The purpose of this paper is to analyze Austin's proposal regarding the performative function of language and, through the case of approaching the problem of communicative intention, assess whether the considerations of the restrictive nature of the hegemonic propositional-informative function are compatible with the approaches of Larrosa and Salazar Bondy regarding the need for a renewal in the philosophy of education.

Aunque la investigación científica sea de individuos, y, así, parezca ser estrictamente nominalista, dichos individuos se suponen miembros de ciertas clases. Es más, el éxito mismo en la explicación y predicción de fenómenos se considera condicionado a la existencia de clases llamadas naturales (Quine, 2002). Decimos que una clase es natural si su conformación no depende de nosotros, los investigadores, y se trata, por tanto de un agrupamiento real u objetivo. Paradigmas de las clases naturales serían los elementos de los cuales se habla en química. Pero, claro, no todos los casos que puedan aducirse muestran semejante solidez. No resulta evidente, por ejemplo, que las especies biológicas constituyan clases naturales (Dupré (1981), Torres (2008)). Los problemas filosóficos brotan de inmediato. ¿Existen realmente las clases naturales o son simples postulados? Si existen, ¿...

 El presente trabajo tiene como propósito analizar la propuesta de Austin respecto a la función performativa del lenguaje y, por medio del caso del abordaje del problema de la intención comunicativa, evaluar si las consideraciones al carácter restrictivo de la función proposicional- informativa hegemónica son compatibles con los planteamientos de Larrosa y Salazar Bondy en relación con la necesidad de una renovación en la filosofía de la educación.

The purpose of this paper is to analyze the proposal of Kant’s ethics and see how it is possible to educate people in the moral field based on this theory. Therefore, the distinctions of actions are made explicit by duty and according to duty, where the former allows the adoption of universal moral laws in order to guide human action by implying that the subject should see people as an end in itself, in a dignified manner and not see them as means; while the second, contemplates performing moral actions for a purpose other than duty itself. Therefore, unveiling the ethics of Kant we will show that in our days it is vital for moral education to inculcate in young people a Kantian moral perspective because from such a theory we can derive perfectly the moral actions that are needed in our society. It is not intended to derive from moral actions the importance of Kantian ethics because we...

The purpose of this paper is to analyze the proposal of Kant’s ethics and see how it is possible to educate people in the moral field based on this theory. Therefore, the distinctions of actions are made explicit by duty and according to duty, where the former allows the adoption of universal moral laws in order to guide human action by implying that the subject should see people as an end in itself, in a dignified manner and not see them as means; while the second, contemplates performing moral actions for a purpose other than duty itself. Therefore, unveiling the ethics of Kant we will show that in our days it is vital for moral education to inculcate in young people a Kantian moral perspective because from such a theory we can derive perfectly the moral actions that are needed in our society. It is not intended to derive from moral actions the importance of Kantian ethics because we...