La lógica poética. Una fenomenología del pensamiento artístico

We tried to extend the notion of truth, from the rational concept towards the subjective one. We not only exist by the thought, but also by the feeling. If we apply the scientific method to everything, we remain without art. We want to adhere ourselves to the intimate experience of the subjective thing. In art, the eye introduces the perspective and eliminates the interpretation possibility. Something similar happens with the matter: verb is to matter as name is to form. The Academy has given importance to the form, and it has forgotten the poetical qualities of the matter; it has focused on the figure and it has forgotten the background. However, we have to pay attention to the accidental thing, to the rupture of the protocol, to the frenzy of everything that is alive. For this reason, we pay attention to our intuition, to the sleepy subsoil of our ordinary experience whose inertia has lost the disruptive value of the action. At the end of this article we offer practical exercises, with which we wish to revitalize our centres of attention.

Approaches of the Action Art in early childhood Education. Some other ways of interrelation within the educational system

This Artistic research project was created in order to test how to put into practice approaches between Contemporary Art and University daily life. In this particular case, between Action Art and the students at the Early Childhood Education University in Alicante. The generalized lack of awareness about changes which took place in Art in the XX century, demonstrates the lack of interest on the part of students about Contemporary Art, and therefore, it is still remarkable, the distance between Art and life. Thus, as artists and teachers, the chance to carry out specific experiments is open within everyday educational life. Therefore, through Action Art a communicative interaction is possible to be achieved as an active learning process and, in such way, change the usual existing relationships in a predetermine context, creating this way, future Contemporary Art consumers and transmitters.

Towards Educational Inclusion in a Contested Society: From Critical Reflection to Cultural Action

This paper is written by democratic educators who stand for the idea that is it worth developing, through classrooms and schools, a socially just (egalitarian), anti-discriminatory society where interdependent relationships are valued. This paper significantly develops some of the ideas explored in the authors’ earlier contribution concerned with progress in Northern Ireland towards educational inclusion, and how this might more effectively advance in a post-conflict transforming society. In particular, the paper poses the ‘so what’ question, and it responds by exploring the practical implications of six key ideas thought essential for transforming learning environments supportive of cultural diversity, equity and excellence for all. In addition, it includes examples of how school staff, along with collaborating partners, might utilize these key principles in order to facilitate school improvement.

Prising open the black box: Critical realism, action research and social work

There is a growing interest in critical realism and its application to social work. This article makes a case for adopting this philosophical position in qualitative social work research. More specifically, it suggests that there is a concordance between critical realist premises and action research with its cyclical inquiry and advancement of social change. This combination of philosophy and method, it is argued, promotes anti-oppressive social work research and illuminates the processes shaping outcomes in programme evaluations. Overall, the article underscores the importance of 'depth' in qualitative inquiry by conceiving the social world in terms of five interlacing, social domains.

From PASS 1 to YES to AND logic: building parallel processing into molecular logic gates by sequential addition of receptors

The synthesis and photophysical characterization of a novel molecular logic gate 4, operating in water, is demonstrated based on the competition between. fluorescence and photoinduced electron transfer (PET). It is constructed according to a 'fluorophore-spacer-receptor(1)-spacer-receptor(2)' format where anthracene is the. fluorophore, receptor(1) is a tertiary amine and receptor(2) is a phenyliminodiacetate ligand. Using only protons and zinc cations as the chemical inputs and. fluorescence as the output, 4 is demonstrated to be both a two-input AND and INH logic gate. When 4 is examined in context to the YES logic gates 1 and 2, and the two-input AND logic gate 3 and three-input AND logic gate 5, each with one or more of the following receptors including a tertiary amine, phenyliminodiacetate or benzo-15-crown-5 ether, logic gate 4 is the missing link in the homologous series. Collectively, the molecular logic gates 1-5 corroborate the PET 'fluorophore-spacer-receptor' model using chemical inputs and a light-signal output and provide insight into controlling the. fluorescence quantum yield of future PET-based molecular logic gates.