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Item type:Publication, El constructivismo y la teoría moral kantiana. Un ensayo sobre la objetividad de las distinciones morales(Pontificia Universidad Católica del Perú. Instituto Riva-Agüero, 2022-12-05)The aim of this paper is to clarify the relationship between constructivism and Kantian moral philosophy. In this sense, it begins by showing what moral constructivism is and how it is a position in metaethics that seeks to clarify the question of the objectivity of moral judgments in a better way than the traditional positions in the field: moral realism and moral anti-realism. It then deals with Kantian moral constructivism as one of the most developed and studied versions. In this way, the relationship between constructivism and the critique of reason, practical reason, and the moral autonomy of the person will be clarified. Finally, the most relevant conclusions of the study are presented. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The development of the notion of “half” in children from two Ucayali’s Shipibo-Konibo communities(Centro Interamericano de Investigaciones Psicologicas y Ciencias Afines, 2022-01-01)This research aims to identify and describe developmental levels of the notion of “half” in a group of children from two Shipibo-Konibo native communities of the Ucayali region, in the Peruvian Amazon rainforest. Fourteen students aged between 7 and 16 participated, six from Bethel community and eight from Bena Jema community. The community of Bethel is located approximately 6 hours by river from the city of Pucallpa, while Bena Jema is located within Pucallpa’s boundaries, in the Yarinacocha district. All participants were assessed using Jean Piaget’s clinical-critical method, with two tasks. In the first task, focusing on discrete quantities: different sets of cards with the picture of a fish were presented sequentially, some with an even number of units and some with an odd number. Participants were asked to choose and present back half of each set. In the second task, focusing on continuous quantities: participants were asked to choose and present half of a single raw spaghetti, which they needed to break with their hands. If the resulting pieces were unequal, they were asked to break them again and redistribute the results. Students from Bena Jema community were assessed with both tasks, while students from Bethel community were assessed only with the discrete quantities task. The results showed four developmental levels in the discrete quantities task. In the first level, participants took any one of two parts of the set to be “half”, without checking if they were equal or whether putting them back together reconstituted the original whole. In the second level, participants took any one of two equal parts to be "half", but were inconsistent and accepted the possibility of the parts being unequal. In the third level, participants only took any one of two equal parts to be “half” but had difficulties splitting odd-numbered sets, including sets with fewer elements than the even-numbered ones they had previously split correctly. In the fourth level, the task was solved successfully with both even-numbered and odd-numbered sets. For the continuous quantities task, three levels were found. In the first level, any one of two raw spaghetti pieces was taken to be “half”, without checking their evenness. In the second level, participants took any two equal pieces of the raw spaghetti to be “half”, but without checking whether putting them back together reconstituted the original whole, with no extra parts remaining. In the third level, participants took any one of two equal pieces to be “half”, checking whether putting them back together reconstituted the original whole. These results are consistent with reports from previous research assessing the notion of “half” in Western contexts. Results support universality in the development of the notion of “half”, but show a delay in the participants’ level of acquisition, taking Peru’s national curriculum as reference. This study is a contribution to the understanding of the development of the notion of “half” in indigenous children living in Amazonian native communities, and shows the relevance of the Piagetian clinical-critical interview in these sociocultural contexts. The implications of these findings are discussed in relation to the universality of logical-mathematical knowledge, as well as the need to rethink the timing and manner in which the notion of “half” appears in the curriculum. https://doi.org/10.16888/interd.2022.39.2.17 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Socio-anthropological challenges of Agenda Setting Theory: Reconstitution of the model in a case study(HISIN (History of Information Systems), 2024-06-28)Despite the success of the now old Agenda Setting Theory, weaknesses of a socio-anthropological nature related to the paradigms and theses that support the theory continue to be reproduced: scope of positivist methods, analyzes unrelated to ideology and culture, mediocentrism, analytical fragmentation, among others. These limitations do not always make it possible to in-depth study of agendas in contexts other than those of traditional theory development (capitalist, urban society, Western democracy…). This article communicates the sustained reflexivity for the reconstitution of the theoretical model in order to deepen the relationships between the agendas in a Cuban municipality. Methodology: The theoretical proposal was based on the dialectical method of knowledge construction, based on review phases of international studies and the Cuban case, as well as empirical work to validate the deepening strategies. Results: The results led to a perspective of “interrelated agendas based on communication processes of relevance between social fields”, whose understanding abandoned positivist functionalism to settle on a communicational constructivism. Discussion and Conclusions: The implementation of this theoretical framework during 2019 in the municipality of Mella (Cuba) confirmed its relevance to overcome problems that have been widely criticized for Agenda Setting in the international framework. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Economic knowledge of a group of adults from the Ashaninka and Shipibo-Konibo Indigenous Peoples(Universidade Estadual Paulista, 2024-01-08)This psychological study explores the level of economic thought among 16 adults from the Shipibo-Konibo and Asháninka Amazonian indigenous groups, in Peru. A constructivist-informed qualitative interview based on the Psychogenesis Model of Economic Thought (Denegri, 1995) was used in this study. Following the Piagetian cognitive stages, this interview proposes a three-level model for the psychogenesis of economic thought to account for the process of construction of explanations of the economic world. The results show the participants' particular modes of using formal logic tools to formulate a systematic understanding of economic processes, which possibly compromise their ability to make adaptive economic decisions and may encourage irrational economic behaviors such as thoughtless consumption and over-indebtedness. None of the participants displayed Level III inferential economic thinking, which requires the use of formal logic to understand economic processes in a systematic way. We discuss the implications of these findings for the development and fulfillment of indigenous people’s rights, especially the right to achieve human development that responds to their own complex cultural characteristics.