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

The article analyzes the Distributed Leadership on the Institutes of Secondary Education (ISEs) of the Autonomous City of Melilla, and analyzed the use of ICT to improves this kind of leadership. The analysis is based on the perceptions of the governing and didactic coordination members of these educational centers.A quantitative methodology was used, it has applied a questionnaire of 35 items, type ordinal scale, to a sample of 145 subjects (N = 181). Descriptive statistics tests and factorial analysis (Principal Component Analysis with Varimax rotation) has been applied to the data.The results indicate that management teams distribute the functions of educational leadership, even though ICTs are not directly used to implement such functions. 

In 2007 Galicia establishes the compulsory to develop the ICT Plan in schools. This school document presents the actions to be carried out for the introduction and integration of Information and Communication Technologies in the teaching-learning process, pointing out the use of the website as one of the indicators of these actions. In the framework of an evaluative research to know the current reality of the ICT Plan, it raises an objective aimed at verifying the diffusion that said Plan has in web pages. Through a mixed methodology, the study focuses on the information obtained with a questionnaire to 38 management teams and a web page registration form for 140 educational schools in Ourense province. The results indicate that in almost all cases the website is used, which is updated with some frequency but rarely does the objective of disseminating the ICT Plan and serve as a bridge for communication with the educational community

Continuing education involves learning activities that are usually carried out after traditionally regulated training. A growth of educational offer has spread throughout the world in the form of courses, diplomas, degrees and other types of study programs.Despite the increasing importance and the offer of continuing education programs, accreditation processes have been restricted to traditional formal education. Accreditation processes are characterized by a centralized accreditation system led by a national government authority. However, this type of accreditation is difficult to effectively implement in continuing education programs.In this contribution, we present and analyze a network accreditation system (SAR) designed to accredit the quality of continuing education programs. This accreditation system contrasts with the existing "centralized" systems, because it is a "distributed" system, inspired by the system by which the international scientific community validates research articles, i.e. the "peer review". In this work we describe this system, we analyze its theoretical foundations, its potential advantages and disadvantages, and the experiences of its application in a first prototype.

Moving towards a concept of education that connotes and defines the educational from the dynamics exhibited by the organization of learning in the classroom requires the use of the sciences of complexity. Assuming the theory of non-linear dynamical systems to understand the phenomena of learning interactions as a history of molecular, sensory and relational coherence is the great challenge of the cognitive sciences. The present study makes a theoretical-empirical review of studies in dynamic systems based on describing the organization of living beings, human life and classroom life. It is proposed that the classroom is a complex system of learning interactions where the semiotic mediation acts as linguistic homeostasis determining the future of the system. In particular, fuzzy set theory is proposed as a mathematical tool of non-linear dynamics to formalize the organization of learning in the classroom.

Complexity and emergence are core notions for understanding and improving learning. On one hand, with complex concepts students struggle and learning becomes very difficult. On the other hand, emergence phenomena looks like magic or cognitive illusions, they seem to rely on extra qualities not included in the subjacent phenomena. Can the teacher simplify complex notions without changing them? In order to do that, we argue complexity and emergency are not exclusively inherent to objects or phenomena. They also depend on the perceptual, motor and cognitive system of the student. Thus, if the teacher helps to connect notions and phenomena to students' innate and embodied knowledge, then these notions become less complex and the emergent phenomenon loses its magic: it becomes logically connected to the subjacent phenomena. In this paper we present empirical evidence of the effect on students understanding due to the connection stablished in two core curriculum mathematical concepts that are considered very challenging.

El presente trabajo se ocupa del lugar de la religión en la última etapa de la obra de Habermas. En la primera parte se muestran las diferentes aristas de la cuestión de la religión, poniendo énfasis en los aspectos filosófico-políticos, sobre todo el que concierne a la “traducción” del lenguaje religioso al secular como un “requisito” de acceso a la esfera pública. En la segunda parte, se reconstruye, señalando sus límites o dificultades, el concepto de “traducción” en Habermas. Para ello, se apela, además, a algunas categorías conceptuales propuestas por Jean-Marc Ferry. La traducción en este marco puede ser entendida en dos sentidos: como una reformulación semántica que apunta a ampliar el universo discursivo de origen (traducción como desencapsulamiento) y como una transformación de los géneros pre o para-argumentativos en argumentativos (traducción como cambio de género discursivo). TITLE: Religion in the public sphere: analysis of the translation clause of religious speech to secular language ABSTRACTThe present work deals with the place of religion in the last stage of Habermas’ work. In the first part the different aspects of the question of religion are shown, emphasizing the philosophical-political aspects, especially the one that concerns the "translation" of the religious language to the secular like a "requisite" of access to the public sphere. In the second part, the concept of "translation" in Habermas is reconstructed, pointing out its limits or difficulties. To this end, it also appeals to certain conceptual categories proposed by Jean-Marc Ferry. The translation in this framework can be understood in two senses: as a semantic reformulation that aims to extend the original discursive universe (translation as “disencapsulation”) and as a transformation of the pre or para-argumentative genres into argumentative (translation as discursive genre change). 

Resumen De acuerdo con Sosa (2007; 2009; 2011), el conocimiento es creencia apta, donde una creencia es apta cuando es correcta debido a la destreza (competente). Sosa (2010; 2015) añade a su análisis CAD del conocimiento un análisis RFS de la competencia, en donde una competencia completa combina su recinto, su forma y su situación. Una gran parte del in uyente trabajo de Sosa supone que los agentes epistémicos son individuos que adquieren conocimiento cuando dan con la verdad mediante el ejercicio de sus habilidades individuales, de maneras apropiadas y en situaciones apropiadas. Este artículo explora una extensión del modelo de Sosa al escenario social en el que los grupos constituyen agentes epistémicos adicionales a sus miembros individuales. La a rmación es que es posible adscribir conocimiento a los grupos en virtud de que dan con la verdad mediante el ejercicio de sus competencias en formas apropiadas y situaciones apropiadas. Mientras que el conocimiento en el nivel colectivo podría divergir del conocimiento en el nivel individual, las competencias grupales no son nada adicional a las competencias combinadas de sus miembros. La postura resultante tiene, por lo tanto, implicaciones para el debate sobre la reducción y la sobreveniencia en epistemología colectiva. Palabras Clave: epistemología colectiva, competencia grupal, creencia apta, competencia completa. Abstract According to Sosa (2007; 2009; 2011), knowledge is apt belief, where a belief is apt when accurate because adroit (competent). Sosa (2010; 2015) adds to his triple-A analysis of knowledge, a triple-S analysis of competence, where a complete competence combines its seat, shape and situation. Much of Sosa’s in uential work assumes that epistemic agents are individuals who acquire knowledge when they hit the truth through exercising their own individual skills in appropriate shapes and situations. This paper explores an extension of Sosa’s framework to a social setting in which groups constitute epistemic agents over and above their individual members. The claim is that groups can be ascribed knowledge in virtue of hitting the truth through exercising their competences in appropriate shapes and situations. While knowledge at the collective level may diverge from knowledge at the individual level, the competences of groups are nothing over and above the combined competences of their members. The ensuing view thus has implications for the debate over reduction and supervenience in collective epistemology.Keywords: collective epistemology, group competence, apt belief, complete competence. 

Cuando Hervé Guibert habla de su relación con Michel Foucault, en las páginas de sus novelas, A l’ami qui ne m’a pas sauvé la vie y Le protocole compassionnel, está narrando la verdad de su experiencia, la verdad de Foucault como él la ha conocido. Es innegable que esta verdad no es la verdad del mismo Foucault. Guibert narra aquello que, sin  condenar a Foucault, puede facilitarle a él mismo su absolución. Ciertos detalles son quizá bastante crueles, pero nos hacen pensar en la relación muy particular que Foucault ha mantenido con su rica herencia intelectual. Los recelos del filósofo hacia el futuro de su obra nos dicen que era muy consciente del valor de sus contribuciones al pensamiento contemporáneo. Después de haber reflexionado sobre sus vidas y sus obras, se comprende que el compromiso apasionado con la escritura de estas dos personalidades tan creativas, tiene tanta importancia como su compromiso con la vida. TITLE: Foucault, Guibert , the speech and the silenceABSTRACT: When Hervé Guibert talks about his relationship with Michel Foucault, in the pages of his novels, A l’ami qui ne m’a pas sauvé la vie and Le protocole compassionnel, he is telling the truth of their  experience, the truth of Foucault as he has known it. It is undeniable that this truth is not Foucault’s truth. Guibert tells only that which, without condemning Foucault, can provide his acquittal. Certain details are perhaps rather cruel, but they make us think of the very special relationship that Foucault had with its rich intellectual heritage. The philosopher’s misgivings about the future of his work tell us that he was well aware of the value of their contribution to contemporary thought. He has always wanted to underline its willingness to produce new guidelines to thinking, and he has succeeded. Therefore, he does not want the fruits of their labour from being betrayed, however good the intentions were that they did. After reflecting on their lives and works, it is understood that the passionate commitment of these two very reative characters with their writing, is as important as their commitment to life.