Martin Gonzalez

Se reflexiona sobre las fuentes de la normatividad según el neokantismo contempo ráneo que ha dividido a los neokantianos en realistas y constructivistas. Se analiza el kantismo constructivista de Christine Korsgaard, para mostrar sus alcances y li mitaciones, y se propone como alternativa fundar la normatividad en la sola idea de libertad, en cuanto valor interno o absoluto no normativo, como la entiende Kant. Esta propuesta que permite esbozar las líneas de un neokantismo que articule los modelos constructivistas y realistas a partir de la sola idea de libertad.

Entendiendo la tesis central que Enrique Dussel presenta en 20 Tesis de Política, como la reconstrucción de una histórica lucha entre la voluntad-de-vida de la comunidad política y la potestas fetichizada, señalo que el autor solo investiga las características del primero, ciego a aquellos mecanismos por los que la potestas fetichizada libra su lucha por reproducir las condiciones de su existencia colonizando el mundo de la vida. En virtud de esta ceguera, y buscando dotar de cierta aplicabilidad a la propuesta de Dussel, introduciré consistentemente aportes de la ética del discurso para identificar los fenómenos de colonización del mundo de la vida como el campo de acción para orientar el diseño de políticas públicas. Understanding the central thesis that Enrique Dussel presents in 20 Theses of Politics, as the reconstruction of a historical struggle among the will-of-life of the political community and the fetishized potestas, I note that the author only investigates the characteristics of the first one, being blind to those mechanisms for which the fetishized potestas pounds its fight for reproducing the conditions of its existence colonizing the world of life. Under this blindness, and seeking to endow of certain applicability to Dussel’s proposal, I will consistently introduce contributions to the ethics of the discourse to identify the phenomena of colonization of the world of life as the field of action to guide the design of public policies

Among the various contemporary schools of moral thinking, consequence-based ethics, as opposed to rule-based, seems to have a good acceptance among professionals such as software engineers. But naïve consequentialism is intellectually too weak to serve as a practical guide in the profession. Besides, the complexity of software systems makes it very hard to know in advance the consequences that will derive from professional activities in the production of software. Therefore, following the spirit of well-known codes of ethics such as the ACM/IEEE’s, we advocate for a more solid position in the ethical education of software engineers, which we call ‘moderate deontologism’, that takes into account both rules and consequences to assess the goodness of actions, and at the same time pays an adequate consideration to the absolute values of human dignity. In order to educate responsible professionals, however, this position should be complemented with a pedagogical approach to virtue ethics.

In this paper we present the authors’ experience of teaching a course in Ethics for Engineers, which has been delivered four times in three different universities in Spain and Chile. We begin by presenting the material context of the course, and especially the intellectual background of the participating students, in terms of their previous understanding of philosophy in general, and of ethics in particular. Next we set out the objectives of the course and the main topics addressed, as well as the methodology and teaching resources employed to have students achieve a genuine philosophical reflection on the ethical aspects of the profession, starting from their own mindset as engineers. Finally we offer some results based on opinion surveys of the students, as well as a more personal assessment by the authors, recapitulating the most significant achievements of the course and indicating its underlying Socratic structure

Is ethics a computable function? Can machines learn ethics like humans do? If teaching consists in no more than programming, training, indoctrinating… and if ethics is merely following a code of conduct, then yes, we can teach ethics to algorithmic machines. But if ethics is not merely about following a code of conduct or about imitating the behavior of others, then an approach based on computing outcomes, and on the reduction of ethics to the compilation and application of a set of rules, either a priori or learned, misses the point. Our intention is not to solve the technical problem of machine ethics, but to learn something about human ethics, and its rationality, by reflecting on the ethics that can and should be implemented in machines. Any machine ethics implementation will have to face a number of fundamental or conceptual problems, which in the end refer to philosophical questions, such as: what is a human being (or more generally, what is a worthy being); what is human intentional acting; and how are intentional actions and their consequences morally evaluated. We are convinced that a proper understanding of ethical issues in AI can teach us something valuable about ourselves, and what it means to lead a free and responsible ethical life, that is, being good people beyond merely “following a moral code”. In the end we believe that rationality must be seen to involve more than just computing, and that value rationality is beyond numbers. Such an understanding is a required step to recovering a renewed rationality of ethics, one that is urgently needed in our highly technified society.

Disregard of gender and of women’s contributions in the higher education curriculum is still a widespread phenomenon. Building on feminist institutionalism, this article explores the forms and types of resistance that efforts to engender the higher education curriculum must contend with and discusses the ways in which resistance to curricular reform is entrenched in a web of both gender-specific and apparently gender-neutral academic informal rules. In doing so, the authors use empirical evidence collected by an action-research project undertaken at a faculty of political and social sciences in a Catalan public university. The Spanish case is intriguing because mainstreaming gender in higher education has been prescribed by various national and regional laws that are nonetheless poorly implemented. The article also reflects on the positive feedback loop action-research projects can facilitate within gendered institutions such as universities and pinpoints the role of feminist agency in counteracting resistance to institutional change.

Jean Jacques Rousseau definía como "segundo parto" a la transición que supone la adolescencia, al nacimiento de la nueva identidad tras la crisis. La adolescencia coge siempre desprevenido, comienza y con ella llega un tsunami de cambios y transiciones de cuerpo y mente. Por un lado la imaginación se desborda, la sensibilidad está a flor de piel, se vive con grandes dosis de vitalidad y alegría y con la certeza de que todo es posible; hasta cambiar el mundo. Sin embargo se reconoce también al adolescente por los desarreglos emotivos a los que están expuestos, los sentimientos de angustia, los miedos exagerados al ridículo, la crisis de identidad y la fuerte falta de confianza en sí mismos

Code-based cryptography is currently the second most promising post-quantum mathematical tool for quantum-resistant algorithms. Since in 2022 the first post-quantum standard Key Encapsulation Mechanism, Kyber (a latticed-based algorithm), was selected to be established as standard, and after that the National Institute of Standards and Technology post-quantum standardization call focused in code-based cryptosystems. Three of the four candidates that remain in the fourth round are code-based algorithms. In fact, the only non-code-based algorithm (SIKE) is now considered vulnerable. Due to this landscape, it is crucial to update previous results about these algorithms and their functioning. The Fujisaki-Okamoto transformation is a key part of the study of post-quantum algorithms and in this work we focus our analysis on Classic McEliece, BIKE and HQC proposals, and how they apply this transformation to obtain IND-CCA semantic security. Since after security the most important parameter in the evaluation of the algorithms is performance, we have compared the performance of the code-based algorithms of the NIST call considering the same architecture for all of them.

The article suggests that the Kantian account of mental illnesses is part of his study of logic in an attempt to claim, above all, that they hinder the training of attention, which will later allow us to publicly pursue knowledge. To this, the author elucidates the epistemic place that Kant gives to attention (_Aufmerksamkeit_)_ _in his transcendental, metaphysical, and anthropological remarks, given the important role it plays in the public elaboration of knowledge. Addressing the place that Kant gives to mental weaknesses and illnesses in his anthropology lessons, the article sheds light on some correlations between these pathologies and attention, considering that mental weaknesses, as well as, mental illnesses warp, or are caused by, the fragile attention with which we direct our thoughts. This permits to shed light on a Kantian ideal related to the sovereignty of our attention, understood as a condition of possibility of the individual autonomy.

El artículo reconstruye tres estratos de un concepto de lo social que puede encontrarse en la filosofía práctica de Immanuel Kant sin recurrir a sus textos de antropología e historia. Para ello se especifican las nociones de coexistencia humana y coacción recíproca universal que describe en su Metafísica de las costumbres, con el fin de indicar que con ellas no cabe referirse a una sociedad, sino a la forma de una. Posteriormente se reconstruyen algunas coordenadas de la “comunidad ética” presentes en La religión..., para argumentar, por una parte, que aquí puede hablarse de una sociedad como tal, y por otra, que esta puede conformar un puente entre la forma de la sociedad jurídica y la formación ética de las personas, i.e., entre el uso externo de la libertad y su uso interno, al socializar máximas morales y abrigar estas una peculiar normatividad intrínseca

Esta investigación ha sido motivada con la intención de analizar las ejecuciones morfológicas en dos grupos de niños procedentes de dos ambientes sociales y educativos diferentes. Concretamente, un grupo de niños-as procede de un ambiente socioeducativa de clase media (n=33) y otro grupo con desventaja medioambiental, de un ambiente social de clase baja (n=34), estando sus edades comprendidas entre 7 años y 6 meses, y 9 años. Los niños-as respondieron a un conjunto de subpruebas morfológicas, unas inventadas y otras reales: las primeras estaban destinadas a medir la capacidad para aplicar reglas morfológicas inventadas sin carga léxicosemántica específica, no estando mediatizadas por aprendizajes anteriores;…

La intensa discusión que mantienen los constructivistas y realistas en torno a si Kant habría asumido una teoría de valor “proyeccionista” o “detectivista”, ha puesto al desnudo las insuficiencias del lenguaje y los términos empleados. Lo que podríamos llamar “lenguaje de Eutifrón”, no parece abrigar la suficiente sensibilidad como para capturar la singularidad de la ética kantiana. Ciertamente, Kant realiza afirmaciones proyeccionistas y detectivistas, y esto se debe a que su enfoque acerca de la normatividad posee componentes tanto constructivistas como realistas. En virtud de ello, el presente trabajo defiende la tesis de que la ética kantiana asume una teoría “constitutivista” del valor, la cual, en pocas palabras, entiende que las fuentes de la normatividad y el valor son construcciones reflexivas del agente que implican, al mismo tiempo, y de forma performativa, la asunción realista de la libertad en cuanto que valor absoluto.

An engineer who becomes an educator in a school of software engineering has the mission to teach how to design and construct software systems, therein applying his or her knowledge and expertise. However, due to their engineering background, engineers may forget that educating a person is not the same as designing a machine, since a machine has a well-defined goal, whilst a person is capable to self-propose his or her own objectives. The ethical implications are clear: educating a free person must leave space for creativity and self-determination in his or her own discovery of the way towards personal and professional fulfillment, which cannot consist only in achieving goals selected by others. We present here an argument that is applicable to most fields of engineering. However, the dis-analogy between educating students and programming robots may have a particular appeal to software engineers and computer scientists. We think the consideration of three different stages in the educational process may be useful to engineers when they act as educators. We claim that the three stages are essential to engineering education. In particular, education is incomplete if the third stage is not reached. Moreover, mentoring is incompatible with an educational assessment framework that considers the goals of the engineer are always given by others. In our view, then, an integral education is not only beyond programming the behavior of students, but also beyond having them reach those given goals.

We report a scanning tunnelling microscopy investigation of the emission of dislocations around nanoindentations in the form of dislocation arrangements previously called hillocks , consisting of two pairs of Shockley partial dislocations, each encompassing a stacking fault. The spatial arrangement and size distribution of hillocks around the nanoindentation traces are studied. We show that standard dislocation theory for an isotropic continuum can be used to describe the stability of the hillocks, their size and spatial distribution and the broadening of the corresponding extended dislocations near the surface. A model is proposed in which hillocks originate from the split into dislocations partials of primary perfect dislocation loops punched into the crystal by the scanning tunnelling microscope tip. This model implies the operation of a novel dislocation mechanism involving long-range transport of matter across the surface

Desde el Cours du Collège de France (1975 /1976) de Michel Foucault, titulado Il faut defender la societé (la 1ª edición en español, lo tituló: Genealogía del racismo: de la guerra de razas al racismo de Estado, sin justificación o base editorial e institucional alguna) se hace un análisis del poder (fuerza y ley) en el vacío o violencia estructural que existe hasta la consolidación de la teoría o doctrina jurídica—política de la soberanía de los contractualistas, especialmente Thomas Hobbes. Se aportan tres ejemplos: dos muestras, guerra de los campesinos alemanes de 1525 y guerra civil en Inglaterra que termina en 1650. Todo ello, tercer elemento, examinado a partir del concepto de justicia, que tiene un escéptico, Michel de Montaigne (1533-1592), y sus reflexiones religiosas y civiles que asolaron Francia durante todo el siglo XVI. Palabras clave: Foucault; Montaigne; Guerra; Guerras de religión; Códigos legales