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In this article we intend to analyze the relationship between science and values from the philosophy of Hans Jonas. It starts with an analysis of the change identified by the author with regard to the new status of knowledge in modernity, which gives rise to the so-called technobioscience, born from the articulation between knowing and doing, in view of a new power. It is about showing how the old formulation of knowledge as contemplation gave way to the utilitarian idea of knowledge as exploration, although in such a version, the claim of neutrality and absolute freedom is maintained, characteristic of the old moral island represented by knowledge pre-modern. Jonas argues in favor of an articulation of technobioscience with ethics, in order to provide the values capable of guiding knowing, doing and power in technological civilization.

In this article we aim to demarcate the interchanges of the ethics of Haberma's discourse and the genetic psychology of Lawrence Kohlberg. If, on the one hand, for the German philosopher his ethical proposal can contribute to fill the deficits of genetic psychology in relation to moral development, on the other hand, discourse ethics is based on the empirical researches carried out by psychology theorists and, with this, reinforce the thesis of the ethical universality defended by Habermas and Carl Otto-Apel. However, there are limits on the demarcation of the philosophy and the psychology because the are fields in which the methodologies are not identified and and because they assume different epistemologics perspectives, descriptive for the psychology of development and prescriptive for Habermas' philosophy intends to establish a relation with different fields of knowledge, from which it ensures interdisciplinarity and openness to the constant dialogue between diverse knowledge.

The purpose of this article is to investigate the relationship between the notions of ethnocentrism and liberalism from the perspective of the neopragmatist philosopher Richard Rorty. In this sense, we show that this tenuous political philosophy, centered on these notions, emphasizes the connectivity between conversational practices and the moral, political and social issues shared by different cultures. In Rorty's philosophy, his thin notion of ethnocentrism acts as an articulating element between his anti-representationalist perspective of knowledge and his version of political liberalism. From the naturalist criticism that makes transcendental explanations of reality unfeasible Rorty draws the historicist consequences necessary for his proposition that there are no limits, except those of conversational character, for the apprehension and description of knowledge. In this ethnocentric proposal in which there is nothing transcendent in relation to cultural, contingent and historical practices, everything is considered to be dependent on the provisional intersubjective consensus, in terms of the vocabulary and politics of a given community and time.

Sophocles' Antigone, written around 441-440 B.C. is the most studied and interpreted tragedy in the history of classical theater. There are diverse interpretive angles and analysis that at 2500 BCE challenge exegetes and scholars from the various fields of human knowledge. The way the play is, interpretatively, received varies according to the interests of the time in which it is studied and staged. The objective of this work, by means of a hermeneutic-dialectic analysis of literature review, is to present possible impacts that the non-compliance with the civil law that prevented the young princess Antigone from giving a dignified burial to her brother, Polynices, has on the formation of an educational and emancipating ethos of citizens who seek, in their praxis, full social justice in the face of laws woven by the excluding logic of a state power that aims only to perpetuate itself in power. The main characters are analyzed and contextualized in the light of the understanding of a formative ethos that prioritizes the logic of justice over the cold logic of legal law. We conclude that Creon's interdict is still alive in our times, and education is one of the main instruments to transform the status quo that unjustly victimizes many people in the name of a state reason divorced from ethical and moral principles.