Miguel Gonzalez

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

This paper explores the fundamental theses of the capabilities approach and differentiates it from notions of development that are more focused on the generation of wealth and growth. The paper emphasizes the importance of action in the development of life projects and describes the importance of emancipation in exercising freedoms. It then describes the education challenges from the perspective of the capabilities approach. It situates the importance of this approach in the Latin American context, where freedom is closely linked to the pursuit of social justice. Finally, it describes the different areas of application of the capabilities approach in education and points out the limitations of formal education in the contemporary world.

Esta contribución analiza el intento realizado por el filósofo pragmatista norteamericano John Dewey para superar la dicotomía establecida por la pedagogía tradicional entre el alumno y el programa escolar. Como resultado de ello, Dewey abordará el problema desde tres claves teóricas: enfoque del programa a partir de los intereses potenciales del alumno, funcionalismo psicológico e integralidad de la educación. Las tres se encuentran relacionadas con los descubrimientos y puntos de vista de la psicología y la filosofía de su época. El artículo propone la filiación de las actuales tesis de otro gran renovador de la pedagogía, Matthew Lipman, con su "Filosofía para niños", en las viejas y renovadas ideas de la "nueva pedagogía" deweyana