Pub Date : 2024-07-13DOI: 10.17163/soph.n37.2024.07
Jorge Alarcón Leiva
The article addresses the current state of the Philosophy of Education, which seeks to understandthe nature and foundations of education to improve its effectiveness. It identifies a significant gapbetween the theoretical and practical problems of education, as they are perceived and responded to on the public agenda. This separation limits the explanatory capacity of the discipline and reducesits relevance for educational actors. Given this panorama, the article proposes to explore how to integrate educational theory and practice. The methodology of the article involves a critical analysisof Wittgenstein’s point of view, enriched with the perspectives of Williams and Medina. It examineshow these philosophers address the relationship between philosophical theory and educationalpractice, especially in terms of how beliefs and instructional processes are interrelated and can beunderstood from an integrated perspective. The main results suggest that integrating philosophicaltheory with educational practice allows not only a deeper understanding of the foundations ofeducation, but also an improvement in the effectiveness of educational strategies. In addition, finalconsiderations are raised about the current state of philosophical research in education, highlightingthe importance of continuing to explore these connections to move towards a more comprehensiveand practical approach in the Philosophy of Education.
{"title":"La filosofía como una continuación por medio de la tarea educativa","authors":"Jorge Alarcón Leiva","doi":"10.17163/soph.n37.2024.07","DOIUrl":"https://doi.org/10.17163/soph.n37.2024.07","url":null,"abstract":"The article addresses the current state of the Philosophy of Education, which seeks to understandthe nature and foundations of education to improve its effectiveness. It identifies a significant gapbetween the theoretical and practical problems of education, as they are perceived and responded to on the public agenda. This separation limits the explanatory capacity of the discipline and reducesits relevance for educational actors. Given this panorama, the article proposes to explore how to integrate educational theory and practice. The methodology of the article involves a critical analysisof Wittgenstein’s point of view, enriched with the perspectives of Williams and Medina. It examineshow these philosophers address the relationship between philosophical theory and educationalpractice, especially in terms of how beliefs and instructional processes are interrelated and can beunderstood from an integrated perspective. The main results suggest that integrating philosophicaltheory with educational practice allows not only a deeper understanding of the foundations ofeducation, but also an improvement in the effectiveness of educational strategies. In addition, finalconsiderations are raised about the current state of philosophical research in education, highlightingthe importance of continuing to explore these connections to move towards a more comprehensiveand practical approach in the Philosophy of Education.","PeriodicalId":236657,"journal":{"name":"Sophía","volume":"24 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141651204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-13DOI: 10.17163/soph.n37.2024.06
Gustavo Adolfo Esparza Urzúa
The general objective of this paper is to elaborate a pedagogical reading of Ernst Cassirer’sPhilosophy of Symbolic Forms, focusing on the Phenomenology of Knowledge where the author detailsthat the foundations adduced by Paul Natorp, in Introduction to Psychology constitute a critical viewof psychology as the foundation of intellectual operations. In general, there are three results to beshown: first, it will be shown that this recovery of the Natorpian vision allows Cassirer to maintainthat all cultural activity (language, mythology, art, science, etc.) has as its foundation the psychologicalactivities of the subject, which implies that all symbolic formation is both an intellectual product ofthe individual and a cultural activity. Second, it will be shown that part of the development of acritical psychology, in accordance with Natorp’s general plan, is the need for a theory of formationthat explains how the cultural environment shapes the intellectual activities of the subject, a generalthesis assumed by Cassirer for the development of his theory of the symbol. Finally, it will be notedthat the cultural formative agents considered by Natorp for the formation of the individual (state,art and religion, mainly) constitute the theoretical bases of culture on which the student will laterdevelop his theory of language, myth/religion, art and science as cultural formations.
{"title":"Fundamentos filosóficos para una pedagogía de la cultura","authors":"Gustavo Adolfo Esparza Urzúa","doi":"10.17163/soph.n37.2024.06","DOIUrl":"https://doi.org/10.17163/soph.n37.2024.06","url":null,"abstract":"The general objective of this paper is to elaborate a pedagogical reading of Ernst Cassirer’sPhilosophy of Symbolic Forms, focusing on the Phenomenology of Knowledge where the author detailsthat the foundations adduced by Paul Natorp, in Introduction to Psychology constitute a critical viewof psychology as the foundation of intellectual operations. In general, there are three results to beshown: first, it will be shown that this recovery of the Natorpian vision allows Cassirer to maintainthat all cultural activity (language, mythology, art, science, etc.) has as its foundation the psychologicalactivities of the subject, which implies that all symbolic formation is both an intellectual product ofthe individual and a cultural activity. Second, it will be shown that part of the development of acritical psychology, in accordance with Natorp’s general plan, is the need for a theory of formationthat explains how the cultural environment shapes the intellectual activities of the subject, a generalthesis assumed by Cassirer for the development of his theory of the symbol. Finally, it will be notedthat the cultural formative agents considered by Natorp for the formation of the individual (state,art and religion, mainly) constitute the theoretical bases of culture on which the student will laterdevelop his theory of language, myth/religion, art and science as cultural formations.","PeriodicalId":236657,"journal":{"name":"Sophía","volume":"14 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141651357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-13DOI: 10.17163/soph.n37.2024.01
Linda Marcela Rivera Guerrero, Arjuna Gabriel Castellanos Muñoz, Carlos Andrés Gómez Rodas
In current epistemology, there are two opposing attitudes towards the empirical sciences. Onthe one hand, they appear as an essential tool for the advancement of knowledge. On the otherhand, there is doubt about the metaphysical and epistemological bases of this confidence inscientific knowledge, which has led science down paths of skepticism and pragmatism. This paper aims to contribute philosophically to the rationality and ontological status of physics, taking as a starting point some works of the philosopher of science Evandro Agazzi. The article presented hereintroduces Agazzi’s thought and the core issues of his epistemology. It then defines the concepts of rigor and objectivity as understood by Agazzi, and finally establishes criteria of rigor and objectivity for physics, showing how they are verified in two classical experiments. Based on these ideas, it is shown that physics, as the science it is, has criteria of rigor and objectivity that allow it to effectively reach the real, thus responding to the formalist and pragmatist challenge. Thus, the article does notexhaust itself in a description of Agazzi’s thought, but will apply his ideas to the concrete field of physics, making explicit ideas that have not been sufficiently made explicit by the Italian philosopher.
{"title":"Rigor and objectivity as foundations of the rationality of physics in Evandro Agazzi","authors":"Linda Marcela Rivera Guerrero, Arjuna Gabriel Castellanos Muñoz, Carlos Andrés Gómez Rodas","doi":"10.17163/soph.n37.2024.01","DOIUrl":"https://doi.org/10.17163/soph.n37.2024.01","url":null,"abstract":"In current epistemology, there are two opposing attitudes towards the empirical sciences. Onthe one hand, they appear as an essential tool for the advancement of knowledge. On the otherhand, there is doubt about the metaphysical and epistemological bases of this confidence inscientific knowledge, which has led science down paths of skepticism and pragmatism. This paper aims to contribute philosophically to the rationality and ontological status of physics, taking as a starting point some works of the philosopher of science Evandro Agazzi. The article presented hereintroduces Agazzi’s thought and the core issues of his epistemology. It then defines the concepts of rigor and objectivity as understood by Agazzi, and finally establishes criteria of rigor and objectivity for physics, showing how they are verified in two classical experiments. Based on these ideas, it is shown that physics, as the science it is, has criteria of rigor and objectivity that allow it to effectively reach the real, thus responding to the formalist and pragmatist challenge. Thus, the article does notexhaust itself in a description of Agazzi’s thought, but will apply his ideas to the concrete field of physics, making explicit ideas that have not been sufficiently made explicit by the Italian philosopher.","PeriodicalId":236657,"journal":{"name":"Sophía","volume":"25 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141651095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-13DOI: 10.17163/soph.n37.2024.02
Ricardo Restrepo Echavarría
The present work examines the nature of reality, including the possibility of freedom, in the framework of modern physics. Additionally, it proposes a reform for the metaphysics of realism.For realism, the world is the way it is independent of the mind. However, general relativity supposesthat the speed of objects and the temporal order of events depend on the frame of referenceadopted. Which frame of reference is adopted depends on human interests. However, there are still physical facts independent of the frame of reference: the speed of light, spacetime distance,and the equivalence of matter and energy, amongst others. On the other hand, the CopenhagenInterpretation supposes that quantum states are in a superposition that is only realized at themoment of observation, leading to the implication that Schrödinger’s cat is both alive and deaduntil observed. However, less incredible realist possibilities are analysed. Modern physics, whetherdeterminist or indeterminist, also threatens the possibility of freedom. The compatibility of freedom as self-government and modern physics is analysed and developed. Although central aspectsof realist metaphysics are conserved, a philosophical-scientific conception of the universe that integrates mental beings within it emerges, which supposes a reform for standard scientific realism. The existence of facts independent of what we happen to think is saved alongside ineliminable mental phenomena.
{"title":"Realismo, Relatividad General y el Gato de Schrödinger","authors":"Ricardo Restrepo Echavarría","doi":"10.17163/soph.n37.2024.02","DOIUrl":"https://doi.org/10.17163/soph.n37.2024.02","url":null,"abstract":"The present work examines the nature of reality, including the possibility of freedom, in the framework of modern physics. Additionally, it proposes a reform for the metaphysics of realism.For realism, the world is the way it is independent of the mind. However, general relativity supposesthat the speed of objects and the temporal order of events depend on the frame of referenceadopted. Which frame of reference is adopted depends on human interests. However, there are still physical facts independent of the frame of reference: the speed of light, spacetime distance,and the equivalence of matter and energy, amongst others. On the other hand, the CopenhagenInterpretation supposes that quantum states are in a superposition that is only realized at themoment of observation, leading to the implication that Schrödinger’s cat is both alive and deaduntil observed. However, less incredible realist possibilities are analysed. Modern physics, whetherdeterminist or indeterminist, also threatens the possibility of freedom. The compatibility of freedom as self-government and modern physics is analysed and developed. Although central aspectsof realist metaphysics are conserved, a philosophical-scientific conception of the universe that integrates mental beings within it emerges, which supposes a reform for standard scientific realism. The existence of facts independent of what we happen to think is saved alongside ineliminable mental phenomena.","PeriodicalId":236657,"journal":{"name":"Sophía","volume":"66 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141651332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-13DOI: 10.17163/soph.n37.2024.10
Fanny Monserrate Tubay-Zambrano, Alex Estrada-García
The research incorporates the experiences of a group of artisans from Azuay and Cañar in Ecuador, aims to reflect on the professional practices of artisan collectives and their relationshipwith formal educational processes from a pedagogical approach focused on social and popular education. The study applies qualitative methodology with ethnographic focus. The results not only highlight that the spaces occupied by craftsmanship in the social imaginary are markedby obstacles and restrictions in professional practice, but also demonstrate that the knowledge they possess is conditioned by ethnic and sociocultural dimensions. Despite having experiencesand knowledge that are not far from the curriculum taught in the educational system, these are excluded and considered of lesser value. The research concludes that recognizing artisanal methods and procedures can be used as powerful formative elements to strengthen identity, democraticparticipation, dialogue of knowledge, social justice, and true intercultural education. Consequently, social and popular education can help promote the active participation of artisans and other collectives and contribute to the transformation and change of unequal structures from a socioeducationalperspective.
{"title":"Learning processes and repercussions from handicrafts for social and popular education","authors":"Fanny Monserrate Tubay-Zambrano, Alex Estrada-García","doi":"10.17163/soph.n37.2024.10","DOIUrl":"https://doi.org/10.17163/soph.n37.2024.10","url":null,"abstract":"The research incorporates the experiences of a group of artisans from Azuay and Cañar in Ecuador, aims to reflect on the professional practices of artisan collectives and their relationshipwith formal educational processes from a pedagogical approach focused on social and popular education. The study applies qualitative methodology with ethnographic focus. The results not only highlight that the spaces occupied by craftsmanship in the social imaginary are markedby obstacles and restrictions in professional practice, but also demonstrate that the knowledge they possess is conditioned by ethnic and sociocultural dimensions. Despite having experiencesand knowledge that are not far from the curriculum taught in the educational system, these are excluded and considered of lesser value. The research concludes that recognizing artisanal methods and procedures can be used as powerful formative elements to strengthen identity, democraticparticipation, dialogue of knowledge, social justice, and true intercultural education. Consequently, social and popular education can help promote the active participation of artisans and other collectives and contribute to the transformation and change of unequal structures from a socioeducationalperspective.","PeriodicalId":236657,"journal":{"name":"Sophía","volume":"35 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141651034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-13DOI: 10.17163/soph.n37.2024.03
Raira Maria Lima Bahia, Pedro Javier Gómez Jaime
The current research proposes to create a strategy that enables solid learning of the topicof electrical potential, through an analogy between electrical and gravitational potentials. The proposed activity conceives the use of low-cost materials with the objective of bringing physical knowledge closer to the students’ daily lives. This is because a certain lack of interest in Physics has been perceived in the focus population of this study, which in some way is contradictory, since thepresence of this science in our daily lives is manifested in the various activities that we carry out.in the context in which we are inserted. As well as, in the widespread use of new information andcommunication technologies to which the human species has been having access in recent years. For its part, for the creation of the aforementioned strategy, the use. The methodology includes a review of the available literature on the subject and has a qualitative-quantitative tendency, referring to the collected data’s analysis during the experience. The results shows that there were better students performances during the second stage of the research process. Which allows us to conclude that teaching Physics through analogies developed by the teachers of this subject enables better learning of this science to the extent that scientific and everyday knowledge are linked.
{"title":"Analogy among electrical potential difference and gravitational dotencial difference on the teaching physics","authors":"Raira Maria Lima Bahia, Pedro Javier Gómez Jaime","doi":"10.17163/soph.n37.2024.03","DOIUrl":"https://doi.org/10.17163/soph.n37.2024.03","url":null,"abstract":"The current research proposes to create a strategy that enables solid learning of the topicof electrical potential, through an analogy between electrical and gravitational potentials. The proposed activity conceives the use of low-cost materials with the objective of bringing physical knowledge closer to the students’ daily lives. This is because a certain lack of interest in Physics has been perceived in the focus population of this study, which in some way is contradictory, since thepresence of this science in our daily lives is manifested in the various activities that we carry out.in the context in which we are inserted. As well as, in the widespread use of new information andcommunication technologies to which the human species has been having access in recent years. For its part, for the creation of the aforementioned strategy, the use. The methodology includes a review of the available literature on the subject and has a qualitative-quantitative tendency, referring to the collected data’s analysis during the experience. The results shows that there were better students performances during the second stage of the research process. Which allows us to conclude that teaching Physics through analogies developed by the teachers of this subject enables better learning of this science to the extent that scientific and everyday knowledge are linked.","PeriodicalId":236657,"journal":{"name":"Sophía","volume":"27 25","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141650883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-13DOI: 10.17163/soph.n37.2024.09
Antonio Calderón Calderón
Socio-emotional skills comprise a set of habits, thoughts, and emotions that facilitate interpersonal relationships through the appropriate expression of emotions and consideration oftheir impact on others. Backed by neurology, these skills are crucial for learning and for educators’contributions to new generations. This essay aims to reflect on the socio-emotional skills of future education professionals, exploring their influence on teaching and their contribution to society. Given the pandemic situation, it is proposed to present the role of socio-emotional education in theuniversity curricular activities of teacher trainers in Chile, using the critical-interpretative method and hermeneutic phenomenology. The discussion is based on experience, dialogue with groups of students and teachers, identifying key points for the inclusion of emotional skills in teachertraining. The process involved the active participation of the teacher, who took on the initial role inthe intervention by providing instructions and guidelines for the development of socio-emotional skills related to ethics and education in various contexts. This was carried out virtually at a higher education institution in Chile. The conclusion emphasizes the urgency and need to integrate socioemotionaleducation into the curriculum for university education professionals. The alignmentbetween Goleman, Bisquerra, and Morin, theorists who have delved into the subject, is highlighted,although the persistence of orthodox educational models that exclude emotions, focusingexcessively on intellectual capacities and overlooking the need for comprehensive emotionaltraining to face contemporary societal challenges, is noted.
{"title":"Development of socio-emotional skills in the training of educators in today’s society","authors":"Antonio Calderón Calderón","doi":"10.17163/soph.n37.2024.09","DOIUrl":"https://doi.org/10.17163/soph.n37.2024.09","url":null,"abstract":"Socio-emotional skills comprise a set of habits, thoughts, and emotions that facilitate interpersonal relationships through the appropriate expression of emotions and consideration oftheir impact on others. Backed by neurology, these skills are crucial for learning and for educators’contributions to new generations. This essay aims to reflect on the socio-emotional skills of future education professionals, exploring their influence on teaching and their contribution to society. Given the pandemic situation, it is proposed to present the role of socio-emotional education in theuniversity curricular activities of teacher trainers in Chile, using the critical-interpretative method and hermeneutic phenomenology. The discussion is based on experience, dialogue with groups of students and teachers, identifying key points for the inclusion of emotional skills in teachertraining. The process involved the active participation of the teacher, who took on the initial role inthe intervention by providing instructions and guidelines for the development of socio-emotional skills related to ethics and education in various contexts. This was carried out virtually at a higher education institution in Chile. The conclusion emphasizes the urgency and need to integrate socioemotionaleducation into the curriculum for university education professionals. The alignmentbetween Goleman, Bisquerra, and Morin, theorists who have delved into the subject, is highlighted,although the persistence of orthodox educational models that exclude emotions, focusingexcessively on intellectual capacities and overlooking the need for comprehensive emotionaltraining to face contemporary societal challenges, is noted.","PeriodicalId":236657,"journal":{"name":"Sophía","volume":"38 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141651154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-13DOI: 10.17163/soph.n37.2024.05
Víctor Francisco Casallo Mesías
Ethic formation faces the challenge of being understandable for students, but, aboveall, of being expressed in their own ways of understanding and discussing their lives, in orderto be relevant. One especially attractive form among children and young people is audiovisualcommunication, whose formative potential has been usually understood in instrumental terms,when not absolutely denied. This article presents a phenomenological proposal to dialogicallyelaborate in the classroom the problematization of duty centered ethics, as it is dramatized in twoJapanese animation productions (“anime”). In first place, it discusses phenomenologically howto understand the formative potential of the experience of watching an animated narrative. Insecond place, it claims that the phenomenological reinterpretation of the categorical imperativecan overcome its disconnection from the affective dimension of the ethical subject and his factualcontexts of action to focus on the caring of the human condition of vulnerability. In third place,it shows how the previous discussions are elaborated in two “anime”, which allow students toexperientially involve themselves in these ethical interpellations and offer teachers the opportunityto embrace their student’s insights in a dialogical learning experience understood narratively.It concludes summarizing the opportunities and challenges presented to teachers from thisperspective of the meaning of audiovisual creations in the education activity.
{"title":"Fenomenología de la narración audiovisual para la formación ética empleando el “anime”","authors":"Víctor Francisco Casallo Mesías","doi":"10.17163/soph.n37.2024.05","DOIUrl":"https://doi.org/10.17163/soph.n37.2024.05","url":null,"abstract":"Ethic formation faces the challenge of being understandable for students, but, aboveall, of being expressed in their own ways of understanding and discussing their lives, in orderto be relevant. One especially attractive form among children and young people is audiovisualcommunication, whose formative potential has been usually understood in instrumental terms,when not absolutely denied. This article presents a phenomenological proposal to dialogicallyelaborate in the classroom the problematization of duty centered ethics, as it is dramatized in twoJapanese animation productions (“anime”). In first place, it discusses phenomenologically howto understand the formative potential of the experience of watching an animated narrative. Insecond place, it claims that the phenomenological reinterpretation of the categorical imperativecan overcome its disconnection from the affective dimension of the ethical subject and his factualcontexts of action to focus on the caring of the human condition of vulnerability. In third place,it shows how the previous discussions are elaborated in two “anime”, which allow students toexperientially involve themselves in these ethical interpellations and offer teachers the opportunityto embrace their student’s insights in a dialogical learning experience understood narratively.It concludes summarizing the opportunities and challenges presented to teachers from thisperspective of the meaning of audiovisual creations in the education activity.","PeriodicalId":236657,"journal":{"name":"Sophía","volume":"11 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141651258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-13DOI: 10.17163/soph.n37.2024.08
Yulius Rustan Effendi
The purpose of this article is to elucidate how the principles of nationalism influence students' attitudes and behaviors, shaped by the norms and values of Pancasila, a philosophical system. The methodology employed for data collection involves a systematic review (meta-synthesis) of digital sources, encompassing an analysis of meta-ethnographic studies. The meta-ethnographic model serves as an "interpretive" tool, facilitating a comprehensive exploration of pivotal studies and their connection to the concept of character education in nationalism within the Pancasila framework. In order to delve into the realm of interpretive studies, there is a need to acquire "iterative" (spiral) data, deconstructing the ontological, epistemological, and axiological dimensions of the Pancasila philosophy. Employing this interpretive approach, the author chronicles the progress in the implementation of character education focused on nurturing students' sense of nationalism. This approach is rooted in the values and appreciation of the norms encapsulated in Pancasila, which, up until now, have not been fully optimized within the school context. Furthermore, the authors expand upon the foundational study, meticulously analyzing the concept of Pancasila within an intricate web of philosophical interpretations. This intricate analysis aims to decipher the essence of existence that students should embrace in their lives.
{"title":"Character education based on the value sand norms of the Indonesian philosophical system","authors":"Yulius Rustan Effendi","doi":"10.17163/soph.n37.2024.08","DOIUrl":"https://doi.org/10.17163/soph.n37.2024.08","url":null,"abstract":"The purpose of this article is to elucidate how the principles of nationalism influence students' attitudes and behaviors, shaped by the norms and values of Pancasila, a philosophical system. The methodology employed for data collection involves a systematic review (meta-synthesis) of digital sources, encompassing an analysis of meta-ethnographic studies. The meta-ethnographic model serves as an \"interpretive\" tool, facilitating a comprehensive exploration of pivotal studies and their connection to the concept of character education in nationalism within the Pancasila framework. In order to delve into the realm of interpretive studies, there is a need to acquire \"iterative\" (spiral) data, deconstructing the ontological, epistemological, and axiological dimensions of the Pancasila philosophy. Employing this interpretive approach, the author chronicles the progress in the implementation of character education focused on nurturing students' sense of nationalism. This approach is rooted in the values and appreciation of the norms encapsulated in Pancasila, which, up until now, have not been fully optimized within the school context. Furthermore, the authors expand upon the foundational study, meticulously analyzing the concept of Pancasila within an intricate web of philosophical interpretations. This intricate analysis aims to decipher the essence of existence that students should embrace in their lives.","PeriodicalId":236657,"journal":{"name":"Sophía","volume":"31 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141651139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-13DOI: 10.17163/soph.n37.2024.04
Vinícius França Freitas, Ana Cláudia Teodoro Sousa
In this article, the hypothesis is developed that Descartes does not clearly articulate theknowledge of the thinking substance in the Meditations on First Philosophy and in Objections and Replies. It is argued that such exposition is necessary for a comprehensive understanding of the status of Cartesian philosophy at the time of writing the Meditations, particularly to grasp Descartes' conception of the knowledge of the thinking substance in the years 1641 and 1642. Asknown, knowledge of the thinking substance is a fundamental element in Descartes' philosophy.Firstly, Descartes' two modes of presenting knowledge of the thinking substance in the Meditations are examined, highlighting the issues each entails. Secondly, drawing from the Objections andReplies: especially the fifth and seventh, criticisms from Pierre Gassendi and Pierre Bourdin regarding the knowledge of the thinking substance are presented. Both Gassendi and Bourdin emphasize that the text of the Meditations does not sufficiently clarify how the thinking substanceis known. They question the possibility of such knowledge, pointing out the ambiguity andobscurity of Cartesian responses. It is concluded that in the Meditations, Descartes confronts aninsurmountable gap between the ontology of substance and its knowledge, which prompts him tofurther develop and clarify his theory in later writings.
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