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

The Gaia hypothesis can be summarized in the phrase "planet Earth behaves as if it were alive". In other words, it has global chemical and physical equilibrium processes that by a mechanism of planetary feedback resist changes in temperature, acidity, oxygen concentration and other physical parameters needed for life. Of all the planets in the universe discovered so far, only Earth can do this. We analyze based on a point of view of fundamental particle physics and relativity the possible answers to two basic questions: Why do the other planets do not possess this low entropy dynamic equilibrium?, and Why do the physical laws of this universe permits the existence of "rare" and "living" planets such as ours?

We argue that the solar activity cycle induce periodic variations in rain-snow precipitation and sea-air temperatures, that cause mean sea level oscillations. We present observational evidence in favor of the above hypothesis, starting with a brief historical background of studies of solar cycle influence on climate. The evidence indicates that the Solar and Cosmic rays cycles are correlated with changes in temperature and precipitation. We analyzed data for the monthly mean sea level at San Juan and Magueyes Island in Puerto Rico, seeking correlations between sea level fluctuations and solar, cosmic rays and temperature cycles. Our analysis reveals that a solar activity cycle minimum (cosmic ray intensity maximum) correlates with lower than average temperatures and mean sea levels. We have verifiedthe above conclusions, using data from more than 1000 mean sea level stations around the world. We discussed, as a possible explanation of the above correlations, that the solar and cosmic rays cycles could cause larger than average accumulation of continental water and snow with lower temperatures contracting the oceans, thus implying lower mean sea levels. Right now, we are in a minimum in solar cycle activity, and therefore there will be a tendency to reduce the global warming effects due to humans.

This paper introduces the Gaia Theory, a compelling scientific context for understanding life on our planet. The theory asserts that the organic and inorganic components of Earth form a seamless continuum - a single, self-regulating, living system. British scientist, James Lovelock, who was commissioned by NASA to determine whether or not there was life on Mars, developed the Gaia Theory in the 1970's. Ironically, this theory has yielded some of the most ―cutting edge‖ insights into life on Planet Earth. For example, Lovelock found ways in which the Gaian system regulates surface temperature, ocean salinity, and other conditions at levels necessary for life to survive. This paper also includes discussion about the value of the Gaia Theory for environmental educators.

The biosphere is the thin, interconnected system of all living things and three environmental matrices of atmosphere, ocean, and soil. Organisms are coupled to each other in the traditional ecological interactions, such as the food webs. But organisms are also coupled by nutrient intakes from the matrices and waste inputs to the matrices. All together, these intakes and inputs create a global metabolism. The result is a biosphere system in which wastes from certain biochemical guilds of organisms are nutrients for other guilds, and in which free by-products from different guilds have affected the large-scale chemistry and thus habitability of the biosphere‘s environmental matrices. Today, humans, through the combustion of fossil fuels and the waste emissions of the greenhouse gas carbon dioxide, are altering the chemistry of the atmosphere and the other environmental matrices, faster than the global carbon cycle can adjust. We are responsible for these changes, which will cause ever more global warming and other effects, and therefore we must look for ways to create a more sustainable future.

This paper deals with the global environment, health and international politics. Its main objective is to present the social and scientific aspects to identify, analyze and provide solutions to global environmental changes that are happening to the planet Earth. It allows to analyze social, legal, environmental and health information that are associated with global warming, climate change, destruction of the ozone layer, acid rain, deforestation, desertification, extinction of species, the sea level rise, ocean pollution, nuclear activity and transport of hazardous wastes. Finally, it presents the impact on humans and the environment of our Caribbean region.

The dominant view in psychology states that thought is a faculty given at the interior of the head, even in the brain, and it is displayed before the arising of a problem o situation; and once a "solution" is found, the thinking activity concludes. From another perspective, thought is explained as a social process shown all the time in cultural sphere, operating in daily life as rhetoric, that is, by arguing for and against an issue; and it remains open at every moment to the problem or situation arisen. The present paper is based on the position of the denominated rhetorical social psychology, which assumes that thought is a rhetorical thought and it works on the basis of arguments and counterarguments. So, this work claims that, just like debate in public space, thought is basically constituted by arguments.

In this brief reflection of the topic of dynamic systems and of Tyler Volk‘s essay; professor Medin tries to reveal how thought of the dynamic system is configurated in the theory of Gaia. He is especially interested in the fact that in our culture the thought of dynamic systems is barely cultivated and by consequence it is not used to solve the problems affecting the country. His aim when presenting his commentaries is to stimulate the reader and to provoke interest in the thought of dynamic systems. He explains the computer simulation "Daisyworld" and how the Gaia mechanism illustrated in "Daisyworld" can be understood through the perspective of system dynamics and the three fundamental ideas of this system thinking.

Education in a democratic society implies a formation of public responsibilities. We usually encounter two mayor obstacles in a democratic education. First, doctrinaire education; second, we see constant indifference of neoliberal societies to public participation on political issues and different concerns. The article analyzes these obstacles and points out attitudes and skills that are fundamental for an education of public responsibility.

The unique demands of a global society in the 21st century require that we find new ways to address the continued fragmentation of knowledge into disciplines. Edgar Morin's ideas about complex thinking and complexity provide us with the theoretical framework to develop strategies that may be used to confront the challenges we face. Education, as one of the pillars of society, should promote an integrated model of knowledge through the use of innovative teaching-learning strategies and the concerted efforts of administrators and educational leaders. In this manner, the university will begin to respond to the needs of its own social context with strategies based upon interdisciplinary and transdisciplinary approaches. This paper proposes a series of strategies to encourage the necessary changes in the direction of a new paradigm, away from the frameworks that have fragmented and distorted the role of education in the present society.

In this article we aim to develop the concept of socially robust knowledge, in the context of the relationship between the knowledge produced, validated in academic institutions or universities and the ones produced by quotidian practice and cultural paradigms in non academic spaces. That it, between "academic knowledge" and "street knowledge", amid the "alma mater" and "master life". Our principal reference framework will be the musical creation and its potential to produce connections or links with other social life areas, as well as its ability to embrace creative emotions and feelings which run through the academic sphere and disciplines, and places in the transdisciplinarity ground. Some specific examples of popular music culture are presented, where socially robust knowledge perspectives contribute to explain productive and politically pertinent reasoning.