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Francisco de Quevedo (2025). Desconsuelos de los dichosos para que reconozcan los peligros de serlo y sepan prevenirlos. Antonio Azaustre Galiana y José Manuel Rico García (eds.)
No full textFrancisco de Quevedo (2025).
Desconsuelos de los dichosos para que reconozcan los peligros de serlo y sepan prevenirlos.
Antonio Azaustre Galiana y José Manuel Rico García (eds.).
Madrid/Frankfurt: Iberoamericana/Vervuert, 282 pp.
[ISBN 978-84-9192-504-0]
Elite consumption practices in the Early Bronze Age: faunal evidence from the Palace of the Copper Axes at Khirbet al-Batrawy (Jordan)
No full textThe study of the faunal assemblage retrieved during the excavations carried out between 2009 and 2012 by Prof. Lorenzo Nigro (Sapienza University of Rome) in the so-called Palace of the Copper Axes in Khirbet al-Batrawy (Jordan) provides information on the exploitation of animal resources in an Early Bronze Age elite context, along with the last stages of the life of this settlement. The animal economy was based on sheep/goat, although the frequency of equids suggests that the town was an important hub along the trade routes. In addition to transport, equids were also consumed, a dual use also documented for cattle. Suids, including wild boar, were very rare. Hunting represented only a minor contribution to human diet. Remarkable is the presence of two remains of a bear paw which, considering the context, may constitute a luxury proxy. The comparison with other coeval sites from the Southern Levant evidences that the Batrawy faunal assemblage conforms with many of the expectations for an “urban” context. Indeed, that the destruction of the city follows a trend similar to that of many settlements from this region.The study of the faunal assemblage retrieved during the excavations carried out between 2009 and 2012 by Prof. Lorenzo Nigro (Sapienza University of Rome) in the so-called Palace of the Copper Axes in Khirbet al-Batrawy (Jordan) provides information on the exploitation of animal resources in an Early Bronze Age elite context, along with the last stages of the life of this settlement. The animal economy was based on sheep/goat, although the frequency of equids suggests that the town was an important hub along the trade routes. In addition to transport, equids were also consumed, a dual use also documented for cattle. Suids, including wild boar, were very rare. Hunting represented only a minor contribution to human diet. Remarkable is the presence of two remains of a bear paw which, considering the context, may constitute a luxury proxy. The comparison with other coeval sites from the Southern Levant evidences that the Batrawy faunal assemblage conforms with many of the expectations for an “urban” context. Indeed, that the destruction of the city follows a trend similar to that of many settlements from this region
The question of memory in deliberative democracy
No full textLas relaciones entre historia y memoria en sociedades post-autoritarias suponen un desafío para las democracias actuales. El siguiente artículo analiza el concepto de memoria en democracia deliberativa, un tema olvidado por los principales estudiosos de este subcampo de la teoría democrática. En primer lugar, analizamos los procesos de las formaciones de la memoria, es decir, las dimensiones, los niveles y los componentes de la memoria que sirven como punto de conexión con la identidad, ya sea esta individual o colectiva, en términos morales y políticos. Este enfoque permite, en segundo lugar, tratar algunas consideraciones epistémicas sobre el pasado que están en la base de los distintos procesos de formación de identidades involucradas en cualquier deliberación a la hora de hacer un uso público de la historia en sociedades democráticas pluralistas, multiculturales y heterogéneas.The relationship between history and memory in post-authoritarian societies poses a challenge for today’s democracies. The following article analyzes the concept of memory in deliberative democracy, a topic neglected by the main scholars of this subfield of democratic theory. First, we analyze the processes of memory formations, that is, the dimensions, levels and components of memory that serve as a point of connection with identity, whether individual or collective, in moral and political terms. This approach allows, secondly, to address some epistemic considerations about the past that are at the basis of the different processes of identity formation involved in any deliberation when making a public use of history in pluralistic, multicultural and heterogeneous democratic societies
The Alliance of Humanity in Krause and the opening to a complex and transversal Concept of Human and World Citizenship
No full textLa filosofía social de K. Ch. F Krause puede iluminar nuestro presente, por mucho que pueda parecer utópica. La clave de su propuesta se encuentra en la noción de Alianza de la Humanidad, a la que pertenecería cada individuo desde diversas esferas, no solo nacionales, sino desde los ámbitos fundamentales de la actividad humana (ciencia, arte, educación, religión...); este carácter complejo y transversal de la ideación de una posible ciudadanía global evita de raíz el problema del monolitismo o unitarismo que un imaginario gobierno mundial o sociedad de naciones pudiera plantear.The Social Philosophy of K. Ch. F. Krause can iluminate our present, however utopian it may seem. The key of his proposal can be found in the notion of the Alliance of Humanity, to which each individual would belong from various spheres, not only national, but from the fundamental areas of human activity (Science, Art, Education, Religion...). This complex and transversal nature of the idea of a possible global citizenship fundamentally avoids the problem of monolithism or unitarism that an imaginary World Government or a Society of Nations could pose
Jean-Luc Marion: Alterity’s ghost in Descartes
No full textMuchos señalaron un solipsismo en la filosofía de Descartes. La existencia del ego se basa en una demostración tautológica que establece una relación lógica entre el pensar y el ser. Sin embargo, al distinguir entre las diferentes modalidades del cogito en Descartes, Jean-Luc Marion muestra que si bien el cogito ergo sum excluye todo ente que no se manifieste en tanto que objeto, el cogito de las Meditaciones abre una alteridad originaria del ego que no se evidencia en su capacidad de entrar en relación con diferentes alter egos sino más bien como la estructura originaria del sujeto que está habitada, desde siempre, por la presencia del otro.
Many philosophers denounced Descartes’s philosophy as a solipsism. The assertion of the existence of the ego appears as a tautological demonstration that establishes a logical relation between thought and being. However, by distinguishing the different formulas of the cogito, Jean-Luc Marion shows that although the “cogito ergo sum” excludes any entity that does not manifest itself as an object, the cogito of the Meditations opens up an originary alterity that relies, not on its capacity to relate to alter egos but rather on an originary structure of the subject that has always already been haunted by the presence of some kind of other
When did Hegel read Leibniz? A note on monades in Science of Logic
No full textThis research suggests that Hegel did not read Leibniz until a few years after the writing of his Science of Logic. This does not mean that Hegel did not deal with Leibniz’s philosophy. On the contrary, he did, but as this research will show, his interpretation was, in fact, that of Wolff.Esta investigación plantea que Hegel no leyó a Leibniz hasta unos años más tarde de la redacción de su Ciencia de la lógica. Esto no significa que Hegel no tratase la filosofía leibniziana. Al contrario, lo hacía, pero como se mostrará en esta investigación, su interpretación era, en realidad, la de Wolff
WOMEN, RIGHTS, AND HISTORY. AN EXHIBITION OF THE UAM FACULTY OF LAW LIBRARY’S COLLECTION.
No full textRecensión de la exposición bibliográfica "Mujeres, Derechos, Historias", celebrada en la Biblioteca de la Facultad de Derecho de la UAM durante los meses de marzo y abril de 2025, en el marco de las actividades organizadas por el Grupo de Trabajo Clara Campoamor.Review about an exhibition of the bibliographical holdings of the Faculty of Law of the UAM (March-April 2025). It was organized in the frame of the activities of the Clara Campoamor Working Group, Faculty of Law, Universidad Autónoma de Madrid.
Hibridização e Pluriliteracias: Novas Oportunidades para Reconceber a Relação Escola-Famílias
No full textThe paper presents a research study conducted in four schools in Catalonia within multilingual settings. The study emerges from the need to reconfigure the concept of diversity, literacy practices, and new forms of equitable relationships between schools and families in the face of persistent inequalities. Framed within the critical literacy perspective, the study is grounded in the concepts of pluriliteracies, multimodality, and third space, with the aim of fostering new literacy practices that engage all social agents—teachers, learners, and families—and of exploring teachers’ beliefs about these practices and about school–family relationships. Within a qualitative, participatory, and ethnographic methodological approach, semi-structured interviews and focus groups were conducted, from which a discourse analysis was carried out to identify and trace teachers’ beliefs. The results reveal that schools largely maintain a deficit-oriented perspective that delegitimizes the literacy practices of families. Regarding school–family relationships, conceptualizations tend to revolve around notions of reception or invitation rather than equitable collaboration. The study concludes that the implemented actions have fostered awareness-raising processes that contribute to identifying new challenges in teacher education, aimed at reconceptualizing persistent ontological and deficit-based views and promoting transformative changes toward social and educational justice.El artículo presenta una investigación, desarrollada en cuatro centros educativos de Cataluña en entornos multilingües, que surge de la necesidad de una nueva configuración del concepto de diversidad, de las literacidades y de nuevas formas de relación equitativa escuela-familias ante problemáticas desigualitarias. En el marco crítico de la literacidad, el estudio arraiga en los conceptos de pluriliteracidades, multimodalidad y tercer espacio para impulsar nuevas prácticas letradas que involucran a todos los agentes: docentes, aprendices y familiares, así como para explorar las creencias de los docentes sobre estas prácticas y sobre la relación escuela-familias. En el enfoque metodológico cualitativo, participativo y etnográfico se integran entrevistas semiestructuradas y grupos focales, a partir de los cuales se realiza un análisis del discurso orientado a identificar y trazar las creencias de los participantes. Los resultados muestran que la escuela mayoritariamente mantiene una perspectiva deficitaria y deslegitimadora de la literacidad de las prácticas letradas familiares. En cuanto a la relación escuela-familia, se observan conceptualizaciones conformadas en torno a acogida o invitación y no a colaboración equitativa. Se concluye que la acción impulsada ha tenido un efecto de toma de conciencia que contribuye a trazar nuevos retos en la formación del profesorado para reconceptualizar todo aquello en lo que perviven visiones ontológicas y deficitarias y para propiciar cambios hacia la justicia social y educativa.O artigo apresenta uma investigação, desenvolvida em quatro centros educativos da Catalunha em ambientes multilingues, que surge da necessidade de uma nova configuração do conceito de diversidade, das literacias e de novas formas de relação equitativa entre a escola e as famílias face a problemas de desigualdade. No quadro crítico da literacia, o estudo baseia-se nos conceitos de pluriliteracias, multimodalidade e terceiro espaço para impulsionar novas práticas literárias que envolvem todos os agentes: professores, alunos e familiares, bem como para explorar as crenças dos professores sobre estas práticas e sobre a relação escola-famílias. Na abordagem metodológica qualitativa, participativa e etnográfica, são integradas entrevistas semiestruturadas e grupos focais, a partir dos quais é realizada uma análise do discurso orientada para identificar e traçar as crenças dos participantes. Os resultados mostram que a escola mantém, em sua maioria, uma perspectiva deficiente e deslegitimadora da literacia das práticas literárias familiares. Quanto à relação escola-família, observam-se conceituações conformadas em torno do acolhimento ou convite e não da colaboração equitativa. Conclui-se que a ação impulsionada teve um efeito de conscientização que contribui para traçar novos desafios na formação de professores para reconceituar tudo aquilo em que sobrevivem visões ontológicas e deficitárias e para promover mudanças em direção à justiça social e educacional
O Mérito Escolar e a Excelência Além das Aparências
No full textThis article aims to examine the representations of students distinguished for their academic merit regarding their educational trajectory in secondary schooling, with particular emphasis on the processes through which academic excellence is constructed. The study is framed within the interpretive paradigm and employs a case study strategy in a longitudinal perspective, drawing on a questionnaire survey (N=411), individual interviews (n=11), and research diary records. The qualitative analysis, grounded in thematic content analysis, enabled the organisation of categories around dimensions such as school performance, prior academic preparation, expectations, pressure for results, school competition, and the role of families. The findings reveal that students perceive secondary education as a stage of intense competitive pressure, dominated by a performative logic centred on grades and distinctions, often reinforced by private tutoring, grade inflation, and the creation of homogeneous classes. This environment generated intellectual, psychological, and physical strain, while limiting students’ preparation for the transition to higher education. The discussion highlights the “latent face” of school excellence, in which school practices intersect with family strategies, contributing to the reproduction of inequalities despite the meritocratic rhetoric of fairness and equal opportunities.Este artículo examina las representaciones de los estudiantes distinguidos por su mérito académico en relación con su trayectoria educativa en la enseñanza secundaria, con énfasis en los procesos de construcción de la excelencia académica. El estudio se enmarca en el paradigma interpretativo y emplea una estrategia metodológica de estudio de casos en una perspectiva longitudinal, basada en un cuestionario (N=411), entrevistas individuales (n=11) y registros de un diario de investigación. El análisis cualitativo, sustentado en el análisis de contenido temático, permitió organizar categorías en torno a dimensiones como el rendimiento escolar, la preparación académica previa, las expectativas, la presión por los resultados, la competencia escolar y el papel de las familias. Los hallazgos muestran que los estudiantes perciben la educación secundaria como una etapa de intensa presión competitiva, dominada por una lógica performativa centrada en calificaciones y distinciones, reforzada por clases particulares, inflación de notas y creación de clases homogéneas. Este entorno generó desgaste intelectual, psicológico y físico, limitando la preparación para la transición a la educación superior. La discusión resalta la “cara latente” de la excelencia escolar, donde prácticas escolares y estrategias familiares convergen, reproduciendo desigualdades pese a la retórica meritocrática de justicia e igualdad de oportunidades.Este artigo examina as representações dos alunos distinguidos pelo seu mérito académico em relação à sua trajetória educativa no ensino secundário, com ênfase nos processos de construção da excelência académica. O estudo enquadra-se no paradigma interpretativo e emprega uma estratégia metodológica de estudo de casos numa perspetiva longitudinal, baseada num questionário (N=411), entrevistas individuais (n=11) e registos de um diário de investigação. A análise qualitativa, sustentada na análise de conteúdo temático, permitiu organizar categorias em torno de dimensões como desempenho escolar, preparação académica prévia, expectativas, pressão por resultados, competição escolar e papel das famílias. Os resultados mostram que os estudantes percebem o ensino secundário como uma etapa de intensa pressão competitiva, dominada por uma lógica performativa centrada em notas e distinções, reforçada por aulas particulares, inflação de notas e criação de turmas homogéneas. Este ambiente gerou desgaste intelectual, psicológico e físico, limitando a preparação para a transição para o ensino superior. A discussão destaca o «lado latente» da excelência escolar, onde práticas escolares e estratégias familiares convergem, reproduzindo desigualdades apesar da retórica meritocrática de justiça e igualdade de oportunidades
Book review of Andrés MOURENZA (2020): Sínora. Historias de la frontera de Europa y de las personas que la habitan, La Caja Books, Valencia, 234 páginas
No full textBook review of Andrés MOURENZA (2020): Sínora. Stories from Europe\u27s Border and the People Who Live There, La Caja Books, Valencia.Reseña de Andrés Mourenza (2020): Sínora. Historias de la frontera de Europa y de las personas que la habitan, La Caja Books, Valenci