Villalobos-Ruminott, Sergio. La desarticulación: Epocalidad, hegemonía e historicidad. Ediciones Macul, Santiago de Chile, 2019, ed., 214 pp.

Villalobos-Ruminott, Sergio. La desarticulación: Epocalidad, hegemonía e historicidad. Ediciones Macul, Santiago de Chile, 2019, ed., 214 pp

The use of education for sustainability websites for community education in Chile

An increasing recognition of the impact of human activity on the natural environment has oriented attention to the role of education for sustainability (EfS) as a means to create more ecologically literate and sustainable societies. One premise is that socio-ecological sustainability issues and challenges are immediate and locally rooted. This calls for educational interventions that promote participative action by local communities, recognizing that adults in those communities need to engage in action and change towards sustainability. In relation to this, current evidence indicates that Information and Communication Technology (ICT) and the Internet have the potential not only to promote teaching and learning for EfS, but also to increase knowledge, and promote attitude and behaviour change of individuals and the broader community. In addition, sustainability issues are interrelated with other social dimensions with inherent complexity. Similarly, the design, implementation and use of ICT in education bring together learning and technology in complex ways. To address these types of educational contexts, both the ICT and EfS literature support a holistic and systems thinking approach. This suggests that developing a theoretical framework that informs the development of EfS websites, based on a systems thinking approach, might be an effective way to enhance ecological literacy, and action competence for socio-ecological sustainability at the community level. Within this context, this PhD research study aimed to investigate the use of Internet websites for community EfS in Chile. A theoretical model for the design and development of EfS websites aimed at the community and non-formal level was developed based on literature from EfS, systems thinking, ICT, and community education. This model was trialled in an authentic context in Chile, through the design and build of an EfS website addressing the ecological sustainability issues of a lake, and its impact on the local community and visitors. Key considerations of this model relate to a deep understanding of the local, social and cultural characteristics and needs of the target community, and associated sustainability issues; the use of culturally meaningful ICT affordances such as multimedia, Web 2.0, and social networking tools; and the inclusion of EfS pedagogical considerations and strategies for learning, such as promoting ecological literacy, critical thinking and action competence through knowledge integration and challenging beliefs. Within a naturalistic paradigm, using an interpretive methodology, and following an activity theory analytical framework, the evaluation of the use of the EfS website by 24 local participants was conducted through the following research design. Firslty participants were administered a pre-intervention questionnaire, which assessed participants’ prior knowledge related to ICT use, and to local sustainability issues. Immediately after they were invited to visit and browse the EfS website for a period ranging between 10 to 20 minutes. Following participants’ use of the EfS website, a post-intervention interview explored participants’ perceptions, understanding change, and motivations to take action. Finally, a follow-up online survey assessed participants’ change in understanding, actions, and adoption of sustainable living principles, based on revisits to the EfS website during a period of five weeks, five months after their first visit. Findings indicate that EfS websites are culturally shaped tools with the potential for facilitating transformative understanding processes, and empowering community members in engaging in action and participation towards socio-ecological sustainability at the local community level. A key aspect of the successful use of EfS websites for community education is to achieve meaningfulness and relevance through the website on local community members. Different considerations from the theoretical model appeared to have contributed in to the achievement of such relevance in the Chilean community addressed in this study. These are fully presented and explored in the coming chapters. The expected contribution of this study is to inform the literature on the effective use of ICT to enhance practice of EfS at the community level

Butler avec Althusser: Notes for an Investigation

In this essay, I try to go through the questions and analysis that Judith Butler puts on Althusser’s work—reading fundamentally and almost exclusively the essay on the “Ideological State Apparatus” from 1970, and the relationship she maintains in her reading with the Freud’s concept of repression and the Lacanian “symbolic order”. My central hypothesis is that it is the Foucauldian reading of Freud and Lacan, begun early in 1990 with Gender Trouble, that guides Butler in his interpretation of the Althusserian concept of interpellation understood almost exclusively from the perspective of the “hailing” example that Althusser provides in his essay from 1970. This leads Butler to a reading that I characterize here as biographical—for its obscene reliance on a particular episode in Althusser’s life: the murder of Helène Rytman—and anti-Cartesian, insofar as it attempts reading the ideological readiness of the subject as something beyond the split of the cogito, and materially effected by an ontological repetition. The problem with Judith Butler's concept of repression is its unappealable juridical nature—which is paradoxical for an erudite reader of Michel Foucault—insofar as the agent of repression appears as analogous to the State and therefore it results assimilable with rebellions “melancholic” subjectivity. This conflation of the psychological and the social is conducive to some mass psychologism, which forgets Althusser’s debt to Lacan when elaborating his theory of ideology. I proceed to investigate the origins of this theory in the text “Three Notes on the Theory of Discourses” (1968) and in the recently published Que faire (2018). My tentative conclusion is that there is an idea of supplementary violence (in the Lacanian sense of plus-de-jouir) constitutive of the unconscious in Althusserian theory of ideology that cannot be overlooked, and that is linked to his reading of Freud

Jargon of Authenticity in the Chilean Conservatism: Reactionarism, National Fantasies and Military Fascism (1902-1980)

This essay aims to cover one of the tendencies of Chilean reactionary thought, based on the hypothesis about the impossibility for a non-Catholic conservatism in Chile. In effect, secularism was drastically diminished by the persistence of ultramontane political theology, from archbishop Rafael Valdivieso to the Catholic-romantic historicism of Jaime Eyzaguirre. The main archive of this work shows the confluence between Palacios’s thesis on the “Chilean race”, from 1902, the dialectical and anti-intellectualist portalianism of Edwards and Encina in the interwar period, and the military belicology based on Ludendorff’s doctrine of total war among military intellectuals during the 70’. Finally, I attempt a rather short structural analysis, inspired by Marxism and psychoanalysis, to explain the way in which the Chilean “authenticity jargon” (Adorno’s concept) covers the destructive negativity of the social bond inherent to capitalist formations. The national fantasies of Chilean conservatism, although in crisis during the neoliberal period, are now reborn as probable alternatives of ideological interpellation for the lettered community of endangered fascism

Vascular Regeneration by Endothelial Progenitor Cells in Health and Diseases

Human endothelial progenitor cells (hEPCs) are adult stem cells, located in the bone marrow and peripheral blood. These cells can be differentiated into mature endothelial cells, which are involved in processes of angiogenesis and vessel regeneration. Different phenotypes and subtypes of endothelial progenitor cells (EPCs), such as early and late EPCs, have been described according to their functionality. Thus, it has been shown that early EPCs release cytokines that promote tissue regeneration and neovasculogenesis, whereas late EPC and endothelial colony forming cells (ECFCs) contribute to the formation of blood vessels and stimulate tube formation. It has been demonstrated that the number of circulating hEPC is decreased in individuals with hypercholesterolemia, hypertension, and/or diabetes. In addition, the number and the migratory activity of these cells are inversely correlated with risk factors such as hypertension, hypercholesterolemia, diabetes, and metabolic syndrome. On the other hand, the number of circulating hEPC is increased in hypoxia or acute myocardial infarction (AMI). hEPCs have been used for cell-based therapies due to their capacity to contribute in the re-endothelialization of injured blood vessels and neovascularization in ischemic tissues. This chapter provides an overview of the key role of hEPC in promoting angiogenesis and their potential use for cell therapy

Using mobile learning in free-choice educational settings to enhance ecological literacy

This article presents the case for using mobile technologies to facilitate the integration of classroom and outside-of-classroom learning experiences designed to enhance the ecological literacy of primary school students and their parents. There is growing evidence supporting the transformative potential of mobile learning technologies and tools within education settings to deliver meaningful learning experiences. We argue here that this potential could extend to integrating learning between the classroom and education outside the classroom (EOTC). We further argue that this mobile learning potential can mediate learning between students and their parents, visitors and educators at free- choice learning settings. We situate our argument within learning to enhance ecological literacy and call for studies that can consider the possibilities offered by mobile technology and related pedagogical frameworks, the reinforcement of learning experiences post a visit to a free-choice setting, and the integration with hands-on and non-technology mediated learning instances. Here we present some key theoretical considerations as a prelude to a study being funded by the Teaching and Learning Research Initiative to examine these possibilities