Philosophical Miscellany αρχή Electronic Magazine

The Recorded Lesson as an Evaluative Device

2026-05-18T21:45:26+00:00

This study examines the rubrics used in Module 2 (recorded lesson) of the Chilean Teacher Performance Evaluation System from an evaluative perspective. The aim is to analyze their internal coherence, degree of observability, and formative potential in order to understand the underlying conception of teaching and “good classroom practice” that they promote. The research adopts a qualitative approach, using an evaluative documentary analysis design oriented toward the meta-evaluation of assessment instruments. No human participants were involved. The empirical corpus consisted of the official Module 2 rubrics applied to grades 7 through 12, including performance indicators, level descriptors, and accompanying explanatory notes.

Data were analyzed through an evaluative matrix built around three analytical criteria: internal coherence, observability of descriptors, and formative potential. The findings indicate that, while the rubrics show a generally consistent structural organization, there are notable differences in how performance progressions are constructed across indicators. In several cases, progressions rely primarily on quantitative or frequency-based distinctions, which limits the explicit articulation of qualitative changes in teaching practice. Additionally, the results reveal heterogeneous levels of observability, with some descriptors requiring substantial inferential judgment, as well as uneven formative potential across indicators.

Overall, the study highlights tensions between the formative orientation declared by Chilean teacher evaluation policy and the concrete evaluative design of the Module 2 rubrics. These findings provide relevant insights for revising teacher evaluation instruments and strengthening their capacity to support professional learning.

The work with logical fallacies and its influence on the development of analytical thinking in high school students

2026-05-02T06:18:12+00:00

This work analyzes how the study and practice of analyzing logical fallacies can strengthen analytical thinking in high school students, focusing on its impact on the identification of reasoning errors, critical judgment and the construction of solid arguments. The importance of integrating logic into the educational curriculum is highlighted, to overcome traditional approaches focused on memorization and move towards methodologies that develop higher cognitive skills. The research was carried out with 106 high school students, using a survey and evaluations to measure the level of understanding about logical fallacies and analytical thinking. The results show limited knowledge of fallacies, but significant interest in critical analysis, although areas for improvement persist. It is concluded that working with logical fallacies not only improves academic performance, but also prepares students to face social, ethical and professional challenges, promoting a more critical and reflective citizenship. This approach helps reduce uncritical acceptance of information and encourages active participation in debates. There is a call to reform educational approaches to integrate logic as a key tool in the comprehensive development of students.

The evil in Thomas Aquinas and Mauricio Beuchot

2026-05-02T06:18:29+00:00

This paper explores the conceptions of evil in Thomas Aquinas and the Mexican philosopher Mauricio Beuchot. It begins with the Thomistic premise that evil is not a being or a specific nature, but rather the privation of a due good. From this principle, a distinction is made between the evil of punishment (passive, against the will) and the evil of guilt (active, the result of a disordered will), the latter being the more serious since it affects human intention. Beuchot, for his part, integrates analogical hermeneutics to address evil as a central problem in the philosophy of religion. He uses the thought of Paul Ricoeur to explain how evil, being irrational and threatening, is expressed through symbols and myths. Finally, it is argued that God permits evil to preserve freedom and universal order, transforming it into a path toward hope and communication with transcendence.

Hegel and the problem of modern freedom

2026-05-02T06:18:21+00:00

The article explains why, for Hegel, the conditions of modern civil society, or capitalist society, generate a problematic symptom in the confluence of interests and actions of free individuals. This is what the author identifies as the problem of modern society: individualism. Therefore, we find in Hegel the proposal to address the problems of social inequality, poverty, and ethical decline of individuals under this system through the political regulation of the economy and the guarantee of inalienable social rights, such as the right to education, housing, food, social and infrastructure services, labor rights, and so on. This allows us to justify the continued necessity of social rights today, as well as to delve into a lesser-known perspective of Hegel's, one that can be explored, reflected upon, and used as a criterion for addressing social issues in the present day.

Is Ecatepec Just Violence?

2026-05-02T06:18:03+00:00

The aim of this paper is to demonstrate that the fight against the prevailing violence in several urban fringes entails the redefinition of both their spaces and their productive activities; mainly those related to artistic creation. For this purpose, the Municipality of Ecatepec and the peculiarities of the areas concerned in this part of the State of Mexico will be set as an example to explain the correlation between the construction of a collective imagery and the constitution of marginalized identities which reproduce and embody patterns of violence and exclusion. Thus, the argument is for the need to view and reassess the many activities that allow us to understand Ecatepec as a space worth living in. Consequently, this area is not limited to the violent and chaotic image disseminated by public opinion. This is not a utopian position that ignores the multifactorial and factual dimensions, but conscious of these factors, it will be noted that the recovery of a peripheral space like this one requires —as a necessary though not sufficient element— its reappraisal and redefinition. In this regard, the present text highlights the need to establish a network of counter-devices that assists the reclaiming efforts of any act of redefinition.