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El artículo presenta las opiniones del autor sobre el papel de la naturaleza humana en la promoción del proceso educativo. Diversos temas discutidos incluyen la diferencia en la naturaleza de todo ser humano, su educación, antropología de la educación humana, el concepto de la naturaleza humana, el concepto del ser humano y el uso apropiado de la fuerza humana.

This article aims to analyze in greater detail the forms and kinds of violence, following the classifications made from Peace Research. In this paper we set out a summary of reasons, origins, forms, results, ambiguity of the word violence, but above all, the factors that determine the violent behavior of human beings: such as instinct, social learning, frustration, etc., which can be exploited as intellectual tools to induce human beings into understanding, harmony, and especially, the transformation of conflicts. Following Johan Galtung, we try to clarify the types of violence: direct (verbal, psychological and physical); structural (poverty, repression, pollution, alignment, etc.); cultural (from ideas, norms, values, tradition, etc.), and/or symbolic (demonstrations by acts or rituals that give recognition to direct and structural violence). Finally, noting that the central thesis of this paper is that "human being is conflictive by nature, but violent because of education and culture". This thesis is supported by defining three aspects: a) The meaning of violence (a typically human phenomenon, biologically free but psychologically voluntary); b) The manifestations of violence, and c) its possible taxonomy. [ABSTRACT FROM AUTHOR]

In light of the troubling diversity of principles, assumptions and emphases of what is called "social action theory", this article focuses on its statute under the assumption of a programmatic difference between the "social" approach and other approaches to human action. The article argues that this difference is based on the logical (not ontological nor empirical) primacy of the "social" element over action. This, in turn, fosters as many different and partial constructions of "action" as theoretical models of society. The article also tries to schematize this link in four generic types of social theory, which sum up -respectively- the notions of "aggregation", "relationship", "system" and "meaning". On this base, the text discusses briefly the "uses" of action theory in empirical research, and the possibility of a "general" theory of action. [ABSTRACT FROM AUTHOR]

The article presents the author's reflections on education and ethics in the context of economic globalization and the acceleration of technological change. The author considers the purpose of education and its relationship to public life and ethical human action and critiques the influence of materialistic and economic conceptions of human behavior. He comments on the role of knowledge and its transmission in the humanization of society and reflects on the importance of higher education as a context in which to shape societal ways of thinking about ethical human action.

In this article I set out the possibility to reuse the category "public private division" varying its content, assuming that either private or public, each moment can arise in any sphere of the human action and as such must be regarded as fields of reconnaissance of what human is. In the other hand, it is affirmed that doing politics of personal issues —including private life issues in public discussion with the intention for State and society to find a solution upon them— is not enough to change the condition of subordination of women, since in their private relations there is a set of ways and mechanisms, a grid of forces and dependencies not valuated, through which advantages given by the measures undertaken in public are stopped or cancelled. [ABSTRACT FROM AUTHOR]

This article pretends to show conflict as natural and proper of human nature. The author thinks the conflict is a manifestation of the limited adaptation ability the human brain has; thus, it needs to transform the environment and the others to survive. On the other hand, culture as a human creation settles rules not shared by all people. Then, the keys for a functional handling of conflicts can be found in the improvement of raising habits as a long-term solution, and in the transformation of education, oriented now to live in community, creativity and difference acceptance. [ABSTRACT FROM AUTHOR]

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Copyright of Endoxa is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to assess behaviors, eating disorder (ED), related cognitions, and core beliefs in university students. The sample was composed of 449 psychology students (13.2% men and 86.8% women). The instruments included sociodemographic and eating related data, the MAC questionnaire (Mizes Anorectic Cognitions), the ICA scale (Inventory of Eating Behaviors) and the SQ questionnaire (Schema Questionnaire). Results from inventories showed important ED symtomathology in a 10% of the sample. Women showed more severe behaviors and specific ED cognitions compared to men. Those students who had previous ED treatment presented more ED-related behaviors and more severe cognitions compared to those who did not have such a treatment. A strong association between ED-related behaviors and specific cognitions was found in this population. [ABSTRACT FROM AUTHOR]

We have verified that this discipline has traditionally been addressed from Normativist approaches lacking any scientific basis. From this supposition we have detected that Protocol, aided by auxiliary disciplines such as Heraldry, Nobility and Vexilology, can only be discovered from scientific angles that link it to Communication Sciences. As well as establishing and classifying hierarchically the formalities that have been articulated in the acts and people intervening in it, the protocol of the 21st century also administers a full communication process. From this premise, in the experimental part of this piece of research, we have formulated an applied empirical method (Delphi method). The proof of the results have led us to affirm that Protocol is an instrument of communication that is both persuasive and symbolic (verbal and non-verbal) and used by institutions or organizations (public/private) to convey a uniform and coherent transmission of their own corporate identity and culture. Protocol becomes the natural personalised extension of corporate communication, presented by any interlocutor in their commercial communication and Public Relations actions. [ABSTRACT FROM AUTHOR]

The article discusses the intellectual achievements and contributions of German political philosopher Hannah Arendt. It describes her analytical existentialist approach to political science, explores her contributions to the understanding of democracy, and considers her views on the human condition and human plurality. A list of Arendt's most important works is presented, including "The Human Condition," "On Violence," and "On Revolution."