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This article tries to articulate certain drifts in 'social psychology of science' with different contributions from 'feminist studies of science.' This is done in a reflexive aim in order to analyze how gender structures intersect the practices of psychological knowledge production. In this process sexual subjects and objects of psychological knowledge are constructed. It is also stressed, the relevance given in feminist epistemologies to the analysis of subjectivities conformation in the production of science. As well as, to the role of diverse subject-knowledge-positions and its necessary democratic inclusion for a more objective and social fair science-psychology.

The object of the research is the peculiarities of public administration of education and science in foreign countries, in particular, the experience of three European countries ranked in the top ten according to the results of the international survey PISA-2018: Estonia, Finland and Poland. The main content is considered the experience of building a system of educational management on democratic basis, in cooperation between government bodies and society. It is determined that education in the studied countries is one of the priorities of the state and society. The methodological basis of the research consists of comparative legal and systemic analysis, formal legal method, method of interpretation, hermeneutic method and methods of analysis and synthesis. Similar approaches to administration and financing were identified in the conclusions. A trend characteristic of all countries is clarified: the state guarantees free education, including science, and at the same time ensures equal access to quality education and science. Also, the optimal mechanisms of economic support of education, science and the main sources of financing specific to each country were defined.

El objetivo de este artícues mostrar la relevancia que la filosofía de las ciencias sociales (FCS) tiene para la investigación que llevan a cabo las disciplinas sociales. Identifico qué obstáculos han impedido reconocer su importancia, al tiempo que sugiero algunas estrategias para revertirlos. Así, señalaré que, en el contexto local de las ciencias sociales, la comprensión parcial de los compromisos intelectuales de la filosofía de la ciencia (FC) ha constituido un primer obstáculo. Explicaré cómo puede corregirse esa visión parcial, señalando cuál es el valor de las preguntas de carácter filosófico y cómo complementan el trabajo epistemológico de las ciencias sociales. Un segundo obstáculo la condición de autosuficiencia que las propias ciencias sociales conciben con respecto a los debates epistemológicos de su trabajo. En la última parte expondré mediante tres ejemplos cómo la FCS hace aportaciones importantes sobre debates que son cruciales en las ciencias sociales contemporáneas: la causalidad social, el papel de la interpretación y la objetividad científica.

Internet and World Wide Web were designed as research resources. It has been diverted society that this use was planned. Many aspects of our daily life, of which no less important are the media, have changed dramatically in the last twenty years. In a just act of reciprocity, it would be nice that science and research from obtaining advantage of these changes to its aims and procedures. In this paper we apply this thinking to science as a shared activity and emerging forms of research.

Science fiction can be used as a pedagogical aid for the teaching, popularizing, critical reflection and promotion of science and technology. A teaching experience is described in which science fiction stories (novels, short stories, movies and short films) were used exclusively to impart a Science, Technology and Society Studies Course for undergraduate students of the Library Science program, in the Interamerican School of Library Science, Antioquia University, during the first semester of 2014. The course was structured as a reading and writing workshop, supplemented with thematical discussions and exercises. The results were satisfactory, showcasing the students creativity and critical thinking. Several recommendations and resources are presented for other teachers who wish to emulate or adapt the experience.

El artículo presenta los fundamentos que sustentan el programa de Maestría en Ciencia de la Información que impartirá la Escuela Interamericana de Bibliotecología de la Universidad de Antioquia a partir de 2011. Con base en criterios de pertinencia, se exponen los asuntos relacionados con la denominación del programa, su justificación en el contexto colombiano, la transferencia de la información como objeto de estudio, las condiciones de interdisciplinariedad derivadas y el soporte dado por las líneas de investigación que trabaja el Grupo de Investigación en Información, Conocimiento y Sociedad, de la misma Escuela.