María Sanz

Se aborda la delimitación de lo que es una teoría de la verdad y la clasificación de las principales teorías elaboradas durante el siglo XX. Una teoría de la verdad ha de incluir al menos cuatro apartados: definición del concepto de verdad, determinación del criterio de verdad, distinción de los tipos de verdad y fijación del lugar sistemático de la verdad y de la teoría de la verdad en el marco del saber y de la acción. En segundo lugar, se han clasificado las teorías de la verdad en siete grupos: teoría de la correspondencia (semánticas y no semánticas), teorías prooracionales, teorías fenomenologicas, teorías hermeneuticas, teóricas coherenciales, teorías pragmáticas y teorías intersubjetivistas de la verdad

Este trabajo se ocupa de una interpolación textual transmitida por sólo dos manuscritos altomedievales en el capítulo que Isidoro de Sevilla dedica al libro de Job en sus Prooemia: Città del Vaticano, Bibliotheca Apostolica Vaticana Vat. Barberini 505 y Karlsruhe, Badische Landesbibliothek Cod. Augiensis Perg. 229. A partir de la transcripción del texto de ambos manuscritos y de la identificación su fuente (un pasaje de los Moralia in Iob de Gregorio Magno), ofrece una reflexión acerca de la semejanza entre los procedimientos exegéticos de Gregorio e Isidoro como elemento que pudo motivar la redacción interpolada del capítulo.

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.

Knowledge and belief fully display the pragmatic features that make of them different concepts only in third-person epistemic attributions. This is the main thesis of this paper, which has three sections. In section 1 I argue, following a pragmatic reading of Gettier, that agents on their own lights cannot tell the difference between what they know and what they believe that they know. The reason lies on the pragmatic peculiarities of normative notions, which according to Brandom’s normative expressivism amount to saying that first-person epistemic claims lack the required complexity to ground a complete contrasting analysis of the concepts of knowledge and belief. Section 2 deals with the norms of assertion and elaborates in more classical terms something that follows from Brandom’s treatment of assertions, i.e. that assertions are expressions of belief that must be taken as knowledge claims. Finally, in section 3, I propose to explain the link between third person ascriptions and first person avowals by borrowing one of Ramsey’s hints on truth ascriptions to derive the role of the latter from that of the former. First-person epistemic claims, I suggest, are essentially the result of reactive actions, being their role dependent upon the functioning of third-person attributions.