En el presenteartículo revisamos las formas de interacción de los cuerpos con los discursos y la praxis pedagógica. Para ello revisamos, desde la pedagogía hermenéutica las formas de ocultación y emancipación de los cuerpos educandos. Partiendo de la idea original que habitualmente se ha objetivizado a los cuerpos educandos a través de la mirada hermenéutica es posible hablar de corporalidad o subjetividad de los cuerpos.

Resumen: Vivimos tiempos en los que se ha pasado de concebir un acto de educar que proponía una relación medial a un acto de educar inscrito en una globalización que dicta la disolución del sujeto en una esfera vasta e impersonal. Esto nos ha portado a analizar el yo del alumnado que hoy acude a las aulas. A partir de una revisión teórica basada en el análisis hermenéutico de contenido y confrontación con la literatura sobre el tema, los resultados principales (...) se centran en una reformulación del yo que pasa por la revalorización de la complementariedad latente entre la subjetividad heredada y la subjetividad del hiperindividualismo. A pesar de encontrarnos en la era de la globalización, el artículo explicita que la educación no dispondría de muchas ejecuciones prácticas si en ella no se desarrollara un cierto grado de tropismo hacia la individualidad. En consecuencia, el yo, a pesar de ser habitante de colectividades atomizadas, concluimos que debe consolidarse como un antídoto, adaptado a la segmentación de las formas de vida de cada contexto, aunque este se encuentre condicionado por el consumismo y por las necesidades que dicta la civilización tecnológica.: We live in times when we have passed from conceiving an act of educating that proposed a medial relationship to an act of globalized education that dictates the dissolution of the subject in a vast and impersonal sphere. This has led us to analyse the self of the students who attend the classrooms today. Theoretical revision based on the hermeneutic analysis of content and confrontation with literature on the topic, the main results focus on a reformulation of the self that goes through the revaluation of the latent complementarity between the inherited subjectivity and the subjectivity of hyper-individualism. Despite being in the era of globalization, the article explicates that education would not have many practical executions if it did not develop a certain degree of tropism towards individuality. Consequently, the self, despite being an inhabitant of atomized collectivities, must be consolidated as an antidote, adapted to the segmentation of the ways of life of each context, although this is conditioned by consumerism and by the needs dictated by the technological civilization. (shrink)

This paper critically examines how deep disagreements should be conceptualised. Initially, it analyses the most prominent definitions and theories of deep disagreements and assesses their capacity to capture the phenomenon. It argues that although existing accounts provide valuable insights that further our understanding of deep disagreements, they are imprecise for various reasons. Subsequently, the paper contends that these imprecisions motivate the need for a more exhaustive meta‐epistemological reflection regarding how epistemologists should go about defining and/or theorising about deep disagreements. It (...) ends by briefly outlining the options available. We can either continue to defend a given account of deep disagreement and adapt it to address the criticism or argue that “deep disagreement” does not represent an epistemologically interesting class. A third option, the one favoured in the paper, is to defend a pluralistic conception of deep disagreements. A thorough development of pluralism, however, is left to future research. (shrink)

Theory meets application through real-world use cases. This chapter showcases causal prompting across disciplines, revealing how abstract techniques translate into concrete impact.

From Marxist analyses to more recent appeals to economic models to address philosophical questions about science in society, relations of money to philosophy prove to be contextual and diverse, partly because of the variety of relations that can be identified, documented, and considered noteworthy, and partly because of the variety of aspects of money and philosophy one can select—material, intellectual, behavioral, symbolic, etc. My comparative argument identifies cross-disciplinary, intellectual, social, and personal connections to the philosophical contributions of two Viennese figures: (...) Otto Neurath and Ludwig Wittgenstein. While I draw attention to different philosophies of money and different roles for their respective attention to money, I also note that nevertheless both shared acquaintance with practical money matters and with theoretical debates and their participants in economics—including their respective fathers. (shrink)

Whether cast as a climate scientist or a legal theorist, language models shift their stance based on the roles they’re assigned. We explore how role-based prompts unlock specialized reasoning patterns by simulating professional perspectives.

This book is about prompting—not just as a tool, but as a new method: precise, flexible, and increasingly central to the epistemic function of generative AI.

With great prompting power comes ethical responsibility. We explore strategies for reducing bias, safeguarding context, and embedding ethical considerations directly into prompt design.

When prompts build on each other, coherence matters. Learn how to manage context, reference earlier inputs, and simulate memory to carry reasoning across turns, sessions, and complex narrative arcs.

Some problems can’t be solved in one step. Learn how to construct multi-part prompts that break complex tasks into sequences, coordinate subtasks, and maintain coherence across workflows.

In prompting large language models, structure is not merely decorative—it is functional. While goals define the intent of a prompt and roles shape the rhetorical voice, structure governs execution.

What happens when prompts learn from their own output? This chapter examines how iterative refinement, feedback loops, and evaluation cues can improve performance over time—both for models and users.

Prompts work best when they know where they’re headed. By aligning linguistic cues with specific tasks—like explanation, evaluation, or prediction—this chapter shows how goal-driven prompts produce sharper, more relevant outputs.

The concept of causality is among the most enduring and foundational in human reasoning. From Aristotle’s four causes to the counterfactual frameworks developed by philosophers and statisticians in the twentieth and twenty-first centuries.

Judgment is built into many tasks—from grading student essays to assessing policy impact. Here, prompting becomes a tool for structured evaluation, enabling models to simulate critical appraisal across domains.

Prompting marks a paradigmatic shift in how we engage with artificial intelligence—transforming static interfaces into dynamic conversations, reshaping the relationship between user intent, system behavior, and knowledge production. This book invites readers into that frontier, tracing the contours of prompting as a methodology for causal understanding across diverse academic and applied domains. At its heart, prompting democratizes computational reasoning. It lowers the threshold of expertise required to interrogate complex systems, analyze data, and simulate outcomes. Where once deep technical skill was (...) necessary to extract insights from models or datasets, prompting enables a new kind of user—one who crafts queries, scenarios, and simulations with natural language, guided by discipline-specific rigor and cognitive intent. This transformation is especially urgent in the realm of causality, a concept as contested as it is essential. Across centuries, philosophers, scientists, statisticians, and legal scholars have debated its meaning, its measurement, and its manifestations. This book does not aim to resolve those disputes; instead, it offers a set of practical strategies to work with them—mobilizing the capabilities of generative AI to support causal reasoning tailored to disciplinary norms and constraints. Generative AI can engage in multimodal causal inference—connecting language with images, charts, simulations, and numerical data. This ability to traverse modes of representation opens new pathways for inquiry, particularly in science, education, and design. Prompting, therefore, is not simply a communication layer. It is a new medium for causal thought. The future of causality may not belong to machines or humans alone. It will belong to those who master the art of asking better questions. The author will guide the readers through the full spectrum of prompting techniques—from role simulation and reasoning chains to creative generation and ethical constraints. Whether you are a researcher, educator, policymaker, or student, this book is designed to enhance your fluency in a language we are all still learning to speak: the language of generative epistemics. (shrink)

In the evolution of large language model capabilities, prompting has progressed from question-and-answer generation to simulation, reasoning, and increasingly, action.

Anna Ribera Carbó es investigadora titular de tiempo completo en la Dirección de Estudios Históricos del Instituto Nacional de Antropología e Historia (INAH) desde 1992. Licenciada, Maestra y Doctora en Historia por la Universidad Nacional Autónoma de México. Miembro del Sistema Nacional de Investigadores. Imparte clases de Historia de México e Historia de las Culturas en preparatoria desde 1987. Se ha especializado en la historia política y social mexicana de la primera mitad del siglo XX. Ha publicado artículos en (...) revistas nacionales y extranjeras, así como capítulos en libros colectivos. Editora de los apuntes personales del general Francisco J. Múgica, publicados en la colección “Memorias Mexicanas” del Consejo Nacional para la Cultura y las Artes y autora de los libros La patria ha podido ser flor. Francisco J. Múgica, una biografía política (1999) y La Casa del Obrero Mundial. Anarcosindicalismo y revolución en México (2010) publicados por el INAH. (shrink)

Counterfactuals abound in science, especially when reasoning about and with models. This often requires entertaining counterfactual conditionals with nomologically or metaphysically impossible antecedents, namely, counternomics or counterpossibles. In this paper I defend the make-believe view of scientific counterfactuals, a naturalised fiction-based account of counterfactuals in science which provides a means to evaluate their meanings independently of the possibility of the states of affairs their antecedents describe, and under which they have non-trivial truth-values. Fiction is here understood as imagination (in contrast (...) with its most typical association with falsity), characterised as a propositional attitude of pretense or ‘make-believe’ (Walton 1990). The application of this theory to scientific counterfactuals makes their evaluation a game of make-believe: a counterfactual is (fictionally) true iff its antecedent and the rules of the game prescribe the imagining of its consequent (Kimpton-Nye 2020). The result is a practice-based account of counterfactuals and counterfactual reasoning in science which incorporates insights from theoretical and experimental analytic philosophy as well as cognitive science. This way, the make-believe view of scientific counterfactuals shows that the evaluation of scientific counterfactuals is none other than a question of scientific representation in disguise. (shrink)

There are two different notions of seed at work in the Generation of Animals: seed as the spermatic residue, which concerns only the male and the female generative contributions, and seed as the kuêma and first mixture of the two generative contributions. The latter is a notion of seed common to plants and animals. The passage in GA I.18, 724b12–22 where Aristotle distinguishes between these two notions of seed has been mistakenly discredited as inauthentic or simply as irrelevant for understanding (...) the seeds of animals. On the other hand, recent studies have rather focused on the seed as spermatic residue, paying little attention to the notion of seed as kuêma. In this paper I defend the authenticity and relevance of this passage and show how understanding the notion of seed as kuêma is essential to have a complete picture of Aristotle’s account of seed. This common notion of seed makes sense of Aristotle’s otherwise puzzling use of the word “sperma” to designate the seeds of plants, the kuêma, the fertilized eggs, and the first mixture of the two generative contributions. It also proves helpful in determining what the word ‘sperma’ stands for in key passages, such as Metaph. IX.7. (shrink)

In this article, I present in a systematic way Aristotle’s understanding of movement (kinêsis) as efficient cause in the Generation of Animals. This aspect of movement is not disclosed in the approach to movement as an incomplete activity in contrast to energeia, which has been extensively discussed in the literature. I explain in which sense movement is the efficient cause of generation and how this movement is related to the other factors, in particular the source of movement, the seminal fluid, (...) pneuma, and the vital heat, as well as to the form and the soul. The role of movement as efficient cause of generation shows how, for Aristotle, form and soul are inseparable from matter and movement in nature. Explaining the role of movement as efficient cause of generation also helps to make sense of the multiplicity of factors involved in the efficient causality of generation. The key to articulating these factors with one another is the identity of form of the generative movement, which is specifically the same in the source, in the tools, and in the substance that is coming into being. (shrink)

Journal Name: Apeiron Issue: Ahead of print.

The paper addresses the question of whether or not the use of metaphors is acceptable in philosophy. It argues that we not only can, but sometimes even must, use analogical metaphors in philosophy, given the nature of the world and our own nature as knowers. Aristotle’s general account of metaphor is presented to describe the specific type of analogical metaphors, which involves four terms and is based on a likeness of proportion. In Aristotle, analogy of proportion belongs to metaphor, and (...) not to homonymy, but analogy and homonymy were conflated later on in the history of philosophy. The medieval distinction between proper analogies and (improper) metaphorical analogies is criticized as inadequate, showing that the appropriateness of a metaphor depends rather on the existence of a likeness based on reality. The paper also shows by means of some examples how Aristotle himself uses analogical metaphors at crucial junctures of his philosophical inquiries. (shrink)

There are different and evolving views about the ultimate and instrumental aims of a health system, and by extension of a health institution, or a health service. We believe that when discussing the possible advantages and challenges of the application of AI in healthcare, it can be extremely helpful to have a framework that categorises the value that the new application can provide. In this chapter, we review different views of value in healthcare, their definitions and measures, and present a (...) framework that we call operational excellence that will be useful to understand what is being innovated, what is the expected value impact of different digital innovations in the healthcare ecosystem, including the applications based on AI and ML. The framework focuses on operational areas that can be acted on, to separate them from the outcomes’ perspective. The three principal areas of action are technical excellence, process excellence, and service excellence. After the introduction of the framework, we apply it to review several applications of AI in healthcare and conclude with a description of the challenges faced, a comment on their relative importance as well as some suggestions to deal with them. (shrink)

Discussions on Aristotle’s account of homonymy in natural philosophy have not paid attention to its distinct use in the Generation of animals. I show that Aristotle’s use of homonymy in this treatise is relevant to the question of how to name living substances in the process of generation. In the GA, Aristotle uses homonymy to argue that embryos must have soul. These embryos, when the heart has been distinctly set apart, satisfy the criterion set in Metaph. IX.7 to be an (...) animal in dunamis. In the GA, Aristotle refers to this embryo as an animal—albeit incomplete, because it cannot yet carry out all the functions signified by the name—and not as a homonym. The phenomenon of generation thus calls for a refinement of the principle of Functional Determination, according to which something is what its names signifies only if it can carry out the functions signified by the name. (shrink)

According to Aristotle’s homonymy principle, when we use a common name to refer to wholes and parts that lack the capacity to carry out the function signified by the name, we are using the name in a homonymous way. For example, pictures and statues of a man, or a dead eye, are called “man” and “eye” only homonymously because they cannot carry out their proper function, i.e., to live and to see. This principle serves well Aristotle’s purposes in natural philosophy, (...) for it avoids a reduction of the essence of living bodies and their parts to their material composition and shape. This principle, however, leaves unexplained why we still use those names in common language, despite their homonymy. Using Aristotle’s own comments on homonymy, I will examine the role played by external figure, for it explains why such homonyms are not accidental. In fact, they are correct forms of linguistic usage in non-philosophical contexts. (shrink)

In this article we discuss the political thought of the French philosopher Simone Weil. In particular, we analyse two fundamental elements of her critique of Marxism, namely her reflections on the phenomenon of power and her critique of the theory of the unlimited development of productive forces. We do so in dialogue with two of the pioneers of the ecosocialist critique of Marx in Spain: Manuel Sacristán and Francisco Fernández Buey, both readers of Weil. The aim: to point out the (...) relevance of this philosopher’s thought not only for its influence on some of the great ethical-political reflections of the socialist tradition in the twentieth century, but also for its ability to address the current challenges. (shrink)

Introduction: Publications arguing against the null hypothesis significance testing (NHST) procedure and in favor of good statistical practices have increased. The most frequently mentioned alternatives to NHST are effect size statistics (ES), confidence intervals (CIs), and meta-analyses. A recent survey conducted in Spain found that academic psychologists have poor knowledge about effect size statistics, confidence intervals, and graphic displays for meta-analyses, which might lead to a misinterpretation of the results. In addition, it also found that, although the use of ES (...) is becoming generalized, the same thing is not true for CIs. Finally, academics with greater knowledge about ES statistics presented a profile closer to good statistical practice and research design. Our main purpose was to analyze the extension of these results to a different geographical area through a replication study. Method: For this purpose, we elaborated an on-line survey that included the same items as the original research, and we asked academic psychologists to indicate their level of knowledge about ES, their CIs, and meta-analyses, and how they use them. The sample consisted of 159 Italian academic psychologists (54.09% women, mean age of 47.65 years). The mean number of years in the position of professor was 12.90 (SD = 10.21). Results: As in the original research, the results showed that, although the use of effect size estimates is becoming generalized, an under-reporting of CIs for ES persists. The most frequent ES statistics mentioned were Cohen’s d and R2/η2, which can have outliers or show non-normality or violate statistical assumptions. In addition, academics showed poor knowledge about meta-analytic displays (e.g., forest plot and funnel plot) and quality checklists for studies. Finally, academics with higher-level knowledge about ES statistics seem to have a profile closer to good statistical practices. Conclusions: Changing statistical practice is not easy. This change requires statistical training programs for academics, both graduate and undergraduate. (shrink)