evolución]]> desarrollo]]> comunidades terapéuticas]]> adicciones]]> evolution]]> development]]> therapeutic communities]]> addiction]]> This essay proposes a bibliographic review of the origins of Therapeutic Communities as a treatment for addictions, developing the theoretical and methodological assumptions on which the approaches of those TCs considered pioneers in the treatment of people affected by drug dependence were organized. It also seeks to present the historical, scientific, and social dimensions that made their emergence possible.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2009-12-15]]> application/pdf]]> condición colonial]]> filosofía]]> pensamiento occidental hegemónico]]> violencia]]> colonial condition]]> philosophy]]> hegemonic Western thought]]> violence]]> For this paper, writings by Emmanuel Levinas and María Zambrano are reread, since they insist above all on the originally violent character of Western thought and on its connection with the violence of events. From an intercultural perspective on philosophy, this article also takes into account the contributions of cultural and subaltern studies, in addition to the authors already mentioned.
This makes it possible to identify another root of the violence of modern and contemporary philosophy, one scarcely noticed by thinkers of European origin: the “colonial condition” of philosophy. This refers to the way in which philosophical discourses were generated and consecrated through the process of globalization inaugurated by the so-called “Discovery” of America.
This article seeks to analyze some violent traits of Eurocentric Western thought, with the ultimate aim of proposing a revision and opening up—or phagocytization—of that thought.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2010-07-25]]> application/pdf]]> violencia]]> cultura]]> poder]]> civilización]]> habitus]]> violence]]> culture]]> power]]> civilization]]> habitus]]> Subsequently, the link between violence and culture is examined on the basis of modern sociological theories, taking as central axes Norbert Elias’s concept of the civilizing process and Pierre Bourdieu’s concept of habitus.
The paper also analyzes some reflections by Tzvetan Todorov and Pierre Clastres on the construction of American otherness, interpreted from the dominant European Enlightenment narrative.
Finally, this work concludes with an interpretation that seeks to account for the dominant narratives on otherness in our region, with special emphasis on the relationships between the power of categorization—the classification of “others”—and its indissoluble link with the exercise of physical and symbolic violence throughout our local and regional history.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2010-07-25]]> application/pdf]]> violencia]]> categoría]]> propiedad relacional]]> clasificación]]> violence]]> category]]> relational property]]> classification]]> Taking a traditional theory of conceptualization as its point of departure, the essay moves toward establishing violence as a relational category and outlines different directions for a conceptual analysis of the problem.
However, this general critical task is only a starting point: it merely sets us on the path of further questioning, opens up different facets for deepening the approach to a complex and historically variable object of study.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2010-07-25]]> application/pdf]]> violencia]]> sentido]]> referencia]]> metáfora]]> violence]]> sense]]> reference]]> metaphor]]> The problem of vagueness, by contrast, refers to the dangerous confusion between two different levels in the use of discourse for the legitimation of power. These may be delimited as follows: the first refers to the set of beliefs that justifies the authority of power because its exercise results in a material improvement in the living conditions of the collective; the second refers to a set of beliefs manipulated and controlled by rhetorics that conceal forms of domination and alienation of individuals. What this paper seeks to analyze is this second level of the justification of power, together with the construction of certain forms of knowledge and legal forms that conceal violence under the appearance of justice and social equity.
From a methodological point of view, our first working hypothesis is that the concept of violence is not a mere tautology, but rather contains a multiplicity of meanings. To explain this, Frege’s theory of meaning will be used, particularly the distinction between sense and reference. From this, two conclusions will be drawn: first, that concepts of violence are descriptive, because each proposition provides new information and is not a simple repetition of the same; and second, that the nature of the referents of the concept in question consists neither in properties, nor in functions, nor in entities that refer to the objective world, but rather in historical constructions.
To prove the preceding claim, a second hypothesis will be introduced, which affirms the Nietzschean character of metaphor; that is, metaphor is an invention of human beings for living in society and protecting their own interests. To this end, Nietzsche’s conception of metaphor will be developed on the basis of his posthumous text On Truth and Lies in an Extra-Moral Sense.
Thus, the final aim of this paper is to show that the set of beliefs that makes it possible to manipulate and control forms of domination and alienation of individuals through the rhetorics of discourse causes the oppressed human condition to erupt in violent behaviors.]]> Desde el punto de vista metodológico, nuestra primera hipótesis de trabajo será que el concepto de violencia no es una mera tautología, sino que este encierra una multiplicidad de significaciones. Para explicar esto, se recurrirá a la teoría del significado de Frege, usando la distinción entre sentido y referencia. De aquí se extraerán dos conclusiones, primero que los conceptos de violencia son descriptivos, porque cada proposición brinda nueva información y no es una simple repetición de la misma, y segundo, que la naturaleza de los referentes del concepto en cuestión no son ni propiedades, ni funciones, ni entidades que aludan al mundo objetivo, sino que son construcciones históricas. Para probar la afirmación anterior, se introducirá la segunda hipótesis, que afirma el carácter nietzscheano de la metáfora, es decir, ésta es una invención de los hombres para vivir en sociedad y proteger sus propios intereses. Para ello se desarrollará la concepción de la metáfora en un escrito póstumo de Nietzsche, Sobre verdad y mentira en sentido extramoral.
Así, el motivo final del trabajo consiste en mostrar que el conjunto de creencias que permite manipular y controlar por medio de retóricas del discurso formas de dominación y alienación de los individuos, hacen estallar la condición humana oprimida en conductas violentas.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2010-07-25]]> application/pdf]]> decoloniliadad]]> diferencia colonial]]> epistemología]]> multiculturalidad]]> decoloniality]]> colonial difference]]> epistemology]]> multiculturalism]]> Among the multiplicity of social operations currently validated by both expert and political discourse, the processes of multiculturality stand out (Walsh). From the perspective from which we operate, we believe it is pertinent to cast a critical gaze upon them, pointing out the possible reappropriations of local practices by new forms of hegemony (Lander).
Our research, clearly defined as in-disciplinary (Castro-Gómez), and because of its anti-rationalist positioning, does not define a method in the way modern science understands it. What is of central interest, instead, is the problematization of questions concerning the sociocultural and economic emergence of sectors of the world marked by “colonial difference” (Quijano), with a view to constructing an epistemology of the South (de Souza Santos).
The advances made by this transnational group and its discussions are already in circulation through an important body of individual and collective publications, the details of which are specified in the bibliography of the proposal.]]> Nuestras investigaciones de clara definición in-disciplinaria (Castro-Gómez) y por su posicionamiento antiracionalista no definen un método tal como lo entiende la ciencia moderna. Interesa, en cambio, centralmente, la problematización sobre las cuestiones de la emergencia sociocultural y económica de los sectores del mundo marcados por la “diferencia colonial” (Quijano), con miras a construir una epistemología del sur (de Souza Santos).
Los avances de este grupo trasnacional y sus discusiones se encuentran ya en circulación a través de un cuerpo importante de publicaciones individuales y de grupo, cuyos datos se encuentran explicitados en la bibliografía de la propuesta.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2010-07-25]]> application/pdf]]> violencia]]> determinaciones]]> biología]]> sociedad]]> violence]]> determinations]]> biology]]> society]]> Its main objective is to analyze two antagonistic theoretical perspectives on the origins of violence and, ultimately, on the very conception of the human psyche.
It is a commonplace to point out that, in recent years, violent events have multiplied in the most diverse spheres of everyday life in Argentina. In addition to the increase in violence associated with common crime, or its sporadic reappearance in certain expressions of social conflict, the last two decades have seen the emergence of phenomena that were more atypical in other historical moments of our country. We refer to the increasing frequency of suicide cases, especially among young people; various forms of aggression among members of the educational community, among neighborhood residents, football spectators, and even in the many traffic disputes. These are only some examples of how violence has come to practically “envelop” our everyday life, since the vast majority of us have been victims, protagonists, or more or less direct witnesses of different forms of violence.
What is especially significant, however, is that, at the same time as extraordinary advances have been made in the fields of genetics and neurobiology, various expressions of conservative thought—taking advantage of the rise they have experienced since the 1980s—have attempted to force deductions that interpret every phenomenon of violence as deriving from aggressive behaviors inherent to the species or from inherited organic diseases.
All these fashionable interpretations, which among other practical expressions lead to the reinforcement of the repressive apparatus, the expansion of sentences, or the lowering of the minimum age of criminal responsibility, share as a common denominator the denial or fragmentation of the role of historical-social determinations in violent behaviors.]]> Su principal objetivo es el análisis de dos perspectivas teóricas antagónicas sobre los orígenes de la violencia y, en última instancia, sobre la concepción misma del psiquismo humano.
Es un lugar común señalar que en los últimos años se han multiplicado los hechos de violencia en los más diversos ámbitos de la vida cotidiana de los argentinos: al aumento de la violencia que acompaña al delito común o su reaparición esporádica en determinadas expresiones del conflicto social, se han agregado en las últimas dos décadas fenómenos más atípicos en otros momentos históricos de nuestro país. Nos referimos a la mayor frecuencia de casos de suicidio (especialmente entre jóvenes), diversas formas de agresión entre miembros de la comunidad educativa, entre vecinos de barrio, espectadores de futbol y hasta en los múltiples altercados de tránsito. Estos son apenas algunos ejemplos de cómo la violencia ha llegado prácticamente a “envolver” nuestra cotidianidad, ya que la inmensa mayoría hemos sido víctimas, protagonistas o testigos más o menos directos de distintas formas de violencia.
Pero lo que resulta especialmente significativo es que, como simultáneamente se han producido extraordinarios avances en los descubrimientos en los campos de la genética y la neurobiología, diversas expresiones del pensamiento conservador (montados en el auge que tuviera a partir de los ´80) han tratado de forzar deducciones que interpretan todo fenómeno de violencia como derivado de conductas agresivas propias de la especie o de enfermedades orgánicas heredadas.
Todas estas interpretaciones a la moda que, entre otras expresiones prácticas llevan al reforzamiento del aparato represivo, la ampliación de las condenas o la disminución de las edades de inimputabilidad, tienen como común denominador la negación o fragmentación del papel de las determinaciones histórico-sociales en las conductas violentas.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2010-07-25]]> application/pdf]]> jóvenes]]> identidad]]> vínculo]]> violencia]]> violence]]> identity]]> relationship]]> youth]]> The aim is to investigate causes, characteristics, subjective motivations, and categories that may reflect more objectively what we mean when we speak of violence, but framed within a concrete context: the school, and within a specific group: young people.
The dialectic between being and thinking makes it possible to conceive a kind of analytical instrument in which it is not enough to inquire into representations. Although necessary, these do not allow for a complete visualization of the specific problem of peer violence. The objective is to understand the mechanisms that allow social violence to be produced and reproduced through the incorporation of models linked to it, in order to address the contradiction that marks its definition as a negative phenomenon and, at the same time, the existence of social processes that generate models of identification with violence.
Exploring the different modes of bonding and communication that favor processes of identification with violent models will allow us to conclude, provisionally, whether young people currently identify positively with such models and what function these models may have in the reproduction of the system or in its questioning.]]> Indagar sobre causas, características, motivaciones subjetivas y categorías que reflejen con mayor objetividad a qué nos referimos cuando hablamos de violencia, pero enmarcados en un contexto concreto: la escuela y en un grupo determinado: los jóvenes.
La dialéctica entre el ser y el pensar permite concebir una suerte de instrumento de análisis donde no alcanza con indagar sobre las representaciones que, aunque necesarias, no permiten la visualización total de la problemática específica de la violencia entre pares. El objetivo es comprender cuáles son los mecanismos que permiten que se produzca y reproduzca la violencia social, a través de la incorporación de modelos vinculados a ella, para abordar la contradicción que marca la definición de esta como un fenómeno negativo y a su vez la existencia de procesos sociales que generan modelos de identificación con la violencia.
Bucear sobre las diferentes modalidades vinculares y de comunicación que favorecen procesos de identificación con modelos violentos nos permitirá concluir provisoriamente si actualmente los jóvenes se identifican positivamente con dichos modelos y qué función tendrían para la reproducción del sistema o su cuestionamiento.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2010-07-25]]> application/pdf]]> cuerpo]]> fútbol]]> representaciones]]> violencia]]> body]]> football]]> representations]]> violence]]> The point of departure was to consider football as a combat sport developed within pre-established margins of controlled physical and symbolic violence. At the same time, this vehicle allows us to visualize, in a singular way, the most deeply felt identity representations and tensions constructed around multiple collective belongings: class, territory, region, and ethnic categories.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2010-07-25]]> application/pdf]]> escuela media]]> habitus]]> jóvenes]]> masculinidad]]> habitus]]> highschool]]> youth]]> masculinity]]> These relationships, which take place within the microspace of the classroom and the social space of the school, often come into conflict because they are guided by habitus originated and prepared to act in social fields different from the school field. This generates practices that may contribute to producing, resisting, or reproducing the characteristics of school culture and social culture, making the school a field of power in tension.
Such practice is not devoid of violence and enables the reproduction of patriarchal masculinity within the institution. It also facilitates the constitution of a subjectivity that produces a male-chauvinist agent and bodies marked by a certain aesthetic, which in turn translates into a certain ethics of young people’s behavior.
The results form part of an ongoing research project. The setting in which the fieldwork is being carried out is a secondary school in San Pedro de Jujuy. The methodology used is ethnography, which made it possible to generate data of different kinds. This paper considers the data produced in the spontaneous encounters held with informants during the first four-month period of fieldwork.]]> Los resultados forman parte de una investigación en curso. El ámbito donde se está realizando el trabajo de campo es una escuela media de San Pedro de Jujuy. La metodología utilizada es la etnografía, que permitió generar datos de diferente índole. Aquí se toman los datos generados en los encuentros espontáneos que se mantuvieron con los informantes durante el primer cuatrimestre del trabajo de campo.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2010-07-25]]> application/pdf]]> cultura institucional]]> cultura política]]> derechos de la niñez]]> seguridad pública]]> institutional culture]]> political culture]]> childhood rights]]> public security]]> Along these lines, the research assumes a comprehensive concept of political culture, defined by a dialectic between so-called institutional or State culture and citizen culture, with special attention to the interobjective elements that compose them.
The customs, forms of knowledge, values, and attitudes that inform the actions and structures of the State reach citizens in different ways. The reception, elaboration, and signification of these elements by an agent—necessarily mediated by their personal trajectory—implies a particular interpretation of the rules of the game and their legitimacy. At the same time, such interpretations will generally acquire meaning and be framed within the groups to which agents belong, and within which these interpretations situate practices and discourses.
From this approach, the study of political culture implies the need for an analysis of the functional structures of the State, with particular attention to the messages emanating from them, on the one hand, and to the contents present in citizen perceptions, on the other.
Some advances have made it possible to identify violent institutional practices—discriminatory practices—arising from, and made possible by, the very functional organization of the State, as well as the naturalization of such violence in both institutional and citizen culture. These elements begin to outline a political culture with violent contents.]]> En esa línea, la investigación asume un concepto abarcador de cultura política definido por una dialéctica entre la denominada cultura institucional (estatal) y la cultura ciudadana, con especial atención a los elementos interobjetivos que componen las mismas.
Las costumbres, saberes, valores y actitudes que informan las acciones y estructuras del Estado alcanzan a los ciudadanos de diferentes maneras. La recepción, elaboración y significación que de dichos elementos realiza un agente —necesariamente mediada por su trayectoria personal— implica una interpretación peculiar de las reglas de juego y su legitimidad; al tiempo que dichas interpretaciones generalmente cobrarán sentido y lograrán un encuadre en grupos de los cuales los agentes forman parte, y dentro de los cuales dichas interpretaciones sitúan prácticas y discursos.
Desde este enfoque, el estudio de la cultura política implica la necesidad de un análisis de las estructuras funcionales del Estado, prestando particular interés a los mensajes emanados de ellas, por un lado; así como de los contenidos presentes en las percepciones ciudadanas, por el otro.
Algunos avances permitieron evidenciar prácticas institucionales violentas (discriminatorias) provenientes y posibilitadas por el mismo ordenamiento funcional del Estado; y la naturalización de dicha violencia en la cultura institucional y ciudadana. Elementos que van esbozando una cultura política con contenidos violentos.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2010-07-25]]> application/pdf]]> violencia simbólica]]> videojuegos]]> matrices de aprendizaje]]> consumismo]]> symbolic violence]]> video games]]> learning matrix]]> consumerism]]> The central objective is linked to the need to detect possible forms of concealment in apparently non-violent games to which children are often exposed.
Interviews were conducted with boys and girls, and the results were analyzed using, as a point of comparison, the essay Para leer al Pato Donald by Dorfman and Mattelart (1972), which analyzes the transmission of cultural patterns through children’s comics.
The results showed that new technologies are tools with a strong impact on the configuration of learning matrices, and that through them behaviors are conditioned in which symbolic violence gains greater force than other types of violence, such as physical or psychological violence.
The greatest difficulty in the research process arises from the characteristic of the game itself, which does not present features of explicit violence and therefore goes unnoticed by the adults who are generally responsible for controlling the ludic activities in which their children participate.
In different exchange experiences, new concerns emerged regarding the importance of symbolic language, not only in video games, but also in other activities related to the Internet and computer technology.]]> El objetivo central está vinculado a la necesidad de detectar posibles ocultamientos en aquellos juegos aparentemente no violentos, a los que muchas veces son expuestos los niños y las niñas.
Se realizaron entrevistas a niños y niñas, y sus resultados se analizaron utilizando como referencia para la comparación, el ensayo “Para Leer al Pato Donald” (Dorfman y Mattelart, 1972), en donde se analiza la transmisión de patrones culturales a través de historietas infantiles.
Los resultados demostraron que las nuevas tecnologías son una herramienta de gran incidencia en la configuración de las matrices de aprendizaje, y que a partir de ellas se condicionan conductas en las que la violencia simbólica cobra mayor fuerza respecto a otros tipos de violencia (física, psicológica, etc.).
La mayor dificultad en el proceso de investigación surge a partir de la característica del juego que no comparte rasgos de violencia explícita, pasando desapercibido ante los adultos que tienen a su cargo, generalmente, el control de las actividades lúdicas en las que participan sus hijos.
En distintas experiencias de intercambio, fueron surgiendo nuevas inquietudes sobre la importancia del lenguaje simbólico, no sólo en juegos de video, sino también en otras actividades relacionadas a Internet y la informática.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2010-07-25]]> application/pdf]]> assessment]]> cognitive measuring of creativity]]> CREA]]> creativity]]> creative intelligence]]> creativity measuring]]> problem seeking]]> questioning]]> test]]> búsqueda de problemas]]> CREA]]> creatividad]]> cuestionamiento]]> evaluación]]> inteligencia creativa]]> medida de la creatividad]]> medida cognitiva de la creatividad]]> test]]> However, creativity is defined as a universal trait and also refers directly to everyday existential and work-related patterns. In our experience as researchers, having found a method for assessing differences in creativity, we have also brought the lens of science somewhat closer to this human dimension. Finally, by bringing together what creative individuals and researchers have been saying for years with our own perspective, we arrive at a result that is, at the same time, a wager concerning what we speak about when we speak about creativity.
Creating involves multiple dimensions; but the basic element, the first step in creativity, is to formulate questions.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2008-11-30]]> application/pdf]]> problematizar]]> preguntar]]> ciencia/filosofía]]> pensamiento crítico]]> Latinoamérica]]> problematization]]> inquiry]]> science/philosophy]]> critical thinking]]> Latin America]]> It is understood that processes of inquiry are generated through the visualization of situations of deficiency, with the distinctive features that questioning adopts in science and philosophy. This questioning is possible from a creative attitude—insofar as it entails openness to diversity—supporting the possibility of critical thinking capable of producing new, high-quality ideas.]]> Se entiende que en la visibilización de las situaciones defectivas se generan los procesos inquisitivos, con las notas distintivas que el preguntar adopta en la ciencia y la filosofía. Y que ese interrogar es posible desde una actitud creativa –en lo que tiene de apertura a lo diverso–, soportando la posibilidad de un pensar crítico, capaz de producir ideas nuevas y de alta calidad.]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2008-11-30]]> application/pdf]]> imagination]]> fantasy]]> game]]> child creativity]]> adolescence]]> youth]]> creative activity]]> creative development]]> imaginación]]> fantasía]]> juego]]> creatividad infantil]]> adolescencia]]> juventud]]> actividad creadora]]> desarrollo creativo]]> Cuadernos FHyCS-UNJu]]> Cuadernos FHyCS-UNJu]]> 2008-11-30]]> application/pdf]]>