•  6
    The reorganization of the astronomical community during the late nineteenth and early twentieth centuries, due to the rise of astrophysics, was seen by some scientists as an opportunity to join an international community of prestigious researchers. This was the case of astronomers such as Josep Comas i Solà, who publicly argued with Eugène Michel Antoniadi during the first decades of the twentieth century about the veracity of astronomical observations and theoretical conclusions on Mars and Jup…Read more
  •  37
    In 1929 spring, a philosophical encounter occurs in the University of Davos between Germany and France. The central subject was the question What is the man? As opposed to the expectation to presence a debate between the French philosophy and the German one, the center of the encounter was the d..
  •  22
    Scientific Instruments for Education in Early Twentieth-Century Spain
    Annals of Science 65 (4): 519-527. 2008.
    Summary 1898 marked a crucial point in the end of the nineteenth-century Spanish crisis. The military defeat ending the Spanish-American War was seen as proof that the country was in terminal decline. With the ideals of regeneration spreading throughout Spanish society, the State became more interested in supporting and sponsoring science and technology, as well as in creating a modern educational system. The resulting reforms reflected this strong interest in scientific education, and consequen…Read more
  • The knot of the world, subjectivity and ontology of the first person
    Eidos: Revista de Filosofía de la Universidad Del Norte 10 194-223. 2009.
    This paper looks for to show the relevance of the perspective of the first person through a phenomenological approach. As opposed to the refusal of the different tendencies from the ana­lytical philosophy of mind, cognitive sciences and neuroscience to consider the reality of the mental states like subjective phenomena, outline a revi­sion of the question with the purpose of indicating to the relation between the subjective experience and a ontol­ogy of the first person
  •  8
    Moral education as pedagogy of alterity
    Journal of Moral Education 33 (3): 271-289. 2004.
    In this paper the author states that education could be better defined as reception and responsibility and that this ethical relationship between educator and pupil is the root or essential element of education. The author proposes a new paradigm, the pedagogy of alterity, inspired by Le´vinas, as a different model for educational praxis and research. Education as reception and responsibility facilitates the learning of values and a moral environment in the classroom and it is a fundamental supp…Read more