Assessing Creativity In Engineering Students: A Comparative Between Degrees and Sudents In First And Last Year

An online open access test (CREAX self-assessment) has been used in this work so that students from degrees in engineering in the Universidad Polite¿cnica of Madrid (UPM) could self-assess their creative competence after several classroom activities. Different groups from the first year course have been statistically compared using data from their assessment. These first year students had different professors in the subject ?Technical Drawing? and belonged to several degrees in the UPM. They were as well compared regarding sex and a group of first year students was also compared to another last year group of the degree so as to observe possible differences in the achievement of this competence. Only one difference was detected concerning sex in one of the degrees. Among degrees, the higher marks obtained by students who had done specific exercises for the development of creativity in class is highlighted. Finally, a significantly high mark was observed in students during their last year of degree with respect to first year students. The tool CREAX has become very useful in the assessment of this competence in the UPM degrees in which it has been implemented.

Do Classes in Cooperative Classrooms Have a Positive Influence on Creativity and Teamwork Skills for Engineering Students?

Contributing to the acquisition of professional creativity and teamwork skills has been a special challenge for some of the subjects taught at the Technical University of Madrid (UPM), and this has been a starting point for the work described in this paper. Some professors have intuited that the use of cooperative classrooms could facilitate the acquisition of these skills. We describe the new methodologies applied within cooperative classrooms by some professors, and present the procedure for measuring students’ perception of their own learning outcomes, skill improvements, and overall satisfaction with the use of this kind of classroom. For this project, 250 students enrolled in several subjects answered a questionnaire. The featuresof thesubjectsinvolved intheproject arewidely disparate. We present the results of the statistical analysis with special emphasis on creativity and teamwork skills, and we conclude that the use of cooperative classroom has a positive influence on the acquisition of these skills. This work has the added value of being the first analysis of student perception of the use of cooperative classroom in the acquisition of creativity and teamwork skills.

Wendell Berry's Critique of E. O. Wilson on Science

Drawing on the work of Wendell Berry, among others, allows us to see through claims that science has on limits (scientism). Berry shows what follies scientism generates and provides his own guidelines to what the limits of science are or ought to be.

Embodied Religion and Liberal Society: The Obstacle of De Facto Established Religion

Recent scholarship suggests that religion should be conceived in terms of embodied social practices as much as (if not more than) a set of systematic beliefs. Such accounts of religion, I will argue, raise problems that have not been adequately treated in current discussion of the role of religion in liberal society.

Reformed Epistemology, Clairvoyance, and the Role of Evidence

Reformed epidemiologists like Alvin Plantinga and William Alston are well known for their view that one can rationally believe that God exists without believing on the basis of any evidence - scientific, philosophical, or otherwise. I defend reformed epistemology from objections (including one having to do with clairvoyance), and I develop a view about the role that evidence should play in the rationality of theistic belief.

Affect and the Problem of Evil

A central aspect of the problem of evil or the argument from evil is the intensity or quantity of suffering. This quantity is conceived of as something objective and fixed. But because our experience is in part constituted and interpreted by our effectual orientation, there is no such objective quantum of suffering. But where there is no objective quantum of suffering, the argument from evil collapses. Here we begin by examining the connection between the philosophical and existential dimensions of the problem of and argument from evil as suffering. Next we consider the role of the affect in the constitution and interpretation of experience generally, together with implications for the argument from suffering. Third, we look at how a key affectual element of the argument from evil might undercut that argument. And finally, we consider a proposal to categorize suffering as a species of moral or spiritual failure, as affectually wrong.

The Double‐Edged Sword Of Interdict: Some More Warnings From History

In this paper I revisit the age-old question of the relationship between philosophy and theology by rejecting the claim that throughout the history of the Christian Church, whenever Christian thinkers have baptized philosophy, they have done so to the detriment of theology. Church history reveals just the opposite, i. e., that sometimes theologians have creatively and fruitfully used philosophical language, concepts, methods, and conclusions to understand and express the faith. In addition, church history records numerous attempts to limit philosophical enquiry for theological reasons that proved unsuccessful and counter-productive. Both types of interaction between philosophy and theology occurred at the University of Paris during the thirteenth century. Despite repeated efforts of some officials to place philosophy under interdict, that is, to ban the reading of particular philosophical works or the teaching of philosophical propositions from the university faculties, a series of university theologians applied Aristotelian tools of enquiry to questions about the Christian faith with positive and constructive results. If academic theology at Paris during the thirteenth century has anything to teach us, it is that interdict cuts both ways. It might protect some theological claims from philosophical contamination or compromise, but it can also insulate theological claims from much needed critical analysis. The thinkers and developments surveyed in this paper suggest that perhaps instead of placing deconstruction under interdict, today’s Christian thinkers should use some of the language, concepts, methods and conclusions of Derrida to further theological understanding.

God: Savior, Butcher, Or Oblivious Artist? The Theodicy Of Alfred North Whitehead

This paper is a critical examination of Alfred North Whitehead's attempt to solve the traditional problem of evil. Whitehead's conception of evil is crucial to his process cosmology because it is integral to his process cosmology because it is integral to his notion of creation in which evil is understood in relationship to the larger dynamic of God’s creative activity. While Whitehead’s process theodicy is interesting, he fails to successfully escape between the horns of the traditional dilemma. Whitehead is often criticized for treating evil as merely apparent. While some process philosophers, notably Maurice Barineau, have defended Whitehead from this charge, it can be shown that this is an implication of Whitehead’s approach. Moreover, Whitehead’s theodicy fails to address radical moral evil in its concrete dimension in respect to real human suffering. As a result, Whitehead’s theodicy is not relevant to Christian theology. My paper is divided into two parts. I will first briefly discuss the traditional problem of evil and some of the traditional problem of evil and some of the traditional solutions proposed to resolve it. The reminder of the paper will demonstrate why Whitehead’s theodicy addresses the traditional problem of evil only at the expense of theological irrelevancy.

A Physicalist View Of The Passion Of Christ

My project in this paper is to provide a plausible idea of Christ’s suffering and death in terms of a theory of the human person. More specifically, I want to contrast two major theories of the person-body relation. One is dualism. Dualism is the view that a human person is composed of two substances, that is, a soul and a body, and he (strictly speaking) is identical with the soul. On the other hand, physicalism is the view that a human person is numerically identical with his biological body. I will argue that dualism is not successful in explaining Christ’s passion for some reasons. Rather, physicalism, as I shall argue, provides a better explanation of how Christ’s physical suffering and death are real just like everyone else’s, so it is philosophically and theologically more plausible than dualism.

A Mea Culpa for The Felix Culpa? A Greater Goods Response to the Problems of Evil and Hell

In this paper I want to develop a particular kind of greater-good response to the problems of evil and hell, one which hence can serve as a backup plan should the free will defense not satisfy. Ultimately, this response will appear to belong to several traditions in theodicy. Like all greater-goods views, this one relies on explaining the existence of evil in terms of the greater goods that come out of it. Among these goods are the greater goods of Incarnation and Atonement, their respective goodness consisting in large part in the higher-order divine good of glorifying God through the display of divine virtue.

A INFLUÊNCIA DAS PRÁTICAS PEDAGÓGICAS DOCENTES E DAS BARREIRAS DISCENTES SOBRE O DESENVOLVIMENTO DA CRIATIVIDADE DO FUTURO ADMINISTRADOR

As empresas que almejam garantir e melhorar sua posição dentro de em um mercado cada vez mais competitivo precisam estar sempre atualizadas e em constante evolução. Na busca contínua por essa evolução, investem em projetos de Pesquisa & Desenvolvimento (P&D) e em seu capital humano para promover a criatividade e a inovação organizacional. As pessoas têm papel fundamental no desenvolvimento da inovação, mas para que isso possa florescer de forma constante é preciso comprometimento e criatividade para a geração de ideias. Criatividade é pensar o novo; inovação é fazer acontecer. Porém, encontrar pessoas com essas qualidades nem sempre é tarefa fácil e muitas vezes é preciso estimular essas habilidades e características para que se tornem efetivamente criativas. Os cursos de graduação podem ser uma importante ferramenta para trabalhar esses aspectos, características e habilidades, usando métodos e práticas de ensino que auxiliem no desenvolvimento da criatividade, pois o ambiente ensino-aprendizagem pesa significativamente na formação das pessoas. O objetivo deste estudo é de identificar quais fatores têm maior influência sobre o desenvolvimento da criatividade em um curso de graduação em administração, analisando a influência das práticas pedagógicas dos docentes e as barreiras internas dos discentes. O referencial teórico se baseia principalmente nos trabalhos de Alencar, Fleith, Torrance e Wechsler. A pesquisa transversal de abordagem quantitativa teve como público-alvo os alunos do curso de Administração de uma universidade confessional da Grande São Paulo, que responderam 465 questionários compostos de três escalas. Para as práticas docentes foi adaptada a escala de Práticas Docentes em relação à Criatividade. Para as barreiras internas foi adaptada a escala de Barreiras da Criatividade Pessoal. Para a análise da percepção do desenvolvimento da criatividade foi construída e validada uma escala baseada no referencial de características de uma pessoa criativa. As análises estatísticas descritivas e fatoriais exploratórias foram realizadas no software Statistical Package for the Social Sciences (SPSS), enquanto as análises fatoriais confirmatórias e a mensuração da influência das práticas pedagógicas e das barreiras internas sobre a percepção do desenvolvimento da criatividade foram realizadas por modelagem de equação estrutural utilizando o algoritmo Partial Least Squares (PLS), no software Smart PLS 2.0. Os resultados apontaram que as práticas pedagógicas e as barreiras internas dos discentes explicam 40% da percepção de desenvolvimento da criatividade, sendo as práticas pedagógicas que exercem maior influencia. A pesquisa também apontou que o tipo de temática e o período em que o aluno está cursando não têm influência sobre nenhum dos três construtos, somente o professor influencia as práticas pedagógicas.

Participatory approaches in the management of Natura 2000: when EU biodiversity policy gets closer to its citizens. Bruges Political Research Paper No. 26/May 2012

The Habitats Directive has created a European network of protected areas combining environmental protection with social and economic activities. Although not clearly advocated in the Directive, participatory approaches have incrementally emerged in order to ensure an adequate management of the Natura 2000 network. This paper looks at the reasons why the European Commission on one side and the national/local authorities on the other side chose to engage in participatory approaches and assesses the structure, degree and scope of these approaches in the light of input and output legitimacy. Main findings are that participation was mostly implemented as a reaction to conflicts and out of a concern over policy implementation, two elements that continue to drive the philosophy of the Natura 2000 network‘s management. The limits of participation in Brussels are contrasted with the potential for more genuine and effective participation mechanisms on the field.