Suchergebnisse

A review essay on a book by Hans-Dieter Klingemann, Ewa Kuleza, & Annette Legutke [Eds], The State of Political Science in Central and Eastern Europe (Berlin: Sigma, 2002).

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.

Science has been adopted as an object of study by various other disciplines, among them psychology. Approaches to the 'psychology of science' can be grouped as (1) works based principally on the study of the personal characteristics of scientists in terms of types of reasoning, personality, or special capacities such as creativity that differentiate them from non-scientists; & (2) those focused more on the cognitive aspects of science, such as philosophers, epistemologists, & cognitive psychologists or scientists sharing their interests. Areas of interest include processes of normalization in science, normative aspects in processes of publication, processes of social influence & social comparison, values & beliefs in science, belief systems, science & ideology, ethics in the production of scientific knowledge, organizational context of scientific research, & science-society relations. Prominent authors & their works in these & other areas are referenced.

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.

¿Rememoración, conmemoración? Cincuenta años después del Mayo de 68 resulta difícil diferenciar entre historia y memoria, pero una cosa es muy clara: el movimiento de mayo marcó a escala mundial una ruptura, el fin de una época –industrial– y el ingreso a otra, en la que la cultura es fundamental. Sin embargo, el artículo muestra que los actores a menudo prefirieron concebir su acción dentro de las categorías del mundo del que se estaba queriendo salir. Ello no impidió que las ciencias humanas y sociales, también dominadas por categorías pertenecientes a ese mundo agonizante, intentaran aquí y allá liberarse de ellas, algunas veces de una forma conservadora, incluso reaccionaria. Este artículo examina los asuntos teóricos que se esbozaron o precisaron a partir de Mayo del 68 para esas disciplinas; dibuja el espacio de los enfoques u orientaciones que así se confrontaron y extrae algunas lecciones para los debates contemporáneos en los que la subjetividad de los actores y los procesos de subjetivación y de desubjetivación ocupan un lugar importante.

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.

Las ciencias sociales contextualizan el estudio de los movimientos sociales, considerando que aportan y fundamentan teorías y métodos sociales que permiten observar los procesos de configuración política, histórica y territorial de estos movimientos. En este contexto es apropiado recorrer el ámbito de las disciplinas, de la teoría social y del método para explicar los elementos de contacto teórico y disciplinar de las ciencias sociales con los movimientos sociales, entendidos como objetos de estudio

¿A qué se refieren por Occidente sus detractores? ¿Cómo lo concebimos nosotros mismos? ¿Cuáles son sus valores e instituciones centrales? ¿Cómo entendemos la expansión de esos valores e instituciones y su relación con otras culturas? ¿Son la secularización y la laicidad de las instituciones políticas un elemento central y específico de nuestra cultura? ¿Son parte integrante de lo que algunos grupos consideran la agresión de Occidente hacia sus sociedades? ¿Es compatible la secularización de la sociedad y la laicización de las instituciones políticas, del Estado o de la esfera pública, con otras culturas? Más allá de las implicaciones en materia de violencia o, eventualmente, de estrategia militar, es evidente que las respuestas que se den a estos interrogantes tienen múltiples consecuencias sobre la estabilidad social, la seguridad, las migraciones, las libertades, las concepciones de vida y sobre todo, sobre las formas de convivencia social. Entonces tenemos que detenernos para saber quiénes somos ante nosotros mismos y los demás. En este artículo se presenta una posible respuesta a estos interrogantes.

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.