Suchergebnisse

The origin of administrative organization of water resources and of hydrological studies in Spain. The case of the Guadalquivir river basin. It has been the general belief that modern administrative organization of water usage in Spain dates to the Royal Decree emitted on May 11, 1900 which created the Hydraulic Works Divisions. The true origin, however, of administrative organization of water based on catchment areas is prior to this date. In addition, historical studies of water-related interventions in Spain have focused mainly on hydraulic works -and on the evolution of water rights. Lesser attention has been paid- with sorne noteworthy exceptions -to the broadening of hydrological knowledge. The aims pursued in the following pages are twofold. The first is to highlight the significant efforts carried out during the latter half of the 19th century in the organizational and scientific aspects of water management. The second aim is that of analysing the true origins of the catchment basin as the territorial basis for the administration ofhydraulic resources. ; El origen de la organización administrativa del agua y de los estudios hidrológicos en España. El caso de la cuenca del Guadalquivir. Generalmente se ha venido considerando que en España el origen de la organización administrativa moderna del uso de las aguas se sitúa en el Real Decreto de 11 de mayo de 1900 que creó las Divisiones de Trabajos Hidráulicos. Realmente, sin embargo, la génesis de la organización administrativa del agua basado en la cuenca es anterior. Por otra parte, el estudio histórico de la intervención sobre el agua en España ha estado especialmente centrado en la intervención infraestructural y en la evolución del Derecho de aguas, prestándose menos atención -con notables excepciones- a la formación del conocimiento hidrológico. En las siguientes páginas se persiguen dos objetivos. En primer lugar, se trata de poner de manifiesto la importante labor realizada, a lo largo de la segunda mitad del siglo XIX, en los aspectos organizativo y ...

(ES) La Europa del siglo XVIII conoce la aparición de tensiones en torno a la asistencia al parto, un escenario de la práctica médica que registra importantes cambios que, en mayor o menor medida según los diversos contextos locales, se consolidaron en todo el continente. La tradicional hegemonía de las parteras fue puesta en cuestión sistemáticamente desde el poder político, médico y religioso y sustituida de forma progresiva por la de los cirujanos comadrones. El "arte de la partería" dejará paso a una cirugía obstétrica técnicamente configurada de acuerdo con el saber masculino, médico y quirúrgico, de la época. El artículo trata de ofrecer un panorama sobre el desarrollo de esta cuestión en la España del siglo XVIII, a través de lo que cirujanos, médicos y clérigos debatieron al respecto. ; (EN) In the Eighteenth century, there were some strong 'tensions' about birth care, a scene of medical practice affected by dramatic changes, which were consolidated with local variations all over Eurape in the period. Female midwives' traditional hegemony was questioned by the religious, medical, and political powers systematically, and it was replaced step by step by a surgeon midwives' new hegemony. Eventually, the 'art of midwifery' became an obstetrical surgery which was conftgurated as a male, technical, and medical knowledge. This arlicle tries to show the development ofthis tapie during the Eighteenth century in Spain throughout different points of view according to the discussions kept by surgeons, physicians, and clergymen. ; Peer reviewed

[EN] In the Eighteenth century, there were some strong 'tensions' about birth care, a scene of medical practice affected by dramatic changes, which were consolidated with local variations all over Europe in the period. Female midwives' traditional hegemony was questioned by the religious, medical, and political powers systematically, and it was replaced step by step by a surgeon midwives' new hegemony. Eventually, the 'art of midwifery' became an obstetrical surgery which was configurated as a male, technical, and medical knowledge. This article tries to show the development of this topic during the Eighteenth century in Spain throughout different points of view according to the discussions kept by surgeons, physicians, and clergymen. ; [ES] La Europa del siglo XVIII conoce la aparición de tensiones en tomo a la asistencia al parto, un escenario de la práctica médica que registra importantes cambios que, en mayor o menor medida según los diversos contextos locales, se consolidaron en todo el continente. La tradicional hegemonía de las parteras fue puesta en cuestión sistemáticamente desde el poder político, médico y religioso y sustituida de forma progresiva por la de los cirujanos comadrones. El "arte de la partería" dejará paso a una cirugía obstétrica técnicamente configurada de acuerdo con el saber masculino, médico y quirúrgico, de la época. El artículo trata de ofrecer un panorama sobre el desarrollo de esta cuestión en la España del siglo XVIII, a través de lo que cirujanos, médicos y clérigos debatieron al respecto. ; Este trabajo se ha realizado en el marco del proyecto de la DGESIC PB98-0406-C02-02. ; Peer reviewed

Locke's thought is characterized by its desire to build connections between the moral, intellectual and material worlds. He aims to establish the methodological grounds for a true knowledge of practical principles. Locke masterfully shapes the concepts of person, natural law, knowledge and property. A conjunction and full understanding of these concepts will lead men to a certain knowledge of the political and moral worlds. This study is the first in a comprehensive research line searching the so denied rational link between what «is» and what «ought to be».

1 archivo PDF ( 9 páginas) .magyeamc ; RESUMEN: La llegada del siglo XXI trae consigo nuevos elementos, derivados de la caída de las barreras económicas y políticas imperantes después de la posguerra; las modificaciones en las relaciones de carácter económico y político influyen en todas las naciones, creando mayor grado de interdependencia en el ámbito mundial. A medida que el mundo parece prepararse para afrontar los retos del nuevo milenio, se genera una nueva apertura entre los países y las culturas, debido al incremento en el flujo de bienes, información y conocimiento. Abstract: The arrival of the XXI century brings new elements derived from the fall of the prevailing economic and political barriers after the war; changes in the relations of economic and political influence all nations, creating greater degree of interdependence in the global arena. As the world seems prepared to meet the challenges of the new millennium, a new openness between countries and cultures is generated due to the increase in the flow of goods, information and knowledge. Palabras clave: Países, cultura. KEYWORDS: Countries, culture.

Isagogicon moralis disciplinae by the Italian humanist Leonardo Bruni is a conpendium on moral philosophy where the basics of Florentine civic humanism can be found. Its translation into Spanish represents one of the earliest examples of knowledge and assimilation of Italian humanism in the quattrocento by peninsular arts men. Apart from the Spanish version edition kept in the incunabulum 1.704 in the National Library in Madrid, this article shows an analysis of the work in connection with humanist political thinking and with the way of translating in the XVth century. ; El Isagogicon moralis disciplinae del humanista italiano Leonardo Bruni es un compendio de f ilosofía moral en el que se encuentran los fundamentos básicos del humanismo cívico florentino. Su traducción al castellano supone uno de los más tempranos ejemplos de conocimiento y de asimilación por parte de los hombres de letras peninsulares del humanismo cuatrocentista italiano. En este artículo presentamos, además de la edición de la versión castellana conservada en el incunable 1.704 de la Biblioteca Nacional de Madrid, un análisis de la obra con relación al pensamiento político humanista y a los modos de traducción del siglo XV.

This article is engaged in upholding the appropiate place for decision in Educational Politics and Policy. All that inside the knowledge of Education. Political decision making in the educational arena has got a place between technical decisions and moral decisions. The one has increased its relevance in educational forum. On the other point of view, this kind of decision must not be understood as a result of the discipline «Politics of Education» or as a consequence of practical theories which are known like «Politica Pedagógica» (Pedagogy into Politics). Decisions in educational policy apply knowledge of Education but they are not made only with pedagogical facts and technical decisions. It's posible to think of technical decisions as the ones which come not only from the process, but from the knowledge of the process in its own. Pedagogy as a discipline of education let you make technical decisions. Upper these ones, we find the moral decision. To study the special characteristics of political decisions shows two big mistakes into the controversy «Science-Moral- Politics»: scientism and moral subsunction of Political decision in that. In the last pages, this work goes beyond the causal relation between «meansends ». The authors suggest, for the field of goals, to make subsystem levels for decision making, in stead of ubing the taylorist model in order to organize beveral stages of goals.

Se estudia la "Vida de San Ildefonso" en su contexto histórico. En la obra aparecen varios motivos políticos y económicos para escribirla: el elogio de Toledo y de sus arzobispos (con el motivo añadido de la cuestión de la primacía de su catedral y de su arzobispado), la defensa de una vida de piedad comunitaria, claustral, y el elogio de la «calongía» de Santa Leocadia, extramuros de Toledo. La obra se sitúa en pleno movimiento molinista y refleja los ideales de esa escuela: corrección del modelo del saber alfonsí (el saber científico ha de estar subordinado al saber teológico y a la vida de piedad) y la alabanza de la castidad. Es una obra didáctico-moral en la que se presenta un modelo de vida religiosa, la hagiografía del santo. Existe una intertextualidad con el Libro de buen amor (no estudiada suficientemente hasta el momento), que se escribe en el mismo contexto histórico unos años después (la Vida hacia 1302, el Libro hacia 1322). La obra del Arcipreste no tiene ya este decidido carácter didáctico moral, sino que es una obra compleja, goliárdica, paródica, de burlas. La comparación con esta obra del ex Beneficiado y con otras obras molinistas nos permite ver esta diferencia. ; "Vida by San Ildefonso" is studied in its historical context. In the work there appear several political and economic reasons to have written it: to praise Toledo and its archbishops (with the added motive of the question of the primacy of their cathedral and their arch-diocese), the argument for the life in a pious community, a cloistered life, and the praise of the «calongía» of Santa Leocadia, outside Toledo. The book is situated inside the full «molinista» movement and reflects the ideals of this school of thought: it is a correction of the Alfonsí model of knowledge (that scientific knowledge has to be subordinated to theology and pious life) and to the praise of chastity. It is a didactic-moral book in which a model of religious life is presented, the hagiography of a saint. There is an intertextuality with Libro del Buen Amor (not studied until now),which is written in the same historical context some years after (Vida around 1302 and Libro around 1322). Arcipreste's book does not continue with this clear didactic-moral style but it is a complex, «goliárdica» parody, full of jokes. The comparison with this book by the «ex Beneficiado» and with other «molinistas» works make it possible to appreciate this difference.

Teachers can influence their students¿ moral and civic learning in two broad ways. The first is through deliberate, planned activities. These include organizing school-wide assemblies on the importance of voting, escorting students to visit political institutions, and sponsoring debates in the classroom on historical or current political issues. However, such activities are intermittent and discrete. They stand out and apart from the everyday business of teaching and learning in schools and classrooms. This daily business gives rise to the second way in which teachers can influence their students¿ moral and civic learning. Teachers can do so through what scholars have called their everyday manner, style, or tact of teaching. Each of these concepts describes a kind of teacher influence that is continous, ongoing, indirect, and often nonselfconscious and unplanned. The concepts spotlight the importance of the spirit in which the teacher works. That spirit can be more important, with respect to moral and civic learning, than curricular and instructional approaches considered by themselves. In this article, I examine the spirit of teaching and its importance for civic education by constructing composite images of two different classrooms. The two teachers I describe share a strong knowledge base in their discipline and are dedicated to their work. However, the spirit in which they teach differs markedly. As a result, while their students end the academic year performing comparably on their subject matter examinations, the students take away quite different moral and civic lessons from their classroom experience. I conclude the discussion by reminding teachers of the value of pondering their manner, style, and tact. I also urge schools to provide teachers systematic opportunities to discuss together the moral and civic dimensions of their everyday work.

En portada figura publicado en Otoño 2001 ; In this paper, I consider the difficulties encountered in the attemp to offer an anti-representationalist theory of knowledge that includes a characterization of epistematic and moral progress. My paper will be focused on Richard Rorty's work. I take it to be a good place to found the discussion because Rorty's critique of traditional epistemology, together with his defense of political liberalism, lead him to allow for the possibility of combining anti-representationalism with the thesis that there are eventual changes in our practices that may be regarded as better/worse than others.

An essay on the meaning, aspirations, & direction of the university today, focusing on the Universidad Nacional Autonoma de Mexico (UNAM). The university is a space for the (trans)formation of levels of consciousness; the union of diversity; a legacy of medieval religious cloisters; & the building of life paths. In light of much needed university-level reforms, it is suggested that the UNAM & universities in general become less of an institution, & more of center for the production, publication, diffusion, discussion of & dialog about knowledge. Universities have a moral obligation to tackle, rather than avoid problems. J. Sadler

This is a critique of the philosophical view of Rorty on polítical and social problems that reveals its paradoxes and conclude that the provocation and appealingideas turns his philosophy into an ideology justifying politics in liberal society, namely in the United States of America. The crisis of Modernity is afacta crisis ofthe reason ofthe Enlightenment. The author differs on the philosophical posilion usually thought to carry out that crisis, because for him a philosopher believes in knowledge and besides, being the raison d'être of philosophy its compromise with emancipation and libertation of public erudition,it should not be made a matter of one 's own. ; Es una crítica a la posición filosófica de Rorty frente a los problemas de la sociedad y la política. El autor desenmascara las paradojas, la provocación y la seducción que ejerce su filosofía, lo cual la convierte en ideología para la justificación de la política en la sociedad liberal de corte norteamericano. El autor considera que la crisis de la modernidad como crisis de la razón ilustrada es un hecho, pero critica la posición filosófica que se autocomprende como agente de ella, pues no se puede pretender ser filósofo y no creer en el conocimiento, ni hacer de la filosofia un asunto privado, cuando su razón de serestá en su compromiso con la tarea emancipatoria y libertaria de la ilustración pública.

The teaching task, according to rational secular moral, has traditionally been a compromise with knowledge. It was considered, under the liberal and enlightment conception, that such a task helped to the individual moral improvement and to the achievement of a better world. The postmodern crisis of liberal education has implied the disenchantment of the teaching task ethics and it has caused reactions which minimize or eliminate the compromise with the promotion of civic values. We defend the political character of the teaching task and the necessity to redefine the professional profile to highlight the importance of the public school system and the teachers to contribute to the maintenance and to go deeply in democracy. ; En general, la tarea docente ha estado comprometida, de acuerdo con una moral laica de orientación racional, con la divulgación del conocimiento. Bajo el paradigma de la concepción liberal e ilustrada, se entendía que dicha tarea contribuía a la mejora del individuo y a la consecución de un mundo mejor. La crisis postmoderna de la educación liberal ha supuesto el desencantamiento de la ética de la profesión docente y ha suscitado reacciones que suprimen o minimizan su compromiso con la promoción de valores cívicos. Frente a ello se defiende el carácter político de la función docente y se argumenta a favor de la necesidad de redefinir este perfil profesional desde una perspectiva que acentúa la importancia que el sistema de enseñanza bajo control público y el profesorado tienen para el mantenimiento y la profundización en la democracia.

The Greek term apntí. art of moderation, strategy of happiness, is a fundamental attitude not addressed by the mere "moral" connotation of the terms merit and virtue. It defines, instead, a leve! of excellency reconciliating the interior and the exterior. theory and praxis, knowledge and action. Far from any hard stoicism, virtue is a force in movement; it translates if necessary the human capacity of "changing circumstances. "As a true road of sense displayed "with and for others" (Ricoeur), virtue assumes a poietic dimension expressed by a certain power of creation, where not only the individual but also the political are at stake. ; La apntí griega, arte de la mesura, estrategia de la felicidad, coincide con una actitud fundamental que no agotan los términos de mérito o de la virtud, considerados en una acepción simplemente "moral". Define más bien un nivel de excelencia que reconcilia lo interior y lo exterior, la teoría y la praxis, el conocimiento y la acción. Lejos de todo rudo estoicismo, la virtud se propone entonces como una fuerza en movimiento; en ella se traduce, si se requiere, la capacidad humana de "cambiar las circunstancias. Verdadero camino de sentido, desplegado "con y paralos otros" (Ricoeur), la virtud se reviste así de una dimensión poiética expresada por un cierto poder de creación en el cual no sólo está en juego lo individual sino también lo político.