1,720,963 research outputs found
Neoliberal rationality and university education: A study in the philosophy of education
No full textTesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, leída el 17-04-2023La presente tesis doctoral, que lleva por título Racionalidad neoliberal y formación universitaria. Un estudio en filosofía de la educación, es fruto del interés de su autor por un problema que le ha venido inquietando durante largo tiempo: el cuidado y el desarrollo del «bien común» en las democracias occidentales. Como cualquier forma de cuidado, esta también es susceptible de evaporarse por desinterés o despreocupación. Por eso, es clave pensar cuáles son las condiciones que mantienen viva una sociedad democrática y cuál es el papel que la educación juega en dicho proceso. No otro es el motivo que impulsa, en el fondo, esta investigación. En tanto que uno de los modos de acercamiento a la reflexión educativa, la filosofía de la educación nos ha permitido adentrarnos en el actual problema del neoliberalismo y su reconstrucción económica del ámbito de la educación superior, específicamente en el entorno europeo. Un problema que, como se verá a lo largo de esta tesis, es esencial a la hora de pensar la ciudadanía democrática y su relación con el «bien común»...The current doctoral thesis, entitled Neoliberal rationality and university education. A study in the philosophy of education, it is the result of the author's interest in a problem that has been bothering him for a long time: the care and development of the «common good» in Western democracies. Like any form of care, this is also susceptible to evaporation due to lack of interest or carelessness. Therefore, it is key to think about the conditions that keep a democratic society alive and what is the role that education plays in this process. There is no other motive to drive, in the end, this investigation.As one of the ways of approaching educational reflection, the philosophy of education has allowed us to delve into the current problem of neoliberalism and its economic reconstruction in the field of higher education, specifically in the European environment. A problem that, as will be seen throughout this thesis, is essential when thinking about democratic citizenship and its relationship with the «common good»...Fac. de EducaciónTRUEpu
Agonismo y violencia: Chantal Mouffe ante el desafío de la representación.
Full text linkEn este trabajo se proponen algunos elementos de reflexión sobre la naturaleza de la
relación entre adversarios desarrollada por Chantal Mouffe en su modelo de «pluralismo
agonístico». Tomando como punto de partida la tesis de Mouffe de que el objetivo de la
política democrática es la transformación del enemigo en adversario, este artículo se
centra en abordar cómo es posible pensar este pasaje, lo cual nos conduce al problema
de cómo se traducen o canalizan los antagonismos en agonismos. Ahora bien, abordar
esta cuestión implica pasar por el problema de la violencia, un problema que, a nuestro
modo de ver, se encuentra ausente en los trabajos de Mouffe.This work proposes some elements of reflection on the nature of the relationship between
adversaries developed by Chantal Mouffe in her model of "agonistic pluralism". Taking as a
starting point Mouffe's thesis that the objective of democratic politics is the transformation
of the enemy into an adversary, this article focuses on dealing with how it is possible to
think about this passage, which leads us to the problem of how antagonisms are translated
or channeled into agonisms. However, tackling this question implies going through the
problem of violence, a problem that, in our opinion, is absent in Mouffe's works
Civic rationality, political competence and radical democracy. A study in the political philosophy of education
Full text linkEl problema o tema abordado en esta investigación, cuyo carácter es teórico, consiste en pensar (o repensar) el tipo de vínculo que existe entre la educación, en todos sus niveles, y la vida democrática, es decir, la democracia entendida como una forma de vida. En otras palabras, en qué medida la educación en su estado actual, condicionada como está por los discursos dominantes de la denominada Learning Society, contribuye a una plena formación de los ciudadanos o sujetos políticos. La metodología empleada para ello es la habitual en el campo de la investigación filosófica: el estudio de fuentes primarias y secundarias, la elaboración de borradores de trabajo, la discusión con nuestros directores sobre los borradores, y la corrección y redacción final de éstos. Al abordar el problema en cuestión, encontramos tres asuntos que, desde nuestro punto de vista, no están lo suficientemente problematizados en los discursos pedagógicos contemporáneos: por un lado, la idea actual dominante de que la sociedad se beneficiaría mucho de la compenetración entre el mundo de la empresa y el mundo de la enseñanza; por otro lado, el peligro de pensar al ciudadano mucho más como un sujeto «social» que como un sujeto «político», lo cual compromete una cierta idea de lo que es la educación; finalmente, el problema de reducir la democracia a un conjunto de reglas o procedimientos. A cada uno de estos tres asuntos problemáticos corresponde cada parte de nuestra investigación, a saber: la tensión entre los diversos modos de entender la democracia y los efectos que estos generan (tanto a nivel social como educativo); el lugar o el papel de la educación en la vida democrática; y el problema de cómo debemos pensar al ciudadano de un sistema político liberal democrático.The problem or theme addressed in this research, which is theoretical in nature, consists of thinking about (or rethinking) the kind of link that exists between education, at all levels, and democratic life, that is, democracy understood as a way of life. In other words, to what extent education in its current state, conditioned as it is by the dominant discourses of the so-called Learning Society, contributes to the full formation of citizens or political subjects. The methodology used for this is the usual one in the field of philosophical research: the study of primary and secondary sources, the elaboration of working drafts, the discussion with our directors about the drafts, and the correction and final writing of these. In addressing the problem in question, we find three issues that, from our point of view, are not sufficiently problematized in contemporary pedagogical discourses: on the one hand, the current dominant idea that society would benefit greatly from the interpenetration between the world of business and the world of education; on the other hand, the danger of thinking the citizen much more as
a "social" subject than as a "political" subject, which compromises a certain idea of what education is; finally, the problem of reducing democracy to a set of rules or procedures. Each of these three problematic issues corresponds to each part of our research, namely: the tension between the various ways of understanding democracy and the effects they generate (both socially and educationally); the place or role of education in democratic life; and the problem of how we should think about the citizen of a democratic political system.Fac. de EducaciónTRUEpu
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Racionalidade Neoliberal, Meritocracia e Desigualdade: Reflexões a partir do Sistema Escolar de Madrid
No full textThe article examines how neoliberal logics, meritocracy, and social inequalities intersect within the contemporary educational system. Drawing on critical social theory, it defines neoliberal rationality as economization, competitive dynamics, and an ethical discourse. Based on prior research into the Madrid school system—a paradigmatic case of neoliberal policies—it analyzes their impact with special attention to meritocratic rhetoric. Through a typology of school models and family perspectives, it demonstrates that school choice and institutional autonomy produce differentiated educational circuits, giving rise to specific forms of social and educational inequality via processes of social closure and school segregation. The study concludes that the neoliberal quasi-market shapes individuals into “entrepreneurs of themselves,” solely responsible for maximizing their educational capital, thereby internalizing market and performance logics as central criteria for school life. This fragmentation of the school system contributes to “parallel universes” and erodes the common good. Finally, the article argues for rethinking the social role of public schooling based on principles of equity, redistribution, justice, and social cohesion to restore that common foundation.El artículo examina cómo se entrelazan las lógicas neoliberales, la meritocracia y las desigualdades sociales en el sistema educativo en nuestro contexto actual. Mediante un análisis fundamentado en la teoría social crítica define la racionalidad neoliberal como economización, sistema competitivo y discurso ético. A partir de investigaciones previas del sistema escolar de la Comunidad de Madrid, caso paradigmático de políticas neoliberales, analiza el impacto de estas con atención al discurso de la meritocracia. Mediante una tipología de estilos de centro y de miradas familiares se explica que la libertad de elección y autonomía de los centros generan circuitos escolares diferenciados con formas específicas de desigualdad educativa y social por procesos de cierre social y segregación escolar. Se concluye que el cuasimercado neoliberal produce modos de subjetivación de los individuos como “empresarios de sí mismos” y responsables únicos de maximizar su capital educativo, interiorizando lógicas de mercado y rendimiento como criterios primordiales para la vida escolar. La fragmentación del sistema escolar contribuye a una vida en “universos paralelos” y a una pérdida de lo común. Finalmente, se aboga por repensar la función social de la escuela pública desde principios de equidad, redistribución, justicia y cohesión social que restauren lo común.O artigo examina como as lógicas neoliberais, a meritocracia e as desigualdades sociais se entrelaçam no sistema educativo no nosso contexto atual. Através de uma análise baseada na teoria social crítica, define a racionalidade neoliberal como economização, sistema competitivo e discurso ético. A partir de investigações anteriores sobre o sistema escolar da Comunidade de Madrid, caso paradigmático das políticas neoliberais, analisa o impacto destas com atenção ao discurso da meritocracia. Através de uma tipologia de estilos de centro e de visões familiares, explica-se que a liberdade de escolha e a autonomia dos centros geram circuitos escolares diferenciados com formas específicas de desigualdade educativa e social por processos de encerramento social e segregação escolar. Conclui-se que o quase-mercado neoliberal produz modos de subjetivação dos indivíduos como «empresários de si mesmos» e únicos responsáveis por maximizar o seu capital educativo, interiorizando lógicas de mercado e desempenho como critérios primordiais para a vida escolar. A fragmentação do sistema escolar contribui para uma vida em «universos paralelos» e para uma perda do comum. Finalmente, defende-se repensar a função social da escola pública a partir de princípios de equidade, redistribuição, justiça e coesão social que restaurem o comum
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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