This volume contains articles on topics within a variety of disciplines: political philosophy, ethics, history of philosophy, formal logic, philosophy of science and technology, as well as philosophical interpretation of literature. It is relevant to philosophers and researchers in these disciplines. It addresses the question of a genuine Latin American local, national and continental cultural identity being a challenge to philosophy.
This comprehensive collection of original essays written by an international group of scholars addresses the central themes in Latin American philosophy. Represents the most comprehensive survey of historical and contemporary Latin American philosophy available today Comprises a specially commissioned collection of essays, many of them written by Latin American authors Examines the history of Latin American philosophy and its current issues, traces the development of the discipline, and offers biographical sketches of key Latin American thinkers Showcases the diversity of approaches, issues, and styles that characterize the field
In spite, or perhaps because of, the ongoing cultural, economic, and political uniformization of the world, relativism has risen to the top of the agenda of philosophy and other disciplines. To what extent does cultural diversity affect the activity and the products of philosophizing and of social science? Can there be convergence of worldviews and conceptual frameworks across cultural boundaries? Can there be mutual understanding across them in spite of diversity? These and other questions prompted by the recent upsurge of relativism are tackled in original essays by philosophers and social scientists. The special focus and interest of the book lies in its attempt to confront North and Latin American perspectives on these issues. The four parts of the book (Relativism: transformation or death? A glimpse of variety: Philosophical experiences and worldviews in Latin America; Nature, Culture and Art; and Crossing conceptual frameworks) discuss different, though intertwined, aspects of the challenge of relativism.
To what extent does cultural diversity affect the activity and the products of philosophizing? Can there be convergence of worldviews and conceptual frameworks across cultural boundaries? Can there be mutual understanding across them in spite of diversity? To what extent are the philosophies and worldviews developed in North and Latin America diverse? These and other questions prompted by the recent upsurge of relativism are tackled in original essays by philosophers and social scientists from North and Latin America.
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La Nueva Contribución a la Crítica de la Educación, del profesor Villegas, expone lo que llama inhibidores del aprendizaje y propone cómo podría ayudar a superarlos el aprendizaje basado en problemas. Establece con mayor fundamentación los principios de la teoría de la educación interactiva: la inversión copernicana en educación que cambia el sentido unilateral y vertical maestro-alumno del flujo conocimiento, el principio de educar por omisión que libera la mente del alumno de creencias y dogmas y, especialmente, de lo que llama la alienación epistemológica o falta de confianza en la propia capacidad de pensamiento, y el principio de conocer como acción-cognición con el concepto del sujeto de aprendizaje como receptos pero también como productor de conocimiento. El tema principal de la obra es el aprendizaje basado en problemas y el Sistema ABP, pero en el capítulo IV siembra lo que llama el germen de la universidad-proyecto y de la sociedad que se da un modelo educativo conformado por la tríada mente-escuela-sociedad. Fiel a su propio principio de que conocer es crear y que crear es hacer primero, tomados el primero del maestro mexicano Guillermo Héctor Rodríguez, y el segundo de la epistemología japonesa, baja sus teorías del cielo a la tierra e inicia una aventura editorial propia con la preparación y publicación de compendios que contienen lo esencial de cada disciplina, "lo que no puede dejar de saberse", para educación media y primera mitad de superior. Invita además a los maestros, al diseño de contenidos no lineales con los principios de la educación interactiva porque está consciente de que la formación de trabajadores del conocimiento, como se les llama, es una cuestión estratégica de supervivencia para cualquier sociedad y especialmente para las que están en vías de desarrollo y sufren los embates de la globalización financiera sin prevenirse contra ella.
