Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Humanistas en esta edición

This article is written as an account of experience resulting from an academic process conducted at the National University of Costa Rica, specifically at the Center for General Studies. The process aimed to promote the psychological well-being of university students through interventions in positive psychology (IPP) and physical exercise and, in turn, to develop skills in the academic staff of the Center for General Studies to manage positive psychology interventions. The methodology used in this academic project consisted of a series of interventions through the following three courses: 1) environment and health, 2) the image of the elderly person in the different texts and 3) literary expression workshop: story and poetry. The particular experiences of the interventions conducted in each course are outlined throughout this account. Likewise, challenges and learning for each course were obtained from these interventions. Training was provided on theoretical bases and the implementation procedure of the three IPPs reviewed. At the end of the training process, the relevant ways of including the principles and interventions of positive psychology and positive education in the methodological strategy of the course program were jointly determined. This experience generated possibilities for the different disciplines to work closely on a common plan for academic praxis in teaching and research; as a multidisciplinary pedagogy, it is rooted in interdisciplinarity.

This article was written against the backdrop of creating a space for exchange, dialog and academic, artistic expression with various university groups working in the discipline of dance. The methodology implemented focused on the application of processes that would allow the proposed objective to be achieved. These processes consisted of techniques of participatory, group and communication nature, due to a large number of people who joined the activities. Some of these techniques were of artistic expressions, such as workshops and dissemination events. The results of these meetings led to written works and presentations, to listen and learn about working methodologies and social work that each team would do. In addition, open workshops were held, both for the communities and for the members of the different groups, with the teachers who were part of this project. The meeting also allowed the participants to create artistic shows open to all, with the aim of showing part of the practical work that is done with these populations. The opening of the International Artistic-Humanist Meetings succeeded, on the one hand, in establishing a space to promote the Latin American integration and the creation of participatory support networks through reflection, discussion and analysis; and, on the other hand, in consolidating an artistic corridor thanks to the exchange of workshops, teachers and groups, as a way of growing and making artistic work known as a whole.

This essay presents the literary experience of its author, the way it started, how it evolved, and the manner in which it became intertwined in a dynamic and profound fashion with its own inner life. However, this work not only explores the way in which the literary praxis irrupts in author ́s the personal life, because this essay also tries to locate this topic within a larger discussion concerning creativity, humanism, the human condition, and a proposal for a literary perspective which the author defines as “existential realism”, geared towards an emancipatory praxis thru the fictional writing experience itself. This essay deals with the literary experience of the author himself, the manner in which thisexperience was born, produced, and intertwined dynamically and profoundly with his own inner life. However, this work does not only explore the way how the literary praxis breaks into the personal life of the author, but this disquisition presented here is placed within a broader discussion on the creation, humanism, the human condition, and a proposal for a narrative work the author defines as “existential realism.” This literary praxis is oriented to be lived as an emancipatory praxis through the experience of writing fiction. The author points out that the way of the literature is only a very personal and intimate option, an individual decision of profound ramifications and, in general, of drastic and prolonged consequences on the person who decides to follow the imaginary path for the rest of his/her life. It is, in advance, a non-existent path that has no sure destination, as it has no map, no discernible direction. It is a path just traced in the invisible and slight web of the mind of whoever decides to become a writer. This decision is presented as one that, once made, there is no chance to escape unscathed from such an adventure. From the psychological point of view, it is considered as a vice and is accompanied with ecstasy and pain, but more and more satisfactory. Two aspects are shown as even more important and decisive for the author: the vocation and pleasure. Thus, the article is developed: Why does someone write?, how writing is carried out?, how do I write?

The following article aims to reflect on the meeting point of two theoretical discussions on the dichotomy between civil society and the State. There is an important discussion according to which, at present, we are facing a "resurgence of civil society," characterized by the reaffirmation of the values of self-government, the expansion of subjectivity, communitarianism and autonomous organizations of interests and ways of life. The article is written by means of a search and use of theories that allowed a theoretical discussion on the topic and the developed concepts. It follows from what was previously stated that, today, solidarity discourse creates trends in economics, politics, and philosophy. These tendencies are no longer simple isolated discourses but seem to be dominant and go beyond simple human relationships, seeking the preservation of the environment and the creation of bonds of harmony with other living beings that live with us on this planet. Solidarity, today more than ever, becomes important and it is fundamental to approach it, to study it, to give to the speech that contains it all the necessary diffusion, through the economic, political and philosophical tendencies; but, even more important than its diffusion in this time, it is really essential to understand the reasons why nowadays solidarity has so much transcendence. Therefore, the discussion revolves around the concern that today there is a society seeking to lock itself into its private sphere so as not to be disturbed. The problem arising from there, and for which the Greeks did not suffer, is how to make it possible for that State to acquire legitimacy and not to atomize, not to be disarticulated.

The following article presents a resource of pedagogical mediation through the technique of forum theater at the National University of Costa Rica. The technique is used as a collective tool of debate and group reflection around certain social problems, and whose objective is to represent a short play, in which oppressive situations are exposed, and the main discourses and social roles present in daily life are recognized. The technique is applied with university students as a continuation of two previous courses whose name was Theater of the Oppressed: a practical perspective of humanism (2016-2018) and within the framework of the project A Window to the Theater: Artistic Contributions in Pedagogical Mediation (2015-2017). Therefore, this technique is implemented as a means to encourage critical reflection and the active intervention of the public in search of solutions to the problem exposed in each performance. The dialog that takes place between theatrical art and student participation builds a greater sense of community, listening, and empathy, appealing to social awareness and greater political advocacy in the different spaces of academic action.

This contribution examines the educational importance of empathy, based on the current situation of interdisciplinary research. The cause of this discussion is the perception of a lack of empathy experienced in society. The methodology applied is based on scientific support and research into people's behavior.  Moreover, this work addresses the experience of being an educator and, consequently, the task of working with children and adolescents. In addition, the article focuses on the discussion of how and why people experience empathy, taking into account history and current events. It also talks about how empathy could be an important element in pedagogical issues of education in values for children and adolescents since empathy increases confidence in the own learning process that strengthens confidence within the framework of interpersonal relations. The article also describes the pedagogical tact and empathy as attitudes that complement each other and are equally important for a child's development, learning, and upbringing.

The article aims to disseminate the didactic strategies, conceptual bases, and conclusions that emerged from the implementation of the optional chair called Domingo de Guzmán. The methodology is based on how the Universidad Santo Tomás put into practice the working technique called hermeneutics that is applied in the places where people live. It is possible to demonstrate how this new basic exercise helps the enjoyment of learning from a humanist base. On the basis of the aforementioned chair, it was also intended to recognize the importance that communication plays in everyday life of the human being and, from this perspective, to understand that its nature is communicational, taking into account the environment in which an individual lives, in this case, the city where he lives. The optional chair called Domingo de Guzmán:  The Humanistic Dimensions of Communication sought to discover, deepen and contextualize the humanist dimensions of communication.