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class="js-profile-view-count"></span></p></div></span></div><div class="user-bio-container"><div class="profile-bio fake-truncate js-profile-about" style="margin: 0px;">Apasionado por los saberes ancestrales<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="suggested-academics-container"><div class="suggested-academics--header"><p class="ds2-5-body-md-bold">Related Authors</p></div><ul class="suggested-user-card-list"><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://unizg.academia.edu/AndrejDujella"><img class="profile-avatar u-positionAbsolute" alt="Andrej Dujella" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/29857/9709/9189/s200_andrej.dujella.jpg" 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class="profile--tab_heading_container js-section-heading" data-section="Teaching Documents" id="Teaching Documents"><h3 class="profile--tab_heading_container">Teaching Documents by Rafael Gonzalo Angarita Cáceres</h3></div><div class="js-work-strip profile--work_container" data-work-id="43737956"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/43737956/El_criterio_de_claridad_y_distinci%C3%B3n_en_la_Quinta_meditaci%C3%B3n_"><img alt="Research paper thumbnail of El criterio de claridad y distinción en la “Quinta meditación”" class="work-thumbnail" src="https://attachments.academia-assets.com/64048222/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/43737956/El_criterio_de_claridad_y_distinci%C3%B3n_en_la_Quinta_meditaci%C3%B3n_">El criterio de claridad y distinción en la “Quinta meditación”</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://pedagogica.academia.edu/RevistaFoliosUniversidadPedag%C3%B3gicaNacional">Revista Folios Universidad Pedagógica Nacional</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/RafaelAngarita5">Rafael Gonzalo Angarita Cáceres</a></span></div><div class="wp-workCard_item"><span>Revista Folios</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">En este artículo de investigación se hace una comparación del modo como se presenta el criterio d...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">En este artículo de investigación se hace una comparación del modo como se presenta el criterio de certeza en las versiones latina (escrita por Descartes) y francesa (avalada por Descartes) de la “Quinta meditación”. Con el objeto de identificar elementos que permitan articular, de mejor modo, una respuesta a la disparidad encontrada, se propone remitirnos a unos apartados centrales de la obra de Descartes en los que se presenta el aludido criterio: Discurso y Principia. Los hallazgos realizados en este recorrido permitirán identificar un triple movimiento en la presentación del criterio decerteza en la “Quinta meditación”: el criterio implícito (una vez referido a la distinción y otra a la claridad, siempre en conexión con la evidencia); el<br />explícito, pero solo en la versión francesa, y, finalmente, la enunciación explícita del criterio en las versiones francesa y latina<br /><br />Palabras clave: Descartes, fifth meditation, discourse, principia, the clearness and distinctness’ criterion (en)<br />Palabras clave: Descartes, quinta meditación, discurso, principia, criterio de calidad y distinción (es)<br />Palabras clave: Descartes, quinta meditação, discurso, principia, critérios de clareza e distinção (pt)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4aebd72ce0b5bbfbbb060b41fe454903" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":64048222,"asset_id":43737956,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/64048222/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43737956"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43737956"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43737956; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Rafael Gonzalo Angarita Cáceres</h3></div><div class="js-work-strip profile--work_container" data-work-id="104088108"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104088108/Valor_ancestral_de_los_objetos_t%C3%A9cnicos_wiwas_en_la_Sierra_Nevada_de_Santa_Marta_Colombia"><img alt="Research paper thumbnail of Valor ancestral de los objetos técnicos wiwas en la Sierra Nevada de Santa Marta, Colombia" class="work-thumbnail" src="https://attachments.academia-assets.com/103908601/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104088108/Valor_ancestral_de_los_objetos_t%C3%A9cnicos_wiwas_en_la_Sierra_Nevada_de_Santa_Marta_Colombia">Valor ancestral de los objetos técnicos wiwas en la Sierra Nevada de Santa Marta, Colombia</a></div><div class="wp-workCard_item"><span>Revista Guillermo de Ockham</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">El artículo reflexiona sobre el valor del pensar-técnico de los wiwas (uno de los cuatro grupos i...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">El artículo reflexiona sobre el valor del pensar-técnico de los wiwas (uno de los cuatro grupos indígenas que habitan la Sierra Nevada de Santa Marta, un sistema montañoso periférico ubicado al norte de Colombia), a la luz de los conceptos de objeto técnico de Gilbert Simondon, de cosmotécnica de Yuk Hui y del enfoque antropológico del perspectivismo amerindio amazónico propuesto por Eduardo Viveros de Castro. El análisis muestra que esta cultura se configura como decidida a buscar y consolidar la estabilidad cosmológico cosmogónica desde una perspectiva filosófica ancestral propia o shama zhigui. Los tópicos que constituyen la filosofía wiwa pueden ser identificados en los actos y los objetos técnicos, como el suzu, mochila realizada por la mujer, y del dumburru, poporo construido por el hombre. La elaboración, el uso y la relación de estos objetos a nivel individual y social proclaman una visión técnica integral de las potencias de la naturaleza planetaria, lo humano y lo cósmico.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2048f0d736c085206b654481f186c78a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103908601,"asset_id":104088108,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103908601/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104088108"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104088108"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104088108; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104088108]").text(description); $(".js-view-count[data-work-id=104088108]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104088108; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104088108']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2048f0d736c085206b654481f186c78a" } } $('.js-work-strip[data-work-id=104088108]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104088108,"title":"Valor ancestral de los objetos técnicos wiwas en la Sierra Nevada de Santa Marta, Colombia","internal_url":"https://www.academia.edu/104088108/Valor_ancestral_de_los_objetos_t%C3%A9cnicos_wiwas_en_la_Sierra_Nevada_de_Santa_Marta_Colombia","owner_id":165586939,"coauthors_can_edit":true,"owner":{"id":165586939,"first_name":"Rafael Gonzalo","middle_initials":null,"last_name":"Angarita Cáceres","page_name":"RafaelAngarita5","domain_name":"independent","created_at":"2020-08-06T04:34:50.063-07:00","display_name":"Rafael Gonzalo Angarita Cáceres","url":"https://independent.academia.edu/RafaelAngarita5"},"attachments":[{"id":103908601,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103908601/thumbnails/1.jpg","file_name":"5105.pdf","download_url":"https://www.academia.edu/attachments/103908601/download_file","bulk_download_file_name":"Valor_ancestral_de_los_objetos_tecnicos.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103908601/5105-libre.pdf?1688145850=\u0026response-content-disposition=attachment%3B+filename%3DValor_ancestral_de_los_objetos_tecnicos.pdf\u0026Expires=1739800202\u0026Signature=DPwtdOHsA7IFXxSAN7ceTUe9BNpqavFXwwRFnxZBpNeJQLfbogJYiH5LukS8~mVEoqUvG3VMHScy~3cAMnKc3ka2MXj3PzNFSb0MgjhOyLTyJqo18MOC~MjIUCdiJrvy~2VFogChPIMvGRxbPE5wCxmUOO4KmuGVFt6mJdXk-F3C9IcXLqC5mKbRD5Cqu5YnLZ-tQYOtIwtce6TaXSfBnvYklnBfXj1WBF5ggBVrm5PKUoULInimJ0aaDZ0pekx3gCNP2vGlpTTFpRuGMg2mdM~DZEXgof723F3diDI7iDyh3SWdB789JPUF0rRs1tde~BKvE7DqzzupL70pUNPR1w__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":103908602,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/103908602/thumbnails/1.jpg","file_name":"5105.pdf","download_url":"https://www.academia.edu/attachments/103908602/download_file","bulk_download_file_name":"Valor_ancestral_de_los_objetos_tecnicos.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/103908602/5105-libre.pdf?1688145847=\u0026response-content-disposition=attachment%3B+filename%3DValor_ancestral_de_los_objetos_tecnicos.pdf\u0026Expires=1739800202\u0026Signature=XMvyc2I9kMsrXvOSuahAgkw0CWnB21yE5dcMPjvjS8CAF1WwPvS8w-YKAXsNIW7eODKcjItkKyOT37PgI-9r3SEtsdzYrb~0vth68sZABFYMtvyadm9gBSWcxNqejwh7kxzdjNJY1CfTRYTGw7K5PyyKnh8~31JVi1B3X8AA0YGObHXEaakap~CBRnEpgKi~5YP8RrGi-FZv5~w9VS7KOs6les6-wNV7Uk6bVuNn~y~UF-Fee5PSbYy9bJ01rv997qEOiUmBQzBNsk2OZaGIXRM0ZljjVS1PfevvZY9KBvWVaRIDR1G3jXtYC7g2~jAnh731-UDYBOwlVd0TKrvMgg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="88799963"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/88799963/De_Lo_Que_Queda_Por_Venir_y_No_Se_Lo_Ve_Venir_en_Ningun_Horizonte_O_De_La_Concepcion_De_Democracia_Por_Venir_en_Jacques_Derrida"><img alt="Research paper thumbnail of De Lo Que Queda Por Venir y No Se Lo Ve Venir en Ningun Horizonte O, De La Concepcion De 'Democracia Por Venir' en Jacques Derrida" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/88799963/De_Lo_Que_Queda_Por_Venir_y_No_Se_Lo_Ve_Venir_en_Ningun_Horizonte_O_De_La_Concepcion_De_Democracia_Por_Venir_en_Jacques_Derrida">De Lo Que Queda Por Venir y No Se Lo Ve Venir en Ningun Horizonte O, De La Concepcion De 'Democracia Por Venir' en Jacques Derrida</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Derrida, the thinker of the unconditional welcome of the event, that is to say, from what it is a...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Derrida, the thinker of the unconditional welcome of the event, that is to say, from what it is absolutely indeterminate, that comes, that sees it come in a horizon without horizon, without determination of any type. Then, a foreseeable, necessary, conditional event, programmed, waited for, that is to say, an event on which it counts, never could be lived like event, whereas, indeed, this would represent its cancellation. This is, in sum, as opposed to an event which it are expressed in the unexpected coming of the new thing, of the inanticipable and the no-repetition. This unconditional welcome of which it comes and does not see it come occupies a space of vital importance in the conception of democracy of the author. Thus, thanks to the event we will find what one has occurred in calling democracy to come. When speech of democracy to come, is always a democracy that never will be made present, but that could act of unforeseeable way. One does not treat, then, of which comes from the future and that is precise to hope passively. No, this conception of democracy demands an active militancy in its attainment, knowing full well that never will even arrive. From her, a strong critic to the States is made that have assumed as government form, the democracy; whereas these, when using the force contained in the sovereignty (a force that are expressed of unequivocal way in the reason of State) finish closing all the spaces and dimensions that the democracy seems to open and to protect. When consisting itself the previous thing, we were with the State Gangster, that is to say, with the State that undermines the democracy in which it seemed that it is its fundamental principle: dissent permanent.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="88799963"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="88799963"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 88799963; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=88799963]").text(description); $(".js-view-count[data-work-id=88799963]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 88799963; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='88799963']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=88799963]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":88799963,"title":"De Lo Que Queda Por Venir y No Se Lo Ve Venir en Ningun Horizonte O, De La Concepcion De 'Democracia Por Venir' en Jacques Derrida","internal_url":"https://www.academia.edu/88799963/De_Lo_Que_Queda_Por_Venir_y_No_Se_Lo_Ve_Venir_en_Ningun_Horizonte_O_De_La_Concepcion_De_Democracia_Por_Venir_en_Jacques_Derrida","owner_id":165586939,"coauthors_can_edit":true,"owner":{"id":165586939,"first_name":"Rafael Gonzalo","middle_initials":null,"last_name":"Angarita Cáceres","page_name":"RafaelAngarita5","domain_name":"independent","created_at":"2020-08-06T04:34:50.063-07:00","display_name":"Rafael Gonzalo Angarita Cáceres","url":"https://independent.academia.edu/RafaelAngarita5"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="88799917"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/88799917/El_debate_grupal_una_pr%C3%A1ctica_pedag%C3%B3gica_para_la_ense%C3%B1anza"><img alt="Research paper thumbnail of El debate grupal, una práctica pedagógica para la enseñanza" class="work-thumbnail" src="https://attachments.academia-assets.com/92706930/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/88799917/El_debate_grupal_una_pr%C3%A1ctica_pedag%C3%B3gica_para_la_ense%C3%B1anza">El debate grupal, una práctica pedagógica para la enseñanza</a></div><div class="wp-workCard_item"><span>La Tercera Orilla</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">El presente artículo toma al debate académico como práctica central de enseñanza y de ejercicio d...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">El presente artículo toma al debate académico como práctica central de enseñanza y de ejercicio democrático. En ese sentido, los objetivos del texto consisten en mostrar las principales implicaciones académicas, políticas y sociales que se siguen de la aplicación del debate. Este horizonte es vislumbrado desde una conjunción de métodos: revisión bibliográfica, focus group y lo que se ha denominado como creación y participación conjunta. La metodología aplicada permite postular una nueva concepción de debate que involucra, básicamente, dos aspectos. El primero está dirigido hacia una ampliación de la participación, pues, contraviniendo el modelo norteamericano, no se trata ya del enfrentamiento de dos grupos, sino de un encuentro para la discusión de una temática protagonizada por una variedad más amplia de grupos. El segundo postula una nueva concepción de debate grupal que entraña la participación activa en tres momentos diferenciables, iguales en importancia y necesarios para la e...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="17cf3f74ef7590582b270aaee603b623" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":92706930,"asset_id":88799917,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/92706930/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="88799917"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="88799917"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 88799917; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="84899237"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/84899237/Merit_is_not_meritorious_everywhere_Fairness_in_first_and_third_party_tasks_among_Kogi_children"><img alt="Research paper thumbnail of Merit is not meritorious everywhere: Fairness in first and third-party tasks among Kogi children" class="work-thumbnail" src="https://attachments.academia-assets.com/89767956/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/84899237/Merit_is_not_meritorious_everywhere_Fairness_in_first_and_third_party_tasks_among_Kogi_children">Merit is not meritorious everywhere: Fairness in first and third-party tasks among Kogi children</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Experimental research has studied the emergence of fairness criteria such as merit and equality a...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Experimental research has studied the emergence of fairness criteria such as merit and equality at increasingly younger ages. How much does the recognition and practice of these principles depend on the influence of central aspects of Western educated and industrialized societies? In an attempt to answer these questions, this research report provides evidence regarding the choices of children in the Kogi indigenous community of the Sierra Nevada de Santa Marta, a small-scale society living in the mountains of Northern Colombia that practices swidden agriculture, cattle-raising, and enjoys a special cultural status granted by the Colombian Constitution. Two groups of 6-7 and 10-11 year olds (N=104) were tested on a modified dictator game and several scenarios from a resource distribution task including different fairness criteria. Our results point to the lack of focality of the idea of merit among Kogi children at these ages when deciding on third-party allocation tasks, even when t...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="07c72fcb88696d7ddd04616be1bd579b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":89767956,"asset_id":84899237,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/89767956/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="84899237"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="84899237"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 84899237; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81834285"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/81834285/Fundamentos_filos%C3%B3fico_pol%C3%ADticos_para_la_ense%C3%B1anza_de_la_asignatura_constituci%C3%B3n_pol%C3%ADtica"><img alt="Research paper thumbnail of Fundamentos filosófico-políticos para la enseñanza de la asignatura constitución política" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/81834285/Fundamentos_filos%C3%B3fico_pol%C3%ADticos_para_la_ense%C3%B1anza_de_la_asignatura_constituci%C3%B3n_pol%C3%ADtica">Fundamentos filosófico-políticos para la enseñanza de la asignatura constitución política</a></div><div class="wp-workCard_item"><span>Revista de Derecho Uninorte</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">La propuesta de articulación de la investigación y de la extensión con la docencia titulada Funda...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">La propuesta de articulación de la investigación y de la extensión con la docencia titulada Fundamentos filosófico-políticos de la Constitución Política de 1991, involucra los contenidos curriculares para la asignatura de pregrado denominada Constitución Política. El estudio de estos contenidos, direcciona a la propuesta hacia dos ejes nodales: los temas y contenidos de la Constitución política y las habilidades, disposiciones y valores cívicos requeridos para realizar una vivencia efectiva de la constitución y de la democracia. En este sentido, la propuesta tiene por objeto la construcción de una alternativa pedagógica postulada desde la filosofía con un carácter crítico-social direccionada a lograr que los estudiantes de pregrado generen espacios de aprendizaje, de reflexión y de acción sobre los contenidos filosófico-políticos de las realidades social, política, cultural y económica que los acompañan y sobre las habilidades cívicas o ciudadanas requeridas para la cabal comprensió...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81834285"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81834285"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81834285; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81834285]").text(description); $(".js-view-count[data-work-id=81834285]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81834285; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81834285']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=81834285]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81834285,"title":"Fundamentos filosófico-políticos para la enseñanza de la asignatura constitución política","internal_url":"https://www.academia.edu/81834285/Fundamentos_filos%C3%B3fico_pol%C3%ADticos_para_la_ense%C3%B1anza_de_la_asignatura_constituci%C3%B3n_pol%C3%ADtica","owner_id":165586939,"coauthors_can_edit":true,"owner":{"id":165586939,"first_name":"Rafael Gonzalo","middle_initials":null,"last_name":"Angarita Cáceres","page_name":"RafaelAngarita5","domain_name":"independent","created_at":"2020-08-06T04:34:50.063-07:00","display_name":"Rafael Gonzalo Angarita Cáceres","url":"https://independent.academia.edu/RafaelAngarita5"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75425576"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/75425576/Ram%C3%ADrez_Restrepo_Rubiel_Di%C3%A1logo_con_El_criterio_de_claridad_y_distinci%C3%B3n_en_la_Quinta_meditaci%C3%B3n_Ideas_y_Valores_70_175_2021_201_203"><img alt="Research paper thumbnail of Ramírez Restrepo, Rubiel. Diálogo con “El criterio de claridad y distinción en la ‘Quinta meditación’.” Ideas y Valores 70.175 (2021): 201-203" class="work-thumbnail" src="https://attachments.academia-assets.com/83199495/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/75425576/Ram%C3%ADrez_Restrepo_Rubiel_Di%C3%A1logo_con_El_criterio_de_claridad_y_distinci%C3%B3n_en_la_Quinta_meditaci%C3%B3n_Ideas_y_Valores_70_175_2021_201_203">Ramírez Restrepo, Rubiel. Diálogo con “El criterio de claridad y distinción en la ‘Quinta meditación’.” Ideas y Valores 70.175 (2021): 201-203</a></div><div class="wp-workCard_item"><span>Ideas Y Valores</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the context of whether a massive compact object recently observed in the GW190814 event is a n...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the context of whether a massive compact object recently observed in the GW190814 event is a neutron star (NS) or not, we have studied the role of the parameters κ and Λ c of the Eddingtoninspired Born-Infeld (EiBI) gravity theory on the NS mass-radius relation, moment of inertia, and tidal deformability. The results are compared to recent observation constraints extracted from the analysis of NS observation data. The NS core equation of state (EoS) is calculated using the relativistic mean-field model with the G3 parameter set. In the hyperon sector, the SU(3) and hyperon potential depths are used to determine the hyperon coupling constants. For the inner and outer crusts, we use the crust EoS from Miyatsu et al. (2013). We also maintain the sound speed to not exceed c/ √ 3 at high densities. We have found that, in general, the NS mass significantly depends on the value of κ, and the radius R is sensitive to the value of Λ c. Moreover, as Λ c is equal to zero or less than the accepted bound of the cosmological constant, the NS within the EiBI theory is compatible with observation constraints, including 2.0M ⊙ mass, canonical radius R 1.4M ⊙ , moment of inertia, and tidal deformation. Our investigation also reveals that the 2.6M ⊙ mass compact object and current observational constraint of canonical radius R 1.4M ⊙ can simultaneously be satisfied only when the Λ c value is unphysically too large and negative. Therefore, within the spesific EoS employed in this work, we conclude that the secondary object with 2.6M ⊙ observed in the GW190814 event [1] is not likely a static (or a slow-rotating) NS within the EiBI gravity theory.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e8a40e427e79a4e699ba3510b5385aaf" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83199495,"asset_id":75425576,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83199495/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75425576"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75425576"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75425576; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75425576]").text(description); $(".js-view-count[data-work-id=75425576]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75425576; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75425576']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e8a40e427e79a4e699ba3510b5385aaf" } } $('.js-work-strip[data-work-id=75425576]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75425576,"title":"Ramírez Restrepo, Rubiel. Diálogo con “El criterio de claridad y distinción en la ‘Quinta meditación’.” Ideas y Valores 70.175 (2021): 201-203","internal_url":"https://www.academia.edu/75425576/Ram%C3%ADrez_Restrepo_Rubiel_Di%C3%A1logo_con_El_criterio_de_claridad_y_distinci%C3%B3n_en_la_Quinta_meditaci%C3%B3n_Ideas_y_Valores_70_175_2021_201_203","owner_id":165586939,"coauthors_can_edit":true,"owner":{"id":165586939,"first_name":"Rafael Gonzalo","middle_initials":null,"last_name":"Angarita Cáceres","page_name":"RafaelAngarita5","domain_name":"independent","created_at":"2020-08-06T04:34:50.063-07:00","display_name":"Rafael Gonzalo Angarita Cáceres","url":"https://independent.academia.edu/RafaelAngarita5"},"attachments":[{"id":83199495,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/83199495/thumbnails/1.jpg","file_name":"2109.05718.pdf","download_url":"https://www.academia.edu/attachments/83199495/download_file","bulk_download_file_name":"Ramirez_Restrepo_Rubiel_Dialogo_con_El_c.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/83199495/2109.05718-libre.pdf?1649084661=\u0026response-content-disposition=attachment%3B+filename%3DRamirez_Restrepo_Rubiel_Dialogo_con_El_c.pdf\u0026Expires=1739800202\u0026Signature=JTB0Udp1wtiQJ1S2Ec6sg0LSklsSNOybBJZi~AyhYb-3ZM1UQ-NOj~NIJD~re592k9M1TGd-99bAiZW1IdZ0SvzZ0-mYrmhRFAp50atloJU6025MVZV-XaLcyH4Q~KnCdQj78sgVyH5Xrzj-9KiOi2pzljsqFlOMzyI-CwnG~~W-T3ZjsmFHcq3pzsRZPjdm87zFHIsu6xRdsaWYCqI~gXiV90nSsrMq1Fi8lsme42xG1IGkunsALy5Hjj7A50MxNw2Gex1~fj9mqLt3AAZjXgU5ILVKj5fj-zNs2Vwf9SwRbXwt8anOB1daDIUdPO4mtt58kblu6LPJT-4v3B~lKw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="63565282"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/63565282/Juicios_de_justicia_basados_en_el_m%C3%A9rito_El_caso_de_los_estudiantes_de_preescolar_de_la_Instituci%C3%B3n_Etnoeducativa_Rural_Internado_ind%C3%ADgena_Dumingueka_del_resguardo_kogui_malayo_arhuako_de_la_sierra_nevada_de_Santa_Marta"><img alt="Research paper thumbnail of Juicios de justicia basados en el mérito. El caso de los estudiantes de preescolar de la Institución Etnoeducativa Rural Internado indígena Dumingueka del resguardo kogui malayo arhuako de la sierra nevada de Santa Marta" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/63565282/Juicios_de_justicia_basados_en_el_m%C3%A9rito_El_caso_de_los_estudiantes_de_preescolar_de_la_Instituci%C3%B3n_Etnoeducativa_Rural_Internado_ind%C3%ADgena_Dumingueka_del_resguardo_kogui_malayo_arhuako_de_la_sierra_nevada_de_Santa_Marta">Juicios de justicia basados en el mérito. El caso de los estudiantes de preescolar de la Institución Etnoeducativa Rural Internado indígena Dumingueka del resguardo kogui malayo arhuako de la sierra nevada de Santa Marta</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Recently, series of experiments have been documented to validate the option for merit (to recogni...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Recently, series of experiments have been documented to validate the option for merit (to recognize the effort of the one that worked the most in a cooperation) in children from kindergarten in different cultures of the world. These documents have concluded, in the first place, that children in a young age are susceptible to merit, but in second place, that this inclination hides behind a preference for equality. The study presented here, thanks to a variation in the experimental design that makes emphasis in the virtuality content, allows to establish that Kogi children students from kindergarten when enunciating justice judgements opt directly for merit, it means, they do not show the referred main preference for equality.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="63565282"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="63565282"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 63565282; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=63565282]").text(description); $(".js-view-count[data-work-id=63565282]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 63565282; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='63565282']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=63565282]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":63565282,"title":"Juicios de justicia basados en el mérito. El caso de los estudiantes de preescolar de la Institución Etnoeducativa Rural Internado indígena Dumingueka del resguardo kogui malayo arhuako de la sierra nevada de Santa Marta","internal_url":"https://www.academia.edu/63565282/Juicios_de_justicia_basados_en_el_m%C3%A9rito_El_caso_de_los_estudiantes_de_preescolar_de_la_Instituci%C3%B3n_Etnoeducativa_Rural_Internado_ind%C3%ADgena_Dumingueka_del_resguardo_kogui_malayo_arhuako_de_la_sierra_nevada_de_Santa_Marta","owner_id":165586939,"coauthors_can_edit":true,"owner":{"id":165586939,"first_name":"Rafael Gonzalo","middle_initials":null,"last_name":"Angarita Cáceres","page_name":"RafaelAngarita5","domain_name":"independent","created_at":"2020-08-06T04:34:50.063-07:00","display_name":"Rafael Gonzalo Angarita Cáceres","url":"https://independent.academia.edu/RafaelAngarita5"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="63565278"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/63565278/Arist%C3%B3teles_Poes%C3%ADa_y_Educaci%C3%B3n"><img alt="Research paper thumbnail of Aristóteles: Poesía y Educación" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/63565278/Arist%C3%B3teles_Poes%C3%ADa_y_Educaci%C3%B3n">Aristóteles: Poesía y Educación</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">El presente texto esta orientado a establecer las bases filosoficas para que la poesia, en la ref...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">El presente texto esta orientado a establecer las bases filosoficas para que la poesia, en la reflexion aristotelica, pueda constituir parte del curriculo de formacion del hombre. Lo anterior obliga a asistir a un examen del modo en que se postula a la poesia en Poetica de cara al componente educativo. Esta pesquisa permitira vislumbrar el lugar ocupado por la poesia en la estandarizacion del saber efectuada en Metafisica A. Lo acopiado sera crucial para determinar, a la luz de los libros VII y VIII de Politica , la pertinencia de la poesia en el transito del zoon politikon hacia la consecucion del bien</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="63565278"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="63565278"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 63565278; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=63565278]").text(description); $(".js-view-count[data-work-id=63565278]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 63565278; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='63565278']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=63565278]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":63565278,"title":"Aristóteles: Poesía y Educación","internal_url":"https://www.academia.edu/63565278/Arist%C3%B3teles_Poes%C3%ADa_y_Educaci%C3%B3n","owner_id":165586939,"coauthors_can_edit":true,"owner":{"id":165586939,"first_name":"Rafael Gonzalo","middle_initials":null,"last_name":"Angarita Cáceres","page_name":"RafaelAngarita5","domain_name":"independent","created_at":"2020-08-06T04:34:50.063-07:00","display_name":"Rafael Gonzalo Angarita Cáceres","url":"https://independent.academia.edu/RafaelAngarita5"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="63565275"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/63565275/Los_discursos_de_Polim%C3%A9stor_y_H%C3%A9cuba_a_partir_de_la_met%C3%A1fora_aristot%C3%A9lica"><img alt="Research paper thumbnail of Los discursos de Poliméstor y Hécuba a partir de la metáfora aristotélica" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/63565275/Los_discursos_de_Polim%C3%A9stor_y_H%C3%A9cuba_a_partir_de_la_met%C3%A1fora_aristot%C3%A9lica">Los discursos de Poliméstor y Hécuba a partir de la metáfora aristotélica</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Este articulo se adentra en la estructura de los discursos de Hecuba y Polimestor, en Hecuba, de ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Este articulo se adentra en la estructura de los discursos de Hecuba y Polimestor, en Hecuba, de Euripides, con el objeto de mostrar los diferentes oficios que cumple en ellos la metafora teorizada por Aristoteles, tanto en Retorica como en Poetica. Aleccionados por estas indicaciones, se constata que las prescripciones establecidas en el texto estetico estan dirigidas a hacer hincapie en la persuasion (proposito de la retorica), gran objetivo de los contendientes para justificar sus acciones.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="63565275"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="63565275"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 63565275; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); 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</script> <div class="js-work-strip profile--work_container" data-work-id="63565273"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/63565273/Filosof%C3%ADa_pol%C3%ADtica_y_del_derecho_a_150_a%C3%B1os_de_la_publicaci%C3%B3n_del_primer_tomo_de_El_Capital"><img alt="Research paper thumbnail of Filosofía política y del derecho a 150 años de la publicación del primer tomo de El Capital" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/63565273/Filosof%C3%ADa_pol%C3%ADtica_y_del_derecho_a_150_a%C3%B1os_de_la_publicaci%C3%B3n_del_primer_tomo_de_El_Capital">Filosofía política y del derecho a 150 años de la publicación del primer tomo de El Capital</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="63565273"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="63565273"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 63565273; 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</script> <div class="js-work-strip profile--work_container" data-work-id="63565254"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/63565254/Principios_de_justicia_distributiva_en_trabajos_experimentales_con_ni%C3%B1os_pertenecientes_a_sociedades_de_peque%C3%B1a_escala"><img alt="Research paper thumbnail of Principios de justicia distributiva en trabajos experimentales con niños pertenecientes a sociedades de pequeña escala" class="work-thumbnail" src="https://attachments.academia-assets.com/75952817/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/63565254/Principios_de_justicia_distributiva_en_trabajos_experimentales_con_ni%C3%B1os_pertenecientes_a_sociedades_de_peque%C3%B1a_escala">Principios de justicia distributiva en trabajos experimentales con niños pertenecientes a sociedades de pequeña escala</a></div><div class="wp-workCard_item"><span>Revista Guillermo de Ockham</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Los trabajos experimentales que tienen por objeto examinar principios de justicia distributiva en...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Los trabajos experimentales que tienen por objeto examinar principios de justicia distributiva en niños, pueden ser leídos desde la procedencia de los participantes. En el desarrollo de esta idea, se han seleccionado aquellos estudios que incluyen niños de sociedades de pequeña escala. La lectura crítica propuesta a partir de esta revisión temática permite, en primer lugar, llevar a cabo la distinción entre sociedades de pequeña escala y sociedades no Weird (no occidentales, educadas, industrializadas, ricas y democráticas). Las sociedades de pequeña escala son no Weird, pero las no Weird pueden ser de gran escala. Se determinó, en segundo lugar, que los trabajos de distribución de recursos con sociedades de pequeña escala pueden distinguirse por sus resultados: unos tienden a establecer universales psicológicos; otros identifican diferencias culturales con respecto a sociedades Weird y no Weird.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5137b2c20a7a12ba0016eef2b6556782" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":75952817,"asset_id":63565254,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/75952817/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="63565254"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="63565254"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 63565254; 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Con el objeto de identificar elementos que permitan articular, de mejor modo, una respuesta a la disparidad encontrada, se propone remitirnos a unos apartados centrales de la obra de Descartes en los que se presenta el aludido criterio: Discurso y Principia. Los hallazgos realizados en este recorrido permitirán identificar un triple movimiento en la presentación del criterio decerteza en la “Quinta meditación”: el criterio implícito (una vez referido a la distinción y otra a la claridad, siempre en conexión con la evidencia); elexplícito, pero solo en la versión francesa, y, finalmente, la enunciación explícita del criterio en las versiones francesa y latina</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="584276eb8f8f19aff22ab8af5785ff02" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":67995539,"asset_id":49739663,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/67995539/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="49739663"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="49739663"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49739663; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="49739582"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/49739582/Hegel_el_librecambista_vulgaris_Una_lectura_marxiana_de_la_segunda_secci%C3%B3n_de_la_tercera_parte_de_la_enciclopedia_de_las_ciencias_filos%C3%B3ficas_de_hegel"><img alt="Research paper thumbnail of Hegel, el librecambista vulgaris. Una lectura marxiana de la segunda sección de la tercera parte de la enciclopedia de las ciencias filosóficas de hegel" class="work-thumbnail" src="https://attachments.academia-assets.com/67995514/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/49739582/Hegel_el_librecambista_vulgaris_Una_lectura_marxiana_de_la_segunda_secci%C3%B3n_de_la_tercera_parte_de_la_enciclopedia_de_las_ciencias_filos%C3%B3ficas_de_hegel">Hegel, el librecambista vulgaris. Una lectura marxiana de la segunda sección de la tercera parte de la enciclopedia de las ciencias filosóficas de hegel</a></div><div class="wp-workCard_item"><span>Revista Filosofía UIS</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Enciclopedia: El espíritu objetivo. El texto, en primer lugar, asiste al modo en que ciertos auto...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Enciclopedia: El espíritu objetivo. El texto, en primer lugar, asiste al modo en que ciertos autores y corrientes han leído el pensamiento económico de Hegel. Posteriormente se expone la importancia de la Enciclopedia para el estudio del pensamiento económico de Hegel. Luego se examina el modo en que Marx y Hegel conciben la circulación simple. La parte final estudia la circulación desarrollada. El análisis efectuado muestra que Hegel, por reducir su análisis a la circulación simple, encuadra perfectamente en lo que Marx denomina, en El Capital I, librecambista vulgaris.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="545fbe4a2d813b45a751eaa5f4759c11" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":67995514,"asset_id":49739582,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/67995514/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="49739582"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="49739582"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49739582; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=49739582]").text(description); $(".js-view-count[data-work-id=49739582]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 49739582; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='49739582']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "545fbe4a2d813b45a751eaa5f4759c11" } } $('.js-work-strip[data-work-id=49739582]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":49739582,"title":"Hegel, el librecambista vulgaris. 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Para demostrar lo anterior, el texto se divide en dos partes. En la primera se muestra el lugar de privilegio concedido a la educación en la reflexión platónica. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="47039928"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/47039928/Sobre_La_Obra_Fundamental_De_Descartes"><img alt="Research paper thumbnail of Sobre La Obra Fundamental De Descartes" class="work-thumbnail" src="https://attachments.academia-assets.com/66347614/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/47039928/Sobre_La_Obra_Fundamental_De_Descartes">Sobre La Obra Fundamental De Descartes</a></div><div class="wp-workCard_item"><span>Revista Temas</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">El artículo pretende mostrar, a la luz de un análisis textual, que la obra fundamental de Descart...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">El artículo pretende mostrar, a la luz de un análisis textual, que la obra fundamental de Descartes es el diálogo, La Búsqueda de la Verdad Mediante la Luz Natural, en la medida en que tanto la forma (la conversación) como el contenido (el método y sus implicaciones) de este texto resultan cruciales para cumplir a cabalidad con el gran propósito de la reflexión cartesiana.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="808da9aa2ff82ac0ec529a160ab65444" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":66347614,"asset_id":47039928,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/66347614/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="47039928"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="47039928"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 47039928; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="10573564" id="teachingdocuments"><div class="js-work-strip profile--work_container" data-work-id="43737956"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/43737956/El_criterio_de_claridad_y_distinci%C3%B3n_en_la_Quinta_meditaci%C3%B3n_"><img alt="Research paper thumbnail of El criterio de claridad y distinción en la “Quinta meditación”" class="work-thumbnail" src="https://attachments.academia-assets.com/64048222/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/43737956/El_criterio_de_claridad_y_distinci%C3%B3n_en_la_Quinta_meditaci%C3%B3n_">El criterio de claridad y distinción en la “Quinta meditación”</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://pedagogica.academia.edu/RevistaFoliosUniversidadPedag%C3%B3gicaNacional">Revista Folios Universidad Pedagógica Nacional</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/RafaelAngarita5">Rafael Gonzalo Angarita Cáceres</a></span></div><div class="wp-workCard_item"><span>Revista Folios</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">En este artículo de investigación se hace una comparación del modo como se presenta el criterio d...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">En este artículo de investigación se hace una comparación del modo como se presenta el criterio de certeza en las versiones latina (escrita por Descartes) y francesa (avalada por Descartes) de la “Quinta meditación”. Con el objeto de identificar elementos que permitan articular, de mejor modo, una respuesta a la disparidad encontrada, se propone remitirnos a unos apartados centrales de la obra de Descartes en los que se presenta el aludido criterio: Discurso y Principia. Los hallazgos realizados en este recorrido permitirán identificar un triple movimiento en la presentación del criterio decerteza en la “Quinta meditación”: el criterio implícito (una vez referido a la distinción y otra a la claridad, siempre en conexión con la evidencia); el<br />explícito, pero solo en la versión francesa, y, finalmente, la enunciación explícita del criterio en las versiones francesa y latina<br /><br />Palabras clave: Descartes, fifth meditation, discourse, principia, the clearness and distinctness’ criterion (en)<br />Palabras clave: Descartes, quinta meditación, discurso, principia, criterio de calidad y distinción (es)<br />Palabras clave: Descartes, quinta meditação, discurso, principia, critérios de clareza e distinção (pt)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4aebd72ce0b5bbfbbb060b41fe454903" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":64048222,"asset_id":43737956,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/64048222/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43737956"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43737956"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43737956; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="11095797" id="papers"><div class="js-work-strip profile--work_container" data-work-id="104088108"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104088108/Valor_ancestral_de_los_objetos_t%C3%A9cnicos_wiwas_en_la_Sierra_Nevada_de_Santa_Marta_Colombia"><img alt="Research paper thumbnail of Valor ancestral de los objetos técnicos wiwas en la Sierra Nevada de Santa Marta, Colombia" class="work-thumbnail" src="https://attachments.academia-assets.com/103908601/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104088108/Valor_ancestral_de_los_objetos_t%C3%A9cnicos_wiwas_en_la_Sierra_Nevada_de_Santa_Marta_Colombia">Valor ancestral de los objetos técnicos wiwas en la Sierra Nevada de Santa Marta, Colombia</a></div><div class="wp-workCard_item"><span>Revista Guillermo de Ockham</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">El artículo reflexiona sobre el valor del pensar-técnico de los wiwas (uno de los cuatro grupos i...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">El artículo reflexiona sobre el valor del pensar-técnico de los wiwas (uno de los cuatro grupos indígenas que habitan la Sierra Nevada de Santa Marta, un sistema montañoso periférico ubicado al norte de Colombia), a la luz de los conceptos de objeto técnico de Gilbert Simondon, de cosmotécnica de Yuk Hui y del enfoque antropológico del perspectivismo amerindio amazónico propuesto por Eduardo Viveros de Castro. El análisis muestra que esta cultura se configura como decidida a buscar y consolidar la estabilidad cosmológico cosmogónica desde una perspectiva filosófica ancestral propia o shama zhigui. Los tópicos que constituyen la filosofía wiwa pueden ser identificados en los actos y los objetos técnicos, como el suzu, mochila realizada por la mujer, y del dumburru, poporo construido por el hombre. La elaboración, el uso y la relación de estos objetos a nivel individual y social proclaman una visión técnica integral de las potencias de la naturaleza planetaria, lo humano y lo cósmico.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2048f0d736c085206b654481f186c78a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":103908601,"asset_id":104088108,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/103908601/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104088108"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104088108"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104088108; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="88799963"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/88799963/De_Lo_Que_Queda_Por_Venir_y_No_Se_Lo_Ve_Venir_en_Ningun_Horizonte_O_De_La_Concepcion_De_Democracia_Por_Venir_en_Jacques_Derrida"><img alt="Research paper thumbnail of De Lo Que Queda Por Venir y No Se Lo Ve Venir en Ningun Horizonte O, De La Concepcion De 'Democracia Por Venir' en Jacques Derrida" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/88799963/De_Lo_Que_Queda_Por_Venir_y_No_Se_Lo_Ve_Venir_en_Ningun_Horizonte_O_De_La_Concepcion_De_Democracia_Por_Venir_en_Jacques_Derrida">De Lo Que Queda Por Venir y No Se Lo Ve Venir en Ningun Horizonte O, De La Concepcion De 'Democracia Por Venir' en Jacques Derrida</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Derrida, the thinker of the unconditional welcome of the event, that is to say, from what it is a...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Derrida, the thinker of the unconditional welcome of the event, that is to say, from what it is absolutely indeterminate, that comes, that sees it come in a horizon without horizon, without determination of any type. Then, a foreseeable, necessary, conditional event, programmed, waited for, that is to say, an event on which it counts, never could be lived like event, whereas, indeed, this would represent its cancellation. This is, in sum, as opposed to an event which it are expressed in the unexpected coming of the new thing, of the inanticipable and the no-repetition. This unconditional welcome of which it comes and does not see it come occupies a space of vital importance in the conception of democracy of the author. Thus, thanks to the event we will find what one has occurred in calling democracy to come. When speech of democracy to come, is always a democracy that never will be made present, but that could act of unforeseeable way. One does not treat, then, of which comes from the future and that is precise to hope passively. No, this conception of democracy demands an active militancy in its attainment, knowing full well that never will even arrive. From her, a strong critic to the States is made that have assumed as government form, the democracy; whereas these, when using the force contained in the sovereignty (a force that are expressed of unequivocal way in the reason of State) finish closing all the spaces and dimensions that the democracy seems to open and to protect. When consisting itself the previous thing, we were with the State Gangster, that is to say, with the State that undermines the democracy in which it seemed that it is its fundamental principle: dissent permanent.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="88799963"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="88799963"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 88799963; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=88799963]").text(description); $(".js-view-count[data-work-id=88799963]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 88799963; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='88799963']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=88799963]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":88799963,"title":"De Lo Que Queda Por Venir y No Se Lo Ve Venir en Ningun Horizonte O, De La Concepcion De 'Democracia Por Venir' en Jacques Derrida","internal_url":"https://www.academia.edu/88799963/De_Lo_Que_Queda_Por_Venir_y_No_Se_Lo_Ve_Venir_en_Ningun_Horizonte_O_De_La_Concepcion_De_Democracia_Por_Venir_en_Jacques_Derrida","owner_id":165586939,"coauthors_can_edit":true,"owner":{"id":165586939,"first_name":"Rafael Gonzalo","middle_initials":null,"last_name":"Angarita Cáceres","page_name":"RafaelAngarita5","domain_name":"independent","created_at":"2020-08-06T04:34:50.063-07:00","display_name":"Rafael Gonzalo Angarita Cáceres","url":"https://independent.academia.edu/RafaelAngarita5"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="88799917"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/88799917/El_debate_grupal_una_pr%C3%A1ctica_pedag%C3%B3gica_para_la_ense%C3%B1anza"><img alt="Research paper thumbnail of El debate grupal, una práctica pedagógica para la enseñanza" class="work-thumbnail" src="https://attachments.academia-assets.com/92706930/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/88799917/El_debate_grupal_una_pr%C3%A1ctica_pedag%C3%B3gica_para_la_ense%C3%B1anza">El debate grupal, una práctica pedagógica para la enseñanza</a></div><div class="wp-workCard_item"><span>La Tercera Orilla</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">El presente artículo toma al debate académico como práctica central de enseñanza y de ejercicio d...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">El presente artículo toma al debate académico como práctica central de enseñanza y de ejercicio democrático. En ese sentido, los objetivos del texto consisten en mostrar las principales implicaciones académicas, políticas y sociales que se siguen de la aplicación del debate. Este horizonte es vislumbrado desde una conjunción de métodos: revisión bibliográfica, focus group y lo que se ha denominado como creación y participación conjunta. La metodología aplicada permite postular una nueva concepción de debate que involucra, básicamente, dos aspectos. El primero está dirigido hacia una ampliación de la participación, pues, contraviniendo el modelo norteamericano, no se trata ya del enfrentamiento de dos grupos, sino de un encuentro para la discusión de una temática protagonizada por una variedad más amplia de grupos. El segundo postula una nueva concepción de debate grupal que entraña la participación activa en tres momentos diferenciables, iguales en importancia y necesarios para la e...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="17cf3f74ef7590582b270aaee603b623" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":92706930,"asset_id":88799917,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/92706930/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="88799917"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="88799917"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 88799917; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=88799917]").text(description); $(".js-view-count[data-work-id=88799917]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 88799917; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='88799917']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "17cf3f74ef7590582b270aaee603b623" } } $('.js-work-strip[data-work-id=88799917]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":88799917,"title":"El debate grupal, una práctica pedagógica para la enseñanza","internal_url":"https://www.academia.edu/88799917/El_debate_grupal_una_pr%C3%A1ctica_pedag%C3%B3gica_para_la_ense%C3%B1anza","owner_id":165586939,"coauthors_can_edit":true,"owner":{"id":165586939,"first_name":"Rafael Gonzalo","middle_initials":null,"last_name":"Angarita Cáceres","page_name":"RafaelAngarita5","domain_name":"independent","created_at":"2020-08-06T04:34:50.063-07:00","display_name":"Rafael Gonzalo Angarita Cáceres","url":"https://independent.academia.edu/RafaelAngarita5"},"attachments":[{"id":92706930,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/92706930/thumbnails/1.jpg","file_name":"355868458.pdf","download_url":"https://www.academia.edu/attachments/92706930/download_file","bulk_download_file_name":"El_debate_grupal_una_practica_pedagogica.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/92706930/355868458-libre.pdf?1666198132=\u0026response-content-disposition=attachment%3B+filename%3DEl_debate_grupal_una_practica_pedagogica.pdf\u0026Expires=1739827520\u0026Signature=FM8tT-FaaNcWmQHSA3D26nCNQJljfRFt6MxGV-M1DHNaFkpozPqXMVo-obiiGk~lZ3gImeOKn2flMmQ5l02yxJhuAHyiA929jQOsGOcIplsfmVYGbaS1NZ453lMpfc6rK2JTpRaHwwrYTlKs1sg80NWmAPsopivP0pn4MEoKsgyLNX37geJdyw7FJaywYKuJQJPkEcR9~uGJm4KTU0jqosprbOG6Og4HXRzRZUx3fRSrnYBo7c4BqExICQs1OA4fbolrdhuf-ahRGDeYGt45DT-KB2xxBBVQEHmKmOJO87Ho05MCfEvihlZdqHalARZBcseMCLsYJ~6yNNtxU1UARA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="84899237"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/84899237/Merit_is_not_meritorious_everywhere_Fairness_in_first_and_third_party_tasks_among_Kogi_children"><img alt="Research paper thumbnail of Merit is not meritorious everywhere: Fairness in first and third-party tasks among Kogi children" class="work-thumbnail" src="https://attachments.academia-assets.com/89767956/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/84899237/Merit_is_not_meritorious_everywhere_Fairness_in_first_and_third_party_tasks_among_Kogi_children">Merit is not meritorious everywhere: Fairness in first and third-party tasks among Kogi children</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Experimental research has studied the emergence of fairness criteria such as merit and equality a...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Experimental research has studied the emergence of fairness criteria such as merit and equality at increasingly younger ages. How much does the recognition and practice of these principles depend on the influence of central aspects of Western educated and industrialized societies? In an attempt to answer these questions, this research report provides evidence regarding the choices of children in the Kogi indigenous community of the Sierra Nevada de Santa Marta, a small-scale society living in the mountains of Northern Colombia that practices swidden agriculture, cattle-raising, and enjoys a special cultural status granted by the Colombian Constitution. Two groups of 6-7 and 10-11 year olds (N=104) were tested on a modified dictator game and several scenarios from a resource distribution task including different fairness criteria. Our results point to the lack of focality of the idea of merit among Kogi children at these ages when deciding on third-party allocation tasks, even when t...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="07c72fcb88696d7ddd04616be1bd579b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":89767956,"asset_id":84899237,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/89767956/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="84899237"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="84899237"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 84899237; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "07c72fcb88696d7ddd04616be1bd579b" } } $('.js-work-strip[data-work-id=84899237]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":84899237,"title":"Merit is not meritorious everywhere: Fairness in first and third-party tasks among Kogi children","internal_url":"https://www.academia.edu/84899237/Merit_is_not_meritorious_everywhere_Fairness_in_first_and_third_party_tasks_among_Kogi_children","owner_id":165586939,"coauthors_can_edit":true,"owner":{"id":165586939,"first_name":"Rafael Gonzalo","middle_initials":null,"last_name":"Angarita Cáceres","page_name":"RafaelAngarita5","domain_name":"independent","created_at":"2020-08-06T04:34:50.063-07:00","display_name":"Rafael Gonzalo Angarita Cáceres","url":"https://independent.academia.edu/RafaelAngarita5"},"attachments":[{"id":89767956,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/89767956/thumbnails/1.jpg","file_name":"Merit_fairness_Kogi_children_preprint_psyarxiv.pdf__filename_UTF-8Merit_fairness_Kogi_children_preprint_psyarxiv.pdf","download_url":"https://www.academia.edu/attachments/89767956/download_file","bulk_download_file_name":"Merit_is_not_meritorious_everywhere_Fair.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/89767956/Merit_fairness_Kogi_children_preprint_psyarxiv.pdf__filename_UTF-8Merit_fairness_Kogi_children_preprint_psyarxiv-libre.pdf?1660665089=\u0026response-content-disposition=attachment%3B+filename%3DMerit_is_not_meritorious_everywhere_Fair.pdf\u0026Expires=1739827520\u0026Signature=KD1H~OxqZxKZIFclAHZqyCAuHKH6Xvlis7vmoPpZW-QMWwpe8oWxIuTC7VNMZaFXMkffyndWtL3LraZiBC8wAeH8AtBa-iSohzpZ3fLGd-LAmXmotjYdB6Z7XUtsIJyd7LcfwMHzqWSGTCier6L6rH2F8KMBuHHiDRxTjYidtPcXFMWfk5puzvXErkLKuDQIDZkAiY-wBq0m6wrXOb7iGcIVjhpMXYSkR8y4sphGJ~3bfEEozI3lOLkarL3R1Te7EmMBtIJvO7HKbpXLzGNZ7ONtRN9JIXOT8g98oITcKTF3ttouEjUwTi6Tlzajz~O2NlN9VMxBO7-8osLqk9FxtA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81834285"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/81834285/Fundamentos_filos%C3%B3fico_pol%C3%ADticos_para_la_ense%C3%B1anza_de_la_asignatura_constituci%C3%B3n_pol%C3%ADtica"><img alt="Research paper thumbnail of Fundamentos filosófico-políticos para la enseñanza de la asignatura constitución política" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/81834285/Fundamentos_filos%C3%B3fico_pol%C3%ADticos_para_la_ense%C3%B1anza_de_la_asignatura_constituci%C3%B3n_pol%C3%ADtica">Fundamentos filosófico-políticos para la enseñanza de la asignatura constitución política</a></div><div class="wp-workCard_item"><span>Revista de Derecho Uninorte</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">La propuesta de articulación de la investigación y de la extensión con la docencia titulada Funda...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">La propuesta de articulación de la investigación y de la extensión con la docencia titulada Fundamentos filosófico-políticos de la Constitución Política de 1991, involucra los contenidos curriculares para la asignatura de pregrado denominada Constitución Política. El estudio de estos contenidos, direcciona a la propuesta hacia dos ejes nodales: los temas y contenidos de la Constitución política y las habilidades, disposiciones y valores cívicos requeridos para realizar una vivencia efectiva de la constitución y de la democracia. En este sentido, la propuesta tiene por objeto la construcción de una alternativa pedagógica postulada desde la filosofía con un carácter crítico-social direccionada a lograr que los estudiantes de pregrado generen espacios de aprendizaje, de reflexión y de acción sobre los contenidos filosófico-políticos de las realidades social, política, cultural y económica que los acompañan y sobre las habilidades cívicas o ciudadanas requeridas para la cabal comprensió...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81834285"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81834285"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81834285; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81834285]").text(description); $(".js-view-count[data-work-id=81834285]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81834285; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81834285']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=81834285]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81834285,"title":"Fundamentos filosófico-políticos para la enseñanza de la asignatura constitución política","internal_url":"https://www.academia.edu/81834285/Fundamentos_filos%C3%B3fico_pol%C3%ADticos_para_la_ense%C3%B1anza_de_la_asignatura_constituci%C3%B3n_pol%C3%ADtica","owner_id":165586939,"coauthors_can_edit":true,"owner":{"id":165586939,"first_name":"Rafael Gonzalo","middle_initials":null,"last_name":"Angarita Cáceres","page_name":"RafaelAngarita5","domain_name":"independent","created_at":"2020-08-06T04:34:50.063-07:00","display_name":"Rafael Gonzalo Angarita Cáceres","url":"https://independent.academia.edu/RafaelAngarita5"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="75425576"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/75425576/Ram%C3%ADrez_Restrepo_Rubiel_Di%C3%A1logo_con_El_criterio_de_claridad_y_distinci%C3%B3n_en_la_Quinta_meditaci%C3%B3n_Ideas_y_Valores_70_175_2021_201_203"><img alt="Research paper thumbnail of Ramírez Restrepo, Rubiel. Diálogo con “El criterio de claridad y distinción en la ‘Quinta meditación’.” Ideas y Valores 70.175 (2021): 201-203" class="work-thumbnail" src="https://attachments.academia-assets.com/83199495/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/75425576/Ram%C3%ADrez_Restrepo_Rubiel_Di%C3%A1logo_con_El_criterio_de_claridad_y_distinci%C3%B3n_en_la_Quinta_meditaci%C3%B3n_Ideas_y_Valores_70_175_2021_201_203">Ramírez Restrepo, Rubiel. Diálogo con “El criterio de claridad y distinción en la ‘Quinta meditación’.” Ideas y Valores 70.175 (2021): 201-203</a></div><div class="wp-workCard_item"><span>Ideas Y Valores</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the context of whether a massive compact object recently observed in the GW190814 event is a n...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the context of whether a massive compact object recently observed in the GW190814 event is a neutron star (NS) or not, we have studied the role of the parameters κ and Λ c of the Eddingtoninspired Born-Infeld (EiBI) gravity theory on the NS mass-radius relation, moment of inertia, and tidal deformability. The results are compared to recent observation constraints extracted from the analysis of NS observation data. The NS core equation of state (EoS) is calculated using the relativistic mean-field model with the G3 parameter set. In the hyperon sector, the SU(3) and hyperon potential depths are used to determine the hyperon coupling constants. For the inner and outer crusts, we use the crust EoS from Miyatsu et al. (2013). We also maintain the sound speed to not exceed c/ √ 3 at high densities. We have found that, in general, the NS mass significantly depends on the value of κ, and the radius R is sensitive to the value of Λ c. Moreover, as Λ c is equal to zero or less than the accepted bound of the cosmological constant, the NS within the EiBI theory is compatible with observation constraints, including 2.0M ⊙ mass, canonical radius R 1.4M ⊙ , moment of inertia, and tidal deformation. Our investigation also reveals that the 2.6M ⊙ mass compact object and current observational constraint of canonical radius R 1.4M ⊙ can simultaneously be satisfied only when the Λ c value is unphysically too large and negative. Therefore, within the spesific EoS employed in this work, we conclude that the secondary object with 2.6M ⊙ observed in the GW190814 event [1] is not likely a static (or a slow-rotating) NS within the EiBI gravity theory.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e8a40e427e79a4e699ba3510b5385aaf" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":83199495,"asset_id":75425576,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/83199495/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="75425576"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="75425576"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75425576; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75425576]").text(description); $(".js-view-count[data-work-id=75425576]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75425576; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='75425576']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e8a40e427e79a4e699ba3510b5385aaf" } } $('.js-work-strip[data-work-id=75425576]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":75425576,"title":"Ramírez Restrepo, Rubiel. Diálogo con “El criterio de claridad y distinción en la ‘Quinta meditación’.” Ideas y Valores 70.175 (2021): 201-203","internal_url":"https://www.academia.edu/75425576/Ram%C3%ADrez_Restrepo_Rubiel_Di%C3%A1logo_con_El_criterio_de_claridad_y_distinci%C3%B3n_en_la_Quinta_meditaci%C3%B3n_Ideas_y_Valores_70_175_2021_201_203","owner_id":165586939,"coauthors_can_edit":true,"owner":{"id":165586939,"first_name":"Rafael Gonzalo","middle_initials":null,"last_name":"Angarita Cáceres","page_name":"RafaelAngarita5","domain_name":"independent","created_at":"2020-08-06T04:34:50.063-07:00","display_name":"Rafael Gonzalo Angarita Cáceres","url":"https://independent.academia.edu/RafaelAngarita5"},"attachments":[{"id":83199495,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/83199495/thumbnails/1.jpg","file_name":"2109.05718.pdf","download_url":"https://www.academia.edu/attachments/83199495/download_file","bulk_download_file_name":"Ramirez_Restrepo_Rubiel_Dialogo_con_El_c.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/83199495/2109.05718-libre.pdf?1649084661=\u0026response-content-disposition=attachment%3B+filename%3DRamirez_Restrepo_Rubiel_Dialogo_con_El_c.pdf\u0026Expires=1739800202\u0026Signature=JTB0Udp1wtiQJ1S2Ec6sg0LSklsSNOybBJZi~AyhYb-3ZM1UQ-NOj~NIJD~re592k9M1TGd-99bAiZW1IdZ0SvzZ0-mYrmhRFAp50atloJU6025MVZV-XaLcyH4Q~KnCdQj78sgVyH5Xrzj-9KiOi2pzljsqFlOMzyI-CwnG~~W-T3ZjsmFHcq3pzsRZPjdm87zFHIsu6xRdsaWYCqI~gXiV90nSsrMq1Fi8lsme42xG1IGkunsALy5Hjj7A50MxNw2Gex1~fj9mqLt3AAZjXgU5ILVKj5fj-zNs2Vwf9SwRbXwt8anOB1daDIUdPO4mtt58kblu6LPJT-4v3B~lKw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="63565282"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/63565282/Juicios_de_justicia_basados_en_el_m%C3%A9rito_El_caso_de_los_estudiantes_de_preescolar_de_la_Instituci%C3%B3n_Etnoeducativa_Rural_Internado_ind%C3%ADgena_Dumingueka_del_resguardo_kogui_malayo_arhuako_de_la_sierra_nevada_de_Santa_Marta"><img alt="Research paper thumbnail of Juicios de justicia basados en el mérito. El caso de los estudiantes de preescolar de la Institución Etnoeducativa Rural Internado indígena Dumingueka del resguardo kogui malayo arhuako de la sierra nevada de Santa Marta" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/63565282/Juicios_de_justicia_basados_en_el_m%C3%A9rito_El_caso_de_los_estudiantes_de_preescolar_de_la_Instituci%C3%B3n_Etnoeducativa_Rural_Internado_ind%C3%ADgena_Dumingueka_del_resguardo_kogui_malayo_arhuako_de_la_sierra_nevada_de_Santa_Marta">Juicios de justicia basados en el mérito. El caso de los estudiantes de preescolar de la Institución Etnoeducativa Rural Internado indígena Dumingueka del resguardo kogui malayo arhuako de la sierra nevada de Santa Marta</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Recently, series of experiments have been documented to validate the option for merit (to recogni...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Recently, series of experiments have been documented to validate the option for merit (to recognize the effort of the one that worked the most in a cooperation) in children from kindergarten in different cultures of the world. These documents have concluded, in the first place, that children in a young age are susceptible to merit, but in second place, that this inclination hides behind a preference for equality. The study presented here, thanks to a variation in the experimental design that makes emphasis in the virtuality content, allows to establish that Kogi children students from kindergarten when enunciating justice judgements opt directly for merit, it means, they do not show the referred main preference for equality.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="63565282"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="63565282"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 63565282; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=63565282]").text(description); $(".js-view-count[data-work-id=63565282]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 63565282; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='63565282']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=63565282]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":63565282,"title":"Juicios de justicia basados en el mérito. El caso de los estudiantes de preescolar de la Institución Etnoeducativa Rural Internado indígena Dumingueka del resguardo kogui malayo arhuako de la sierra nevada de Santa Marta","internal_url":"https://www.academia.edu/63565282/Juicios_de_justicia_basados_en_el_m%C3%A9rito_El_caso_de_los_estudiantes_de_preescolar_de_la_Instituci%C3%B3n_Etnoeducativa_Rural_Internado_ind%C3%ADgena_Dumingueka_del_resguardo_kogui_malayo_arhuako_de_la_sierra_nevada_de_Santa_Marta","owner_id":165586939,"coauthors_can_edit":true,"owner":{"id":165586939,"first_name":"Rafael Gonzalo","middle_initials":null,"last_name":"Angarita Cáceres","page_name":"RafaelAngarita5","domain_name":"independent","created_at":"2020-08-06T04:34:50.063-07:00","display_name":"Rafael Gonzalo Angarita Cáceres","url":"https://independent.academia.edu/RafaelAngarita5"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="63565278"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/63565278/Arist%C3%B3teles_Poes%C3%ADa_y_Educaci%C3%B3n"><img alt="Research paper thumbnail of Aristóteles: Poesía y Educación" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/63565278/Arist%C3%B3teles_Poes%C3%ADa_y_Educaci%C3%B3n">Aristóteles: Poesía y Educación</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">El presente texto esta orientado a establecer las bases filosoficas para que la poesia, en la ref...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">El presente texto esta orientado a establecer las bases filosoficas para que la poesia, en la reflexion aristotelica, pueda constituir parte del curriculo de formacion del hombre. Lo anterior obliga a asistir a un examen del modo en que se postula a la poesia en Poetica de cara al componente educativo. Esta pesquisa permitira vislumbrar el lugar ocupado por la poesia en la estandarizacion del saber efectuada en Metafisica A. 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</script> <div class="js-work-strip profile--work_container" data-work-id="63565273"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/63565273/Filosof%C3%ADa_pol%C3%ADtica_y_del_derecho_a_150_a%C3%B1os_de_la_publicaci%C3%B3n_del_primer_tomo_de_El_Capital"><img alt="Research paper thumbnail of Filosofía política y del derecho a 150 años de la publicación del primer tomo de El Capital" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/63565273/Filosof%C3%ADa_pol%C3%ADtica_y_del_derecho_a_150_a%C3%B1os_de_la_publicaci%C3%B3n_del_primer_tomo_de_El_Capital">Filosofía política y del derecho a 150 años de la publicación del primer tomo de El Capital</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="63565273"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="63565273"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 63565273; 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</script> <div class="js-work-strip profile--work_container" data-work-id="63565254"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/63565254/Principios_de_justicia_distributiva_en_trabajos_experimentales_con_ni%C3%B1os_pertenecientes_a_sociedades_de_peque%C3%B1a_escala"><img alt="Research paper thumbnail of Principios de justicia distributiva en trabajos experimentales con niños pertenecientes a sociedades de pequeña escala" class="work-thumbnail" src="https://attachments.academia-assets.com/75952817/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/63565254/Principios_de_justicia_distributiva_en_trabajos_experimentales_con_ni%C3%B1os_pertenecientes_a_sociedades_de_peque%C3%B1a_escala">Principios de justicia distributiva en trabajos experimentales con niños pertenecientes a sociedades de pequeña escala</a></div><div class="wp-workCard_item"><span>Revista Guillermo de Ockham</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Los trabajos experimentales que tienen por objeto examinar principios de justicia distributiva en...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Los trabajos experimentales que tienen por objeto examinar principios de justicia distributiva en niños, pueden ser leídos desde la procedencia de los participantes. En el desarrollo de esta idea, se han seleccionado aquellos estudios que incluyen niños de sociedades de pequeña escala. La lectura crítica propuesta a partir de esta revisión temática permite, en primer lugar, llevar a cabo la distinción entre sociedades de pequeña escala y sociedades no Weird (no occidentales, educadas, industrializadas, ricas y democráticas). Las sociedades de pequeña escala son no Weird, pero las no Weird pueden ser de gran escala. Se determinó, en segundo lugar, que los trabajos de distribución de recursos con sociedades de pequeña escala pueden distinguirse por sus resultados: unos tienden a establecer universales psicológicos; otros identifican diferencias culturales con respecto a sociedades Weird y no Weird.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5137b2c20a7a12ba0016eef2b6556782" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":75952817,"asset_id":63565254,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/75952817/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="63565254"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="63565254"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 63565254; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="49739663"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/49739663/El_criterio_de_claridad_y_distinci%C3%B3n_en_la_Quinta_meditaci%C3%B3n_"><img alt="Research paper thumbnail of El criterio de claridad y distinción en la “Quinta meditación”" class="work-thumbnail" src="https://attachments.academia-assets.com/67995539/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/49739663/El_criterio_de_claridad_y_distinci%C3%B3n_en_la_Quinta_meditaci%C3%B3n_">El criterio de claridad y distinción en la “Quinta meditación”</a></div><div class="wp-workCard_item"><span>Folios</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">En este artículo de investigación se hace una comparación del modo como se presenta el criterio d...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">En este artículo de investigación se hace una comparación del modo como se presenta el criterio de certeza en las versiones latina (escrita por Descartes) y francesa (avalada por Descartes) de la “Quinta meditación”. Con el objeto de identificar elementos que permitan articular, de mejor modo, una respuesta a la disparidad encontrada, se propone remitirnos a unos apartados centrales de la obra de Descartes en los que se presenta el aludido criterio: Discurso y Principia. Los hallazgos realizados en este recorrido permitirán identificar un triple movimiento en la presentación del criterio decerteza en la “Quinta meditación”: el criterio implícito (una vez referido a la distinción y otra a la claridad, siempre en conexión con la evidencia); elexplícito, pero solo en la versión francesa, y, finalmente, la enunciación explícita del criterio en las versiones francesa y latina</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="584276eb8f8f19aff22ab8af5785ff02" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":67995539,"asset_id":49739663,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/67995539/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="49739663"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="49739663"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49739663; 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Una lectura marxiana de la segunda sección de la tercera parte de la enciclopedia de las ciencias filosóficas de hegel" class="work-thumbnail" src="https://attachments.academia-assets.com/67995514/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/49739582/Hegel_el_librecambista_vulgaris_Una_lectura_marxiana_de_la_segunda_secci%C3%B3n_de_la_tercera_parte_de_la_enciclopedia_de_las_ciencias_filos%C3%B3ficas_de_hegel">Hegel, el librecambista vulgaris. Una lectura marxiana de la segunda sección de la tercera parte de la enciclopedia de las ciencias filosóficas de hegel</a></div><div class="wp-workCard_item"><span>Revista Filosofía UIS</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Enciclopedia: El espíritu objetivo. El texto, en primer lugar, asiste al modo en que ciertos auto...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Enciclopedia: El espíritu objetivo. El texto, en primer lugar, asiste al modo en que ciertos autores y corrientes han leído el pensamiento económico de Hegel. Posteriormente se expone la importancia de la Enciclopedia para el estudio del pensamiento económico de Hegel. Luego se examina el modo en que Marx y Hegel conciben la circulación simple. La parte final estudia la circulación desarrollada. El análisis efectuado muestra que Hegel, por reducir su análisis a la circulación simple, encuadra perfectamente en lo que Marx denomina, en El Capital I, librecambista vulgaris.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="545fbe4a2d813b45a751eaa5f4759c11" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":67995514,"asset_id":49739582,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/67995514/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="49739582"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="49739582"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49739582; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=49739582]").text(description); $(".js-view-count[data-work-id=49739582]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 49739582; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='49739582']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "545fbe4a2d813b45a751eaa5f4759c11" } } $('.js-work-strip[data-work-id=49739582]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":49739582,"title":"Hegel, el librecambista vulgaris. 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Para demostrar lo anterior, el texto se divide en dos partes. En la primera se muestra el lugar de privilegio concedido a la educación en la reflexión platónica. En la segunda se observa el tratamiento dado a la poesía y a los poetas de cara a la educación.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ede394c6f131a253458c5bb74465d814" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":67456703,"asset_id":49065185,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/67456703/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="49065185"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="49065185"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49065185; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="47039928"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/47039928/Sobre_La_Obra_Fundamental_De_Descartes"><img alt="Research paper thumbnail of Sobre La Obra Fundamental De Descartes" class="work-thumbnail" src="https://attachments.academia-assets.com/66347614/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/47039928/Sobre_La_Obra_Fundamental_De_Descartes">Sobre La Obra Fundamental De Descartes</a></div><div class="wp-workCard_item"><span>Revista Temas</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">El artículo pretende mostrar, a la luz de un análisis textual, que la obra fundamental de Descart...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">El artículo pretende mostrar, a la luz de un análisis textual, que la obra fundamental de Descartes es el diálogo, La Búsqueda de la Verdad Mediante la Luz Natural, en la medida en que tanto la forma (la conversación) como el contenido (el método y sus implicaciones) de este texto resultan cruciales para cumplir a cabalidad con el gran propósito de la reflexión cartesiana.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="808da9aa2ff82ac0ec529a160ab65444" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":66347614,"asset_id":47039928,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/66347614/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="47039928"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="47039928"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 47039928; 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