La sociedad del aprendizaje / Cisco Hacia una sociedad del aprendizaje / John Chambers Presidente y CEO de Cisco Systems, Inc. Desde hace mucho tiempo, tengo la convicción de que la educación y la tecnología son los dos pilares de la igualdad en la vida. Esta nueva etapa de Internet —con la Web 2.0 y la colaboración— ofrece una visión de lo que se puede hacer. Esa convicción se intensifica en momentos en que la visión comienza a tomar forma al hacer posible la colaboración, eliminar las barreras en todo el mundo y permitir el acceso a la información en cualquier momento y lugar. El aprendizaje es esencial para el futuro del mundo. Es cierto que optimizar la eficacia de los sistemas educativos tradicionales para maximizar el valor que podemos obtener de ellos es un elemento crucial de cualquier estrategia para avanzar. Debemos adoptar nuevos enfoques procedentes de fuentes no tradicionales y fomentar una colaboración auténtica y abierta de los sectores público, privado y sin fines de lucro. Acceder 1ro de diciembre de 2011
Past Lectures Does conscious perception have representational content? Or are the representations involved in perception all sub-personal underpinnings of perception rather than partly constitutive of perception itself? Is “unconscious perception” really perception? Is seeing always seeing-as? The 2013 John Locke Lecture series were held at 5 p.m. on Wednesdays in weeks 2 to 7 of Trinity Term 2013. Brentano made aboutness the defining feature of the mental. And yet the notion plays no serious role in philosophical semantics. I will be asking, first, how we might go about making subject matter a separate factor in sentence meaning/content, and second, what “directed contents” can do for us in other parts of philosophy. The 2012 John Locke Lecture series was held at 5 p.m. on Wednesdays in weeks 2 to 6 of Trinity Term 2012. Trinity Term 2011 John Cooper, (Princeton) 'Ancient Greek Philosophies as a Way of Life' Abstract Lecture 1 (4th May): 'Philosophy in Antiquity as a Way of Life' [Handout] [MP3]
Paul Virilio Paul Virilio (born 1932) is a French cultural theorist and urbanist. He is best known for his writings about technology as it has developed in relation to speed and power, with diverse references to architecture, the arts, the city and the military. Biography[edit] Since 1998, Virilio is only teaching intensive seminars at European Graduate School.[1] His latest projects involve working with homeless groups in Paris and building the first Museum of the Accident. Theoretical arguments[edit] The war model[edit] Virilio's predictions about 'logistics of perception' - the use of images and information in war - (in War and Cinema, 1984) were so accurate that during the Gulf War he was invited to discuss his ideas with French military officers. The integral accident[edit] Virilio believes that technology cannot exist without the potential for accidents. Dromology[edit] ‘Dromos’ is the Greek noun for road, but Virilio takes it to mean the activity of race (Virilio 1977:47). War of movement[edit]
Partially Examined Life Podcast - What Is the Mind? (Turing, et al) Podcast: Play in new window | Download (Duration: 2:20:26 — 128.6MB) Discussing articles by Alan Turing, Gilbert Ryle, Thomas Nagel, John Searle, and Dan Dennett. What is this mind stuff, and how can it “be” the brain? We introduce the mind/body problem and the wackiness that it engenders by breezing through several articles, which you may read along with us: 1. 2. 3. 4. 5. Some additional resources that we talk about: David Chalmers’s “Consciousness and its Place in Nature, “ Frank Jackson’s “Epiphenomenal Qualia”, Paul Churchland’s Matter and Consciousness, Jerry Fodor’s “The Mind-Body Problem,” Zoltan Torey’s The Crucible of Consciousness, and the Stanford Encyclopedia of Philosophy’s long entry on the Chinese Room argument. End Song: “No Mind” from 1998’s Mark Lint and the Fake Johnson Trio; the whole album is now free online. If you enjoy the episode, please donate at least $1: by
Slavoj Zizek Slavoj Žižek, Ph.D., is a senior researcher at the Institute of Sociology, University of Ljubljana, Slovenia, and a visiting professor at a number of American Universities (Columbia, Princeton, New School for Social Research, New York University, University of Michigan). Slavoj Žižek recieved his Ph.D. in Philosophy in Ljubljana studying Psychoanalysis. He also studied at the University of Paris. Slavoj Žižek was born into a family of average wealth, his father Jože Žižek grew up in eastern Slovenia and worked in economics. The Marxist Slovenian philosopher Božidar Debenjak was an early influence on Slavoj Žižek. Slavoj Žižek was hired at the University of Ljubljana in 1971 where he worked as an assistant researcher. Slavoj Žižek wrote the introduction to John Lee Carre and G.K. Slavoj Žižek became widely recognized as an important theorist of contemporary times with the publication of The Sublime Object of Ideology, his first book to be written in English, in 1989.
PANTHEISM: the World Pantheist Movement Ludwig Wittgenstein 1. Biographical Sketch Wittgenstein was born on April 26, 1889 in Vienna, Austria, to a wealthy industrial family, well-situated in intellectual and cultural Viennese circles. In 1908 he began his studies in aeronautical engineering at Manchester University where his interest in the philosophy of pure mathematics led him to Frege. Upon Frege's advice, in 1911 he went to Cambridge to study with Bertrand Russell. During his years in Cambridge, from 1911 to 1913, Wittgenstein conducted several conversations on philosophy and the foundations of logic with Russell, with whom he had an emotional and intense relationship, as well as with Moore and Keynes. In 1920 Wittgenstein, now divorced from philosophy (having, to his mind, solved all philosophical problems in the Tractatus), gave away his part of his family's fortune and pursued several ‘professions’ (gardener, teacher, architect, etc.) in and around Vienna. 2. 2.1 Tractatus Logico-Philosophicus The seven basic propositions are: 3.
Pantheism wiki Pantheism is the belief that the universe (or nature as the totality of everything) is identical with divinity,[1] or that everything composes an all-encompassing, immanent God.[2] Pantheists thus do not believe in a distinct personal or anthropomorphic god.[3] Some Eastern religions are considered to be pantheistically inclined. Definitions[edit] Pantheism is derived from the Greek roots pan (meaning "all") and theos (meaning "God"). There are a variety of definitions of pantheism. Some consider it a theological and philosophical position concerning God.[4]:p.8 As a religious position, some describe pantheism as the polar opposite of atheism.[5] From this standpoint, pantheism is the view that everything is part of an all-encompassing, immanent God.[2] All forms of reality may then be considered either modes of that Being, or identical with it.[7] Others hold that pantheism is a non-religious philosophical position. History[edit] Recent developments[edit] "Mr. Categorizations[edit]
Libros Gratis Paideia Proposal The Paideia Proposal is a K–12 educational reform plan proposed by Mortimer Adler. Adler was a prolific author, and references to the Paideia plan for educational reform can be found in a number of his books listed in the references below. The proposal[edit] The Paideia Proposal is a system of liberal education intended for all children, including those who will never attend a university. It was a response to what Adler characterized as the United States' antidemocratic or undemocratic educational system, a holdover from the 19th century, when the understanding of universal suffrage and basic human rights fell short of 20th century expectations. As the Paidea Proposal developed, the original Paideia Group gave way to a National Center for the Paideia Program.[1] That organization, which eventually became the National Paideia Center, formulated a Declaration of Principles. Teaching and learning styles[edit] See also[edit] Notes[edit] References[edit]
EL ALEPH Desde su más temprana edad en India, Osho fue un espíritu rebelde e independiente, retando todas las tradiciones religiosas, sociales y políticas, e insistiendo en experimentar la verdad por sí mismo, en vez de acumular conocimientos y creencias dadas por otros. A la edad de veintiún años, el 21 de marzo de 1953, Osho alcanzó la iluminación. Hablando de sí mismo dice: "Ya no estoy buscando nada. La existencia me ha abierto todas sus puertas. Ni siquiera puedo decir que pertenezco a la existencia, porque soy una parte de ella... Cuando una flor florece, yo florezco con ella. Se graduó en filosofía con los más altos honores en la Universidad de Sagar. En el curso de su vida Osho ha hablado virtualmente sobre todo y cada aspecto del desarrollo de la consciencia humana. No pertenece a ninguna tradición: "Soy el comienzo de una consciencia totalmente nueva", ha dicho. Osho dejó su cuerpo el 19 de enero de 1990. "Continuaré siendo una fuente de inspiración para mi gente.