Paul Karl Feyerabend: The Projections of Theoretical Proliferation in the Relation Science-Metaphysics

La doctrina de la Proliferación teórica de Paul Karl Feyerabend ha sido interpretada por sus especialistas como un intento de salvaguardar el ideal del progreso científico. Aunque tales estudios hacen justicia, en parte, a la intencionalidad de nuestro filósofo no explicitan la crítica fundamental que implica para Feyerabend el pluralismo teórico. La proliferación teórica constituye en sí misma una reductio ad absurdum de los distintos intentos del positivismo lógico y del racionalismo crítico por definir la ciencia a expensas de lo metafísico. Este artículo presenta la proliferación teórica como una reivindicación del papel positivo que ocupa la metafísica en el quehacer científico. Se consigna la defensa que hace Feyerabend de la metafísica en cuanto que ésta constituye la posibilidad de superar el conservadurismo conceptual, aumentar de contenido empírico de la ciencia y recuperar el valor descriptivo de las teorías científicas.The Paul Karl Feyerabend’s doctrine of theoretical proliferation has been interpreted by his experts as an attempt to preserve the ideal of scientific progress. This hermeneutics describes, in part, the intention of our philosopher. However, this reading does not explain the fundamental criticism that theoretical pluralism supposes for Feyerabend. The theoretical proliferation is itself a reductio ad absurdum of the attempts of logical positivism and critical rationalism to define science at the expense of the metaphysical. This article presents the theoretical proliferation as a vindication of the positive role that the metaphysical plays in scientific practice. We expose the Feyerabend’s defense of metaphysics inasmuch as it is constitute the possibility to overcome the conceptual conservatism, to increase empirical content of science and to recover the descriptive value of scientific theories

Employability skills developed by non-traditional students along their undergraduate program

This paper was developed in the context of the European project EMPLOY (Enhancing the employability of non-traditional students in higher education, Erasmus Plus Program 2015-2017), a qualitative, interdisciplinary and biographical research focusing on nontraditional university students and graduates from six European countries (Sweden, Poland, United Kingdom, Ireland, Portugal and Spain). The project aims are, among others: a) to understand the employability from the perspective of students and graduates; b) to increase knowledge and understanding of the factors that promote or hinder employability; c) to explore the impact of age, gender, social class, ethnicity and disability in employment prospects of students; etc. In spite of the fact that university graduates are in better conditions when accessing to the labor market, non-traditional students might experience special difficulties related to their specific characteristics. We lack of disaggregated information related to employment rates for higher education graduates and there is not specific research which deepens in the transition process of non-traditional groups. Our study is concerned with identifying which employability skills have been developed by non-traditional students during their stay at the University of Seville. For this purpose we consider the formal learning associated to their syllabuses, the extracurricular training they have been involved in, as well as the previous work experiences. We have carried out seven biographical in-depth interviews with students of the University of Seville (4 females, 3 males), all of them studying degrees in different areas of knowledge: Pedagogy, Philosophy, Mechanical Engineering, Pharmacy, Biology and Business Management. All participants were in the final year of their undergraduate program. In addition, all of them represented different characteristics of non-traditional students: adult and mature students (3), immigrants (2) and learners with low economic and cultural capital (2). As for the results and following the classification of professional competences raised by Bunk (1994), we note that through the university syllabuses students developed the methodological competence, that is the reaction from previous experiences and problem solving skills. However, work experience and extracurricular activities promoted social competence, one that enables them to collaborate with others in a communicative and constructive way, showing interpersonal understanding. In addition, in the three training fields, the specific skills or qualifications of the job, technical competence, were also developed. Finally, it can be noted that in the three areas considered in our analysis, there is a lack in the development of the participatory competence, which refers to coordination and organisational skills, leadership and ability to make decisions and take responsibility.Unión Europea 2014-1-UK01-KA203-00184

La ironía en el "Quijote" y en "Bleak House"

This paper makes an effort to show that the irony used by Cervantes in his novel El Quijote was also used by Dickens when he wrote Bleak House. So, we study the narrators first. It is possible that Dickens could remember the Spanish novel because both stories are described by two narrators and they play with an imaginary time. They make use of symbols and they employ metaphors and allegories. Also, they show the characters with a great sense of humour. Then, we compare the main characters and we find that some of them dialogue with reiteration and use metaphors and allegories.Finally, we can see that Cervantes and Dickens make use of irony to satirize their respective ages, and they both criticize the institutions and the societies in Spain and in England

Martin Chuzzlewit " La Herencia del Quijote"

In Martin Chuzzlewit, the sixth novel written by Dickens, we can find echoes of the character of Don Quixote. There are three main characters in the novel: the young Martin Chuzzlewit, Mr. Pecksniff and Tom Pinch, whose lives have some similarities with the Spanish story and with Don Quixote.We can see how the young Martin Chuzzlewit goes to America with a servant, Mark Tapley. When they return to England, they become more responsible. They change their personalities.The second character, Mr. Pecksniff, is not what he appears to be. What he says can be interpreted in different ways. At the end his hypocrisy is discovered and he changes his behaviour.The third character, Tom Pinch is presented as a fool. He has to go to find a new job. He believes in Mr. Pecksniff's integrity but he eventually discovers his hypocrisy.En Martin Chuzzlewit, la sexta novela escrita por Dickens, podemos encontrar ecos del personaje de Don Quijote. Hay tres personajes principales en la novela: el joven Martin Chuzzlewit, Mr. Pecksniff y Tom Pinch, cuyas vidas se asemejan a la historia española y a Don Quijote.Se puede ver cómo Martin Chuzzlewit se va a América con un sirviente, Mark Tapley. Al regresar a Inglaterra, se vuelven más responsables. Cambian sus personalidades.El segundo personaje, Mr. Pecksniff, no es lo que parece. Lo que dice se puede interpretar de diversas maneras. Al final, se descubre su hipocresía y cambia su conducta.El tercer personaje, Tom Pinch, aparece como un necio. Tiene que buscar un nuevo trabajo. Cree en la integridad de Mr. Pecksniff, pero acaba descubriendo su hipocresía

El Quijote en "The Old Curiosity Shop"

El Quijote was one of Dickens' first readings which impressed the author. So, we try to find the possible similarities between el Quijote and The Old Curiosity Shop, the fourth novel written by the author.Anyway, we connect the two novels studying the narrators, the structure and the authobiographical aspects. We see, al so, the possible connections between the main characters in both novels. We study these characters refering to their relationship between fancy/reality, the aspects of the picaresque novel, fairy tales and finally the authors' attitudes when their characters are faced with death.At last, we think it is possible to say that Dickens remembered el Quijote when he wrote The Old Curiosity Shop