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Due to the prevalence of BPD among soldiersand the importance of their mentalhealth, the purpose of the study was toexamine the relationship between emotional intelligence,alexithymia and empathy with BPD among the soldiersand to evaluate whether these variables could predictPBD. The study was cross-sectional with descriptive design.In this study, 150 soldiers with BPD admitted to 505Army Psychiatric Hospital, Tehran were selected by conveniencesampling and answered the following questionnaires:Bar-On Emotional Quotient Inventory (EQ-I), TorontoAlexithymia Scale (TAS-20) and Mehrabian and EpsteinEmpathy Questionnaire (EQ) with data analysis done inSPSS. The aspects of EQ had a reverse and significant relationshipwith BPD (r=-0.81), (p=0.01) and the relationshipbetween alexithymia and PBD was direct and significant(p = 0.46) r), (p = 0.01), and the aspects of empathy andBPD were related inversely and significantly (r = -0.26), (p= 0.01). The results showed that the symptoms of BPDcould be predicted somehow based on EI, alexithymia andempathy in soldiers with this disorder. From among theaspects of the variables studied, ability to solve problem,self-respect, self-actualization and optimism, objectivethinking and difficulty in emotion recognition, emotionalsusceptibility, reactive empathy, participatory empathy andempathy toward others had the greatest roles in the predictionof BPD, but the subscale of independence with BPDexamined among the soldiers was insignificant. These resultsare predictable in the context of emotional maladaptation,emotional distress, and mental impairment in BPD.

Estudios recientes de índole empírica han demostrado el importante papel que las afecciones empáticas estarían llamadas a jugar en la moralidad, fundamentalmente en la órbita de los denominados 'juicios morales'. Defi nida como "una reacción afectiva más adecuada a la situación de otro que a la propia" (Hoffman), lo que la empatía desarrollaría en nosotros, los seres humanos, es una capacidad imaginativa para ponernos en zapatos ajenos tomando en consideración aquellos aspectos inadvertidos de la vida de los otros que podrían resultar sumamente relevantes al momento de juzgar sus acciones, actitudes o rasgos del carácter desde un punto de vista imparcial. En sus Conferencias sobre la fi losofía política de Kant, Hannah Arendt, advertida sobre el increíble potencial contenido en las capacidades imaginativa y refl exiva tal como habían sido exploradas en La crítica del juicio, esto es, como cuestiones que suscitaban un interés eminentemente estético, realizó un intento de re-apropiarse del signifi cado de estas nociones situándolas en el terreno práctico (tanto político como moral). Sin embargo, a diferencia de aquellos estudios empíricos que en años recientes vinieron a rescatar la refl exividad y la imaginación, H. Arendt rechazó la empatía. El objetivo que me he propuesto en el presente trabajo, pues, consistirá en explorar los motivos que pudieron haberla inducido a efectuar este rechazo, tarea que llevaré adelante no sin antes reconstruir críticamente su pensamiento de forma tal que lleguen a exhibirse cuáles serían los prejuicios teóricos y epistemológicos de mayor o menor envergadura que le habrían impedido adoptar una perspectiva diferente. ; Recent studies of an empirical nature have demonstrated the important role that empathetic affections are called upon to play in the moral fi eld, primarily in the orbit of the so-called 'moral judgments.' Defi ned as "an affective response more appropriate to someone else's situation than to one's own situation" (Hoffman), what empathy develops in human beings is an imaginative ability to put ourselves in other person's shoes by taking into account those unnoticed aspects of their lives that could be very relevant when judging their actions, attitudes or traits of character from an impartial point of view. In her Lectures on Kant's Political Philosophy, Hannah Arendt, aware of the incredible potential enclosed in the imaginative and refl ective abilities such as were explored in The Critique of Judgement, that is, as issues that demanded a purely aesthetic concern, made an attempt to re-appropriate the meaning of these notions by situating them in the practical (both political and moral) territory. However, unlike those empirical studies that in recent years came to rescue refl exivity and imagination, H. Arendt rejected empathy. Therefore, my main focus in this paper will be to explore the reasons that might have led her to this rejection, a task that I will not carry out without critically rebuilding her thought in such a manner that all the theoretical as well as the epistemological prejudices she had fi nally become visible. At the same time, I will try to show how a different perspective must have been, even for her, perfectly available. ; 165-192 ; matias_parmigiani@yahoo.com.ar ; semestral

El análisis de los factores que propician el desarrollo de habilidades sociales en la niñez constituye un reto de gran relevancia para la psicología actual. El objetivo del estudio realizado fue analizar si la empatía y la experiencia de emociones positivas impactan significativamente sobre la ejecución de habilidades sociales en la niñez media, y en qué medida lo hace cada una. Se seleccionó una muestra no aleatoria de 406 niños (227 niñas y 179 varones), comprendidos mayor mente entre los 10 y 12 años de edad, quienes completaron los siguientes instrumentos, previo consentimiento de sus padres: (a) la Subescala de Habilidades Sociales Adecuadas (Matson, Rotatori & Helsel, 1983), validada a la Argentina por Schulz (2008), (b) la Escala Multidimensional de Empatía para niños argentinos (Richaud de Minzi, Lemos & Oros, 2013) y (c) el Cuestionario Infantil de Emociones Positivas (Oros, 2014). Para analizar la acción conjunta de las emociones positivas y la empatía sobre las habilidades sociales apropiadas, se ejecutó un ANOVA factorial con un diseño 3 (alta, moderada y baja emocionalidad positiva) x 3 (alta, moderada y baja empatía). La variable dependiente estuvo constituida por los valores brutos de la Subescala de Habilidades Sociales Adecuadas. Los resultados indicaron que las emociones positivas y la empatía facilitan el despliegue de conductas socialmente habilidosas, siendo mayor el impacto de las emociones positivas en comparación a la empatía. Es tos resultados son importantes a la hora de comprender la dinámica de los procesos implicados y de diseñar programas de intervención para promover habilidades sociales en la niñez. ; The implementation of social skills, such as maintaining eye contact with another person during a conversation, giving and receiving compliments, helping others, sharing something, giving thanks, asking for permission, apologizing, asking for favors, etc. enables the suitable expression of feelings, desires or opinions, promotes successful management of criticism, and minimizes the probability of interpersonal conflict, allowing people to relate to others in an effective and mutually satisfactory way. As social skills are learned and have radical consequences on the social-emotional health of children and adolescents, psychological research has devoted considerable effort to study what factors may facilitate their development and consolidation, as well as other dimensions of social competence such as assertiveness and prosociality. Reviewing the available literature, it can be seen that empathy has been one of the most largely studied personal precursor in relation to child and adolescent social functioning. Empirical research has shown that this variable acts as a strong motivator of prosocial behavior, social responsibility, cooperative conflict resolution, altruistic behavior and general help; while it negatively correlates with social inadequacy, antisocial behavior, aggression and isolation of children and adolescents. Probably for this reason, it is argued that empathy can also be the basis for the establishment of the social skills, and a requirement to properly master these interaction skills. However, although there exists ample evidence of the relationship between empathy and some negative aspects of social skills, such as aggression, there are very few studies that have specifically explored the dynamics between empathy and appropriate social skills. On the other hand, although the predominance of empathy on social functioning is undeniable and its study has been favored by many researchers, some evidence suggets that positive emotions may have a similar powerful influence on the development of certain skills and social skills. Specifically, in the stages of childhood and adolescence, it has been found that joy and sympathy prevent peer rejection; that sympathy and serenity ease assertive and prosocial responses, while decreasing aggressive behaviors; that gratitude is also negatively related to aggression, and that together with personal satisfaction and serenity, it predicts a successful management of interpersonal conflicts. However, while the motivational role of empathy has been widely discussed, the influence of positive emotions on social skills, and specifically on the social skills has not yet reached the attention it deserves. The aim of this study was to include both variables in a model of analysis of variance to investigate the statistical weight that each of them has, and their possible interaction on the appropriate social skills in childhood. A empirical comparative and cross study was developed. This work included 406 Argentine children (227 females and 179 males), mainly between the ages of 10 and 12 years old (M = 11.11; DE = 1.04), who completed the Appropriate Social Skills Subscale of The Matson Evaluation of Social Skills of Youngsters (MESSY) of Matson, Rotatori and Helsel (1983), adapted in Argentinean population by Schulz (2008); The Multidimensional Scale of Empathy for Argentine children, developed by Richaud de Minzi, Lemos & Oros (2013); and the Child Questionnaire of positive emotions, created by Oros (2014). To analyze the joint action of positive emotions and empathy on the appropriate social skills, 3 (high, moderate and low positive emotionality) x 3 (high, moderate and low empathy) Analysis of Variance (ANOVA) factorial designs were used. The results indicated that positive emotions and empathy facilitate the performance of socially skilled behaviors, being greater the impact of positive emotions compared to empathy. These results are important in understanding the dynamics of the processes involved, and for the further design of intervention programs to promote social skills in childhood. ; Fil: Oros, Laura Beatriz. Universidad de la Cuenca del Plata. Secretaria de Politicas del Conocimiento. Instituto de Investigaciones Cientificas (sede Posadas); Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina ; Fil: Fontana Nalesso, Andrea. Instituto Superior Adventista de Misiones; Argentina

El propósito de este trabajo es estudiar el papel que juega la empatía en la teoría política de Marshall Berman, en concreto en su libro On the town. Para ello, este artículo comienza con un análisis sobre el necesario papel de las emociones en la teoría política democrática. A continuación, recorre algunas de las diferentes concepciones de empatía, entre las que destaca la de Martha Nussbaum. Y, por último, examina la relación entre espacio público, identidad y empatía en On the town para mostrar la importante contribución de este trabajo de Berman para pensar los desafíos de la democracia en la actualidad. ; The purpose of this work is to study the role of empathy in Marshall Berman's political theory, specifically, in his book On the town. For that purpose, this article begins with an analysis of the necessary role of emotions in democratic political theory. Next, it goes through some of the different conceptions of empathy, particularly Martha Nussbaum's view of empathy. Finally, the article examines the relationship between public space, identity and empathy in On the town in order to show its important contribution to think about the challenges of democracy today.

The intersubjective relations are complex and are interested in different fields of studies from Sciences to Philosophy, Ethics, Psychology, Sociology to Politics. The empathy is a term frequently used in different fields though its sense and its characteristics have varied acceptances. In first place, it will be presented the origin and the emergency of empathy notion in philosophy and especially in phenomenology. In second place, it will be described in health's field its interest showing as it is outlined, defined and aroused between the concept of "care" and of solicitude. Finally, it will be proved the possible contribution of philosophy to enrich the reflections in contexts of care from short stories and the analysis of a previous situation lived in my practice as a nurse. ; Las relaciones intersubjetivas son complejas y les interesan a distintos campos de estudios, desde las ciencias, la filosofía, la ética, la psicología, la sociología hasta la política. La empatía es un término frecuentemente utilizado en los distintos campos, aunque su sentido y sus características tengan aceptaciones variadas. En primer lugar, se presentará el origen y la emergencia de la noción de empatía en filosofía y especialmente en fenomenología; en segundo lugar, se describirá en el campo de la salud su interés mostrando cómo se perfila, define y surge entre los concepto de care y de solicitud. Finalmente, será mostrado el aporte posible de la filosofía para enriquecer las reflexiones en contextos de cuidado a partir del relato y del análisis de una situación anterior vivida en mi práctica como enfermera. ; As relações intersubjetivas são complexas e interessam-lhes para diferentes áreas de estudo, desde as ciências, a filosofia, a ética, a psicologia, a sociologia até a política. A empatia é um termo frequentemente usado nas diferentes áreas, embora o seu significado e as suas características tenham aceitações variadas. Em primeiro lugar, apresentara-se a origem é a emergência da noção de empatia na filosofia e especialmente em fenomenologia; em segundo lugar, vai ser descrita no campo da saúde seu interesse mostrando como emerge, define e surge entre os conceitos de cuidado e de solicitude. Finalmente, será mostrada a contribuição possível da filosofia para enriquecer as reflexões em contextos de cuidados a partir do relato e da análise de uma situação anterior que experimentei em minha prática como enfermeira.

The intersubjective relations are complex and are interested in different fields of studies from Sciences to Philosophy, Ethics, Psychology, Sociology to Politics. The empathy is a term frequently used in different fields though its sense and its characteristics have varied acceptances. In first place, it will be presented the origin and the emergency of empathy notion in philosophy and especially in phenomenology. In second place, it will be described in health's field its interest showing as it is outlined, defined and aroused between the concept of "care" and of solicitude. Finally, it will be proved the possible contribution of philosophy to enrich the reflections in contexts of care from short stories and the analysis of a previous situation lived in my practice as a nurse. ; Las relaciones intersubjetivas son complejas y les interesan a distintos campos de estudios, desde las ciencias, la filosofía, la ética, la psicología, la sociología hasta la política. La empatía es un término frecuentemente utilizado en los distintos campos, aunque su sentido y sus características tengan aceptaciones variadas. En primer lugar, se presentará el origen y la emergencia de la noción de empatía en filosofía y especialmente en fenomenología; en segundo lugar, se describirá en el campo de la salud su interés mostrando cómo se perfila, define y surge entre los concepto de care y de solicitud. Finalmente, será mostrado el aporte posible de la filosofía para enriquecer las reflexiones en contextos de cuidado a partir del relato y del análisis de una situación anterior vivida en mi práctica como enfermera. ; As relações intersubjetivas são complexas e interessam-lhes para diferentes áreas de estudo, desde as ciências, a filosofia, a ética, a psicologia, a sociologia até a política. A empatia é um termo frequentemente usado nas diferentes áreas, embora o seu significado e as suas características tenham aceitações variadas. Em primeiro lugar, apresentara-se a origem é a emergência da noção de empatia na filosofia e especialmente em fenomenologia; em segundo lugar, vai ser descrita no campo da saúde seu interesse mostrando como emerge, define e surge entre os conceitos de cuidado e de solicitude. Finalmente, será mostrada a contribuição possível da filosofia para enriquecer as reflexões em contextos de cuidados a partir do relato e da análise de uma situação anterior que experimentei em minha prática como enfermeira.

Recently, Martha C. Nussbaum wrote that we need to look deeply into the psychology of the individual in order to understand how we can be more empathetic with our fellow humans. From its origins in the late nineteenth century through to the 'industrial psychology' of the 1920s and 1930s in the United States, where it was twinned with the objective of making for a more efficient workplace and workforce, to a supposedly democratic technique available to all, now dedicated to searching for and providing 'balance' in our lives, psychology has now turned to notions of 'empathy' as a key to gaining personal equilibrium. Empathy must be one of the most successful political and social novelties to assail us in the current period, racked as it is by any number of just causes and needs from the very basic – hunger, lack of shelter and personal security – through to emotional and material poverty. ; Recientemente, Martha C. Nussbaum sugirió en su libro Not for Proft: Why Democracy Needs the Humanities que es preciso profundizar en la psicología individual para entender cómo podemos ser más empáticos con otros seres humanos. Desde sus orígenes en las postrimerías del siglo XIX, pasando por la 'psicología industrial' de 1920 y 1930 en Estados Unidos, cuyo objetivo era mejorar la eficiencia del lugar de trabajo y de los trabajadores, hasta el desarrollo de una técnica supuestamente más democrática y al alcance de todo el mundo, dedicada a buscar y esta blecer el 'equilibrio' en nuestras vidas, la psicología se ha centrado recientemente en la noción de 'empatía' como clave para lograr este equilibrio personal. Así, la empatía parece ser una de las novedades políticas y sociales más exitosas que nos asaltan en el periodo actual, a pesar de la multiplicidad de causas justas y de necesidades que nos asedian desde lo más básico –la hambruna, la falta de abrigo y la seguridad personal– hasta la pobreza emocional y material.

Recently, Martha C. Nussbaum wrote that we need to look deeply into the psychology of the individual in order to understand how we can be more empathetic with our fellow humans. From its origins in the late nineteenth century through to the 'industrial psychology' of the 1920s and 1930s in the United States, where it was twinned with the objective of making for a more efficient workplace and workforce, to a supposedly democratic technique available to all, now dedicated to searching for and providing 'balance' in our lives, psychology has now turned to notions of 'empathy' as a key to gaining personal equilibrium. Empathy must be one of the most successful political and social novelties to assail us in the current period, racked as it is by any number of just causes and needs from the very basic – hunger, lack of shelter and personal security – through to emotional and material poverty. ; Recientemente, Martha C. Nussbaum sugirió en su libro Not for Proft: Why Democracy Needs the Humanities que es preciso profundizar en la psicología individual para entender cómo podemos ser más empáticos con otros seres humanos. Desde sus orígenes en las postrimerías del siglo XIX, pasando por la 'psicología industrial' de 1920 y 1930 en Estados Unidos, cuyo objetivo era mejorar la eficiencia del lugar de trabajo y de los trabajadores, hasta el desarrollo de una técnica supuestamente más democrática y al alcance de todo el mundo, dedicada a buscar y esta blecer el 'equilibrio' en nuestras vidas, la psicología se ha centrado recientemente en la noción de 'empatía' como clave para lograr este equilibrio personal. Así, la empatía parece ser una de las novedades políticas y sociales más exitosas que nos asaltan en el periodo actual, a pesar de la multiplicidad de causas justas y de necesidades que nos asedian desde lo más básico –la hambruna, la falta de abrigo y la seguridad personal– hasta la pobreza emocional y material.

This article is about the many functions that the visibility of an individual's behaviour has for their identity, and for the efficiency of their processes. The analysis addresses three concerns: first, the issue of the visibility-invisibility of behaviour; second, individual and social perception of that visibility-invisibility; and lastly, the impact of that perception on identity and change.

This research analyzes the conceptions expressed by teachers about the advantages and limitations of teaching history and social sciences in the context of a pandemic. In addition, it contrasts the content of the narratives of history and social science teachers about the teaching of historical empathy, citizenship and democratic participation pandemic times. The type of study is framed in the qualitative paradigm and follows the methodological strategies of a case study in a school in the Metropolitan Region in Chile. We were able to collect the conceptions of the team of teachers belonging to the Department of History of this educational center, which serves students with socio-economic difficulties and within a context of social vulnerability. The results show that the context of the pandemic exacerbated the needs and difficulties of the students and their families by highlighting the problems of connectivity to virtual classes, the lack of motivation and the absence of a future perspective. However, this healthcare context has allowed participating teachers to incorporate historical empathy and themes such as the teaching of democratic citizenship and student participation as an alternative to a new educational scenario. ; La investigación se enmarca en analizar las concepciones que expresa el profesorado sobre las ventajas y las limitaciones de enseñar historia y ciencias sociales en contexto de pandemia, además de comprender y contrastar el contenido de los discursos del profesorado de historia y ciencias sociales, sobre la enseñanza de la empatía histórica, la ciudadanía y la participación democrática en tiempos de pandemia. El tipo de estudio se enmarca en el paradigma cualitativo y sigue las estrategias metodológicas del estudio de caso en una escuela de la Región Metropolitana en Chile. Hemos podido recoger las concepciones del equipo de docentes pertenecientes al Departamento de Historia de este centro educativo, que atiende a estudiantes con dificultades socioeconómicas y dentro de un contexto de vulnerabilidad social. Se aprecia en los resultados que el contexto de pandemia agudizó las necesidades y dificultades de los estudiantes y sus familias, destacando los problemas de conectividad a las clases virtuales, la falta de motivación y la ausencia de una perspectiva de futuro. Sin embargo, este contexto sanitario ha permitido al profesorado participante incorporar la empatía histórica y temáticas como la enseñanza de la ciudadanía democrática y la participación del estudiantado como una alternativa a un nuevo escenario educativo.

"Empathy-a sincere, personal understanding of how another person feels-is essential to healthy relationships. This book builds empathy in children. In child-friendly words and supporting illustrations, it helps them to understand that other people have feelings like theirs- and different from theirs. It guides them to show they care by listening to others and respecting their feelings. Made to be read aloud, this book also includes a special section for adults, with discussion questions to share, ideas to explore, and empathy games to play"--

This work reflects on the founding capacity in the domains of design and locates in its presence one of the aspirations to improve the so-named ecological design. We will begin from proposals close to feminist theory as that of Haraway, Stengers and Barad, who alert us of the needing to relate more and better with other entities beyond the humans. Also, from Braidotti proposal on the need for ethics and affirmative politics. As an example, we will propose the rupture produced in the scientific culture with the first women primatologist appearance in the 1960s, where affection, care and empathy, burst into the scope of what is valuable and significant. The final question to test is the possibility of rethinking creativity in architecture from the warmer domains of being together. Finally, we will explore two recent case studies where the operativity of these theoretical contributions in architectural practices can be recognized. ; Este trabajo reflexiona sobre la capacidad fundante de las prácticas en el ámbito del diseño y sitúa en ella una de las aspiraciones para perfeccionar el diseño ecológico. Arrancaremos de perspectivas próximas al pensamiento feminista como las de Haraway, Stengers o Barad, quienes nos alertan sobre la necesidad de relacionarnos más y mejor con otras entidades más allá de lo humano. También de la propuesta de Braidotti sobre la pertinencia de actuar desde éticas y políticas afirmativas. Propondremos como inspiración la ruptura producida en la cultura científica con el trabajo de las primeras primatólogas en los años 60 donde el afecto, los cuidados o la empatía irrumpen en el espectro de lo valioso y significativo. La pregunta a examen es la posibilidad de repensar la creatividad en la arquitectura desde los dominios más cálidos del estar juntos. Finalmente se propondrán dos estudios de caso recientes donde se reconoce la operatividad de los aportes teóricos en las prácticas arquitectónicas.

Are we really the noble, charitable and good human beings by nature, something that sets us apart from other living beings, as the eighteenth-century illustrated thought? Or rather is the human being on all his behaviours a perfect egoist who pursues only his particular benefits? In the best of cases would he intend to give his behaviours an appearance of altruism and common good under those he would hide his unmentionable purposes? With these issues, we get into an interesting territory of political philosophy that extends to the social sciences such as economics, anthropology, sociobiology and psychology. A quick review of different fields of philosophical and scientific thought, shows us that at this moment in time the responses are aligned around two opposing positions: homo economicus and homo reciprocans. Psychology teaches us also that being the human both at the same time, we can have more of one soul than of the other. The predominance of one or the other will depend on the social and educational model in which we grew up. The curriculum of Education for Citizenship is the appropriate scope for the development of the abilities of the homo reciprocans. ; ¿Somos realmente los seres humanos nobles, caritativos y buenos con los demás por naturaleza, algo que nos diferenciaría de los demás seres vivos, tal y como pensaban los ilustrados del siglo XVIII? O más bien, ¿el ser humano es en todos su comportamientos un perfecto egoísta, ya que con ellos perseguiría únicamente su bien particular; llegando, incluso en el mejor de los casos, a dotarlos de una apariencia de motivos altruistas y sentido de bien común bajo los que escondería sus inconfesables propósitos? Con estas cuestiones nos adentramos en un interesante territorio propio de la filosofía política que se prolonga en el de las ciencias sociales como la economía, la antropología, la sociobiología o la psicología. Tras hacer un rápido repaso por diferentes ámbitos del pensamiento filosófico y científico, nos llama la atención que a estas alturas de la historia las respuestas se alineen en torno a dos posiciones opuestas: homo económicus y homo reciprocans.La psicología nos enseña también que siendo el ser humano ambas cosas a la vez, podemos tener más de un alma que de otra. El predominio de una u otra dependerá del modelo social y educativo en el que nos hayamos desarrollado. El curriculum de Educación para la Ciudadanía es el ámbito idóneo para el desarrollo de las habilidades propias del homo reciprocans.