No age has been indifferent to the problem of man's knowledge of himself. Reflections on this top... more No age has been indifferent to the problem of man's knowledge of himself. Reflections on this topic have lead to several theories. From the rationalist illusion, that pretended to know psychic phenomena by imitating the scientific method, through plain skepticism, indifferent to the existenc e of the soul, to the post-modern attitude of suspicion which questions any attempt to theorize. The doctrine of St Thomas Aquinas on knowledge is the habitual key to the understanding of the equilibrium achieved by the thinker in relation to this point. This notion, of Aristotelian extraction as regards its terminology, is deeply rooted in the classical doctrine of Memory expressed by St Augustine. This strange power keeps as a treasure not only the apprehended species but also and mainly, the presence of the soul to itself and of God, for recollecting it at any time desired. Memory, which together with intelligenc e and will makes up a trinity in the human mind, therefore reveals the eternal in man, showing that man is the image and resemblance of his Creator and the height and deepness of his vocation.
En este trabajo se propane una sfntesis de Ia concepcion agustiniana trinitaria de Ia mens con Ia... more En este trabajo se propane una sfntesis de Ia concepcion agustiniana trinitaria de Ia mens con Ia teorfa dual de las relaciones intencionales y de los generos de potencias del alma que profesa Ia tradici6n aristoteli-ca. En este sentido, se analiza el conocimiento existencial y esencial del alma en San Agustfn, Ia «duplex cog-nitio» en Tomas de Aquino, asf como algunas de las aportaciones y claves interpretativas del agustinismo tomista de Jaime Bofill relativas a su concepto de«memoria de sf» o «sentimiento fundamental». Palabras clave: memoria de sf, sentimiento fundamental, San Agustfn, Santo Tomas de Aquino, Jaime Bofill. ABSTRACT TIJ.is work proposes a synthesis of the Augustinian Trinitarian conception of Mens with the dual theory of intentional relationships and the genres of the power of the sole that are true to the Aristotelian tradition. To this end, we will analyse the theory of the existential and essential sole of Saint Augustine, the duplex cogni-tio of Saint Thomas Aquinas, as well as other important aspects of the Jaime Bofill's Thomistic Augustinism which are relative to his theory of «memoria de sf» (self memory) or «Sentimiento fundamental» (essential feeling).
The article proposes to interpret the Thomistic notion of cognitive species and its relationship ... more The article proposes to interpret the Thomistic notion of cognitive species and its relationship with the 'mental word' in terms of a pre-objective and pre-conscious mental background capable to become an objective thought and to be used in human rational behaviour. Some particular points about intentionality, sensitive perception and human consciousness will be considered in this study.
La memoria de sf le permite a Santo Tomas demostrar Ia existencia y Ia naturaleza del alma. Tambi... more La memoria de sf le permite a Santo Tomas demostrar Ia existencia y Ia naturaleza del alma. Tambien gracias a Ia conciencia de sf, el alma esta presente a sf misma de un modo intelectivo, pero existencial, y puede relacionarse con los singulares, en su individualidad y en su existencia. Ademas, sin Ia conciencia del propio ser, no podrfa atribuirse el sera las casas, ni tampoco su posesi6n inmaterial, ni conocer alga de Dios Palabras c,J~ve: Santo Tomas, alma, conciencia de sf, Dios. ABSTRACT The conscience allows Saint Thomas to prove the existence and the nature of soul. Thanks to the conscience , the soul is present in an intelective manner, but existencial and it can be connected to the singulars in thein individuality and in thein existence. Besides, without the own being's conscience, it would be impossible to attribute the being to the things or to their inmaterial presence or even to know something of God.
Resumen En este trabajo se estudia la sugerente posición de algunos pensadores que cons-tituyen u... more Resumen En este trabajo se estudia la sugerente posición de algunos pensadores que cons-tituyen una excepción en la historia de la filosofía respecto de la interpretación del intelecto agente, el gran hallazgo aristotélico: Francisco Canals, Leonardo Polo y sus discípulos, pues lo emplazan a nivel de " actus essendi hominis ". Palabras clave: intelecto agente, acto de ser personal, Francisco Canals, Leonardo Polo. Abstract In this work we study the suggestive position of some authors who constitute an exception in the history of the philosophy in respect to the interpretation of the agent intellect, the great Aristotle´s discovery: Francisco Canals, Leonardo Polo and his disciples, because these authors put the agent intellect at the level of " actus essendi hominis " .
El ser y el hacer de la organización educativa 135 TEORÍA DE LA EDUCACIÓN Resumen Este trabajo so... more El ser y el hacer de la organización educativa 135 TEORÍA DE LA EDUCACIÓN Resumen Este trabajo sostiene que el método de estudio de la educación humana no puede suponer que el hombre sea simple, pues-to que está conformado por pluralidad de dualidades. Encuadra la educación dentro de las dualidades radicales humanas. Primero, distingue entre acto de ser y esencia en el hombre. Tras mostrar las dualidades del acto de ser humano (las tras-cendentales) y las de la esencia, se centra en la exposición de las dualidades educación–amor personal, educación–familia, las de varón–mujer, las de educación masculina-educación femenina, las de padres-hijos y la consecuente dualidad educa-tiva paterno-filial, la dualidad hogar-colegio, la de educar-aprender, las de empresa-universidad, y por último, la de edu-cación personal humana-educación personal divina. Palabras clave: Filosofía de la educación, antropología de la educación, educación diferenciada, educación personal, dualidad. Abstract This paper claims that the study method of human education cannot not assume that man is a single entity, as man is composed by multiple dualities. Education is framed within radical human realities. First, a distinction is made between act of being and essence. After showing the dualities of the act of being human (or transcendental dualities) and those of essence, the paper highlights the dualities: education-personal love, education-family, male-female, masculine education-feminine education, parents–children and the consequent dualities: paternal–filial, home–school, educate–learn, enterprise–university and finally human personal education–divine personal education.
No age has been indifferent to the problem of man's knowledge of himself. Reflections on this top... more No age has been indifferent to the problem of man's knowledge of himself. Reflections on this topic have lead to several theories. From the rationalist illusion, that pretended to know psychic phenomena by imitating the scientific method, through plain skepticism, indifferent to the existenc e of the soul, to the post-modern attitude of suspicion which questions any attempt to theorize. The doctrine of St Thomas Aquinas on knowledge is the habitual key to the understanding of the equilibrium achieved by the thinker in relation to this point. This notion, of Aristotelian extraction as regards its terminology, is deeply rooted in the classical doctrine of Memory expressed by St Augustine. This strange power keeps as a treasure not only the apprehended species but also and mainly, the presence of the soul to itself and of God, for recollecting it at any time desired. Memory, which together with intelligenc e and will makes up a trinity in the human mind, therefore reveals the eternal in man, showing that man is the image and resemblance of his Creator and the height and deepness of his vocation.
En este trabajo se propane una sfntesis de Ia concepcion agustiniana trinitaria de Ia mens con Ia... more En este trabajo se propane una sfntesis de Ia concepcion agustiniana trinitaria de Ia mens con Ia teorfa dual de las relaciones intencionales y de los generos de potencias del alma que profesa Ia tradici6n aristoteli-ca. En este sentido, se analiza el conocimiento existencial y esencial del alma en San Agustfn, Ia «duplex cog-nitio» en Tomas de Aquino, asf como algunas de las aportaciones y claves interpretativas del agustinismo tomista de Jaime Bofill relativas a su concepto de«memoria de sf» o «sentimiento fundamental». Palabras clave: memoria de sf, sentimiento fundamental, San Agustfn, Santo Tomas de Aquino, Jaime Bofill. ABSTRACT TIJ.is work proposes a synthesis of the Augustinian Trinitarian conception of Mens with the dual theory of intentional relationships and the genres of the power of the sole that are true to the Aristotelian tradition. To this end, we will analyse the theory of the existential and essential sole of Saint Augustine, the duplex cogni-tio of Saint Thomas Aquinas, as well as other important aspects of the Jaime Bofill's Thomistic Augustinism which are relative to his theory of «memoria de sf» (self memory) or «Sentimiento fundamental» (essential feeling).
The article proposes to interpret the Thomistic notion of cognitive species and its relationship ... more The article proposes to interpret the Thomistic notion of cognitive species and its relationship with the 'mental word' in terms of a pre-objective and pre-conscious mental background capable to become an objective thought and to be used in human rational behaviour. Some particular points about intentionality, sensitive perception and human consciousness will be considered in this study.
La memoria de sf le permite a Santo Tomas demostrar Ia existencia y Ia naturaleza del alma. Tambi... more La memoria de sf le permite a Santo Tomas demostrar Ia existencia y Ia naturaleza del alma. Tambien gracias a Ia conciencia de sf, el alma esta presente a sf misma de un modo intelectivo, pero existencial, y puede relacionarse con los singulares, en su individualidad y en su existencia. Ademas, sin Ia conciencia del propio ser, no podrfa atribuirse el sera las casas, ni tampoco su posesi6n inmaterial, ni conocer alga de Dios Palabras c,J~ve: Santo Tomas, alma, conciencia de sf, Dios. ABSTRACT The conscience allows Saint Thomas to prove the existence and the nature of soul. Thanks to the conscience , the soul is present in an intelective manner, but existencial and it can be connected to the singulars in thein individuality and in thein existence. Besides, without the own being's conscience, it would be impossible to attribute the being to the things or to their inmaterial presence or even to know something of God.
Resumen En este trabajo se estudia la sugerente posición de algunos pensadores que cons-tituyen u... more Resumen En este trabajo se estudia la sugerente posición de algunos pensadores que cons-tituyen una excepción en la historia de la filosofía respecto de la interpretación del intelecto agente, el gran hallazgo aristotélico: Francisco Canals, Leonardo Polo y sus discípulos, pues lo emplazan a nivel de " actus essendi hominis ". Palabras clave: intelecto agente, acto de ser personal, Francisco Canals, Leonardo Polo. Abstract In this work we study the suggestive position of some authors who constitute an exception in the history of the philosophy in respect to the interpretation of the agent intellect, the great Aristotle´s discovery: Francisco Canals, Leonardo Polo and his disciples, because these authors put the agent intellect at the level of " actus essendi hominis " .
El ser y el hacer de la organización educativa 135 TEORÍA DE LA EDUCACIÓN Resumen Este trabajo so... more El ser y el hacer de la organización educativa 135 TEORÍA DE LA EDUCACIÓN Resumen Este trabajo sostiene que el método de estudio de la educación humana no puede suponer que el hombre sea simple, pues-to que está conformado por pluralidad de dualidades. Encuadra la educación dentro de las dualidades radicales humanas. Primero, distingue entre acto de ser y esencia en el hombre. Tras mostrar las dualidades del acto de ser humano (las tras-cendentales) y las de la esencia, se centra en la exposición de las dualidades educación–amor personal, educación–familia, las de varón–mujer, las de educación masculina-educación femenina, las de padres-hijos y la consecuente dualidad educa-tiva paterno-filial, la dualidad hogar-colegio, la de educar-aprender, las de empresa-universidad, y por último, la de edu-cación personal humana-educación personal divina. Palabras clave: Filosofía de la educación, antropología de la educación, educación diferenciada, educación personal, dualidad. Abstract This paper claims that the study method of human education cannot not assume that man is a single entity, as man is composed by multiple dualities. Education is framed within radical human realities. First, a distinction is made between act of being and essence. After showing the dualities of the act of being human (or transcendental dualities) and those of essence, the paper highlights the dualities: education-personal love, education-family, male-female, masculine education-feminine education, parents–children and the consequent dualities: paternal–filial, home–school, educate–learn, enterprise–university and finally human personal education–divine personal education.
Ser y auto-conocimiento en la libertad a partir de santo Tomás, 2015
In this paper, we try: (1) A synthesis of the problem of post-Kantian liberty according to differ... more In this paper, we try: (1) A synthesis of the problem of post-Kantian liberty according to different interpretations of the transcendental subject. (Between absolute idealism, vitalism, and hermeneutic ontology). (2) And its Thomistic “understanding” according to the synthesis of “duplex cognitio de anima” and the notion of “ens sumitur ab actu essendi”
Metacognitive Scaffolding With Quantum-Like Models - Spanish, 2016
El premio Nobel James Heckman demostró analizando datos estadísticos en EEUU que los primeros año... more El premio Nobel James Heckman demostró analizando datos estadísticos en EEUU que los primeros años de la infancia son vitales para la formación de habilidades cognitivas como la empatía, la motivación o la autoestima. Su interacción con la inteligencia bruta que se comienza a formar en la etapa de Primaria permite la adquisición posterior de habilidades laborales, pero deja al mismo tiempo una huella tan profunda en las personas que llega a condicionar el desarrollo personal y profesional posterior.
Metacognitive Scaffolding With Quantum-Like Models - English, 2016
The Nobel Prize winner James Heckman has demonstrated through the analysis of statistical data in... more The Nobel Prize winner James Heckman has demonstrated through the analysis of statistical data in the U.S.A. that the first years of childhood are vital for the formation of cognitive abilities such as empathy, motivation and self-esteem. Their interaction with gross intelligence, which begins to form in the Primary stage, allows for the later acquisition of work skills, whilst also leaving a deep imprint on the people who come to condition their personal and professional development later on.
Desde que existen seres humanos hay didáctica. Y desde que se ha normalizado la alfabetización en... more Desde que existen seres humanos hay didáctica. Y desde que se ha normalizado la alfabetización en todo el mundo se han investigado técnicas, sistemas y métodos de todo tipo. No se trata por tanto de descubrir ahora la rueda. Pero durante la segunda mitad del siglo XX se han producido cambios dramáticos en la forma en que entendemos la naturaleza del aprendizaje, pasando del“qué” al “cómo”. Especialmente por lo que respecta a la forma de mejorar las habilidades sobre la resolución de situaciones y problemas CUN (Complex, Unfamiliar and Non rutine).
Quantum-like models & metacognition - English Introduction, 2016
Didactics has existed as long as humans have. Ever since literacy started to become normalized ar... more Didactics has existed as long as humans have. Ever since literacy started to become normalized around the globe, all sorts of different methodologies, techniques and systems have been tried out when it comes to education. Therefore, the idea isn't to reinvent the wheel. But during the second half of the 20th century, dramatic changes have taken place in how we understand the nature of learning, shifting the focus from “what” to “how”. Especially with regard to how to improve skills in solving CUN (Complex, unfamiliar and non-routine) problems and situations.
Much of our understanding of human thinking is based on probabilistic models. This innovative boo... more Much of our understanding of human thinking is based on probabilistic models. This innovative book by Jerome R. Busemeyer and Peter D. Bruza argues that, actually, the underlying mathematical structures from quantum theory provide a much better account of human thinking than traditional models. They introduce the foundations for modelling probabilistic-dynamic systems using two aspects of quantum theory. The first, “contextuality,” is away to understand interference effects found with inferences and decisions under conditions of uncertainty. The second, “quantum entanglement,” allows cognitive phenomena to be modelled in non-reductionist ways. Employing these principles drawn from quantum theory allows us to view human cognition and decision in a totally new light. Introducing the basic principles in an easy-to-follow way, this book does not assume a physics background or a quantum brain and comes complete with a tutorial and fully worked-out applications in important areas of cognition and decision
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Teaching Documents by Mark Delkurt