and that forgets the most essential, the most human. However, education for democracy and not for economic growth, as advocated by Martha Nussbaum, entails the cultivation of ethical virtues, but also of moral feelings and emotions. This means going back to the humanities recovering elements of education that have been relegated to the background and that contribute to the integral development of the person. It implies the challenge of offering an ethical education that promotes the forging of character and that respects the freedom and dignity of the person. Nos encontramos actualmente ante el reto de educar en el siglo XXI a personas que merecen la oportunidad de constituirse y autoconcebirse como seres autónomos, libres, capaces de dirigir y decidir sobre sus propias vidas y ser autores de aquello que desean ser y hacer porque tienen razones para valorarlo. Al mismo tiempo estas personas desean ser felices y la educación debe contribuir a que lo logren, a que desplieguen su proyecto vital y se sientan reconocidas como seres valiosos. Lo consideramos un reto porque no es fácil recuperar fines centrales para el cultivo de la humanidad en un mundo altamente tecnificado y competitivo que exige resultados y que olvida lo más esencial, lo más humano. Sin embargo, la educación para la democracia y no para el crecimiento económico como defiende Martha Nussbaum conlleva el cultivo de virtudes éticas, pero también de sentimientos morales y emociones. Esto significa volver a las humanidades recuperando elementos de la educación que se han relegado a un segundo plano y que contribuyen al desarrollo integral de la persona. Implica el desafío de ofrecer una educación ética que promueve la forja del carácter y que respeta la libertad y dignidad de la persona.

This book contains an updated discussion of the most relevant theoretical and methodological aspects, as well as the most important findings of biolinguistics. This field of linguistics is specifically concerned with the biological aspects of language. In doing so, the volume takes a timely look at the different angles of biolinguistics research, in particular considering its multidisciplinary, technical, theoretical, and applied approaches. The volume provides a comprehensive, in-depth, and state-of-the-art overview of the biolinguistics quest, bringing together the most outstanding contributions on exciting subfields such as language evolution, language acquisition, neuro- and psycholinguistics, or clinical linguistics.

The use of omega fatty acids during pregnancy and lactation could be a beneficial strategy to improve health and production in ruminants. In this study, the effect of the dietary addition of c9, t11 and t10, c12 isomers of conjugated linoleic acid (CLA) in pure soybean oil (T1) was compared with pure soybean oil (T2) and soybean oil discarded after frying fish (Centropomus undecimalis, Pagrus pagrus, and Caranx crysos; T3) on the fatty acid profile in ewe milk and the tissues of their lambs. Forty-five multiparous ewes (East Friesian × Katahdin), 32 to 35 months old, 70 days pregnant, were randomly assigned to one of the three experimental diets. The fatty acid profile, total solids, fat, protein, and lactose in milk were determined 14 days postpartum. Fifteen lambs from each treatment were sacrificed at 70 days of age, and the fatty acid profiles in perirenal fat, muscle, and brain were determined. In milk, fat and total solids content were lower with T1. On the other hand, linoleic acid content, the sum of omega-6 and DHA were higher in T1 compared to other groups (p < 0.05). In the brain, stearic acid and linoleic acid concentration increased with T1; eicosapentaenoic acid decreased and omega-3s increased with T3, while DHA was lower in T2 (p < 0.05). The addition of CLA isomers or discarded soybean oil in ewe diet from pregnancy to lactation is advantageous for the ewe since less energy in the form of milk fat is lost. In addition, increasing the concentration of omega fatty acids in ewe diet to improve omega fatty acids in lamb’s brain could be a feed strategy to increase their productivity and health.

The “Radiography of the Teaching of University Entrepreneurship in Mexico” is situated within the context of the necessity to comprehend and enhance the pedagogical practices associated with entrepreneurship in Mexican universities. This context encompasses a global examination of entrepreneurship and its prevailing trends, as well as a detailed analysis of the entrepreneurial landscape in Mexico. The principal objective of this study is to conduct a comprehensive examination of the pedagogical approaches employed in higher education institutions (HEIs) in Mexico with regard to the teaching of entrepreneurship. The objective is to establish a unified approach to entrepreneurship teaching, identify the most effective pedagogical tools for fostering an entrepreneurial mindset, and disseminate the requisite technical knowledge among educators to facilitate their integration into the classroom. The methodology employed begins with a review of secondary sources to provide a detailed overview of the global and Mexican entrepreneurship landscapes, as well as the current state of entrepreneurship education in higher education institutions (HEIs). In conclusion, the Delphi technique is employed to conduct interviews with experts directly involved in the teaching of entrepreneurship in various HEIs, with the objective of collecting and synthesizing their opinions on the subject matter. The research yielded a “Teaching Model of Entrepreneurship in the University,” which is based on the identified approaches, models, and methodologies. The teacher plays a pivotal role in the teaching of entrepreneurship in higher education institutions (HEIs). The findings indicate that in Mexico, the probability of success or opportunity for entrepreneurs is significantly influenced by the material conditions of the individual, which are shaped by their social stratum and geographical location. Furthermore, data indicates that all HEIs endeavor to impart instruction on entrepreneurship. However, due to significant disparities between private and public institutions, smaller or more remote ones may lack the capacity and resources to do so effectively. Therefore, this results in heterogeneity in the teaching of entrepreneurship, which could condition the chances of success for those wishing to become entrepreneurs. Consequently, the necessity was identified for all entrepreneurship teachers in HEIs in Mexico to be able to achieve a robust and comprehensive process of teaching entrepreneurship, whereby students can develop their entrepreneurial skills at an early stage, as well as the creation of companies at a later stage.

The Western diet pattern characterized by high daily intake of saturated fats and refined carbohydrates often leads to obesity and overweight, and it has been linked to cognitive impairment and emotional disorders in both animal models and humans. This dietary pattern alters the composition of gut microbiota, influencing brain function by different mechanisms involving the gut–brain axis. In addition, long-term exposure to highly palatable foods typical of WD could induce addictive-like eating behaviors and hypothalamic-pituitary-adrenal axis dysregulation associated with chronic stress, anxiety, and depression. In turn, chronic stress modulates eating behavior, and it could have detrimental effects on different brain regions such as the hippocampus, hypothalamus, amygdala, and several cortical regions. Moreover, obesity and overweight induce neuroinflammation, causing neuronal dysfunction. In this review, we summarize the current scientific evidence about the mechanisms and factors relating WD consumption with altered brain function and behavior. Possible therapeutic interventions and limitations are also discussed, aiming to tackle and prevent this current pandemic.

Critical aspects in the field of education are currently related to low levels of socioemotional competences and high rates of school dropouts. However, there are no standard practices or guidelines for helping countries to assess and train social and emotional competences. To overcome this limitation, the project Learning to be (L2B) aims to propose a comprehensive model of the assessment and development of social and emotional competences that bring together policymakers, researchers, teachers, school authorities and learners from different participating countries: Finland, Italy, Latvia, Lithuania, Portugal, Slovenia, and Spain. The project attempts to create an international framework for regulating activities and supporting teachers working on the social and emotional competences of the students and to provide tools which can be used across countries. The aim of the paper is to describe how L2B has been developed in Spain by analyzing the contributions of the international framework and extracting the specific needs in the Spanish context. Specifically, we describe two products of the project: a) the process for creating a toolkit, a tool focused on creating activities and materials for helping teachers develop social and emotional competences of students and b) the results of an exploratory study in Spain in which social and emotional competences are assessed and compared to the international framework. First, we explain the definition of social and emotional competences used for creating the toolkit. Second, we analyze responses of Spanish students to questionnaires administered before applying the toolkit in the schools. The paper describes social and emotional competences in Spain and evaluates the overlap between relevant variables in Spain and those used for developing the toolkit, the international tool. Specific needs in Spain are discussed, as well as the contribution of the project for promoting the improved development of students’ social and emotional competences, improving learning outcomes and stronger social cohesion in schools and local communities, as well as the utility of the results for creating new educational policies.