R. Chavez

This article explores a literary tradition situated at the intersection of scientific reports, memoirs, and creative writing, termed “clinical narrative.” This genre offers a profound approach to the painful aspects of conscious experience, particularly the phenomenological states associated with mental illness and brain disease, seen as unsettling landscapes of phenomenal experience. Through case studies providing multifaceted viewpoints – first-person, second-person, and third-person perspectives – we argue that clinical narratives are valuable resources for a transepistemic study of consciousness. By examining clinical conundrums such as somatic and nihilistic delusions, and anosognosia, we highlight the importance of detailed phenomenological, hermeneutic, and narrative accounts while acknowledging the significance of subpersonal, mechanistic models from cognitive and affective neuroscience. The tradition embodies the tension between the diverse perspectives in the field of mental health, including stories that directly challenge the medical discourse. However, the narrative arts can act as mediators or even peacemakers, by fostering an understanding between the opposing views. Stories are open to multiple interpretations, preserving the diversity of discourses on human meaning and avoiding the imposition of monolithic versions of our humanness.

E-learning is essential for effective feedback, which motivates the implementation of university infrastructures. The objective is to analyze the level of quality of e-learning in higher level students. An online survey of 1901 students was conducted. Descriptive statistics and multiple linear regression technique were used. The results indicate overall an average score of 3.34 for learning quality and satisfaction level of 66%. The model is significant (p<0.05), but the factors sex, residential area, professional career and cycle are not significant. The findings suggest promoting management that integrates the various factors involved in the quality of e-learning.

Citizenship regimes are institutionalized systems of formal and informal norms that define access to membership, as well as associated rights and duties. This paper studies illegalized migration as one of the major tests to assess whether citizenship regimes are fair institutions, based on a historical analysis of legislation meant to reduce illegalized migration in the United States between 1995 and 2022. We build our empirical research starting from a simple observation: despite the great number of bills introduced to reduce illegalized migration to the US, most of such initiatives fail to become law. In fact, 93.5% of all immigration initiatives did not even pass the chamber of Congress in which they were originally presented. Such a high rate of failure shows that these proposals are motivated by electoral aspirations, rather than coming from a genuine wish to help migrants or grant them citizenship. Furthermore, there is also an economic interest that justifies the maintenance of low-cost disposable immigrant labor, with no right to citizenship. Our analysis is an example of how state regulation processes seem to work to formalize, rather than alleviate or eradicate, the precarious legal statuses of illegalized migrants. We conclude that a globalized phenomenon such as citizenship requires going beyond merely institutional and formal conceptions. We need to rethink the institutional notion of citizenship, as a merely status held under the authority of a state and consider it from a cosmopolitan perspective and a multilateral basis. But as long as citizenship remains under the responsibility of states, illegalized migrants will continue to experience precarious citizenship.

Este texto plantea un estudio comparativo desde la tesis de “la banalidad del mal” de Hannah Arendt, a partir de dos personajes inscritos uno desde la literatura y el otro desde la filosofía moral. Por un lado, el personaje del poeta y piloto de la Fuerza Aérea en la dictadura militar de Augusto Pinochet, Carlos Wieder, que aparece en la novela Estrella distante (1996), del escritor chileno Roberto Bolaño, y, por el otro, el oficial nazi Adolf Eichmann y el conflicto político que generó su juicio penal en Jerusalén en 1961, luego de su captura en un suburbio de la ciudad de Buenos Aires, Argentina, en 1960. De esta manera, propongo un diálogo entre ambos personajes: uno literario, basado en aconte- cimientos históricos y ficticios, y la crítica desarrollada por la filósofa alemana Hannah Arendt, con indicios de filosofía política y moral, al acusado por críme- nes al pueblo judío, contra la humanidad y crímenes de guerra durante el régi- men nazi en la Segunda Guerra Mundial. Las reflexiones de Arendt, elaboradas ante la invitación a realizar un “relato de hechos” sobre el caso para la revista estadounidense The New Yorker durante el periodo del juicio, se publicaron en: Eichmann in Jerusalem. A Report on the Banality of Evil, en 1963.

Educational institutions are transitioning their learning modalities to flexible learning from remote education; educators and staff continuously encounter ambiguous work demands that negatively affect their well-being. Literature indicates the influence of autonomy support, psychological capital, work engagement, and economic factors (i.e., financial preparedness and job insecurity) on well-being. We propose that social, psychological, work, and economic factors influence the well-being of university educators and staff. 315 employees voluntarily completed the autonomy support, work engagement, hope, self-efficacy, job insecurity, and financial preparedness scales. We used IBM SPSS Amos for the confirmatory factor analysis and structural equation modeling. Five separate models were conducted to test the research objective. Results indicate good to excellent model fit indices for the research scales and structural model. We also found that self-efficacy, work engagement, hope, and financial preparedness during emergencies positively predict well-being, while job insecurity is detrimental. Our findings could serve as a basis for mental health programs to address the mental issues of educators and staff.