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I.

Por que nos interesa seguir siendo un canal de intercambio

- de minoras o de la persona humana, en singular- en la construccin/reivindicacin del consumo cultural de calidad, como pilar, de una cultura de paz -y de la libertad personal- de la cuna a la tumba (1976-2008)- para aspirantes, principiantes y aficionados/as/xs- en la ciudadana cultural y comunicativa, en, para, por y desde la especificidad del estudio del universo infanto-juvenil, de cualquier lugar? Regresando a los planteamientos de Hipervnculos. Talento Infanto-Juvenil, buja del desarrollo humano -como metodologa, transcultural y transdisciplinar de observacin con fines de curatoria- en contenidos digitales (e-contents), en el transito al paradigma post-fordista (1970-hoy) o contemporneo. By Yoe F. Santos/cciav El analfabetismo en el siglo XXI no ser el de no saber leer y escribir Alvin Toffler 1. Para quien anda buscando orientacin, practicas, experiencias, innovaciones en la defensa y promocin de su propia humanidad, en carne propia y en defensa propia. 2. Para quien tiene una historia personal que contar, sobre su propia infancia o juventud, vistas en el tamiz del tiempo en lo diacrnico/sincrnico - de los derechos, las libertades, sus talentos, las vocaciones, el ejercicio de la libertad, de la imaginacin, del trabajo o el ocio- en el concierto de los avances de las ciencias y las tecnologas -sobre la inclusin, la educacin inclusiva, la gerencia, los equipos de trabajo innovadores, creativos- en la aplicacin del mtodo cientfico o las herramientas, tcnicas y metodologas, de los sistemas socio-tcnicos, o de apropiacin popular de las NTICspara la generacin de propuestas nuevas orientadas a: a) la visibilidad, b) la igualdad,

c) la diversidad, d) la justicia,

e) la transparencia ;

f) superacin del aburrimiento -y la trivialidad- en la tele y la radio basura,

tanto como en los libros de texto; g) preservacin, promocin y proyeccin POSITIVA de la memoria histrico-cultural, de las culturas locales- patrimonios tangibles e intangiblesen tiempos de globalizacin o del mundo interdependiente, por va de la alfabetizacin audiovisual e informtico-comunicacional -de aspirantes, principiantes, aficionados/as/xs- en cualquier lugar o grupo de edad; h) en un dialogo horizontal sincrnico/asincrnico, en base a evidencias, para remarcar el lugar del principio inters superior del nio o la nia en la toma de decisiones, definicin de prioridades o polticas, en el ocio, la creatividad como proceso, lo mismo que en la superacin del analfabetismo funcional ; i) sus relaciones con: 1. salud e higiene mentales, 2. 3. consumo cultural, la psicografa y los estilos de vida democrticos y saludables, sobre la base del respeto de la libertad individual, las opciones vocacionales y propositivas de nios y jvenes, entendiendo salud, a partir de la nocin actual de la Organizacin Mundial de la Salud (OMS);

4. La educacin, el edutainment, las inteligencias mltiples - la eleccin vocacional, la motivacin intrnseca, esencialmente- la filosofa para nios y nias- sus intersecciones con los derechos humanos y la lucha contra la pobreza y contra las causas estructurales de las violencias- en cualquiera de sus formas o modalidades; 5. Profundizar sobre las oportunidades, aprendizajes, desafos, y especificidades de los y las nativos digitales- o generaciones nacidas, despus de 1980s- y su relacin con el legado de Mara Montessori, Paulo Freire, Ivan Illich, en el aprendizaje y la auto-educacin, en redes temticas especializadas o especificas- sobre sus problemas- en base de: experimentacin, reflexin, introspeccin y accin comunicativas audiovisual

( learning by doing, self-directed learning process, innovation, creativity, freedom of thought), independientemente del nivel de expertise: aspirantes, principiantes, aficionados/as/xs.

6. Producir, intercambiar, consumir y retroalimentar - canales, proyectos, empresas, iniciativas, municipalidades, emprendimientosorientados a los puntos anteriores, as como la definicin de nuevos marcos de estimulo para las: exportaciones, los servicios, los sectores terciarios y cuaternarios de la economa, la economa tnica, el impulso a las MyPEs de calidad exportable, el marketing social, la nueva gerencia, el trabajo de conocimiento, las ciencias de la informacin y la comunicacin, las ciencias del ocio, como a las industrias culturales y creativas, desde el B2B.

7. Posicionar sobre la base de calidad y estndares globales: NOTICIAS, estudios, ensayos, artculos, investigaciones, buenas prcticas, agendas, logros, benchmarking, en glocalize, entre quienes TRABAJAN en estos temas, como PRIORIDAD: -la Promocin de las Lneas de Emergencia 114, para proteccin, educacin, prevencin y denuncia -de abusos, maltrato, pedofilia, efebofilia, violenciascontra menores de edad, en la casa, en la escuela, en la calle, en el trabajo, en la mezquita, en la parroquia en todas partes-; - la educacin artstica, as como los pasatiempos (hobbies), que permiten, a un individuo/a a cualquier edad, de la libertad de opinin, el fomento de la creacin colectiva, la libertad de pensamiento y la libertad personal; como parte de la construccin de la ciudadana activa, comunicativa y cultural, 24/7, en el marco del ejercicio de la animacin socio-cultural (ASC); los objetivos de desarrollo humano del milenio (ODM); la Carta iberoamericana de la Cultura; las Metas 21 de la Educacin, para la educacin de las generaciones del bicentenario, promocin del Da Naranja, lo mismo que la educacin cientfica e inclusiva, en condiciones de: equidad, igualdad,

paridad, calidad y gratuidad, en beneficio del nio y la nia, tanto por vas presenciales y convencionales; como por gerencia y va remota- desde el edutainment o el ocio instruccionaldentro de lo que se conoce como cibercultura -o la antropo-sociologia del tiempo de ocio, en el ciberespacio y sus usos creativos (1996-2013)de cara a a la educacin inclusiva, la cultura de paz y la celebracin de la diversidad como de la tolerancia, la practica e internalizacin de los valores democrticos y humansticos, como del rescate de la memoria histrico-cultural, del otro y la otra, junto a la Membreca Numeraria de CCIAV, CC4AVE.

Yoe F. Santos/cciav

II. DEL ABC? Que debes saber, ANTES de enviar un comentario o noticia, a este canal?
1. El inters, personal e institucional -como agenda y objetivos especficos de CCIAV, CC4AVE- por la inclusin y la educacin inclusiva- COMO DE LA ANIMACION SOCIO-CULTURAL (ASC)- O LA LUCHA contra la mediocridad, contra las violencias y contra el aburrimiento, dentro de la comprensin del universo relacional y existencial INFANTO-JUVENIL, NO ES UN INTERES terico o acadmico, en nuestro caso ES algo que hemos vivido -en carne propia y en defensa propia- de 1976 a la fecha. LO QUE SIGNIFICA no aceptamos comentarios desinformados sobre qu o quin es el nio o la nia -de 1924 al da de hoy, en la contribucin a tal conocimiento desde las: neurociencias, las ciencias del ocio, de la educacin, de la informacin y la comunicacin, de la gerencia, de la comunicacin, del derecho y la familia- ni voces adultocntricas, discursos de prejuicio, posiciones pro-tecnofbicas o pro-analfabetismo funcional -o antiinfancia, anti-juventud, anti-minoras- odio o discriminacin, contra personas, en sus derechos culturales, en su libertad personal y su INFINITUD de potenciales, inteligencias, posibilidades de aprendizaje/desprendizaje, actuacin, exploracin o vinculacin al ejercicio del articulo 19 Declaracin de Derechos Humanos, en los temas de prioridad en CCIAV; la neutralidad de la internet y la construccin de alternativas sobre la cultura de paz, prevencin de las violencias, los derechos humanos y la libertad individual, de la cuna a la tumba TODAS NUESTRAS VERDADES son provisionales,

2.

3.

hasta prueba en contrario, POR TANTO NO ACEPTAMOS FANATICOS, NI FUNDAMENTALISTAS-tampoco analfabetos funcionalesen nuestra audiencia o publico, como canal virtual:

a) en B2B, b) en este canal de aprendizaje colaborativo contemporneo, sobre: 1. la funcin de la audiovisualidad y las NTICs, en la cibercultura, 2. en la calidad de vida,

3. las nuevas alfabetidades; dentro de las nuevas formas de promover y comprender: la nueva economa (Nash, 1994; Castells,2005)

a) la riqueza, b) los activos culturales, c) el humanware, d) la ciudadana y las ciudades amigas de la infancia,

e) en y desde el glocalize, f) el talento disperso, g) la cooperacin, h) la persona humana, i) su libertad individual,

j) sus talentos, k) sus mltiples inteligencias, l) su VOLUNTAD

m) criticidad, n) amistad,

o) su salud, p) individualidad,

q) Irrepetibilidad,

r) su ciudadana, en una conversacin -o intercambio de documentos y evidencia- LIBRE -es decir horizontal, desprejuiciada, respetuosa, plural, enfocada e informadasobre el estado del arte de las ciencias anteriores y su relacin con: a) la convivencialidad, b) la paz como constructo colectivo 24/7

c) y el incremento de la produccin y consumo de bienes y servicios culturales de calidad -o siguiendo estndares de curatoria o inclusin de clase mundiald) aun sean diseados, promovidos, por individuos, de ambos sexos, e) en su estatuto de expertise como aspirantes, aficionados y principiantes, de la cuna a la tumba.

4. ESTE ES UN CANAL SOBRE AUDIOVISUALES o comunicacin NO escrita, -animado por una red y fundacin de intercambio, CCIAV, CC4AVEpero intercambio con qu? Con quien? Por qu? o para qu? -SOBRE ALFABETIZACION AUDIOVISUAL, -SOBRE ANALISIS DE RECEPCION DE COMUNICACIN NO ESCRITA, -Sobre marketing cultural, -Sobre marketing social, -Sobre marketing 1 X 1

-Sobre la vida

cotidiana:

- la alegra, - la esperanza, -la inclusin, -el edutainment, la felicidad


innovacin, la creatividad, la

- los placeres, la educacin del gusto y la fiesta


en la biblioteca y en la taberna.

POR CONSIGUIENTE: no queremos, NI ACEPTAREMOS, personas tristes, -AMARGADAS, VIOLENTAS, FUNDAMENTALISTAS, Ni aburridasni censores, ni estpidos EL HUMOR es clave para sobrevivir a la crisis. Somos contrarios de raz, a la pesadilla totalitaria (NO importa su signo ideolgico), -no aceptamos propaganda religiosa, NI POLITICO-PARTIDARIA, NI COMERCIALRespetamos todas las prcticas de creencia e increencia, EXCEPTO LAS QUE JUSTIFICAN LA VIOLACION DE DERECHOS Y LIBERTADES A PERSONASes cuanto.

4. Donde se enmarcan nuestras reflexiones y prcticas comunicativas, como consumidores/as informados de contenidos audiovisuales digitales o digitalizados, en CCIAV, CC4AVE?

4.1. Sujeto & Consumo cultural: ocio, edutainment, audiovisualidad, libertad individual y filosofa. Pues en la prctica o reflexin filosfica, en la historia del pensamiento contemporneo (1970-hoy)-en el ser en el mundo de Heideggerdesde EL PROCESO DE RECEPCION, RETROALIMENTACION Y CONSUMO -DE BIENES, PROCESOS Y SERVICIOSMANUFACTURADOS POR LAS INDUSTRIAS CULTURALES Y CREATIVAS, DE CUALQUIER LUGAR DEL MUNDO Y POR CUALQUIERA, independientemente de su nivel de expertise Parece que fue algo rudo, pero es la verdad sin adornos ni anestesias Volvamos atrs a la relacin entre filosofa y audiovisuales Y a la relacin Historia del pensamiento y aprendizajes PARA QUE SE HAGA ms humano o ms fcil, entender, Por que venimos molestos -como nunca antes en la vida- con la estupidez, y la ignorancia, con una serie de tunantes y analfabetos funcionales, 2010-2013? y por que cada da en lo adelante, cerraremos mas y mas el foco y la audiencia de nuestras reflexiones, en este canal y en cualquier otro lugar, dentro o fuera de la internet? a) revisando minuciosamente la lista de participantes, cada 60 o 90 das, b) TODO a favor de los derechos y libertades de nuestros lectores/as a recibir, mas y mas calidad, mas y mas especificidad,

mas y mas actualidad, en los temas que interesan al 99%de la poblacin en la tierra, SOBRE: la cibercultura, desgajados en sus infinitesimales minoras desde la perspectiva psicogrfica o de los estilos de vida y sus combinatorias azarizadas, segn la voluntad de cada quien Yoe F. Santos/cciav

Philosophy
Interest
Philosophy is the study of general and fundamental problems, such as those connected with reality, existence,

knowledge,
values, reason,

mind, and language.

Philosophy is distinguished from other ways of addressing such problems

by its critical, generally

systematic approach
argument. In more casual speech,

and its

reliance on

rational

by extension, "philosophy" can refer to "the

most basic

beliefs,

concepts, and

attitudes

of an

individual or group". The word "philosophy" comes from the Ancient Greek (philosophia), which literally means "love of wisdom". The introduction of the terms "philosopher" and "philosophy" has been ascribed to the Greek thinker

Pythagoras. A "philosopher" was understood as a word which contrasted with "sophist". Traveling sophists or "wise men" were important in Classical Greece, often earning money as teachers, whereas philosophers are

"lovers of wisdom" and were

therefore not in it

primarily
Areas of inquiry

for the money.

Philosophy is divided into many sub-fields. These include

epistemology,
logic, metaphysics,

ethics aesthetics.
, and individually below.
Epistemology

Some of the major areas of study are considered

Main article: Epistemology

Epistemology is concerned with the

nature and
between truth,belief,

scope relationships
of knowledge, such as the and theories of justification.

Skepticism is the position which questions the possibility of completely justifying any truth. The regress argument, a fundamental problem in epistemology, occurs when, in order to completely prove any statement P, its justification itself needs to be supported by another justification. This chain can do three possible options, all of which are unsatisfactory

according to the

Mnchhausen Trilemma

One option is infinitism, where this chain of justification can go on forever. Another option is foundationalism, where the chain of justifications eventually relies on basic beliefs or axioms that are left unproven. The last option, such as in coherentism, is making the chaincircular

own chain of justification


so that a statement is included in its . Rationalism is the emphasis on reasoning as a source of knowledge. Empiricism is the emphasis on observational evidence via sensory experience over other evidence as the source of knowledge. Rationalism claims that every possible object of knowledge can be deduced from coherent premises

without observation.
Empiricism claims that at least some knowledge is only a matter of observation. For this, Empiricism often cites the concept of tabula rasa, where individuals are not born

knowledge builds from experience or perception.


with mental content and that Epistemological solipsism is the idea that the existence of the world outside the mind is an unresolvable question.(). Modern rationalism begins with Descartes. Reflection on the nature of perceptual experience,

scientific discoveries in physiology and optics


as well as to the view that we are directly aware of ideas, rather than objects. This view gave rise to three questions: 1. Is an idea a true copy of the real thing that it represents? Sensation

, led Descartes (and also Locke)

is not a direct interaction between bodily objects and our sense, but is a physiological process involving representation (for example, an image on the retina). Locke thought that a "secondary quality" such as a sensation of green could in no way resemble the arrangement of particles in matter that go to produce this sensation, although he thought that "primary qualities" such as shape,

size, number, were really in objects.

2. How can physical objects such as chairs and tables, or even physiological processes

in the brain
3. If all the contents of awareness are ideas, how can we know that anything exists apart from ideas? Descartes tried to address the last problem by reason.

, give rise to mental items such as

ideas? This is part of what became known as the mind-body problem.

He began, echoing Parmenides, with a principle that he thought could not coherently be denied: I think, therefore I am (often given in his original Latin:

Cogito ergo sum).


From this principle, Descartes went on to construct a complete

system

of knowledge (which involves proving the existence of God, using, among

ontological argument).
other means, a version of the His view that reason alone could yield substantial truths about reality strongly influenced those philosophers usually

considered

modern

rationalists

(such as Baruch Spinoza, Gottfried Leibniz, and Christian Wolff), while provoking

have retrospectively
criticism from other philosophers who to be grouped together as

come

empiricists.

() Philosophy of language explores the nature, the origins, and the use of language.

Philosophy of law (often called jurisprudence) explores the varying

nature and the interpretations


theories explaining the of the law in society. Philosophy of mind explores the

nature of the mind

, and its

relationship to the body, and is typified by disputes between dualism and materialism. In recent

branch of philosophy and cognitive science.


years there has been increasing similarity between this Philosophy of religion Philosophy of science Metaphilosophy Many academic disciplines have also generated

philosophical inquiry
include history
History

. These

, logic, and mathematics.

Main article: History of philosophy See also: Western philosophy, Eastern philosophy, and History of Western philosophy Further information: Philosophical progress Many societies have considered philosophical questions and built philosophical traditions based upon each other's works. Eastern philosophy is organized by the chronological periods of each region. Historians of western philosophy usually divide the subject into three or more periods, the most important being ancient philosophy, medieval philosophy, and modern philosophy.

() Main article: Chinese philosophy

Philosophy has had a tremendous effect on Chinese civilization, and throughoutEast Asia. The majority of Chinese philosophy originates in the Spring and Autumn and Warring States era, during a period known as the "Hundred Schools of Thought", which was characterized by significant intellectual and cultural developments. It was during this era that the major philosophies of China,Confucianism, Mohism, Legalism, and Taoism, arose, along with philosophies that later fell into obscurity, like Agriculturalism, Chinese Naturalism, and theLogicians. Of the many philosophical schools of China, only Confucianism and Taoism existed after the Qin Dynasty suppressed any Chinese philosophy that was opposed to Legalism. Confucianism is humanistic, philosophy that believes that human beings

are teachable, improvable and perfectible

through personal and communal endeavour especially including

self-cultivation and self-creation


Confucianism focuses on the cultivation of virtue and maintenance of ethics, the most basic of which areren, yi, and li.Ren is an obligation of

altruism

and humaneness for other individuals within a community, yi is the upholding of righteousness and the moral disposition to do good, and li is a system of

how a person should properly act


norms and propriety that determines Taoism focuses on establishing harmony with the Tao, which is origin of and the totality of everything that exists. The word "Tao" (or "Dao", depending on the romanization scheme) is usually translated as "way", "path" or "principle". Taoist propriety and ethics emphasize the Three Jewels of the Tao: compassion, moderation, and humility, while Taoist thought generally focuses on nature, the relationship between

within a community.

humanity and the cosmos


(); health and longevity; and wu wei, action through inaction.

Harmony with the Universe, or the origin of it through the Tao, is the intended result of many Taoist rules and practices.
Ancient Graeco-Roman

Main articles: Hellenistic philosophy and Ancient Greek philosophy


Ancient Indian

Main article: Indian philosophy Further information: Hindu philosophy, Buddhist philosophy, Jain philosophy, and Upanishads The term Indian philosophy (Sanskrit: Darshanas), refers to any of several schools of philosophical thought that originated in the Indian subcontinent, including Hindu philosophy, Buddhist philosophy, and Jain philosophy. Having the same or rather intertwined origins, all of these philosophies have a common underlying themes ofDharma and Karma, and similarly attempt to explain the attainment of emancipation. They have been formalized and promulgated to a few centuries AD. India's philosophical tradition dates back to the composition of the Upanisads in the later Vedic period (c. 1000-500 BCE). Subsequent schools (Skt: Darshanas) of Indian philosophy were identified as orthodox (Skt: astika) or non-orthodox (Skt: nastika) depending on whether they regarded the

chiefly between 1000 BC

Vedas as an

infallible source

of knowledge.

By some classifications, there are six schools of orthodox Hindu philosophy and three heterodox schools. The orthodox are Nyaya, Vaisesika, Samkhya, Yoga, Purva mimamsa and Vedanta. The Heterodox are Jain,Buddhist and materialist (Crvka). Other classifications also include Pashupata, Saiva, Rasevara and Pini Darana with the other orthodox schools. Competition and integration between the various schools was intense during their formative years, especially between 500 BC to 200 AD. Some like the Jain, Buddhist, Shaiva and Vedanta schools survived, while others likeSamkhya and Ajivika did not, either being assimilated or going extinct. The Sanskrit term for "philosopher" isdranika, one who is familiar with the systems of philosophy, or daranas. In the history of the Indian subcontinent, following the establishment of a Vedic culture, the development of philosophical and religious thought

over a period of two millennia gave rise to what came to be called the six schools of astika, or orthodox, Indian or Hindu philosophy. These schools have come to be synonymous with the greater religion of Hinduism, which was a development of the early Vedic religion.
() St. Thomas Aquinas

Medieval philosophy is the philosophy of Western Europe and the Middle East during the Middle Ages, roughly extending from the Christianization of the

Roman Empire

until the Renaissance

Medieval philosophy is defined partly by the rediscovery and further development of classical Greek and Hellenistic philosophy, and partly by the need to address theological problems and to integrate the then widespread sacred doctrines of Abrahamic religion (Islam,Judaism, and Christianity) with secular learning. The history of western European medieval philosophy is traditionally divided into two main periods: the period in the Latin West following the Early Middle Ages

until the 12th century

, when the works

of Aristotle and Plato were preserved and cultivated; and the "golden age" of the 12th, 13th and 14th centuries in the Latin West, which witnessed the culmination of the recovery of ancient philosophy, and significant developments in the field of philosophy of religion, logic and metaphysics.

treated by the Renaissance humanists, who saw it as a


The medieval era was disparagingly barbaric "middle" period between the classical age of Greek and Roman culture, and the "rebirth" or

renaissance of
. Yet this period of

classical culture
in Europe, and possibly the richest.

nearly a thousand years was the longest period of philosophical development

Jorge Gracia has argued that "in intensity, sophistication, and achievement, the philosophical flowering in the thirteenth century could be rightly said to rival the golden age of Greek philosophy in the fourth century B.C." Some problems discussed throughout this period are the relation of faith

to reason, the existence and unity of God, the object of theology

of individuation
and metaphysics, the problems of knowledge, of universals, and . Philosophers from the Middle Ages include the Christian philosophers Augustine of Hippo, Boethius, Anselm,Gilbert of Poitiers, Peter Abelard, Roger Bacon, Bonaventure, Thomas Aquinas, Duns Scotus, William of Ockhamand Jean Buridan; the Jewish philosophers Maimonides and Gersonides; and the Muslim philosophers Alkindus,Alfarabi, Alhazen, Avicenna, Algazel, Avempace, Abubacer, Ibn Khaldn, and Averroes. The medieval tradition of Scholasticism continued to flourish

as late as the 17th century,


in figures such as Francisco Suarez and John of St. Thomas. Aquinas, father of Thomism, was immensely influential in Catholic Europe, placed a great emphasis on reason and argumentation, and was one of the first to use the new translation of Aristotle's metaphysical and

epistemological writing
that had dominated much of early Scholasticism.
Renaissance

. His work was

a significant departure from the Neoplatonic and Augustinian thinking

Main article: Renaissance philosophy

Giordano Bruno
The Renaissance ("rebirth") was a period of transition between the Middle Ages and modern thought, in which the recovery of classical texts helped shift philosophical interests away from technical studies in logic,

eclectic inquiries into morality, philology, and mysticism.


metaphysics, and theology towards The study of the classics and the humane arts generally, such as history and literature,

enjoyed a scholarly interest hitherto unknown in Christendom, a tendency referred to as humanism. Displacing the medieval interest

humanists followed Petrarch


in metaphysics and logic, the and his virtues the focus of philosophy.

in making man

The study of classical philosophy also developed in two new ways. On the one hand, the study of Aristotle was changed through the influence of Averroism. The disagreements between these Averroist Aristotelians, and more orthodox catholic Aristotelians such as Albertus Magnus and Thomas Aquinas eventually contributed to the

"humanist Aristotelianism" developed in the Renaissance,


development of a as exemplified in the thought of Pietro Pomponazzi and Giacomo Zabarella. Secondly, as an alternative to Aristotle, the study of Plato and theNeoplatonists became common. This was assisted by the rediscovery of works which had not been well known previously in Western Europe.

Notable

Renaissance
The Renaissance also

Platonists include Nicholas of Cusa, and later Marsilio Ficino and Giovanni Pico della Mirandola.

renewed interest in antiAristotelian theories


of nature considered as an organic, living whole comprehensible independently of theology, as in the work of Nicholas of Cusa, Nicholas Copernicus,Giordano Bruno, Telesius, and Tommaso Campanella. Such movements in natural philosophy dovetailed with a revival of interest in occultism, magic, hermeticism, and astrology, which were thought to yield hidden ways of knowing and mastering nature (e.g., in Marsilio Ficino and Giovanni Pico della Mirandola). These new movements in philosophy developed contemporaneously with larger religious and political transformations in Europe: the Reformation and the decline of feudalism. Though the theologians of the Protestant Reformation showed little

direct interest in philosophy, their destruction of the traditional foundations of theological and intellectual authority harmonized with a revival of fideism and skepticism in thinkers such as Erasmus,Montaigne, and Francisco Sanches. Meanwhile, the gradual centralization of political power in nation-states was echoed by the emergence of secular political philosophies, as in the works of

Niccol Machiavelli (often described as the first modern political thinker, or a key turning point towards modern political thinking), Thomas More,Erasmus, Justus Lipsius, Jean Bodin, and Hugo Grotius.
() John Locke

Chronologically, the early modern era of Western philosophy is usually identified with the 17th and 18th centuries, with the 18th century often

being referred to as the

Enlightenment.

Modern philosophy is distinguished from its predecessors by its increasing independence from traditional authorities such as the Church, academia, and Aristotelianism; a new focus on the foundations of knowledge and metaphysical system-building; and the emergence of modern physics out of natural philosophy.

Other central topics of philosophy in this period include the

nature of
free will

the mind

and its relation to the body, the implications

of the new natural sciences for traditional theological topics such as

and God, and the emergence of a secular basis for moral and political philosophy. These trends first distinctively coalesce in Francis Bacon's call for a new, empirical program for expanding knowledge, and soon found massively influential form in the mechanical physics and rationalist metaphysics of Rene Descartes. Thomas Hobbes was the first to apply this methodology systematically to political philosophy and is the originator of modern political philosophy,

including the modern theory of a

"social contract".

The academic canon of early modern philosophy generally includes Descartes, Spinoza, Leibniz, Locke,Berkeley, Hume, and Kant, though influential contributions to philosophy were made by many thinkers in this period, such as Galileo Galilei, Pierre Gassendi, Blaise Pascal, Nicolas Malebranche, Isaac Newton, Christian Wolff, Montesquieu, Pierre Bayle, Thomas Reid, Jean d'Alembert, and Adam Smith.

Jean-Jacques Rousseau
was a seminal figure in initiating reaction against the Enlightenment. The approximate end of the early modern period is most often identified with Immanuel Kant's systematic attempt to limit metaphysics, justify

scientific knowledge
reconcile both of these with morality and freedom.

, and

() After Hegel's death in 1831, 19th-century philosophy largely turned

against idealism in favor of varieties of philosophical naturalism, such as the positivism of Auguste Comte, the empiricism of John Stuart Mill, and the materialism of Karl Marx. Logic began a period of its most significant advances since the inception of the discipline, as increasing mathematical precision opened entire

fields of inference
work ofGeorge Boole and Gottlob Frege. Other philosophers who initiated lines Gottlob Frege and Henry Sidgwick, whose work in logic and ethics, respectively, provided the tools for early analytic philosophy.

to formalization in the

of thought that would continue to shape philosophy into the 20th century include:

Charles Sanders
James, who founded pragmatism.

Peirce

and William

who laid the groundwork


Sren Kierkegaard and Friedrich Nietzsche, for existentialism and post-structuralism.
20th-century philosophy

Main article: Contemporary philosophy Within the last century, philosophy has increasingly become a professional discipline practiced within universities, like other academic disciplines.

less general and more specialized


Accordingly, it has become . In the view of one

Philosophy has become a highly organized discipline, done by specialists primarily for other specialists.
prominent recent historian: " The number of philosophers has exploded, the volume of publication has swelled, and the subfields of serious philosophical investigation have

multiplied. Not only is the broad field of philosophy

today far
, something

too vast
be embraced similar is true

to

by one mind

even of

many highly specialized

subfields."

In the English-speaking world, analytic philosophy became the dominant school for much of the 20th century. In the first half of the century, it was a cohesive school, shaped strongly by logical positivism, united by the notion that philosophical problems could and should be solved by attention to logic and language. The pioneering work of Bertrand Russell was a model for the early development of analytic philosophy, moving from a rejection of the

idealism dominant in late 19th century British philosophy to an neo-Humean empiricism, strengthened by the conceptual resources of modern mathematical logic. In the latter half of the 20th century, analytic philosophy diffused into a wide variety of disparate philosophical views, only loosely united by historical lines of influence and a self-identified commitment to clarity and rigor.

The post-war transformation of the analytic program ordinary


on one hand, an interest in language as a way of avoiding or redescribing traditional philosophical problems, and on the other, a more thoroughgoing naturalism that sought to

led in two broad directions:

dissolve

the puzzles of modern philosophy via the results of


the natural sciences (such as

cognitive psychology and evolutionary biology).

The shift in the work of Ludwig Wittgenstein, from a view congruent with logical positivism to a therapeutic dissolution of traditional philosophy as a linguistic

misunderstanding of

normal forms of life

was the most influential version of the first direction in analytic philosophy. The later work of Russell and the philosophy ofW.V.O. Quine are influential exemplars of the naturalist approach dominant in the second half of the 20th century.

analytic philosophy from the 1970s


But the diversity of onward defies easy generalization: the naturalism of Quine and his epigoni was in some precincts superseded by a

"new metaphysics" of

possible worlds
through

as in the influential work of David Lewis. Recently, the experimental philosophy

reappraise philosophical problems


movement has sought to The flight of the logical positivists from central Europe during the 1930s

social science research techniques.


On continental Europe, no single school or temperament enjoyed dominance. and 1940s, however, diminished philosophical interest in natural science, and an

emphasis on the humanities,

broadly construed, figures prominently in what is usually called "continental philosophy". 20th century movements such as phenomenology, existentialism,

structuralism, and poststructuralism


modern hermeneutics, critical theory, are included within this loose category. The founder of phenomenology, Edmund Husserl, sought to study

consciousness as experienced from a first-person perspective,


while Martin Heidegger drew on the ideas of Kierkegaard, Nietzsche, and Husserl to propose an unconventional existential approach to ontology. In the Arab-speaking world Arab nationalist philosophy became the dominant school of thought, involving philosophers such as Michel Aflaq, Zaki al-Arsuzi, Salah al-Din al-Bitar of ba'athism and Sati' al-Husri. These people disregarded much of Marx's research, and were mostly concerned with the

individual's spirituality
would, in the fight against imperialism and oppression, lead to a united Arab Nation.
() Sren Kierkegaard

which

Although they did not use the term, the 19th-century philosophers Sren Kierkegaard and Friedrich Nietzsche are widely regarded as the fathers of existentialism. Their influence, however, has extended

beyond existentialist

thought.
The main target of Kierkegaard's writings was the idealist philosophical system of Hegel which, he thought, ignored or excluded

the inner

subjective life of living human beings. Kierkegaard, conversely,


held that "truth is subjectivity", arguing that what is most important to an actual human being are questions dealing with an individual's inner relationship to existence. In particular, Kierkegaard, a Christian, believed that the truth of religious faith was a subjective question, and one to be wrestled with passionately. Although Kierkegaard and Nietzsche were among his influences, the extent to which the German philosopher Martin Heidegger should be considered an

existentialist is debatable. In Being and Time he

presented a

method

of rooting philosophical explanations

in human existence (Dasein) to be analysed in terms of existential categories (existentiale); and this has led many commentators to treat him as an important figure in the existentialist movement.

However, in Heidegger explicitly rejected the existentialism of Jean-Paul Sartre.

The Letter on Humanism

Sartre became the best-known proponent of existentialism, exploring it not only in theoretical works such asBeing and Nothingness, but also in plays and novels. Sartre, along with Simone de Beauvoir, represented an avowedly atheistic branch of existentialism, which is now more closely associated with their ideas of nausea, contingency, bad faith, and the absurd than with Kierkegaard's spiritual angst. Nevertheless, the focus on the

responsible before the universe for the

individual human being authenticity

of his or

her existence, is common to all these thinkers.

Structuralism and post-structuralism

Main articles: Structuralism and Post-structuralism

Ferdinand de Saussure
Inaugurated by the linguist Ferdinand de Saussure, structuralism sought to clarify systems of signs through analyzing the discourses they both limit and make possible. Saussure conceived of the sign as being delimited by all the other

signs in

the system

, and ideas as being incapable of

existence prior to linguistic structure, which articulates thought. This led continental thought away from humanism, and toward what was termed the decentering of man: language is no longer spoken

by man to express a true inner self,

but language speaks

man.
Structuralism sought the

province of a hard

science

, but its positivism soon came under fire by

poststructuralism, a wide field of thinkers, some of whom were once themselves structuralists, but later came to criticize it.

Structuralists believed they

could analyze

systems

from an external, objective standing, for example,

but the poststructuralists argued that this is incorrect, that one cannot transcend structures and thus analysis is itself determined by what it examines, while the distinction between the signifier and signified was treated as crystalline by structuralists, poststructuralists asserted that every attempt to grasp the signified results in more

signifiers, so

meaning is always

in a state of being deferred, making an ultimate interpretation impossible. Structuralism came to dominate continental philosophy throughout the 1960s and early 1970s, encompassing thinkers as diverse as Claude Lvi-Strauss, Roland Barthes and Jacques Lacan. Post-structuralism came to predominate over the 1970s onwards, including thinkers such as Michel Foucault, Jacques Derrida, Gilles Deleuze

; it incorporated a critique of structuralism's


and even Roland Barthes
()

limitations.

In 1921, Ludwig Wittgenstein, who studied under Russell at Cambridge, published his Tractatus Logico-Philosophicus, which gave a rigidly "logical" account of linguistic and philosophical issues. At the time, he understood most of the problems of philosophy as mere puzzles of language, which could be solved by investigating and then minding the logical structure of language. Years later, he reversed a number of the positions he set out in the Tractatus, in for example his

second major work, Philosophical Investigations (1953).Investigations was influential in the development of "ordinary language philosophy," which was promoted byGilbert Ryle, J.L. Austin, and a few others. In the United States, meanwhile, the philosophy of W.V.O. Quine was having a major influence, with such classics as Two Dogmas of Empiricism. In that paper Quine criticizes the distinction between analytic and synthetic statements, arguing that a clear conception of analyticity is unattainable.

He argued for holism

the thesis that language

, including scientific

language, is a set of interconnected sentences, none of which can be


verified on its own, rather, the sentences in the language depend on each other

for their meaning and truth conditions


. A consequence of Quine's approach is that language as a whole has only a thin relation to experience. Some sentences that refer directly to experience might be modified by sense impressions, but as the whole of language is theory-laden, for the whole language to be modified, more than this is required. However, most of the linguistic structure can in principle be revised, even logic, in order to better model the world. Notable students of Quine include Donald Davidson and Daniel Dennett.

The former devised a program for natural language

giving a semantics

to

conundrum "what is meaning?".


and thereby answer the philosophical A crucial part of the program was the use of Alfred Tarski's semantic theory of truth. Dummett, among others, argued that truth conditions should be

dispensed within the theory of meaning, and

replaced by

assertibility

conditions. Some propositions,

on this view, are neither true nor false, and thus such a theory of meaning entails a rejection of the law of the excluded middle. This, for Dummett, entails antirealism, as Russell himself pointed out in his An Inquiry into Meaning and Truth.

John Rawls
By the 1970s there was a renewed interest in many traditional philosophical problems by the younger generations of analytic philosophers. David Lewis, Saul Kripke, Derek Parfit and others took an interest in traditional metaphysical problems, which they began exploring by the use of logic and philosophy of language. Among those problems some distinguished ones were: free will,essentialism, the nature of

personal identity
identity over time, the nature of the

mind,

the nature of causal laws,

space-time, the properties of material beings, modality, etc. In those universities where analytic philosophy has spread, these problems are still being discussed passionately.

Analytic philosophers are also interested in the

methodology of

analytic

philosophy itself, with Timothy Williamson,

Wykeham Professor of Logic at Oxford, publishing recently a book entitled

The Philosophy of Philosophy.


Some influential figures in contemporary analytic philosophy are: Timothy Williamson, David Lewis, John Searle, Thomas Nagel, Hilary Putnam, Michael Dummett, Peter van Inwagen and Saul Kripke.

Analytic philosophy has sometimes been accused of not contributing to the political debate or to

traditional questions in aesthetics.


However, with the appearance of A Theory of Justice byJohn Rawls and Anarchy, State and Utopia by Robert Nozick, analytic political philosophy acquired respectability. Analytic philosophers have also shown depth in their investigations of aesthetics, with Roger Scruton, Nelson Goodman, Arthur Danto and others developing the subject to its current shape.

Applied philosophy

The ideas conceived by a society have profound repercussions on what actions the society performs. The applied study of philosophy yields applications such as those in ethicsapplied ethics in particularand political philosophy. The political and economic philosophies of Confucius, Sun Zi, Chanakya, Ibn Khaldun, Ibn Rushd, Ibn Taimiyyah, Gottfried Wilhelm Leibniz, John Locke, Jean-Jacques Rousseau, Adam Smith, Karl Marx, John Stuart Mill, Mahatma Gandhi, Martin Luther King Jr., and othersall of these have been used to shape and justify governments and their actions. In the field of philosophy of education, progressive education as championed by John Dewey has had a profound impact on educational practices in the United States in the 20th century.

Descendants of this movement include the current efforts in

philosophy

for children,

which are part of philosophy education.

() Logic has become crucially important in mathematics,linguistics, psychology, computer science, and computer engineering.

can be found in epistemology understanding the requisites


Other important applications , which aid in for knowledge, sound evidence, and justified belief (important in law, economics, and a number of other disciplines).

decision theory
and has affected the nature

underpinnings of the scientific method


The philosophy of science discusses the of scientific investigation and argumentation. As such, philosophy has fundamental implications for science as a whole. For example, the strictly empirical approach of Skinner's behaviorism affected for decades the approach of the American psychological establishment.

Deep ecology and animal rights examine the

of humans as occupants of a world that to consider also.

moral situation has non-human

occupants

discussions of music, literature, the plastic


Aesthetics can help to interpret

arts

, and the

whole artistic

dimension
well understood to be its

of life. In general, the various

philosophies strive to provide practical activities with a deeper understanding of the theoretical or conceptual underpinnings of their fields. Often philosophy is seen as an investigation into an area not sufficiently

own branch of knowledge.

What were once philosophical pursuits have evolved into the

modern day

fields
See also

such as psychology,sociology, linguistics, and economics, for example.

Main article: Outline of philosophy


Philosophy portal

List of important publications in philosophy List of years in philosophy List of philosophers List of philosophy journals List of unsolved problems in philosophy Social theory

References

^ Jenny Teichmann and Katherine C. Evans, Philosophy: A Beginner's Guide (Blackwell Publishing, 1999), p. 1: "Philosophy is a study of problems which are ultimate, abstract and very general. These problems are concerned with the nature of existence, knowledge, morality, reason and human purpose." ^ "Online Etymology Dictionary". Etymonline.com. Retrieved 2010-08-22. ^ "Idealism". philosophybasics.com. Retrieved 2011-12-20. ^ Sigmund, Paul E. (2005). The Selected Political Writings of John Locke. Norton. ISBN 0393-96451-5.

^ "The Maxims of Good Discourse".


Africanholocaust.net. Retrieved 2012-08-17. ^ Copleston, ibid.: "The bulk of Renaissance thinkers, scholars and scientists were, of course, Christians ... but none the less the classical revival ... helped to bring to the fore a conception of autonomous man or an idea of the development of the human personality, which, though generally Christian, was more 'naturalistic' and less ascetic than the mediaeval conception." 1. ^ Charles B. Schmitt and Quentin Skinner (eds.), The Cambridge History of Renaissance

Philosophy, pp. 61 and 63: "From Petrarch the early humanists learnt their conviction that the

revival of humanae literae was only the first step in a greater intellectual renewal" [...] "the very conception of philosophy was changing because its chief object was now man man was at centre of every inquiry". 2. ^ Cassirer; Kristeller; Randall, eds. (1948). "Introduction".The Renaissance Philosophy of Man. University of Chicago Press. 3. ^ Stanford Encyclopedia of Philosophy [1]: "David Lewis (19412001) was one of the most important philosophers of the 20th Century. He made significant contributions to philosophy of language, philosophy of mathematics, philosophy of science, decision theory, epistemology,

meta-ethics and aesthetics


acknowledged to be one of the

. In most of these

fields he is essential reading; in many of them he is among the most important figures of recent decades. And this list leaves out his two most significant contributions." ^ "Heidegger, Martin", in the Internet Encyclopedia of Philosophy: "Martin Heidegger is widely

most original and important

philosophers of the 20th century". ^ Solomon, Robert (2001). What Nietzsche Really Said. Schocken. ISBN 0-8052-1094-6. ^ Religious thinkers were among those influenced by Kierkegaard. Christian existentialists include Gabriel Marcel,Nicholas Berdyaev, Miguel de Unamuno, and Karl Jaspers(although he preferred to speak of his "philosophical faith"). The Jewish philosophers Martin Buber and Lev Shestov have also been associated with existentialism. Appiah, Kwame Anthony. Thinking it Through An Introduction to Contemporary Philosophy, 2003, ISBN 0-19-513458-3 Blumenau, Ralph. Philosophy and Living. ISBN 0-907845-33-9 Curley, Edwin, A Spinoza Reader, Princeton, 1994, ISBN 0-691-00067-0

Philosophy Now
A Sourcebook of Chinese Philosophy by Chan, Wing-tsit.

magazine

Copleston, Frederick. Philosophy in Russia: From Herzen to Lenin and Berdyaev. ISBN 0-268-01569-4 Leaman, Oliver. A Brief Introduction to Islamic Philosophy. ISBN 0-7456-1960-6 Tarnas, Richard. The Passion of the Western Mind: Understanding the Ideas That Have Shaped Our World View.ISBN 0-345-36809-6

Essentials of Neo-Confucianism: Eight Major Philosophers of the Song and Ming Periods by Huang, Siu-chi The Cambridge Dictionary of Philosophy by Robert Audi
Stanford Encyclopedia of Philosophy

The Internet Encyclopedia of Philosophy

4.2. Aprendizaje Colaborativo & Transdisciplina.

Transdisciplinariedad - Wikipedia, la enciclopedia libre


es.wikipedia.org/wiki/Transdisciplinariedad En los contextos cientficos el trmino transdisciplinariedad es usado de varias ...Esta acepcin contrasta con la comprensin de la transdisciplinariedad como ...

Multidisciplinariedad, Interdisciplinariedad y Transdisciplinariedad ...


portal.educar.org/.../multidisciplinariedad Sep 7, 2009 Comunidades Virtuales de Aprendizaje Colaborativo ... as como un requisito para la interdisciplinariedad y la transdisciplinariedad. Si bien ...

Transdisciplina al servicio de la educacin | UAM Lerma


www.uam-lerma.mx/blog/?p=958 May 11, 2011 El procedimiento de este aprendizaje se instruye con un lenguaje comn ... la transdisciplina necesita del trabajo colaborativo para resolver un ...

Interdisciplina y transdisciplina: aportes desde la ... - Iteso


portal.iteso.mx/portal/.../Complexus%20No.2.pdf La transdisciplina como aproximacin colaborativa entre la ciencia, la tecnologa y la ..... de investigacin, lo que promueve el mutuo aprendizaje entre los ...

Programa transdisciplinariedad incluyendo cronograma de ...


www.slideshare.net/.../programa-transdiscipl... Mar 23, 2012 de la disciplinariedad a la transdisciplinariedad

Objeto de Aprendizaje para la Produccin de Conocimiento Transdisciplinario en ..... mundo de la virtuales de interaccin:, colaborativo entre disciplinas

Transdisciplina I - Facultad de Psicologa


www.psicologia.unam.mx/.../1205%2004%... Campo de conocimiento: ... Objetivo general de aprendizaje: Analizar las aportaciones de la ...

Transdisciplinariedad: Una mirada para la Educacin Intercultural ...


www.academia.edu/.../Transdisciplinariedad... Aneas, A. (2010) Transdisciplinariedad: Una nueva mirada para la .... As, tanto el aprendizaje individual como el conocimiento cientfico no son fruto de una ..... Por ello las actividades colaborativas, la valoracin de propuestas colectivas y la ...

TRANSDISCIPLINA Y PERFORMATIVIDAD? | Escner Cultural


revista.escaner.cl/node/1581 Cage realiza diversos trabajos colaborativos para artistas visuales como Nam ....confluyen diferentes pensamientos, aprendizajes, experimentaciones, etc. y ...

Transdisciplinariedad y complejidad en el ... - unesdoc - Unesco


unesdoc.unesco.org/images/.../136367s.pdf complejos de la realidad social y la transdisciplinariedad como paradigma que orienta las acciones en el campo de ..... aprendizaje del pensamiento relacional ...

educ.ar | Transdisciplinas | Protagonistas


portal.educ.ar Debates Protagonistas Mar 21, 2012 A travs de un proyecto educativo que combina el aprendizaje de ingls, la cultura colaborativa y las nuevas tecnologas, alumnos y docentes ...

Collaborative Learning, trans disciplinary

Handbook of transdisciplinary research - Hadorn


A useable, trans-disciplinary conception of scholarship - Andresen

Multidisciplinary, interdisciplinary, and transdisciplinary - Dyer

Transdisciplinary Collaboration and Lifelong Learning - Center for ...


l3d.cs.colorado.edu/~gerhard/papers/2011/maurer-book.pdf by G Domik
Transdisciplinary Collaboration and Lifelong. Learning: Fostering and Supporting New. Learning Opportunities. Gitta Domik1 and Gerhard Fischer2. 1University ...

Transdisciplinary Graduate Education - Center for LifeLong ...


l3d.cs.colorado.edu/~gerhard/.../transdisciplinary-sharon.pdf by SJ Derry Collaborative Learning (CSCL) -- at the borders of education, cognitive science, and computer science. What studies exist support the value of transdisciplinary ...

Transitioning toward transdisciplinary learning - USQ ePrints ...


eprints.usq.edu.au/8821/1/Park_Son_IJPL_v6n1_PV.pdf by JY Park - 2010 collaborative learning through a shared conceptual framework. Interdisciplinary and transdisciplinary collaborations enable

teachers to form a new

method of ...

Transdisciplinarity - Wikipedia, the free encyclopedia


en.wikipedia.org/wiki/Transdisciplinarity It has been suggested that Transdisciplinary studies be merged into this article or ... in order to better incorporate the diffusion of learning produced by the research. ... In such a way, transdisciplinary collaboration becomes uniquely capable of ...

Research on Computer-Supported Collaborative ... - ResearchGate


www.researchgate.net/.../227221299_Research_on_Computer-...

The PYP as a model of transdisciplinary


www.issg.ch/.../pyp%20-... How is transdisciplinary learning defined in the Primary Years Programme? ....collaborative and group capacity as the new basics that need to be developed by ...

Core Terms in Transdisciplinary Research - transdisciplinarity.ch


www.transdisciplinarity.ch/.../Transdisciplinarity/.../HB_Core_t In Handbook of Transdisciplinary Research, edited by. G. Hirsch Hadorn, Oriented collaboration between researchers from different disciplines (see scientific ...

Sustainability science: Introducing Collaborative Learning ...


icm.landcareresearch.co.nz/.../icm_socialspaces_hydrosoc06.p... Learning & communication spaces in the ICM-Motueka. Active learning: Trans-disciplinary. Wider communication. & dissemination. Other ICM initiatives: ...

Download PDF
link.springer.com/content/.../10.1007%2F978-1-4419-1551-1... by E Butrime - 2010 The results of qualitative empirical and quantitative research are presented. 10.1 Research of Computer-Supported Collaborative Learning in Transdisciplinary ...

Growing International Capacity for Evidence-Based Practice ...


https://stti.confex.com/stti/congrs07/.../paper_35216.htm by D Hanson 2007 Transdisciplinary Collaborative Learning Groups Maximize the Use of Clinical Tools and ...

News for Collaborative Learning, trans disciplinary


Ansal University Adopts Futuristic Trans-disciplinary Learning Approach Across All Academic Programs Moneylife Trans-disciplinary Learning takes interdisciplinary learning a step further by facilitating collaborative, project based learning to ensure that ...

Handbook of transdisciplinary research


GH Hadorn - 2008

A useable, trans-disciplinary conception of scholarship


LW Andresen - Higher Education Research and Development, 2000

Multidisciplinary, interdisciplinary, and transdisciplinary educational models and nursing education


JA Dyer - Nursing Education Perspectives, 2003 - nlnjournals.org

Is higher education ready for transformative learning? A question explored in the study of sustainability
J Moore - Journal of Transformative Education, 2005 - jtd.sagepub.com

Computer-supported collaborative learning: An historical perspective


G Stahl, T Koschmann, D Suthers - handbook of the learning sciences, 2006 - gerrystahl.net

Interprofessional learning and higher education structural barriers


JHV Gilbert - Journal of Interprofessional Care, 2005 - informahealthcare.com

Creating Integrated Curriculum: Proven Ways To Increase Student Learning.


SM Drake - 1998

How social network analysis can help to measure cohesion in collaborativedistance-learning


C Reffay, T Chanier - Collaborative Learning , 2003 - edutice.archives-ouvertes.fr

Evaluation of interdisciplinary and transdisciplinary research


JT Klein - American journal of preventive medicine, 2008 - cancercontrol.cancer.gov

Trans-organizational innovation: a framework for research


J Millar, A Demaid, P Quintas - Technology Analysis & Strategic , 1997

Fostering synergies between information technology and managerial and organizational cognition: the role of knowledge management
EG Carayannis - Technovation, 1999

Mixed reality environments as collaborative and constructive learning spaces for elementary school children
T Winkler, M Herczeg, H Kritzenberger - World Conference on , 2002 - editlib.org

Enhancing transdisciplinary research through collaborative leadership


B Gray - American journal of preventive medicine, 2008 - ncbi.nlm.nih.gov

Transdisciplinary Training
JM Nash - American journal of preventive medicine, 2008 - dccps.cancer.gov

Key elements for interprofessional education. Part 1: The learner, the educator and the learningcontext
I Oandasan, SC Reeves - Journal of Interprofessional care, 2005 - informahealthcare.com

Toward a model and theory for transdisciplinary graduate education


S Derry, G Fischer - Design for Lifelong Learning: A Crucial , 2005 - l3d.cs.colorado.edu

Overcoming the underdevelopment of learning: A transdisciplinary view


J Visser - 1999 - cs4340.userapi.com

Interdisciplinary studies
JT Klein, W Newell - Handbook on the Undergraduate , 1996 - terrorism.spjc.edu

Contributions to a theoretical framework for CSCL


G Stahl - on Computer Support for Collaborative Learning: , 2002 - dl.acm.org

An ethical approach to practitioner research: Dealing with issues and dilemmas in action research
A Campbell, S Groundwater-Smith - 2007

4.2.1. El paradigma de la complejidad Vs. Analfabetismo Funcional.


Redalyc.BIOTICA SEGN LA TEORA DE CIBERNTICA SOCIAL www.redalyc.org/pdf/.../127020937002.pdf this prevalent paradigm, a new triune or tri-unitarian emergent paradigm is presented.... caos (Gleick, 1989) y de la complejidad (Morin, 1990) que son teoras ...

ngel Hach e Ivn Garca Guerra: Medio siglo, forjando generaciones en las artes ...
www.monografias.com Arte y Cultura Lo anterior ha obligado a redefinir, la conceptualizad de cmo la cultura y sus ... los anos 60s, en la lgica de los nuevos paradigmas, definidos por Edgar Morin y .... con hondo sentido de las implicaciones del paradigma de la complejidad, en ... gesto colectivo de anunciacin de la Era de Acuario y el siglo XXI- llegaron a ...

Salud mental - La psicosis nica revisitada: De la nosotaxia a la ...


www.scielo.org.mx/scielo.php?script... by C Rojas-Malpica - 2012

TOWARDS A 'LINGUISTIC SUSTAINABILITY ... - Linguapax


www.linguapax.org/congres04/pdf/bastardas.pdf by A Bastardas-Boada ...

Edgar Morin - Wikipedia, la enciclopedia libre


es.wikipedia.org/wiki/Edgar_Morin El Rumor deOrleans;

El paradigma perdido: la naturaleza del hombre (1971) ...

La epistemologa de la complejidad
www.ugr.es/.../G20_02Edgar_Morin.html by P Gmez 2004 La epistemologa de la complejidad. Epistemology of complexity. Edgar Morin

El desafo que plantea Edgar Morin a la - EDUCATIO - Revista de ...


www.educatio.ugto.mx/.../el_desafio_que_p... by S Van Dijk - 2008 Enseguida se plantea la dificultad de la aceptacin del paradigma complejo ... una nueva manera de pensar que facilite el acceso a la complejidad. ... his Works in order to explain the paradigm of complexity in scientific endeavors, and .... tamos a inicios del siglo XXI son manifestaciones de esta encrucijada global en la ...

Los siete saberes necesarios para la educacin del futuro


www.unmsm.edu.pe/occaa/.../saberes7.pdf by E MORIN - 1999 Captulo III

Ensear la condicin humana

rapidez de los cambios y lo imprevisible ...


El paradigma de la complejidad y la metodologa - Sociedad ...
www.sai.com.ar/.../rahycs_v8_n1_02.htm XXI Congreso Internacional de ...paradigma de la complejidad, pensamiento complejo, sistema complejo, ... century, fostered the emergence and constitution of the complexity paradigm. .....

Complejidad y salud en el siglo XXI Complexity - Biblioteca Virtual ...


bvs.sld.cu/revistas/spu/...4.../spu11407.html by RMR Andalia - 2007
El pensamiento de la complejidad no niega el desarrollo alcanzado por el pensamiento ... la verdad, verdad nica,

de la que podra despus deducir el bien (individual, social, poltico) ... Edgar Morin identifica

tres

teoras surgidas en
,

los aos 40

Complexity and healthcare in the 21st century...

Teora de la complejidad y pensamiento complejo. La obra de ...


letras-uruguay.espaciolatino.com/.../teoria_... concepto de sujeto . .... en la teora de la informacin,quien, en 1948, escribi el artculo

"Science and complexity" ...

Complejidad - Wikipedia, la enciclopedia libre


es.wikipedia.org/wiki/Complejidad Complejidad es la cualidad de lo que est compuesto de diversos elementos. ... y la epistemologa (consultar obras de Anthony Wilden y de Edgar Morin ), as .... por el lingista Stphane Robert en lo referente a la complejidad del lenguaje. ... for multidisciplinary study on complex adaptive systems o Institute for complexity ... The Power of Indignation: The Autobiography of the Man who Inspired the Arab Spring
Stephane Hessel - 2012

THE WOUND AND THE SHADOW


J Butler, F Nietzsche, J Rhys - Migrancy, Culture, Identity, 1994

On Education: Conversations with Riccardo Mazzeo


Z Bauman, R Mazzeo - 2012

Roel Vande Winkel


A ASCHEID, JO FOX Historical Journal of Film, Radio and , 2005

XIILiterature 1780-1830: The Romantic Period


P Newbon, K Hadjiaxfendi, E O'Brien - The Year's Work in , 2013

Bibliography: Relations of Literature and Science, 1995


BR Friedman, KE Gwiasda, P Salman - Configurations, 1997 - muse.jhu.edu

4.2.1.1. Creatividad, Innovacin, destruccin creativa, emprendedurismo y fuentes emergentes de riqueza.

Consideraes para a formao em empreendedorismo: explorando novas reas e possibilidades. estud. gerenc.[online]. 2010, vol. 26, n. 117
C TOCA TORRES - scielo.org.co
... Proceso de destruccin creativa se debe tener en cuenta que las nuevas invenciones tecnolgicas, no slo, avanzarn en la ... y el

econmica

proceso de crear combinando

y desarrollar una actividad

con cierto talante gerencial, riesgo

con creatividad y/o innovacin,

Considerations to the entrepreneurship formation: exploring new domains and possibilities


C Toca Torres - Estudios Gerenciales, 2010 - scielo.org.co

Impacto de la innovacin en el crecimiento econmico colombiano siglo XXI


JA Rincn Zamora - 2012 - repository.unimilitar.edu.co ... fuentes secundarias que incluyen ndices, (artculos cientficos, monografas, libros, artculos de revistas especializadas, noticias, entrevistas) y estadsticas ... impacto en la productividad y la riqueza de las naciones. ... a innovacin data de tiempos muy antiguos y ha sido objeto de ...

El sistema distritual de innovacin cermico de Castelln


D Gabaldn Estevan - 2010 - tesisenred.net

Programa de formacin y desarrollo profesional emprendedor para fortalecer a jvenes graduados de educacin media a travs del Instituto Salvadoreo de
AR Aquino Martnez, M Peraza, J Manuel, Castro - 2012 - ri.ues.edu.sv

La Promocin del Emprendimiento en la segunda etapa de crecimiento hacia fuera del Uruguay (1974-2009)
DV Navarro - fcs.edu.uy

S3MEDIDA DE OBJETIVOS DE COMPETITIVIDAD


VI SEMINARIO, C PARA - funandi.edu.co

Indagacin sobre el empresariado juvenil en Costa Rica, El Salvador, Guatemala, Honduras, Nicaragua, Panam, Mxico y la Repblica Dominicana~
CH Amighetti, MY Chacn - EMPRESARIAL, 2004 - oei.es

La Economa Social y Solidaria, es una alternativa que mejora las actuales condiciones de los sectores excluidos, y es un actor relevante en la transformacin
MS Schujman - aidcmess.com.ar

HISTORIAS DEL FUTURO


J Nieto - 2011 - biblioteca.ucp.edu.co
... 71 CAPTULO 7. EMPRESAS Y EMPRENDEDURISMO, modelos de negocio yesperanza 79 ... Sus respuestas son fruto de la interaccin y de gestionar cada da la

Innovacin,

de aplicar

la destruccin creativa de Schumpeter. ...

4.2.1.1.1 El trabajador/a de conocimiento, audiovisualidad o comunicacin no escrita. y comunicacin. Expresin oral y escrita y bsqueda de informacin) TITULACIN: Grado en Ingeniera de Telecomunicacin. Sistemas audiovisuales y
II Presentacin - etsit.urjc.es

Valorar la

importancia de la buena

teora para el ejercicio de su futura funcin profesional Potenciar su capacidad de comunicacin en pblico. ...

I. Realidad, conocimiento y lgica. II. ...


, CULTURA ESCRITA Y TECNOCULTURA Anlisis de los resultados arrojados por la encuesta en una investigacin sobre lectura, escritura, conocimiento y
AU Sanmiguel - scienti.colciencias.gov.co ... tecnologas de informacin y comunicacin, en el contexto del cambio cultural ... En concordancia con lo anterior, la investigacin Escritura, conocimiento y tecnocultura en la ... tecnologas audiovisuales e informticas, en tanto mediaciones de los conocimientos cientficos, ...

Competencia en comunicacin lingstica


C LINGSTICA - 2007 - xtec.cat

El comportamiento humano en el trabajo


K Davis, JW Newstrom, AE Agea - 2003 - comportamientoorganizacional.

LA TlNOAMERICANA DE VOLUMEN 26-N~


PEL DE ACCION PARTICIPANTE, ADELAL ESCRITA - redalyc.uaemex.mx

ESCRITA ANTE EL DESAFO DE LOS NUEVOS MEDIOS Comunicar, marzo, nmero 016 Colectivo Andaluz para la Educacin en Medios de Comunicacin
G Comunicar - redalyc.uaemex.mx ... Hoy sabemos que las lgicas. mentales y la construccin de conocimiento. responden a ... toda la prensa. escrita tienen todava unas ventajas indiscutibles sobre sus competidores audiovisuales. ... Pero, hacia dnde va la. comunicacin de actualidad,. las nuevas tendencias ...

La socializacin cognitiva y el conflicto entre iconicidad y textualidad en la comunicacinpblica


M Martn Serrano - 2004 - eprints.ucm.es ... y el empleo de las imgenes para la transmisin de las noticias y del conocimiento. ... Libro y la Prensa escrita, por lo que los comienzos de la comunicacin de masas ... a prevalecer los productos comunicativos icnicos y orales, con la incorporacin de los medios audiovisuales. ...

El vdeo como herramienta de investigacin: Una propuesta metodolgica para la formacin de profesionales en Comunicacin
ME Garca Gil - Enlaces: revista del CES Felipe II, 2011 - dialnet.unirioja.es

diversificacin y la personalizacin de los contenidos audiovisuales y, finalmente ...


... camino para la descentralizacin, la y diversificados, a partir de la integracin de varios modos de comunicacin (oral, escrita ... de la realidad como en las maneras

de

concebir el conocimiento ...

Lenguaje y nuevos lenguajes


MAP Rodrguez, JIA Gmez - Comunicar, 1994 - redalyc.uaemex.mx ... que potencie la autonoma en los procesos de conocimiento y apren ... comprensin, estructuras, producciones * Elaboracin de guiones para montajes audiovisuales, programas de ... 2. Comunicacin escrita * Cdigo * Anlisis de textos escritos *

Registros, usos sociales ...


FUNDAMENTOS DE LA COMUNICACIN I
F ALBALADEJO, J VICENTE, L DELTELL

POLITECNICO JAIME ISAZA CADAVID ESCUELA DE COMUNICACIN AUDIOVISUAL


JA Sierra, G Velsquez

Psicologa y medios de comunicacin


C Rolla, D Sastre, A Delgado, D Goldzac, AC Martn - Papeles del Psiclogo, 1995

COMUNICACIN E INTERACCIN COMUNICATIVA


MRT Quintana, M Pedreira, CG Jordana - 212.121.227.204

un contexto multidisciplinar caracterizado por la confluencia de las reas deconocimiento de las Ciencias Empresariales, de la Comunicacin, la Psicologa, la
E Diez - nebrija.com

Handbook of college reading and study strategy research


RF Flippo, DC Caverly - 2008 ... those with a high school degree, half lack reading, writing, or communication skills to ... issues, student diversity, and a changing academic literacy needed in a new knowledge age ... using discourse labels such as at-risk, basic skills, developmental, remedial, non-traditional, limited ...

Online Communication in a Second Language: Social Interaction, Language Use, andLearning Japanese
SE Pasfield-Neofitou - 2012

From WikEd
A Barrett, A Clow, S Dawson, D Gallaga, G Merrin - wik.ed.uiuc.edu

Language and the Internet


D Crystal - 2001

Drama and technology: attitudes and perceptions


K Flintoff - 2005 - drama-education.com

Teacher

Discourses for the New Millennium: Exploring the Cultural Models of Y Generation Preservice Teachers
S Donnison - 2004 - secure.griffith.edu.au ... Donnison, S. (2004, December). An uncommon vision: The Digital Generation, ... no givens is partially due to the proliferation of information and choice inherent in a ... Those involved in the manufacture and distribution of information and knowledge have formed a new elite ...

The 3-D Virtual Library Concept Revisited


D Riha - Daniel Riha & Anna Maj - inter-disciplinary.net

Hypermedia storytelling in the middle years of schooling


P Thomas - 2010 - vuir.vu.edu.au

Media in Education: Results from the 2011 ICEM and SIIE Joint Conference
A Moreira, O Benavides, AJ Mendes - 2012

An introduction cybercultures
PK Nayar - 2010

to new media

and

The Coconut Tree and the Computer Tiger: Information Technology in Traditional Pacific Societies
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New narrative pleasures


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Literary culture in a world transformed: A future for the humanities


WR Paulson - 2001

Fluid subjectivity: bodies, machines and science fictions in cyberculture


AR Fleury - 1997 - circle.ubc.ca

Fourth International Contrastive Linguistics Conference


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Educating for an ecologically sustainable culture: Rethinking moral education, creativity, intelligence, and other modern orthodoxies
CA Bowers - 1995

4.2.1.1.1.1. Legado transcultural, transdisciplinar y transepocal.

The intellectuals
A Gramsci - Contemporary sociological thought. Themes and , 2005 - 202.114.108.237
49 CHAPTER 4 The Intellectuals ANTONIO GRAMSCI THE FORMATION OF THE INTELLECTUALS Are intellectuals an ...

All men are

intellectuals

, one could therefore say: but not

all men have in ... 10 Each man, finally, outside his professional activity,

carries on

some form
A Gramsci - 1995

of ...

Futher Selections from the Prison Notebooks

Challenging the postmodern condition: Radical adult education for critical intelligence
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A Gramsci reader: selected writings, 1916-1935


A Gramsci - 2000 - Lawrence & Wishart

Gramsci's challenge to the politics of the left in 'Our Times'


P Allman, J Wallis - International Journal of Lifelong Education, 1995

Hegemony, intellectuals and the state


A Gramsci - Cultural theory and popular culture: a reader, 1998

Antonio Gramsci's contribution to radical adult education


P Allman - Gramsci and education, 2002

Critical Pedagogy and Resisting Intellectual Part II


HA Giroux - Phenomenology+ Pedagogy, 1944 - ejournals.library.ualberta.ca

the

Adult education and social transformation: On Gramsci, Freire, and the challenge of comparing comparisons
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Metromarxism: A Marxist tale of the city


A Merrifield - 2002

Prison letters
A Gramsci - 1988 - Pluto Pr

The Specter of Gramsci: Revolutionary praxis and the committed intellectual


P McLaren, G Fischman, S Serra - Gramsci and , 2002

Gramsci, history and the future economy


E Schwimmer - Beyond the New Economic Anthropology, ed. John , 1987

Antonio Gramsci
C Hill - The New Reasoner, 1958 - amielandmelburn.org.uk

Antonio Gramsci and social science


C Counihan - Dialectical Anthropology, 1986

The Open Marxism of Antonio Gramsci: Translated and Annotated by Carl Marzani
A Gramsci - 1957 - Cameron Associates

A Crocean critique of Gramsci on historicism, hegemony and intellectuals


R Bellamy - Journal of Modern Italian Studies, 2001

Community work as pedagogy: reenvisioning and Gramsci


M Ledwith - Community Development Journal, 2001 - Oxford Univ Press

critical Freire

4.2.1.1.1.2. Industrias culturales e Industrias creativas: la perspectiva de la comunicacin NO ESCRITA... -empleos, imagen, identidad, economa tnica y potencial exportador- o la mirada/propuesta de educacin inclusiva, animacin socio-cultural (ASC), ms all del analfabetismo funcional, a principios del S. XXI.

de la industria cultural a las industrias culturales - Universidad ...


www.ucm.es/.../Comunicaciones%20Eje%2... El concepto de industria cultural ocupa un lugar fundamental en la investigacincomunicativa clsica. Sin embargo, a partir

de los su ...

aos setenta los ejes

de

Economa en las empresas culturales y de comunicacin


html.rincondelvago.com/economia-en-las-e... INTRODUCCIN AL SISTEMACOMUNICATIVO Y CULTURAL. Aspectos conceptuales: Comunicacin ...

Economa de las industrias culturales


html.rincondelvago.com/economia-de-las-i...

Industrias culturales en el entorno digital: una reformulacin desde ... www.academia.edu/.../Industrias_culturales... praxis comunicativa Cultural Industries in a Digital Setting: a Reformulation from ... Nmeros anteriores-Industrias culturales en el entorno digital: una ... www.ehu.es Inicio Nmeros anteriores Icono Pdf - zer22-06-fernandez.pdf [es, 164 kb]. Resumen: Dentro del ...

Industrias culturales en el entorno digital: una reformulacin desde ...


www.ehu.es ... Fernndez Quijada by DF Quijada - 2011 Dentro del paradigma de la economa poltica de la comunicacin, la tipologa de lgicas de las industrias culturales debe ser revisada a la vista de ...

Estructuras de las Industrias Comunicativas ...


www.ucam.edu/.../... - Translate this page File Format: PDF/Adobe Acrobat ESTRUCTURA DE LAS INDUSTRIAS COMUNICATIVAS. Mdulo: Industrias culturales. Materia: Industrias comunicativas.

Carcter: Obligatoria. N de crditos:...


ANEXO- ESTRUCTURA DE LAS INDUSTRIAS COMUNICATIVAS
www.ucam.edu/.../ANEXO-... Definicin del concepto de industria comunicativa, las industrias creativas, industrias culturales, la Sociedad de la informacin y del conocimiento.

10. Industrias Culturales, Creatividad y Desarrollo - Aecid


www.aecid.es/.../Cultural/.../INDUSTRIAS_... by G Rey Las industrias culturales en los procesos de desarrollo . ...... en los procesos de gestin municipal, salud, educacin y formas comunicativas alternativas?

Las Industrias Culturales el Negocio de la Era Digital


www.razonypalabra.org.mx/.../sruano.html by S Ruano - 2007 El origen del trmino Industria cultural se remonta a Escuela de Frankfurt. ..... hacen que los movimientos de capitales en el sistema comunicativo se encuentren

Creative Class, creative industry, creative profile

The Rise of the Creative Class--Revisited - Florida

Struggling with the creative class - Peck


The flight of the creative class: The new global - Florida

_______
Creative industries - Wikipedia, the free encyclopedia
en.wikipedia.org/wiki/Creative_industries Jump to The creative class and diversity: Florida's focus leads him to pay particular attention to the nature of the creative workforce. In a study of why ...

The end of the creative classes in sight | Culture professionals ...


www.guardian.co.uk ... Culture professionals network Mar 4, 2013 high-profile creative industries have already been automated.

Richard Florida Concedes the Limits of the Creative Class - The ...

www.thedailybeast.com/.../richard-florida-conce... Mar 20, 2013 The so-called creative class was supposed to remake America's cities. ... This Soho-izationthe ...

More videos for Creative Class, creative industry, creative ...

Creative Industries, Creative Workers and the Creative Economy: a ...


www.scotland.gov.uk/Resource/Doc/289922/0088836.pdf Highlighting policy and practice elsewhere on the creative industries. 16. 5. CONCLUSION ..... factors in relation

are talent, technology and tolerance.


to the creative class, which ... A sector profile of the creative and cultural skills workforce in ...

Who or What is the Creative Class? - Goethe-Institut


www.goethe.de Home Future of Work According to Florida the creative class is now revving up to take over the position of the formerly dominant industrial class. Florida's analysis is interesting ...

QUT - Creative Industries


www.qut.edu.au/creative-industries by R User 2011 Jean Burgess ...

Creative Destruction: How Advertising Is Swallowing the ... - Gawker


gawker.com/.../creative-destruction-how-advertising-is-swallo... May 8, 2012 Advertising likes to speak of itself as a "creative" industry. Whether you buy this or think it's bullshit is largely a philosophical matter. Rather than ...

The geography of creative industries in Europe - Universitat de ...


www.uv.es/raboixdo/references/2010/10007.pdf by R Boix spatial distribution, and that the employment in creative industries is more ...

Diagnosis of the creative industries in the Gdansk ... - Central Europe


www.central2013.eu/fileadmin/user.../SWOT_Gdansk_EN.pdf

In the creative class Florida includes people whose work involves creative problem solving and ...

1. How digital culture is rewiring our brains


www.smh.com.au National Times Society & Culture Aug 7, 2012 Can the internet

improve cognitive skills plasticity of the

and learning, as has been ...Given the

brain, it is not surprising adapting to a cyber-environment


will also lead to ... significance of these trends in relation to a

screen-based lifestyle
of the 21st century to be personally fulfilled and useful to society. es-es.facebook.com/DigitalNativesCybercultures/info Early XXI century & Digital Natives. ... ON PUBLIC education BEFORE TELECENTERS AND CYBERSPACE -BUT Today easily and on...

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Early XXI century & Digital Natives.Trends, Cyberjournalism ...

cheapest for everybody

E-Learning and Digital Cultures MOOC - Week 01 Looking to the ... https://plus.google.com/.../4f1f5805-988a-43c1-9503-431c5d...

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learning styles
teens and I. The school education they rec. ... link site of Digital Native Envy I wondered is it time to revise the digital native/immigrant ...

between my

Cyber Culture and Intercultural Communication Teaching, Learning ...


dspace.uta.edu/.../... by L Rings - 2012

native, culture-specific meanings humans accumulate, over years of...... Byrnes H. Interactional style in German and American conversations.

Educators and Web 2.0 - ETEC 510


etec.ctlt.ubc.ca/510wiki/Educators_and_Web_2.0

global village | 21st Century Global Village


claudiabrauer.wordpress.com/tag/global-village/ Jan 16, 2013 E-learning and Digital Cultures is aimed at teachers, learning ... We'll look at how learning and literacy is represented in popular digital-, (or cyber-) culture.....

Workforce 2020 White Paper - Cisco


www.cisco.com/.../learning/.../Workforce_2020_White_Paper....

Download - Ministry of Education


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age of interactive digital media and cyber culture


in the 21st century demands ....Gender language style and

group composition in internet ...

Overv-1.Visin General: Las ALFIN y las alfabetidades emergentes. Authority, performance, and interpretation in religious reading: Critical issues of intercultural communication and multiple literacies
CA Elster - Journal of Literacy Research, 2003 - jlr.sagepub.com

Local literacies and vernacular literacies: Implications for national literacy policy
BV Street, N Hornberger - Indigenous literacies in the Americas: , 1997

Speaking Literacy and Learning to Technology, Speaking Technology to Literacy and Learning
AS Palincsar, B Dalton - YEARBOOK- , 2005 - yearbook.

Indigenous accounts of dealing with writing


E Rockwell - Language, literacy, and power in schooling, 2005

Content spotlight educators

area literacy: The shifts to teacher

DE Alvermann - Multiple literacies in the 21st century, 2006

Technology and literacy in the 21st century: The importance of paying attention
CL Selfe - 1999

Performance South Africa

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an

Alternate Literacy in

C Israel - South African Theatre Journal, 2007

Turn up that radio, teacher: Popular cultural pedagogy in new centuryurban schools
JMR Duncan-Andrade - Journal of School , 2005 - advocates4diversity.org

13 Critical factors in literacy development


SB Heath - Literacy, society, and schooling: A reader, 1986

Language and the construction of identities in contemporary Europe: notes towards a research programme
B Rampton, J Collins, R Harris, C Leung - & Literacies, 2003 - eprints.port.ac.uk

Pedagogy for millennials: Using new literacies and new media to teach old texts
KW Weed - 2009 - trace.tennessee.edu

The ITCs and How to Develop Writing and Reading Skills in Students of Portuguese Primary School
C Gonalves, HC Gamboa - 2007 - conference.pixel-online.net

The new literacies of Web 2.0: a case study of one school district
M Moayeri - 2011 - circle.ubc.ca

Investigating Methods of Kindergarten Vocabulary Instruction: Which Methods Work Best?


RD Silverman - YEARBOOK-NATIONAL READING , 2005 - literacyresearchassociation.org

New reading histories, print culture and the identification of change: The case of eighteenthcenturyEngland 1
J Raven - Social History, 1998

Appropriating Written French: Litera cy Practices in a Parisian Elementary Classroom


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Technology and change in Atlantic Canada's new secondary English language arts curriculum
B Barrell - English Education, 1999

Media Education, Media Literacy and Digital Competence


A Gutirrez, K Tyner - Comunicar, 1988 - revistacomunicar.com

DIY media in the classroom: New literacies across content areas


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Composition in convergence: The impact of new media on writing assessment


D Penrod - 2005 -

Cultural Center for Audio-Visual Exchange (CCAVE ... - Facebook


www.facebook.com/CCIAV y exploracin tendencias globales emergentes en: polticas ..... de los ..... desde las alfabetidades emergentes

-y tambin ... ALFIN, entre otros temas o ejes ...

La paz en la... | Facebook


www.facebook.com/.../613793771968292 -del ALFIN, las NTICs, las nuevas alfabetidades, la educacin inclusiva ..... TIENES PROBLEMAS... en las alfabetidades emergentes o alfabetidades mltiples ...

jajaa te lo decia,... | Facebook


www.facebook.com/.../373610356086301 -de ALFIN, las NTICs, las nuevas alfabetidades, la educacin inclusiva, el dialogo horizontal y la ...... en las alfabetidades emergentes o alfabetidades mltiples ...

Heidegger, Digital... | Facebook


www.facebook.com/permalink.php?...id... alfabetidades emergentes -y tambin desde las tradicionales-para: ... "(. ... del .... viejas y emergentes frmulas ... ALFIN,

Adolfo Bioy Casares - Informacin | Facebook


es-es.facebook.com/.../235354513208648?... y exploracin tendencias globales emergentes en:

TELOS o fin, en la... | Facebook


www.facebook.com/permalink.php?...id... en el consumo cultural, de la alfabetidad ..... el acrnimo ALFIN (como en el mundo ...... alfabetidades emergentes -y tambin desde las tradicionales-para: ... "(.

Cultural Center for Audio-Visual Exchange (CCAVE ... - Facebook


es-es.facebook.com/CCIAV?sk&filter=1 -de ALFIN, las NTICs, las nuevas alfabetidades, la educacin inclusiva, el dialogo horizontal y

State Fair | StatusBin Shares Search


status.idolbin.com/shares?q=State+Fair alfabetidades emergentes -y tambin desde las tradicionales-para: ... "(. ... del .... viejas

Are You a New Member in Our Virtual Community We Are Interested ...
www.scribd.com/.../Are-You-a-New-Member-in-Our-Virtual-... Sep 7, 2012 ... friendly-cities-ALFIN-audiovisuall-iteracy-and-strategies-preventing......las NTICs, de cara a las alfabetidades emergentes,

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www.tkeer.com/.../1360608688&type=post...

Overv-2. Desconstruyendo el mueco, donde se fusionan o imbrican, aportes complejos, para un proceso, know how, servicio -y producto finalno menos complejo. Balancing act: twenty-one strategic dilemmas in cultural policy
F Matarasso, C Landry - 1999 - books.google.com ... This challenge was neatly expressed by the American curator Stephen Weil when he asked ... Implementation dilemmas 5. Consultation or Active participation The process of establishing cultural policy raises its own dilemmas about

appropriate

methods of

Cool new Asia: Experiencing East Asian popular culture


S Wilson - 2012 - unitec.researchbank.ac.nz

The inner city as site of cultural production sui generis: A review essay
TA Hutton - Geography Compass, 2009

EPOCH research agenda for the applications of ICT to cultural heritage


D Arnold, G Geser Archaeolingua, Budapest, 2008 - public-repository.epoch-net.org

Local policies for cultural diversity


GT sur la Culture, GT en Cultura - 2006 - uclg.org

Between narrative and number: the case of Arup's 3D Digital City model
P Harvey - Cultural Sociology, 2009 - cus.sagepub.com

EUROPEAN CULTURAL INSTITUTIONS AS GLOCALISMS THE CASES OF THE FUNDAO DE SERRALVES AND THE CONTEMPORARY ART CENTRE
RN Ganga - ler.letras.up.pt

Culture as educational intervention for change: The experience of the Neighbourhood-School Programme in the city of Nova Iguau, Brazil
MMF Vieira, GC Knopp, ML Costa - City, Culture and Society, 2011

Solitude and Fragments: Introducing the Video Work of Mounir Fatmi


T Elhaik - Framework: The Journal of Cinema and Media, 2002

Non-Western Models Museums and Curation Cross-Cultural Perspective


C Kreps - A Companion to Museum Studies, 2006

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Art and (second) life: over the hills and far away
C McCaw - Proc. perthDAC, 2007 - fibreculture.org

Nomadic trajectories: mapping short film production in Singapore 1


SS Harvey - InterAsia Cultural Studies, 2007

TRANSFORMATION OF SOCIAL WORLD PERCEPTION STRUCTURES


J Soroka - sites.google.com

Understanding digital futures


A Andrews, M Bevolo - Design Management Review, 2004 ... Fashion or art? Shoes or open work? Fashion designer and art curator Angelo Figus

Design activism: beautiful strangeness for a sustainable world


A Fuad-Luke - 2012

Globalization and the Representation of Rurality: Alpine OpenAir Museums in Advanced Industrial Societies
A EhREnTRAuT - Sociologia Ruralis, 1996

Art and (Second) Life: Over the hills and far away?
M Venture, D Antonelli - journal.fibreculture.org

Shared Dreams and Red Cockroaches: Cuba and Digital Culture


C Venegas - Hispanic review, 2007 - muse.jhu.edu

Music Blogs, Music Scenes, Sub-cultural Capital: Emerging Practices in Music Blogs
B Jetto - New Media and the Politics of Online Communities, 2010 - inter-disciplinary.net

Uses of Media Culture, Usefulness of Media Culture Studies


K Iwabuchi - and Academic Activism: Instituting Cultural , 2012 - Hong Kong University Press

4.2.1.1.1.2.1. Malinowsky.

Argonauts of the Western Pacific: An account of native enterprise and adventure in the archipelagoes of Melanesian New Guinea B Malinowski - 2003 First published in 1922, this classic text examines the extensive and complex trading system maintained by the Trobriand Islanders. While the main theme is economics and

social organization, the power of magic,

mythology and

folklore

are also examined.

The Meaning of Meaning: A Study of the Influence of Language upon Thought and of the Science of Symbolism
CK Ogden, IA Richards, B Malinowski, FG Crookshank - 1966 - library.wur.nl

Magic, science and religion and other essays 1948


B Malinowski - 2004

The problem of primitive languages


B Malinowski - 1926

meaning

in

B Malinowski - Language and literacy in social practice: A reader, 1994

Crime and custom in savage society


Bronislaw Malinowski achieved international recognition as the founder of" functionalism" in social anthropology, based on his studies of Melanesian society

on the Trobriand Islands off New Guinea. His Crime and Custom in Savage Society is now one of the classic works of ...

Facing Mount Kenya: the tribal life of the Gikuyu


J Kenyatta, B Malinowski - 1953

Coral gardens and their magic


B Malinowski, ER Leach, B Jack - 1966 - getcited.org

A scientific theory of culture


B Malinowski - 1944 Malinowski, Bronislaw (b. 1884, d. 1942). PUBLISHER: The University of North Carolina

Sexual life of savages


B Malinowski - 2006 - Genesis Publishing Pvt Ltd

Sex and repression in savage society


B Malinowski - 2003 Pacific, an Account of Native Enterprise and Adventure in the Archipelagoes of Melanesian New Guinea, by Bronislaw Malinowski,... With a Preface by Sir B Malinowski, JG Frazer - 1922 - G. Routledge and sons

Myth in primitive psychology


B Malinowski, BK Malinowski - 1926 - sjsu.edu

A diary in the strict sense of the term: with new introduction


B Malinowski - 1967

The dynamics of culture change: an inquiry into race relations in Africa


B Malinowski, PM Kaberry - 1945 - library.wur.nl

Magic, science and religion


B Malinowski 1925

The family among the Australian Aborigines


B Malinowski 1963

Freedom and civilization


B Malinowski - 1976

Parenthood, the basis of social structure


B Malinowski - The new generation, 1930 - New York: Macauley Books

Practical anthropology
B Malinowski - Africa: Journal of the International African Institute, 1929 4.2.1.1.1.2.2. Gramsci, 4.2.1.1.1.2.3.Freud 4.2.1.1.1.2.4. Saussure 4.2.1.1.1.2.5.Zeithalm, 4.2.1.1.1.2.6.Parasuraman, 4.2.1.1.1.2.7. Berry, 4.2.1.1.1.2.8. Passolini, 4.2.1.1.1.2.9. Pierre Bourdieu, 4.2.1.1.1.2.10. Peter Drucker, con Tom Peters y la Wawidad

-en calidad, originalidad,personalizacion y diseode proyectos de servicios de alto valor agregado. Knowledge management in organizations: A critical introduction
D Hislop - 2004 - citeulike.org
... the roles of information technology in the process of knowledge management and that of ... virtual organization,

global multinationals and, knowledge

intensive

firm

and knowledge workers.

...

knowledge_management,

practice. ...
Understanding knowledge management
M Demarest - Long range planning, 1997
general management to: assess the demands of this

knowledge worker relative to her contribution to the

knowledge bases-is the employee in question ...

Intellectual capital: The new wealth of organizations


T Stewart, C Ruckdeschel - Performance Improvement, 1998

Knowledge management strategies: toward a taxonomy


M Earl - Journal of management information systems, 2001

How does knowledge management influence innovation and competitiveness?


A Carneiro - Journal of knowledge management, 2000

Knowledge management, knowledge organizations & knowledge workers: A view from the front lines
Y Malhotra - Maeil Business Newspaper, 1998 - Information Today Inc.

Just-in-time delivery comes to knowledge management


TH Davenport, J Glaser - Harvard business review, 2002 - landray.com.cn

Knowledge as work: conflicts in the management of knowledge workers


H Scarbrough - Technology analysis & strategic management, 1999

Knowledge Creation: How to Unlock the Mystery of Tacit Knowledge and Release the Power of Innovation: How to Unlock the Mystery of Tacit Knowledge
G Von Krogh, K Ichijo, I Nonaka - 2000

Knowledge-worker productivity
PF Drucker - California management review, 1999 - bestpractice.dk

The eleven deadliest sins of knowledge management


L Fahey, L Prusak - California management review, 1998 - hum.aau.dk

The nonsense of knowledge management


TD Wilson - Information research, 2002 - informationr.net

Knowledge management in organizations: examining the interaction between technologies, techniques, and people
GD Bhatt - Journal of knowledge management, 2001

Odd couple: making sense of the curious concept of knowledge management


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Knowledge management: practices and challenges


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4.2.1.1.1.1. Nueva Economa. 4.2.1.1.1.2. Trabajador de conocimiento. 4.2.1.1.1.3. Todo hombre es un intelectual. Gramsci 4.2.1.1.1.4. No existen hombres ni culturas superiores: la diferencia est en el grado de civilizacin Malinowsky 4.2.1.1.1.5. Los Fast thinkers, son unos fracasados que hablan por televisin () La verdad no se puede medir con el aplausimetro Pierre Bourdieu 4.2.1.1.1.6. Yo como marca Tom Peters

4.2.1.1.1.7. Cine de poesa Vs. Cine de Prosa ( Passolini, Pesaro, 1967) 4.2.2. Capital social, Capital Relacional, Capital Comunicacional: Intangibles, Tiempo, Sujeto, Imaginacion, Post fordismo y humanware. 4.2.1.2. Redes colaborativas, humanas y tecnolgicas. 4.2.2.1. Capital Social. 4.2.2.2. Capital Relacional. 4.2.2.3. Capital Comunicacional.

4.2.2.4. Intangibles, en diferenciacin y posicionamiento. 4.2.2.4.1. Tiempo. 4.2.2.4.2. Sujeto. 4.2.2.4.3. Imaginacin. 4.2.2.4.4. Post fordismo 4.2.2.4.5. Humanware.

4.2.2.5. Usos culturales de las NTICs, para el trabajo y el ocio infanto-juvenil. 4.2.2.5.1 Usos culturales de las NTICs o cibercultura. 4.2.2.5.2. NATs o trabajo infanto-juvenil. 4.2.2.5. 3. Ocio infanto-juvenil. 4.2.2.6. Juegos en equipo o creacin colectiva? 4.2.2.6.1. El papel de facilitacin de las redes en el aprendizaje colaborativo -y reduccin de costos unitarios de la experiencia- del consumo cultural y la formacin de audiencias prosumidoras. 4.2.2.6.2. Memoria histrico-cultural y animacin socio-cultural (ASC) en la educacin del gusto o capacidades de apreciacin y disfrute de la calidad -en bienes, productos, procesos y servicios- de las industrias creativas y culturales. 4.2.2.7. Tendencias emergentes y co-protagonismo del y la nativo/a digital. 4.2. 2.7.1. Construccin activa 24/7 del periodismo cvico o ciudadano,

4.2.2.7.2. Consumo cultural y co-construccin de la ciudadana cultural en glocalize, desde y por, la web 2.0 y web 3.0 . ( finales del siglo XX, principios del siglo XXI y Tercer Milenio). 4.2.2.7.3. Consumo cultural y co- construccin de la ciudadana comunicativa, en glocalize, desde y por la web 2.0 y web 3.0.

4.2.2.8. Nativo/a digital y libertad individual, desde el consumo cultural y nuevas alfabetizaciones. 4.2.2. 8.1. Periodismo cvico o ciudadano, principiantes y aficionados/as/xs. 4.2.2.8. 2. Derechos de Internet, derechos humanos y libertad individual. 4.2. 2.8.3. Articulo 19 Declaracin Universal de Derechos Humanos. 4.2.2.8.4. Objetivos de Desarrollo Humano del Milenio (ODM) 4.2.2.8.5. Carta Iberoamericana de la Cultura 4.2.2.8.6. Metas 21 de Educacin en Iberoamrica, para la formacin de las generaciones del Bi-Centenario. 4.3. Libertad Individual. 4.3.1. Ciudadana Cultural y Procesos de Consumo audiovisual de calidad: el tema de las mtricas y la curatoria, en sociedades plurales o abiertas. 4.3.2. Ciudadana Comunicativa o el rescate de MIS favoritos - en mi comunidad y en la apropiacin de la memoria histrico-culturaldesde la cultura local en glocalize, como del protagonismo de principiantes, aspirantes y aficionados/as museos y enciclopedias PERSONALES, desde la cotidianidad y el marco axiolgico ciudadano.

4.4. Clases Creativas, Proceso Creativo, Innovacin y Nuevas formas de generacin de riquezas. 4.4.1. Identidad, imagen, prestigio y proyeccin positiva de la memoria histricocultural, desde contenidos locales. 4.4.2. Ocio, edutainment, audiovisualidad, libertad individual: visibilidad, educacin inclusiva, cultura de paz, diversidad y glocalize. 4.4.3. Intersecciones con el desarrollo humano, las exportaciones, la creacin de capacidades, empleos, identidades, economa y cultura, desde la comunicacin no escrita.

" (...) Me solidarizo con la posicin del Presidente de la Republica, Danilo Medina, porque esta defendiendo el inters de la nacin, frente a la multinacional Barrick Gold: me solidarizo con ustedes en la Z y ESTA NOCHE, en el Comit Poltico del PLD, se estar debatiendo, formalmente, este tema, a propuesta nuestra (...) NO SOLO de dar apoyo a la posicin del brillante discurso del presidente de la Republica, sino ir mas all de la resolucin (...)" Dr. Carlos Amarante Baret Presidente del Consejo INDOTEL, Republica Dominicana Entrevista Z 101 Digital FM

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"La creatividad es la inteligencia divirtiendose"

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" (...)En las dictaduras, la tortura, es una politica de Estado (...)

El estado democratico, esta obligado a proteger la vida (...) para poner un ejemplo

fui a una conferencia en la Feria del Libro, sobre el asesinato de las

Hermanas Mirabal (...) al final ella decia, si nos devolvieron las fincas,

todo pero no nos la devolvieron a ellas (...) el beneficio economico,

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Source:

z101digital.com