Pregrado Filosofía y Letras
URI permanente para esta colecciónhttp://hdl.handle.net/11634/13155
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Ítem El Género en la Lucha Política en Judith Butler(Universidad Santo Tomás, 2024) Caro Castillo, Jinefth Alejandra; Roberto Alba, Nelson Fernando; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001373077; https://scholar.google.com/citations?user=xSgTyIP6weMC&hl=es&oi=ao; https://orcid.org/0000-0003-2806-7162The aim of the present work is to show, through Judith Butler's proposal of performativity, how the category of gender and all the implications of the political struggle of feminism during the mid-twentieth century are being problematized. Hence, the focus is on three specific themes: language, feminism and politics. Now, it is worth clarifying that, for the present research only two texts of the American philosopher are used, since she has an extensive work, which are: Gender in Dispute and Allied Bodies and Political Struggle: Towards a Performative Theory of Assembly. As for the first one, it had a great worldwide recognition, and it is in which the concept of gender performativity is presented for the first time. And, in the second, Butler returns to the notion of performativity with the movement of the squares, likewise, it is an attempt to dispute the meaning of the word responsibility. The first chapter consists of two sections: “Performativity in Judith Butler”, explores the category of performativity from her text Gender in Dispute, in order to highlight its political potential, and the second section, “Performativity from language”, shows how performativity, which is particularly linked to the theory of Austin's speech acts, is linked to language as a political potential. The second chapter deals with Judith Butler's critiques of classical feminism and the conception of gender and how it is developing in the political realm. The third chapter focuses on the differences and articulations that exist between the proposal made by Butler in the two texts, focusing on the changes presented by her category of performativity and political coalition.Ítem Orientaciones Didácticas para la Enseñanza de una Ética de Mínimos en el Nivel de Media Secundaria(Universidad Santo Tomás, 2025-01-27) Garzón Gómez, Wilmer; Jiménez, Karen Lorena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001982584; https://orcid.org/0000-0002-1752-2193The text proposes two didactic strategies for teaching minimum ethics at the secondary school level in the Colombian context. To this end, this monograph is divided into three chapters. The first one investigates the difference between ethics and morals, as well as between minimum and maximum ethics. The second chapter analyzes some contextual elements of the teaching of ethics in Colombia, based on a documentary analysis. The last section examines two didactic strategies in light of the definition of minimum ethics and the Colombian context that have been addressed in the two previous chapters. In addition, a didactic sequence is established, which is based on the specific needs that come with teaching a minimum ethic.Ítem Ortega y Gasset y la Razón Vital; una aproximación al modelo pedagógico del colegio Jordán de Sajonia(Universidad Santo Tomás, 2024-11-28) Álvarez Contreras, Brayan Armando; Triana Moreno, Diana Paola; Universidad Santot Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001370517; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000106378; https://orcid.org/0000-0001-6740-4171How to educate the human being and under what principles turns out to be one of the frequent problems of the philosophy of education. However, discourses based on the rational condition of the human being are central in answering these questions. What is not always noticed is that the understanding of reason has been one of the classic themes of philosophical discussion in the midst of the different epistemological understandings that have developed over time. Thus, the human being in his natural exercise of using his rational capacity to seek answers has not stopped questioning his environment, “thought is now a faun dialect that pursues, like a fleeting nymph, the essence of the forest” (Gasset, 1922, p. 63) to the point of falling prey to its creepers, managing to adapt to the environment or perhaps encircling itself.Ítem Autobiografía: una Herramienta para el Fortalecimiento de la Escritura de los Adolescentes de Grado Séptimo del Colegio Santo Tomás.(Universidad Santo Tomás, 2024-09-10) López Rodríguez, Daniel Eduardo; Vallejo Molina, Rubén Darío; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000400360; https://orcid.org/0000-0002-2659-3313The project “Autobiography: A Tool for Strengthening Writing Skills of Seventh-Grade Students at Santo Tomás School” focuses on improving students' writing abilities through the use of autobiography. The goal is to utilize this literary genre to foster personal expression and reflection on students' identities, experiences, and aspirations. The project was carried out in several phases: Initial Assessment: The project began with students creating a first draft of their autobiography to assess their initial writing skills. Pedagogical Workshops: Various workshops were designed and implemented to teach autobiographical writing techniques, improve coherence, cohesion, and spelling, and explore different types of autobiography. These workshops included specific practices such as organizing ideas and text revision. Progress Analysis: At the end of the internship, the progress in students' writing skills was analyzed, noting improvements in areas like spelling, coherence, cohesion, and punctuation usage. The report details the methodological process of the project using a qualitative approach and action research. It draws on theories from authors such as Herrera, Cassany, Waldo, and Lejeune. Findings indicate that, despite initial resistance from students, they eventually recognized the value of autobiography for both enhancing their writing skills and gaining deeper self-understanding. The project proved effective in improving writing skills and encouraging personal reflection. It allowed students to appreciate significant moments in their lives and value their personal realities. Additionally, it enriched the teacher's understanding of the impact of autobiography on learning and educational practice.Ítem La Inmediatez Tecnológica y el Aura en el Arte: Reflexiones a partir de la Obra “la Libertad Guiando el Pueblo” de Delacroix y la Teoría de Walter Benjamín(Universidad Santo Tomás, 2024-08) Pardo Carrillo, José Eduardo; Vallejo Molina, Ruben Dario; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000400360; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000106372; https://orcid.org/0000-0002-2659-3313Pictorial art has historically been an essential medium for expressing ideas and cultural values, distinguished by its uniqueness and "aura," a concept by Walter Benjamin that highlights the singularity and irreplaceability of a work. However, in the digital age, mass reproduction and immediacy have diluted this uniqueness, turning art into a superficial consumer object. Although Benjamin saw technical reproduction as a democratisation of access to art, he also warned about the loss of the contemplative and spiritual experience that original works once offered. In this context, the challenge for contemporary pictorial art is to maintain its capacity for deep connection with the viewer, transcending the immediacy and superficiality of modern culture.Ítem La Noción de Juicio de Valor y Centralidad de la Vida en los Ensayos Filosóficos de Albert Camus(Universidad Santo Tomás, 2023-09-01) Celis Mantilla, Nicolás Francisco; García Peñaranda, Fray Adrián Mauricio; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001359884; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002089966; https://scholar.google.com/citations?hl=es&user=osVy_gEAAAAJ; https://orcid.org/0000-0002-6037-0893; https://orcid.org/0000-0003-3816-3991The present degree project presents an examination of the philosophical works of Albert Camus, "The Myth of Sisyphus" and "The Rebel Man", with the intention of highlighting two fundamental notions inscribed in the reflective work of the French author: the notion of value judgment and the centrality of life. A brief tour over the capital concepts of both essays allows us to understand the transition from the feeling (pathos/pathé) of the absurd to the movement of rebellion, the role of value judgment in the midst of overcoming meaninglessness through measured insurgency, and, essentially, the place that corresponds to life as the unavoidable content of said form of judgment.Ítem Formación de niños como agentes de trasformación social en la comunidad del barrio Juan XXIII(2021-08-31) Florido Bustos, Cristian Ismael; Chica Cañas, Francisco Alonso; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000962015; https://scholar.google.com/citations?user=D-snowEAAAAJ&hl=es; https://orcid.org/0000-0002-7578-3674Philosophy is a children's matter. Jostein Gaarder (1991) in his famous book Sofía's World recreates a scenario in which Sofía, a 15-year-old girl, has her philosophical awakening thanks to a question that a mysterious professor leaves her in her mailbox at home. After this fact, she begins an adventure that pushes her to recognize a philosophical conscience to analyze her life and the world that surrounds her. This story is a sample of inspiration to understand that philosophy is not an element that should remain in the conscience of a select group of academic adults who are behind a desk, but that philosophy can be taken to children in each one of them. their stages of development until they reach their philosophical maturity, since the questions and interests of philosophy also disturb children; they wonder about death, life, existence, truth, and the tool to forge this path of conceptual and practical inquiry is without a doubt philosophy. And why is it a matter of children? Because philosophy is more than an idea, it is an experience, and as an experience it implies curiosity, inquiry, search, question, doubt, suspicion, conceptualization, joy, and all those values and capacities that the adult when it leaves from being a child he begins to lose, for this reason, the first nature of philosophy is in children. The research proposal of this social internship brought philosophy to children hand in hand with the principles of Philosophy for Children by Matthew Lipman and pedagogy for the development of autonomy by Hans Aebli, since the teaching of philosophy has focused on generating educational processes that stagnate within a few hours in the last grades of basic training or in some countries is an elective subject, few educational institutions and governments recognize the fundamental value of philosophy to forge humanity. Another aspect that this research and social internship sought was to recognize popular neighborhoods as a new setting for teaching philosophy to children. These types of territories have important characteristics, which are village, community and social leadership awareness, important aspects to manage philosophical projects that do not start from the contemplation of a philosophical idea but from the use of philosophical categories to generate real changes in their contexts and communities, that is, philosophy can also leave the educational institutions to become a cultural, neighborhood, social and self-knowledge element. Within the previous context, the investigative experience of this social internship brought philosophy to children and pedagogy for the development of autonomy to the community of the Juan XXIII neighborhood located in the town of Chapinero. This place has been characterized by being made up of social leaders who have transformed their context from the beginning of the conformation of their territory. They themselves have been in charge of building the houses, the access roads, the lighting and sewerage network, a communal hall, a little school, as well as care and training projects for all its inhabitants, since they have organized spaces for pregnant mothers, for the care of children, sports spaces for young people, citizenship training for adults and care for the elderly. The recognition of the identity of the Juan XXIII neighborhood as social leaders both in the perception of its inhabitants and in that of numerous professionals and state entities allowed to raise the need to make a generational legacy, that is, to promote the culture of social leadership of this community in the children who represent the new generation of this neighborhood. To respond to this need, a training project was proposed for children who, assuming the theoretical structures of multidimensional thought of Philosophy for Children and pedagogy for the development of autonomy, manage to become agents of social transformation, that is, leaders who from philosophical categories they interpret and create a contribution to the development of their neighborhood. The means on which this proposal was made was through autonomous philosophical pedagogical workshops. These workshops were organized through three (3) modules corresponding to each dimension of multidimensional thinking, that is, one (1) of critical thinking, another of caring thinking and another of creative thinking, which were developed according to the didactics proposed by the pedagogy of the development of autonomy. Within the framework of qualitative research, the workshops were configured as an investigative and training tool, which allowed the organization of a diagnostic phase in which an evaluation rubric was carried out and interpreted, and an operational phase that led to the design and organization of the autonomous pedagogical philosophical workshops and field journals in which the experience of the workshops was captured, analyzed and evaluated. The results of this training and research process carried out in this social internship highlight the importance of promoting philosophy for civic and democratic training in specific contexts, as well as the need to teach philosophy to children through pedagogical and didactic models that promote autonomy and the ability to think after themselves, as the training developed in these workshops led the participants to think about their context, their lives and to design a project of social transformation, actions that show the value that these structures have for progress personal and social aspects of childhood and future generations.Ítem La conquista y la seducción en las obras amatorias de Ovidio(2021-05-25) Guillermo, Castro Jaramillo; Paez Álvarez, Ciro Alonso; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000959910; https://scholar.google.es/citations?user=HQ_3fE8AAAAJ&hl=esThis monograph analyzes the concepts of "conquest" and "seduction" in the Arts Amatoria of Ovidio. To do this, we follow the order proposed by Ovidio in the Arts Amatoria. This means that we start our analyses with the places for the amatory conquest, then, the attributes of the conqueror and finally we studied the methods for conserving the women conquest. The second chapter analyzes the "seduction" by Ovidio. Our analyses begin which are the aesthetic care by Ovidio. Then, we explain the attitudes and the best places for successful seduction. Finally, we explain, which are the men's that the women have to reject.