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Search Results: 1 - 10 of 371048 matches for " Juan Fernando Sellés "
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El hábito conceptual y la distinción entre los universales lógicos y reales según Tomás de Aquino
Sellés, Juan Fernando;
Diánoia , 2008,
Abstract: this paper defends that the act of the concept depends on the conceptual habit. the act of the concept knows two real causes of physical reality: material and formal. one of them, the formal cause, is the real universal (unum) which is present in a plurality of material subjects (in multis). the real universal is different from the logical universal. the habit does not know of causes, but the acts of the concept. so, it permits to distinguish between the act of knowledge that knows the real universal and the act that knows the logical universal.
Las dualidades de la educación
Sellés,Juan Fernando;
Educación y Educadores , 2007,
Abstract: this paper claims that the study method of human education cannot not assume that man is a single entity, as man is composed by multiple dualities. education is framed within radical human realities. first, a distinction is made between act of being and essence. after showing the dualities of the act of being human (or transcendental dualities) and those of essence, the paper highlights the dualities: education-personal love, education-family, male-female, masculine education-feminine education, parents-children and the consequent dualities: paternal-filial, home-school, educate-learn, enterprise-university and finally human personal education-divine personal education.
La educación de la amistad: una aproximación conceptual
Sellés,Juan Fernando;
Educación y Educadores , 2008,
Abstract: this study looks at method, topic and education with respect to the supreme human virtue: friendship. it begins with a review of the fundamental theories put forth by the prominent thinkers in the history of philosophy. secondly, it indicates the appropriate cognitive method for the study of friendship is not rational, but akin to that of an innate habit (synderesis or the ego). some of the non-ethical implications of this approach are outlined. the requirements for friendship in its two most important environments (family and education) are discussed, and the author offers a thesis on how to educate students in this virtue.
?Cómo prolongar el realismo hoy?
Sellés,Juan Fernando;
Civilizar Ciencias Sociales y Humanas , 2010,
Abstract: this work investigates what is the philosophical realism. it offers a synthesis of what has been the realistic philosophy up to today regarding his discovery of the diverse senses of the act: pure act, act of being created, intellect agent, cognitive innate and acquired habits, immanent cognitive operations, virtues of the will, acts of wanting. after that, it he proposes who it is possible to progress nowadays in the realism: discovering other senses of the act.
A nivel sensible es el hombre un animal más?
Juan Fernando Sellés
Límite , 2006,
Abstract: Este trabajo, tras exponer la noción de facultad orgánica y la jerarquía entre las diversas potencias humanas con soporte orgánico, muestra la distinción radical existente entre el hombre y el animal en las siguientes potencias somáticas: sentidos externos (tacto, gusto, olfato, oído y vista), sentidos internos (sensorio común, imaginación, memoria y cogitativa), apetitos sensitivos (concupiscible e irascible), y en los sentimientos sensibles.
Del amor personal humano al divino: Un estudio desde la antropología trascendental de L. Polo Personal human love to divine: A study from transcendental anthropology of L. Polo
Juan Fernando Sellés
Veritas : Revista de Filosofía y Teología , 2013,
Abstract: En este trabajo se estudia del amor personal humano y del amor personal divino desde la antropología trascendental de Leonardo Polo. Se indica que el amor personal humano está abierto naturalmente al mundo, a los demás, al propio hombre y, en especial, a Dios; que es creciente y que puede ser elevado. El amor personal divino es pluripersonal y está abierto al humano en su creación, elevación y glorificación. In this work we study the human personal love and the divine personal love according the transcendental anthropology of Leonardo Polo. We sustain that the human personal love is naturally open to the world, to others, to the self, and over all to God; that it is growing and susceptible of be elevated by God. The divine personal love is pluripersonal and is open to the man in his creation, elevation and glorification.
Las tesis de los filósofos del siglo XIII que afirmaron la existencia del intelecto agente
Sellés, Juan Fernando
Anuario de Estudios Medievales , 2008,
Abstract: In this article we review the statements of relevant philosophers of the XIIIeme century supporting the existence of the human agent intellect. Three groups can be distinguished: I) The universal hylemorphism (Alexander of Hales, John de la Rochelle, Mathew of Acquasparta); II) The synthesis between the augustinianism and the aristhotelism (Peter Hispanus, Saint Bonaventura, John Peckham); III) The purified and advanced aristotelism (Albert the Great, Thomas Aquinas, Ramon Llull). En este trabajo se revisan las tesis de relevantes filósofos del s. XIII que defendieron la existencia del intelecto agente en el hombre. En el trabajo se dividen en tres grupos a los pensadores: I) Los que se suelen encuadrar dentro del llamado hilemorfismo universal (Alejandro de Hales, Juan de la Rochela y Mateo de Acquasparta). II) La síntesis entre el agustinismo y el aristotelismo (Pedro Hispano, San Buenaventura, Juan Peckham). III) El aristotelismo depurado y proseguido (San Alberto Magno, Sto. Tomás de Aquino, Ramón Llull).
La sombra de Ockham es alargada; su influjo en las corrientes filosófico-lingüísticas modernas
Juan Fernando Sellés
Revista Observaciones Filosóficas , 2008,
Abstract: In this paper we study the influence of philosophy of G. of Ockham in the modern philosophies of language: pragmatism, analytical philosophy and hermeneutics. We study the most important philosophers of these philosophies: Peirce, Wittgenstein and Gadamer. To know this influence, we attend their method of knowledge and also their real theme. We include also a brief correction of these thesis from the philosophy of L. Polo.
El hábito conceptual y la distinción entre los universales lógicos y reales según Tomás de Aquino The Conceptual Habit and the Distinction between Logical and Real Universals According to Thomas de Aquinas
Juan Fernando Sellés
Diánoia , 2008,
Abstract: En este trabajo se sostiene que el acto del concepto depende del hábito conceptual. El primero conoce dos causas de la realidad física: la material y la formal. Una de ellas, la formal, es el universal real (unum) que se da en pluralidad de sujetos materiales (in multis). El universal real es diferente del universal lógico. El hábito conceptual no conoce las causas, sino los actos de concebir. Por tanto, permite distinguir entre el acto de la razón que conoce el universal real y el acto que conoce el universal lógico. This paper defends that the act of the concept depends on the conceptual habit. The act of the concept knows two real causes of physical reality: material and formal. One of them, the formal cause, is the real universal (unum) which is present in a plurality of material subjects (in multis). The real universal is different from the logical universal. The habit does not know of causes, but the acts of the concept. So, it permits to distinguish between the act of knowledge that knows the real universal and the act that knows the logical universal.
Las dualidades de la educación The dualities of education
Juan Fernando Sellés
Educación y Educadores , 2007,
Abstract: Este trabajo sostiene que el método de estudio de la educación humana no puede suponer que el hombre sea simple, puesto que está conformado por pluralidad de dualidades. Encuadra la educación dentro de las dualidades radicales humanas. Primero, distingue entre acto de ser y esencia en el hombre. Tras mostrar las dualidades del acto de ser humano (las trascendentales) y las de la esencia, se centra en la exposición de las dualidades educación-amor personal, educación-familia, las de varón-mujer, las de educación masculina-educación femenina, las de padres-hijos y la consecuente dualidad educativa paterno-filial, la dualidad hogar-colegio, la de educar-aprender, las de empresa-universidad, y por último, la de educación personal humana-educación personal divina. This paper claims that the study method of human education cannot not assume that man is a single entity, as man is composed by multiple dualities. Education is framed within radical human realities. First, a distinction is made between act of being and essence. After showing the dualities of the act of being human (or transcendental dualities) and those of essence, the paper highlights the dualities: education-personal love, education-family, male-female, masculine education-feminine education, parents-children and the consequent dualities: paternal-filial, home-school, educate-learn, enterprise-university and finally human personal education-divine personal education.
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