FiloBlenDret: una metodología innovadora de aprendizaje colaborativo y responsable en Filosofía del derecho.

This article reports the findings on an innovative teaching methodology introduced in the 2016-2017 academic year in Philosophy of Law, as a third-year course in the Double Degree in Law-Economics / Business Administration at Pompeu Fabra University (UPF). This methodology aims to involve students in active learning and peer assessment. In this regard, flipped classroom, problem-based learning, blended learning, collaborative work, gamification and peer assessment methodologies are implemented. All of which focuses on the development of thinking levels in the upper range of Bloom's taxonomy. The research of this experience is a mixed concurrent approach. The students' academic achievements were analyzed based on their transcripts over four academic years, from the year preceding the change in teaching methodology in Philosophy of Law. Likewise, teaching evaluation outcomes are analyzed through the AVALDO. Even though this methodology is still in a consolidation stage, so it will be necessary to correct some formal and substantive issues, the data collected allow us to conclude that this innovative methodology consolidates excellence both in academic results and in students' satisfaction.Este artículo presenta los resultados de una metodología docente innovadora introducida el curso 2016-2017 en Filosofía del Derecho del tercer curso del Doble Grado en Derecho-Economía / ADE de la Universidad Pompeu Fabra (UPF). La metodología utilizada en esta asignatura pretende corresponsabilizar al estudiante en la fase de aprendizaje activo y en la evaluación entre iguales. En este sentido, se pone en práctica la metodología de clase inversa (Flipped classroom), el aprendizaje basado en problemas, el blended learning, el trabajo colaborativo, la gamificación, y la coevaluación entre iguales; todo lo cual orienta el desarrollo de niveles de pensamiento en la franja alta de la taxonomía de Bloom. La investigación de esta experiencia es de tipo mixto concurrente. A lo largo de cuatro cursos y a partir del año previo al cambio de la docencia en Filosofía del Derecho, se analizaron los resultados académicos de los estudiantes desde las actas de calificación. Asimismo, se analizan los resultados de la evaluación de la docencia por parte del alumnado a través del programa AVALDO. A pesar de que esta metodología se encuentra aún en fase de consolidación, por lo que será necesario corregir algunos aspectos formales y sustantivos, los datos recogidos permiten concluir que esta metodología innovadora consolida la excelencia tanto en los resultados académicos como en el grado de satisfacción de los y las estudiantes

On Norms and Knowledge. Critical Remarks on the Ontological and Epistemological Grounds of Cristina Redondo’s Internal Legal Positivism

En este artículo analizo críticamente el capítulo primero del libro «Positivismo jurídico “interno”» de Cristina Redondo. Para ello presento tres consideraciones previas acerca de otras tantas cuestiones centrales para la teoría del positivismo jurídico internalista que defiende Redondo. Estas consideraciones se refieren al problema ontológico de las normas, al epistemológico y a la delimitación de la práctica de referencia. En el resto de los apartados realizo un análisis crítico de los argumentos ofrecidos por la autora y, en particular, de i) la vinculación entre punto de vista interno y compromiso moral y ii) la dicotomía objetivo/subjetivo referida a la ontología y epistemología de los deberes jurídicos.In this article a critical analysis of the first chapter of the book «Positivismo jurídico “interno”» of Cristina Redondo is provided. For this purpose, I introduce three preliminary concerns about some central issues for the theory of internal legal positivism defended by Redondo. These remarks deal with the ontological problem of the rules, the epistemological one, and the boundaries of the practice of reference. The other sections provide a criticism of Redondo’s following arguments i) the link between internal point of view and moral commitment, and ii) the objective/subjective dichotomy applied to the ontology and epistemology of legal duties

The case of AI in sport: some ethical concerns at play

Artificial intelligence (AI) has recently burst into sport, but it already plays an important role. It is assumed that AI will become a decisive driver of change in sport in the coming years. Indeed, AI’s revolution in sport is already underway by the gradual replacement of humans by AI and high-tech systems, as is happening in refereeing and coaching. There are many benefits that AI can provide to sport, such as training improvement, assisted coaching, doping monitoring, injury prevention and so on. However, AI applications in sport are not without risk. Among them, the manipulation of athletes and competition are probably the most pressing. This paper is aimed at distinguishing among different AI uses in sport suggesting a normative and ethical framework that leads to an adequate use of AI in sport and consistent with the human values with which the Olympic Movement is committed