scholarly journals Capí­tulo Segundo: Mundo Reo.

Xihmai ◽  
2013 ◽  
Vol 5 (10) ◽  
Author(s):  
Jesús Ignacio Panedas Galindo

Resumen Cuando se empezaron a conocer los testimonios de los supervivientes de los campos de exterminio nazis, la humanidad se consternó. El sufrimiento provocado y la aplicación sistemática y consciente de la técnica a la destrucción de la persona, fueron descubrimientos que pusieron en alerta al hombre sobre la naturaleza del hombre mismo.   Tanto fue el horror que se alcanzó a entrever a través de las narraciones que el  tiempo  se  congeló.  El  reclamo  silencioso  de  las  auténticas  ví­ctimas, quienes murieron, se suspendió en el aire de la memoria hasta que los responsables reconocieran sus culpas. El olvido no podí­a abrazar tan profundos crí­menes.   Por este motivo no puede realizarse el fin de la historia. Los sufrimientos del hombre provocados hasta este grado por el mismo hombre fuerzan un pendiente que ya no puede borrarse. El grito de dolor recuerda a las generaciones futuras la necesidad de una reparación, del perdón, del reconocimiento.   Palabras Clave: Testimonio, memoria, campos de exterminio, fenomenologí­a, hermenéutica, sufrimiento, herencia.   Abstract When testimony from the survivors from Nazi extermination fields were first known, the human race filled with dismay. The suffering provoked and the systematic conscious application of the technique of destruction of the individual, were discoveries that alerted the individual on the nature of the individual itself.   Such a horror was seen through the narrations that time froze.     The silent demand from the authentic victims, who died, was suspended on the air of memory until the responsible recognized their  guilt. Obscurity could not hold such deep crimes.   For this reason the end of history cannot be made. The suffering of the individual provoked up to this point by the individual itself, force an unresolved point that cannot be erased.   The scream of pain reminds the future generations the need to repair, forgive and recognize it.   Key words: Testimony, memory, extermination fields, phenomenology, hermeneutics, suffering, inheritance.

1992 ◽  
Vol 35 (3) ◽  
pp. 237-268 ◽  
Author(s):  
D. Shlapentokh

The authoritarian regime in China emerged after Mao’s rule. It was successful not despite brutality, but precisely because of brutality. It was a regime policy that insured stability and provided economic growth and military buildup for the future. In the future generations, China could be stronger than the USA. The ideology of the regime was a successful blending of nationalism with Marxism. Unlike Russia, that followed the Western prescriptions and failed to pull itself from the crisis, post-Mao China is a viable alternative to Western liberal capitalism. At the same time, the success of China actually depends on one man—the leader.


10.14201/3165 ◽  
2009 ◽  
Vol 21 (1) ◽  
Author(s):  
Petra María Pérez Alonso-geta

RESUMEN: ntendemos la creatividad como destreza adquirible, como un rasgo del que participan todos los seres humanos, aunque precise ser cultivada. La capacidad de ser creativo es una mezcla de conocimientos, actitudes y habilidades que se pueden conseguir mediante la práctica. Se trata de hacerse con nuevas ideas, saliendo de las rutas trazadas, por la experiencia para conseguir nuevos productos. Desde la escuela es necesario estimular la creatividad para poder afrontar los retos que hoy se plantean, en los distintos ámbitos de la realidad, dando solución a los nuevos problemas. Eeducar para la creatividad es una estrategia de futuro. Palabras clave: creatividad, innovación, educación, creencias, actitudes.ABSTRACT: This paper conceives creativity as an acquirable skill, as a trait shared by every human being. Hhowever, creativity must be developed: the ability of being creative is a blend of knowledge, attitude and skills that can only be learnt through practice. It is about having new ideas and departing from habitual pathways traced by everyday experience in order to obtain new outputs. It is essential to stimulate creativity in school in order to be able to handle efficiently today’s new challenges, which present themselves in different areas of our lives. Teaching creativity is therefore a strategy for the future. Key words: creativity, innovation, education, knowledge, attitude.SOMMAIRE: Nous définissons la créativité comme une habilité que l’on peut atteindre, comme un attribut auquel tous les êtres humains participent, même si elle a besoin d’être cultivée. La capacité d’être créatif est un mélange de connaissances, d’attitudes et d’habilités que l’on peut atteindre moyennant la pratique. Il s’agît de trouver des nouvelles idées, en sortant des chemins existants, à travers l’expérience afin d’obtenir de nouveaux produits. Dès l’école il est nécessaire de stimuler la créativité pour pouvoir affronter les défis actuels, dans les différents domaines de la réalité en apportant des solutions aux nouveaux problèmes. Eenseigner la créativité, c’est une stratégie pour l’avenir.


Author(s):  
Jorge Sierra Merchán

ResumenEn la discusión sobre las implicaciones éticas de la ingeniería genética, es común establecer una diferencia entre eugenesia negativa y eugenesia positiva. La eugenesia negativa está conformada por procedimientos orientados a corregir defectos genéticos, es decir, a evitar o minimizar la trasmisión de enfermedades hereditarias. La eugenesia positiva consiste en potenciar u optimizar caracteres que se consideran deseables (belleza o inteligencia). Una cosa es reparar, con fines terapéuticos, un error genético y otra cosa es mejorar genéticamente un rasgo que se considera bueno y deseable. En este sentido cabe preguntarse: ¿hay un deber moral de evitar, mediante la ingeniería genética, que los niños nazcan con discapacidades y no se les condene a una vida de desgracia? ¿O hay también un deber moral equivalente de garantizar que los niños posean belleza e inteligencia? El presente texto busca responder ambas cuestiones mediante una evaluación de los argumentos en pro y en contra de la eugenesia desarrollados por Singer y Nussbaum. Sostendré que hay una obligación moral de aplicar la eugenesia negativa, mientras que tal obligación no es extensiva para el caso de la eugenesia positiva. Esto implica que no es posible exigir un presunto derecho a ser desgraciado ni desde el punto de vista de los padres ni desde el punto de vista de los futuros hijos para el caso de la eugenesia negativa, en tanto que para el caso de la eugenesia positiva el derecho a ser desgraciados parece ser más defendible. Palabras clave: Eugenesia, genoma humano, principio preventivo, Singer, Nussbaum**********************************************************Is it possible to claim a alleged right to be disgraced? The “happy world” of eugenicsAbstractIn the discussion about the ethical implications of genetic engineering it is usual to distinguish between negative and positive eugenics. Negative eugenics refers to genetic imperfections correction procedures, which aim to avoid or minimize the transmission of hereditary diseases. Positive eugenics consists in the improvement or optimization of features considered desirable (as beauty or intelligence). One thing is to repair, for therapeutic purposes, a genetic error, and another to genetically improve a feature considered good and desirable. In this sense one could ask if it is a moral duty to avoid, through genetic engineering, impairments in newborns, saving them from an unfortunate life; and if there is also an equivalent moral duty to guarantee that children possess beauty and intelligence. This paper aims to answer both questions through an evaluation of the arguments for and against eugenics proposed by Singer and Nussbaum. I will hold that though there is a moral obligation to apply negative eugenics, this kind of obligation is not present in the case of positive eugenics. This implies that it is not possible to demand a presumed right to be miserable, either from the parent’s or the future children’s point of view, in the case of negative eugenics, although this presumed right to be miserable seems to be more defensible in the case of positive eugenics. Key words: Eugenics, human genome, preventive principle, Singer, Nussbaum.**********************************************************É possível reclamar um alegado direito a ser desgraçado? O “mundo feliz” da eugenesiaResumoNa discussão sobre as implicações éticas da engenharia genética é frequente estabelecer uma diferenciação entre eugenesia negativa e eugenesia positiva. A eugenesia negativa está conformada pelos procedimentos orientados a corrigir defeitos genéticos, ou seja, evitar ou minimizar a transmissão de doenças hereditárias. A eugenesia positiva consiste em potenciar ou aperfeiçoar caracteres que se consideram desejáveis (beleza ou inteligência). Uma coisa é reparar, com fins terapêuticos, um erro genético, e outra coisa é melhorar geneticamente um traço que se considera bom ou desejável, Nesse sentido é possível perguntar: há o dever moral de evitar, mediante a engenharia genética, que as crianças nasçam com incapacidades e não sejam condenados a uma vida de desgraça? Ou há também um dever moral equivalente de que as crianças possuam beleza e inteligência? O presente texto procura responder ambas as questões mediante uma avaliação dos argumentos em prol e em contra da eugenesia desenvolvidos por Singer e Nussbaum. Vou suster que há uma obrigação moral de aplicar a eugenesia negativa, enquanto que tal obrigação não é extensiva para o caso da eugenesia positiva. Isto implica que não é possível exigir um pressuposto direito a ser desgraçado nem desde o ponto de vista dos pais nem desde o ponto de vista dos futuros filhos no caso da eugenesia negativa, em tanto que no caso da eugenesia positiva o direito a ser desgraçados parece ser mais defendível. Palavras chave: Eugenesia, genoma humano, princípio preventivo, Singer, Nussbaum.


1961 ◽  
Vol 55 (3) ◽  
pp. 560-565 ◽  
Author(s):  
Glenn Tinder

American students of society and politics for the most part view “historicism”—the ascription to history of an overall direction and goal—with attitudes ranging from skepticism to overt hostility. In the general view, no valid propositions can be framed concerning matters so shrouded in darkness as the course and the end of history. Indeed it may well be asked, when we use such terms, whether we are referring to realities or merely to inventions of the imagination. Historicist theories are also said to tend to undermine concern for the individual; the needs of the present, living person are likely to shrink into apparent insignificance before the imagined events of a future age. On the part of those who in recent years have seen the bloody trails left by pretended ministers of historical missions, such misgivings are understandable.Are social scientists and political thinkers at liberty, however, dogmatically to reject historicism? It is the purpose of this article to argue that they are not. For if history is without meaning, it is difficult to avoid the conclusion that social and political affairs, which make up a large part of what we treat as history, are also without meaning. Why then should one study, or take part in, these affairs? What is at stake, in the last analysis, is our right—or duty—to regard the world we inhabit, not merely as alien material to be used or ignored as we please, but as a realm of being with which we are fundamentally united and in which, consequently, we are properly participants.


Diametros ◽  
2019 ◽  
pp. 61-71
Author(s):  
Seungbae Park

Nickles raises many original objections against scientific realism. One of them holds that scientific realism originates from the end of history illusion. I reply that this objection is self-defeating and commits the genetic fallacy. Another objection is that it is unknowable whether our descendants will regard our current mature theories as true or false. I reply that this objection entails skepticism about induction, leading to skepticism about the world, which is inconsistent with the appeal to the end of history illusion. Finally, I argue that we have an inductive rationale for thinking that will lead our descendants to regard our current mature theories as true.


Xihmai ◽  
2013 ◽  
Vol 6 (12) ◽  
Author(s):  
Patricia Ibargüengoitia y Renterí­a

Resumen En este artí­culo se define a la persona humana individual, incomunicable e intransferible por su naturaleza creada, así­ como la importancia de ser considerada con estas caracterí­sticas que la integran con sus facultades superiores y su unidad ontológica de cuerpo y alma, así­ como su naturaleza social a fin de ser tomada en cuenta para proporcionarle una educación integral.   Palabras clave: Facultades cognoscitivas sensitivas, facultades sensitivas afectivas, facultades racionales: intelecto y voluntad. Abstract This article defines the individual human person, incommunicable and non-transferable by its created nature, as well as by the importance of being considered with these characteristics which integrate it with its higher faculties and its ontological unity of body and soul, as well as its social nature in order to be taken into account to provide it with an integral education.   Key words: Cognitive sensitive faculties, sensitive affective faculties, rational faculties: intellect and will.


2011 ◽  
Vol 4 (1) ◽  
pp. 1-17
Author(s):  
Toon Staes

The reevaluation of the past in Don DeLillo’s Underworld and Cosmopolis can be seen as a valuable counterargument to Francis Fukuyama’s triumphalistic claim that contemporary society heralds the end of history. The sublime multiplicity of history in both novels illustrates how time eventually collapses in the eternal present of capital and technology. Consequently, it appears that postindustrial society draws in the individual to create a system with no outside. DeLillo’s historiographic metafiction nonetheless shows how rewriting the past can prevent history from being conclusive and teleological. Narrative therefore provides an alternative to established History — in which all events connect in light of the inevitable — but it also resists the solipsistic void of speculation and hearsay.


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