(Pontificia Universidad Católica del Perú, 2024-12-28) Zabala Hernández, Mauricio; Dionicio Lozano, Milton Fernando
This paper seeks to call into question the usual way in which ethics is taught and to support the use of narrations as an important pedagogical tool within moral education. Since ethics has less to do with the acquisition of knowledge than with a disposition for action, it could very well use narrative formats to develop the sensibility necessary to build reflexive, critical and empathic citizens. After all, the anthropological nature of human beings is already narrative, and every form of good life implies ultimately the possibility of it being told. The practice of narrating amounts to a defense of the search for and the construction of meaning inside a society where rapidity and fragmentary information seem to determine the only possibility of self-constitution.
(Pontificia Universidad Católica del Perú, 2024-12-28) Terrones Rodríguez, Antonio Luis
In the Anthropocene and within the context of the Fourth Industrial Revolution, artificial intelligence can be seen as an element that exacerbates the problems related to environmental degradation. Thus, renowned researchers such as Aimee van Wynsberghe and Mark Coeckelbergh have proposed the concept of Sustainable Artificial Intelligence (SAI). However, it is important to connect this conceptual approach with an innovation model that enables its realization for the sake of sustainability. The Quintuple Helix Framework represents an opportunity for boosting SAI through a form of innovation committed to social participation and environmental protection.
(Pontificia Universidad Católica del Perú, 2024-12-28) Ortega Ruiz, Pedro; Romero Sánchez, Eduardo
Emmanuel Levinas, one of the most profoundly original western philosophers of the 20th Century, has attracted considerable attention in recent years amongst educators and philosophers of education. His thought has several ethical implications for education in areas related with moral education, diversity issues, multiculturalism, or recognition policies. This paper is based on Levinas’ claim that the concept of responsibility builds the cornerstone of his philosophical work, and that responsibility is most clearly manifested in the welcoming of the other. To educate is to welcome, to accompany and to help the pupil in its life plan. According to Levinas’ ethics, welcoming is not understood as a mere object of instruction or teaching: “learning” takes place through contagion, through mimesis. Therefore, the paper criticizes an approach that stresses previously programmed concrete teaching activities, and defends the need to create a teaching environment in the classroom that encourages openness to the other, especially to those who are culturally different. It concludes showing the importance of a welcoming teaching that explores the feeling of responsibility and takes the experience of the pupil as the starting point of teaching action.
