¿Tiene la analogía alguna función en el pensar filosófico? PDF Download

Author: José Rubén Sanabria
Publisher: Universidad Iberoamericana
ISBN: 9789688593066
Category : Philosophy
Languages : es
Pages : 270

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Author: Otto Zwartjes
Publisher: John Benjamins Publishing
ISBN: 9027290393
Category : Philosophy
Languages : en
Pages : 353

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This fourth volume on Missionary Linguistics focuses on lexicography. It contains a selection of papers derived from the Fifth International Conference on Missionary Linguistics held in Mérida, Yucatán (Mexico), 14th–17th March 2007. As with the previous three volumes (2004, on general issues, 2005, on orthography and phonology, and 2007 on morphology and syntax), this volume looks at the lexicographical production of missionaries in general, the influence of European sources, such as Ambrogio Calepino and Antonio de Nebrija, translation theories, attitudes toward non-Western cultures, trans- and interculturality, semantics, morphological analysis and organizational principles of the dictionaries, such as styles and structure of the entries, citation forms, etc. It presents research into languages such as Maya, Nahuatl, Tarasco (Pur’épecha), Lushootseed, Equatorian Quechua, Tupinambá, Ilocan, Tamil and Southern Min Chinese dialects.

Author:
Publisher:
ISBN:
Category : Catalogs, Union
Languages : en
Pages : 924

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Author: Steven Shaviro
Publisher: MIT Press
ISBN: 0262517973
Category : Philosophy
Languages : en
Pages : 191

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A Deleuzian reading of Whitehead and a Whiteheadian reading of Deleuze open the possibility of a critical aesthetics of contemporary culture. In Without Criteria, Steven Shaviro proposes and explores a philosophical fantasy: imagine a world in which Alfred North Whitehead takes the place of Martin Heidegger. What if Whitehead, instead of Heidegger, had set the agenda for postmodern thought? Heidegger asks, “Why is there something, rather than nothing?” Whitehead asks, “How is it that there is always something new?” In a world where everything from popular music to DNA is being sampled and recombined, argues Shaviro, Whitehead's question is the truly urgent one. Without Criteria is Shaviro's experiment in rethinking postmodern theory, especially the theory of aesthetics, from a point of view that hearkens back to Whitehead rather than Heidegger. In working through the ideas of Whitehead and Deleuze, Shaviro also appeals to Kant, arguing that certain aspects of Kant's thought pave the way for the philosophical “constructivism” embraced by both Whitehead and Deleuze. Kant, Whitehead, and Deleuze are not commonly grouped together, but the juxtaposition of them in Without Criteria helps to shed light on a variety of issues that are of concern to contemporary art and media practices.

Author: International Institute of Philosophy
Publisher:
ISBN:
Category : Philosophy
Languages : fr
Pages : 564

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Author:
Publisher:
ISBN:
Category : Philosophy
Languages : un
Pages : 550

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Author: Nathan Nobis
Publisher: Open Philosophy Press
ISBN: 0578532638
Category : Philosophy
Languages : en
Pages : 77

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This book introduces readers to the many arguments and controversies concerning abortion. While it argues for ethical and legal positions on the issues, it focuses on how to think about the issues, not just what to think about them. It is an ideal resource to improve your understanding of what people think, why they think that and whether their (and your) arguments are good or bad, and why. It's ideal for classroom use, discussion groups, organizational learning, and personal reading. From the Preface To many people, abortion is an issue for which discussions and debates are frustrating and fruitless: it seems like no progress will ever be made towards any understanding, much less resolution or even compromise. Judgments like these, however, are premature because some basic techniques from critical thinking, such as carefully defining words and testing definitions, stating the full structure of arguments so each step of the reasoning can be examined, and comparing the strengths and weaknesses of different explanations can help us make progress towards these goals. When emotions run high, we sometimes need to step back and use a passion for calm, cool, critical thinking. This helps us better understand the positions and arguments of people who see things differently from us, as well as our own positions and arguments. And we can use critical thinking skills help to try to figure out which positions are best, in terms of being supported by good arguments: after all, we might have much to learn from other people, sometimes that our own views should change, for the better. Here we use basic critical thinking skills to argue that abortion is typically not morally wrong. We begin with less morally-controversial claims: adults, children and babies are wrong to kill and wrong to kill, fundamentally, because they, we, are conscious, aware and have feelings. We argue that since early fetuses entirely lack these characteristics, they are not inherently wrong to kill and so most abortions are not morally wrong, since most abortions are done early in pregnancy, before consciousness and feeling develop in the fetus. Furthermore, since the right to life is not the right to someone else’s body, fetuses might not have the right to the pregnant woman’s body—which she has the right to—and so she has the right to not allow the fetus use of her body. This further justifies abortion, at least until technology allows for the removal of fetuses to other wombs. Since morally permissible actions should be legal, abortions should be legal: it is an injustice to criminalize actions that are not wrong. In the course of arguing for these claims, we: 1. discuss how to best define abortion; 2. dismiss many common “question-begging” arguments that merely assume their conclusions, instead of giving genuine reasons for them; 3. refute some often-heard “everyday arguments” about abortion, on all sides; 4. explain why the most influential philosophical arguments against abortion are unsuccessful; 5. provide some positive arguments that at least early abortions are not wrong; 6. briefly discuss the ethics and legality of later abortions, and more. This essay is not a “how to win an argument” piece or a tract or any kind of apologetics. It is not designed to help anyone “win” debates: everybody “wins” on this issue when we calmly and respectfully engage arguments with care, charity, honesty and humility. This book is merely a reasoned, systematic introduction to the issues that we hope models these skills and virtues. Its discussion should not be taken as absolute “proof” of anything: much more needs to be understood and carefully discussed—always.

Author: William Paley
Publisher:
ISBN:
Category : Apologetics
Languages : en
Pages : 348

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Author: William Irwin
Publisher: Open Court
ISBN: 0812696948
Category : Philosophy
Languages : en
Pages : 227

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Book Description
This unconventional and lighthearted introduction to the ideas of the major Western philosophers examines The Simpsons — TV’s favorite animated family. The authors look beyond the jokes, the crudeness, the attacks on society — and see a clever display of irony, social criticism, and philosophical thought. The writers begin with an examination of the characters. Does Homer actually display Aristotle’s virtues of character? In what way does Bart exemplify American pragmatism? The book also examines the ethics and themes of the show, and concludes with discussions of how the series reflects the work of Aristotle, Marx, Camus, Sartre, and other thinkers.

Author: Christian Moore-Anderson
Publisher: Christian Moore-Anderson
ISBN:
Category : Education
Languages : en
Pages : 195

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Versión en castellano del libro "Biology Made Real". Traducido por IA y editado por el autor. Introducción Siempre me ha motivado entender qué es la biología para nosotros como humanos. Qué significa entender la biología y cómo puedo hacer que tenga sentido para mis alumnos. He leído todo lo que he podido y he reflexionado, he discutido y escuchado, he enseñado y observado. Este libro trata de compartir lo que he aprendido con mis clases de biología de secundaria. «No sólo es probable que este libro cambie tu forma de enseñar biología, sino también tu percepción de ti mismo dentro del mundo vivo.» —Dr. Alex Sinclair, Instituto de Educación, Universidad de St Mary, Twickenham. Lo que encontrarás: —Una visión de una educación de biología integrada y significativa. —Un marco de enseñanza que se centra en la construcción de significado y reduce el tiempo de planificación. —Formas de crear una narrativa que unifica temas dispares. —Una taxonomía de la comprensión que permite la resolución de problemas con una carga de trabajo mínima. —Ejemplos probados en el aula. Capítulo 1: La biología significativa se refiere principalmente a los organismos: Este capítulo sienta las bases de todo el libro. Reúne muchos hilos para definir lo que considero más significativo para los estudiantes de biología de secundaria. Y, por tanto, lo que podemos hacer al respecto a la hora de diseñar nuestras clases y planes de estudio y de pensar en cómo progresan los estudiantes en su formación en biología. La planificación de la construcción de significados ha aumentado enormemente el interés y la motivación por aprender en mi clase. Capítulos 2 y 3: La construcción de significado mediante la teoría de la variación: A continuación presento una poderosa teoría pedagógica, relativamente desconocida y a menudo mal entendida. La teoría de la variación. En estos capítulos me propongo demostrar lo útil que es—y lo fácil que resulta utilizarla—en el aula de biología de secundaria, con muchos ejemplos. Capítulo 4: Cómo integrar organismos, ecología y evolución: Ahora reúno los capítulos anteriores para presentar un nuevo marco de enseñanza para la construcción de significado que reduce el tiempo de planificación y se centra en la biología. Capítulo 5: Conceptos del organismo que unen un curso de biología: Aquí discuto dos conceptos que creo que pueden unificar todos los temas del plan de estudios. 1. Ver la biología a través de los sistemas termodinámicos y 2. Ver la biología a través de la evolución ecológica mediante el concepto de estrategias vitales. Expongo las razones y hablo de cómo he presentado estas ideas a los alumnos. Capítulo 6: Enseñar el pensamiento sistémico para ayudar a los alumnos a ver la interconexión: Muestro cómo los diagramas de existencias de flujo son muy útiles para el aula de biología y doy ejemplos. A continuación, presento una nueva taxonomía para entender los sistemas biológicos que permite la resolución de problemas en biología. Capítulo 7: Establecer una cultura de pensamiento: Este capítulo se centra en los cómos y los porqués de la integración de la taxonomía en los planes de estudio de biología. Doy ejemplos de cómo la utilizo y ejemplos de las respuestas de mis alumnos de cursos de secundaria. Capítulo 8: Navegar por el aula y la complejidad biológica: Este capítulo concluye el libro considerando la complejidad de nuestra asignatura y del aula.