Notes, abstracts, papers, exams and problems of Social sciences

José Ortega y Gasset: A 20th-Century Perspective

Context:

José Ortega y Gasset stands as a prominent philosopher and intellectual of the 20th century. His Spanish origins perhaps hindered his wider recognition in recent history. It's noteworthy that he often left his books unfinished. A philosopher in the traditional sense, Ortega rejected the confinement of philosophy to academic circles, seeking to elevate the cultural level of his nation. Understanding his thought requires navigating a diverse body of work, including articles, lectures, and essays. His journalistic endeavors, a significant aspect of his originality, offer insights into his political thinking and commitment to Spain's socio-political reality.

Ortega's Perspectivism and the

Latin American Economic Evolution

Phase 1: Industrial Revolution's Impact

• The Industrial Revolution led to changes in Latin American economies.
• Industrialization caused a strong demand for food and raw materials.
• Economic growth in the 20th century, driven by export-import activities, brought about social transformations, including:
  • Modernization of the upper class
  • Emergence of new professions and services
  • Political changes, diminishing the role of strongmen, with the elite becoming more interested in national politics.
• Political authority was sought in two forms: elite landowners and governments taking direct control of reform.

Phase 2: Expansion of Growth

• Increased exports improved the economy.
• European migration met labor demands.
• Cities grew due to

The Rise of Mass Society in the 20th Century

The first half of the 20th century saw the consolidation of mass society, characterized by these main features:

• Increased public participation in politics through mass media and the generalization of universal suffrage.
• The emergence of mass parties seeking votes from large social groups, unlike the smaller elites targeted by traditional parties.
• Rising living standards leading to the development of a consumer society and new concepts of leisure.

The Emancipation of Women

One of the most significant social changes was the beginning of women's emancipation. In the second half of the 19th century, the suffragist movement emerged, aiming to secure women's right to political participation, improve education... Continue reading "Mass Society, Women's Emancipation, and Media in the 20th Century" »

Andrés Manjón: A Visionary Educator

ANDRÉS MANJÓN

Biography

Born in Burgos on November 30, 1846, Andrés Manjón was educated by his uncle. His mother persuaded him to attend school and receive a basic education. He later moved to the University of Granada, where he lived the rest of his days. There, he founded the first Ave Maria School and began his revolutionary approach to teaching methods. Throughout his life, he opened about 400 Ave Maria Schools.

Historical Context

In the late 19th and early 20th centuries, four key developments shaped pedagogy in Europe:

• The rise of the active school movement
• Trends toward improved civic education
• Increased protection of youth
• The emergence of novel educational movements

There was a significant transformation... Continue reading "Andrés Manjón: Biography, Pedagogy, and Legacy" »

Solon's Economic & Social Reforms

Solon implemented significant economic, social, and political changes, including freeing those enslaved by debt and prohibiting using oneself as loan collateral. He also reformed government institutions.

Cleisthenes' Democratic Reforms

Cleisthenes, in the late sixth century BC, organized citizens into demes based on residence, not birth or wealth. He expanded citizen participation, ensuring equal rights for all.

Pericles' Athenian Democracy

Pericles perfected the democratic system by transferring powers from the aristocratic Areopagus to the ecclesia. He introduced payments for public service, making it accessible beyond the wealthy, thus solidifying Athenian democracy in the 5th century BC.

Contrasting Political

Outline of Scientific Knowledge Through History

Greco-Medieval Era

Introduction

Philosophy was considered equivalent to Science and dealt with universal essences. Myth, on the other hand, was associated with *doxa*, representing multiple and changing appearances. The Middle Ages maintained a similar scheme, but with a theological basis.

The Universe: A Biological Model

• The universe was seen as a living being, finite (limited) and ordered (a cosmos), and full of matter (not empty).
• Qualitative Approach: Nature endowed each substance with potentialities determining its nature:
  • Plants: grow, survive, nurture, and reproduce.
  • Animals: feel, crave, and move.
  • Humans: think.
• Geocentric and Geostatic: A heterogeneous view where celestial phenomena differed from

Textual Units

A verbal text is a unit because we use words, but it also constitutes a semantic unit because it makes sense, and a communication unit because it appears in a particular communicative situation. A text must adhere to three fundamental principles:

Suitability

The text must correspond to the communicative situation. For example, a student greets a director with "Good morning, sir," not "*Che, como va?*"

Coherence

Organize different parts of the text's meaning. A text is coherent if it has a central idea, is properly organized, and answers the text as a whole. Elements that show no coherent organization of texts include titles and captions. Lastly, the issue should be closed with conclusions.

Cohesion

Establish the relationship between... Continue reading "Textual Cohesion and Coherence: Principles and Mechanisms" »

Rousseau's Core Ideas: Nature, Morality, and Policy

The fundamental concept of anthropological theory, morality, and policy, as outlined in Rousseau's Discourse on the Sciences and Arts and Discourse on the Origin of Inequality Among Men, centers on the inherent goodness of human nature and the corrupting influence of society. Evil, according to Rousseau, originates from social structures.

To develop this theory, Rousseau needed a working hypothesis: a theoretical assumption about human life before the establishment of social status, the state of nature. In contrast to Hobbes, Rousseau envisioned humans in this state as good, free, and happy, with inherent equality. The natural man possesses two dominant, basic feelings: self-love and natural... Continue reading "Rousseau's Philosophy: Human Nature, Society, and the General Will" »

Group Operations: Concrete

1. Formation of a Hierarchy of Classes

• a) 7-8 years: Can include classes.
• b) 8-9 years: Can classify to represent flowers in clusters. For example: What will a large branch be? If you cut all the flowers in the garden, would any remain? Can a daisy be in the "Flowers" category without changing the sign? If you take all the daisies from the box, would any flowers remain?
• c) They have difficulty in representing objects that involve mental representation. For example: If all animals died, would any birds remain? If all animals die, would some animals remain? Can these two cells be under the same sign? Children cannot respond to these problems until 10 or 12 years of age.
• d) In the absence of specific references, Piaget found

Literature of the Baroque: Lyric Theater

1. The Baroque Era: A Century of Crises and Conflicts

The 17th century, known as the Baroque period, was a time of widespread crisis—economic, demographic, political, social, and military. The Spanish Empire experienced a significant decline.

2. Baroque Ideology, Beliefs, and Thought

Religion permeated Baroque thinking. This religion, based on the Counter-Reformation, was deeply intolerant and controlling (Inquisition).

The Baroque worldview was pessimistic and disillusioned, reflecting a sense of crisis, the passage of time, and the brevity of life.

Religious beliefs intertwined with magical beliefs about the supernatural world (spirits, miracles, superstitions, etc.).

Concepts of honor, revenge, and violence... Continue reading "Spanish Baroque Literature: A Deep Dive" »