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    Social criticism, dissonance, and progress: A socio-epistemic approach
    (SAGE Publishing, 2022-03-23)
    The immanent approach adopted by most contemporary representatives of the Critical Theory tradition has generally the purpose of offering a foundation for social criticism that, without relying exclusively on explicit or factually accepted principles, avoids both the potential arbitrariness of subjective judgment and the appeal to transcendent criteria. However, this project has not yet paid much attention to the socio-epistemic elements related to the intersubjective praxis of criticism. Based on this concern, I intend to explore the possibility of immanent criticism by using the epistemic category of dissonance. I will begin by showing how Davidson’s notion of irrationality can overcome the problematic separation between healthy and pathological behavior found in Festinger’s classical theory of cognitive dissonance and serve as an indicator of epistemic contradictions that can lead to social change. Thereafter, I will explain the link between these approaches and both Brandom’s inferential semantics and Honneth’s normative reconstruction. At the end of the first part, I expect to show an articulated picture of how dissonance can serve as a key for the analysis of inconsistencies present both in the belief systems and in the institutions and practices that constitute forms of life. In the second part, I will reconstruct three possible objections to this comprehensive approach in relation to the role of the individual in processes of social criticism and to the notions of progress and rationality that the approach adopts. I will analyze here what kind of meta-criterion is necessary to overcome the discomfort generated by the experience of dissonance so that it leads to social change. Taking up the Hegelian-Pragmatist idea of accumulation of experiences, I will argue that such a meta-criterion refers to the possibility of gathering and using available and non-endogenous socio-epistemic resources that allow reconfiguring the foundations of the questioned form of life.
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    Students with special educational needs in regular classrooms and their peer effects on learning achievement
    (Springer Nature, 2024-12-01)
    This study explores the impact of inclusive education on the educational outcomes of students without Special Educational Needs (non-SEN) in Peru, utilizing official Ministry of Education data and implementing cross-sectional regression analyses. Inclusive education is a complex issue that, without appropriate adaptations and comprehensive understanding, can present substantial challenges to the educational community. While prior research from developed nations offers diverse perspectives on the effects of inclusive education on non-SEN students, limited evidence exists regarding its impact in developing countries. Our study addresses this gap by examining inclusive education in Peru and its influence on non-SEN students, thereby contributing to the existing literature. Our findings reveal that, on average, the presence of SEN students in regular classrooms does not significantly affect their non-SEN counterparts. However, we uncover heterogeneous results contingent on the specific type of SEN and students’ academic placement. These results emphasize the importance of targeted resources and parental involvement in facilitating successful inclusive education, particularly for specific SEN types. In summary, this study underscores the need for tailored strategies and additional resources to foster the success of inclusive education and calls for further research in this field to expand our understanding and enhance educational policy.
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    Shadows of Belaúnde's Utopia: A Critical Analysis of La Conquista del Perú por los peruanos
    (Pontificia Universidad Católica de Chile, 2025-12-01)
    Resumen: En 1959, Fernando Belaúnde Terry, expresidente y arquitecto peruano, publicó La conquista del Perú por los peruanos, un documento que detalla las bases de una utopía nacional que miraba a la Amazonía como motor de progreso. Sin embargo, al revisar los proyectos clave de su visión, como la Carretera Marginal de la Selva y el Servicio Cívico Fluvial, el territorio es constantemente caracterizado como un “espacio vacío”. A partir de testimonios y lecturas amazónicas, la narrativa modernizadora revela sus consecuencias de despojo e invisibilización, constatando la mentalidad colonial que subyace a la retórica del progreso.
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