Sobre la intersección museos e inclusión

The primary aim of this research is to analyze The Platform (2019) as an allegorical critique of capitalism and human nature, using critical discourse analysis (CDA) as the methodological framework. This study employs Van Dijk's framework of macro and microstructures to analyze how the film portrays systemic inequalities rooted in capitalist societies. Additionally, it investigates the moral dilemmas individuals navigate within these systems. At the macro level, the film's critique centers on class inequalities, symbolized by the vertical prison structure, where food distribution mirrors capitalist hierarchies. At the micro level, the characters' behavior, which ranges from selfishness to solidarity, highlights the complexity of human nature when confronted with scarcity and competition. In this context, the article argues that The Platform critiques both the capitalist system, which sustains inequality, and human nature, which aggravates these inequalities through individualistic tendencies. However, the film fails to address capitalism's role in fostering these behaviors. The findings indicate that while the film emphasizes human nature as the root cause of scarcity and inequality, it overlooks how the platform (as an allegorical representation of capitalism) shapes and amplifies these behaviors. The article engages with contemporary debates on capitalism, drawing on the work of scholars such as Piketty and Fraser. It assesses The Platform as a production that reflects ongoing ideological discussions about social justice, inequality, and human behavior in capitalist societies. However, it argues that the film overlooks a critical analysis of capitalism as the root cause of conflict within its narrative and in the broader capitalist system. In this framework, the tension between capitalism's impact on human nature and individual responsibility is essential to understanding the ideological aspects of the film.

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This essay examines Aristotle's critical review of Plato's Republic, the focus of which review is restricted, surprisingly, to Socrates' communistic political institutions; Aristotle hardly mentions any of the other important themes developed in the dialogue. For this reason commentators have charged Aristotle with misrepresenting Plato's intention. Against this view, the author finds in Aristotle's anticommunism the most incisive formulation of his political disagreement with Plato's Socrates. Communism will not promote the harmonious articulation of city and man, as Socrates suggests; rather, it undermines the integrity of the political community and precludes the proper development of the best human nature. Aristotle holds that communism thus disrupts the entelechies of both city and man. Modern critiques, by contrast, merely indicate the adverse effects of communism on economic productivity or efficiency. Thus Aristotle's anticommunism is seen to offer for our consideration a dimension of this important issue that is typically neglected in contemporary political argument.

This article examines the cultural conflicts, dilemmas and disillusionment among the San communities at Platfontein in the Northern Cape province of South Africa. A critical review of written texts, interviews, observations and focus group discussions with the community knowledge-holders shows that the community’s new Westernised lifestyle in the midst of the capitalist society at Platfontein turns the collective spirit, human relations, mutual reverence, sincerity and self-confidence that existed before their contact with Westernised societies into unusual selfishness, individualism, impiety, dishonesty, greed and disregard for others. The conflict between the communal hunter-gatherer culture and the alien individualist mode of existence has created serious dilemmas and moral conflicts in the community. The Westernised mode of existence has alienated the community from their human nature, their natural environment, their productive chores and their communal life. The community has an undefined, unclear and controversial understanding of their own racial identity. The San refer to the black and white races that have historical relationships with them as Others, which in turn has an Othering effect on the San themselves. The causes of moral and psychological conflicts, identity crises, dilemmas and disillusionment are power relations related to ethnic and racial politics, colonial discourse and identity politics. The researcher recommends that to achieve harmonious relationships with other communities and among themselves, the San need to redefine themselves and other societies that have historical ties with them.

Teacher training did not always have a technical or technological distinctive. Before the Internet and the information society, cadre training was distinguished by its humanistic nature. The objective of this work was to reflect and compare previous training in Information and Communication Technologies. A cross-sectional, exploratory and retrospective documentary review study was carried out with a sample of sources indexed in international repositories. Training prior to the information and knowledge era was analyzed. In reference to the literature consulted, the discussion opens around comprehensive training.

Urbanization and the digital divide pose significant challenges to the human–nature relationship. To address this, motive disposition theory (MDT) is applied to human–computer interaction (HCI) to explore how technology can enhance nature experiences. Through analyzing interview data, we reveal two key factors in nature experiences: constraints and emotions. We then propose a model for nature experience engagement. Structural equation modeling reveals that constraints significantly affect achievement, affiliation, and power motives, while emotions are found to have no significant direct effect on motives. We introduce the Nature Experience Motive-Constraint Framework, which presents a four-quadrant design strategy based on controllability and motive types. This approach goes beyond merely using technology for sensory compensation. This work contributes to MDT by highlighting the critical role of constraints in natural interactions and proposes a flexible HCI design framework, thus offering a scalable methodological framework for digital technologies to rebuild human–nature connections.

The article focuses on the system of inclusive education in Southeast Asia and developing countries of the region in particular. It notes the relatively short history of the introduction of inclusive education in this region, as well as differences in comparison to the more refined systems of inclusive education in developed countries. This review examines the driving causes and the actual process of implementing inclusive school education in Southeast Asian countries and analyzes the existing practices in the region. The study is based on the methodology of review analysis of academic, educational and methodological publications, dated between January 2000 and January 2022, related to inclusive school education in the countries of Southeast Asia. The work describes the official bodies jointly created by the countries of Southeast Asia to coordinate the implementation of inclusive education, namely the Organization of Ministers of Education of the Southeast Asian Countries (SEAMEO), and the SEAMEOSEN regional center, which specializes in aspects of education for people with special needs. The article provides insights into the development of inclusive education in Southeast Asian countries, highlighting major challenges and important achievements in this area. The study identifies the different approaches and practices of inclusive education that are being developed and implemented in each country. The authors use the IPO (Input-Process-Output) model to analyze publications on inclusive education in Southeast Asia. This approach allowed us to identify the most prominently emphasized aspects, as well as identify strengths and weaknesses in existing publications on inclusion in the Southeast Asia region. The article serves as a helpful resource for researchers, educators, policy makers, and anyone interested in matters of inclusive education in Southeast Asia. It reveals the main trends and the current state of research in this field, identifying unresolved questions and prospects for further scientific research. Keywords: Inclusive education, Southeast Asia, contribution, process of formation.

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A Critical Review on Smartphone Based Determinations of Drugs

This study aims to analyze the epistemological, theoretical, and methodological foundations that underpin the structure of the methodological framework in qualitative research projects within the social and human sciences, with the purpose of strengthening their internal coherence, interpretative rigor, and scientific relevance. Grounded in the interpretive paradigm, the research conceives social reality as an intersubjective construction mediated by language, social practices, and historical and cultural contexts. From this perspective, qualitative inquiry prioritizes the understanding of meanings over causal explanation, in line with the contributions of Berger and Luckmann and Geertz. The study adopts a qualitative approach and employs the hermeneutic method as its central analytical strategy, understanding interpretation as a reflexive and systematic process that establishes a critical dialogue between academic texts, theoretical frameworks, and the researcher’s pre-understandings. Through a critical and comparative review of specialized literature, the analysis identifies key analytical categories, theoretical convergences and tensions, as well as methodological distortions associated with instrumental and fragmented approaches to the methodological framework. The findings demonstrate that the methodological framework functions as an articulating axis of the research process, integrating epistemological assumptions, theoretical decisions, and technical strategies that guide the production of qualitative knowledge. The study concludes that a reflective and coherent formulation of the methodological framework is an essential condition for ensuring interpretative validity, scientific robustness, and academic legitimacy in qualitative research within the social and human sciences.

This research aims to investigate the concept of inclusive based on Islamic education by examining the learning model of STEAM (Science, Technology, Engineering, Art, and Mathematics) in PAUD critically and exploring how the development of religious aspects in the STEAM model can improve the holistic education of early childhood. The research method used by the authors is qualitative with library research, and the data collection used is documentation by searching for data from books, journals, and other sources related to the research problem and analysis techniques using content analysis. The research results generally emphasize that inclusive education in the STEAM context must integrate aspects of spirituality with science. Inclusive education based on multipotential and multidimensional is important in forming individuals who are tough and competitive in facing the challenges of the digital age. This aligns with the understanding that humans have multidimensionality, which needs to be developed comprehensively from an early age. Islamic inclusive education is by the Islamic view of human nature, where humans are created with various natures. In Islam, the term "insan kamil" emphasizes human perfection, both spiritually and materially. The aim of Islamic inclusive education is in line with Islamic education; it is to form individuals who are balanced between world life and the afterlife.

This study is particularly concerned with Lebanese general education early childhood teachers serving in the private sector, and its aim was focused on exploring their experience-based (a) attitudes (cognitive, affective, and behavioral components) towards including early year’s children with disabilities in general education classrooms and (b) views regarding the kind of academic and professional support they need for advancing their instructional inclusive practices. Additionally, the study adopted the qualitative methodology of Interpretative Phenomenological Analysis (IPA), which purposefully sought a profound examination and interpretation of teachers’ ways of making meaning of their experiences associated with inclusive education. In-depth semi-structured individual interviews was the primary data collection method used, but a Teacher Profile Questionnaire was also employed as a supportive data collection instrument. The study sample consisted of 4 in-service early childhood teachers recruited – based on well defined criteria –from inclusive private schools in Beirut. The research problem of this study originates from the dearth of studies on the topic of inclusive education in Lebanon where children with disabilities are concerned; this problem has been deemed particularly significant for two main reasons. Firstly, it is expected to contribute to culture-specific body of knowledge pertaining to the conditions and challenges (conceptual, affective, and practical) associated with inclusive instructional practices and learning environments. Secondly, exploring teachers’ inclusion-related professional experiences and understanding the attitudes originating from those experiences are needed to generate significant implications pertaining to relevant early childhood curricular frameworks as well as teacher pre-service formal academic programs and in-service professional development/support systems. The results revealed many similarities between the attitudes of the teachers towards including students with disabilities in early years inclusive classrooms. Moreover, the analysis of the teachers’ views indicated similar factors affecting their conceptualization of disability and inclusive education, as well as very similar views regarding the support needed for pre-service and in-service teachers to successfully implement inclusive education. Few different ideas emerged regarding the behavioral attitudinal component that teachers implement to emphasize inclusive education in their classrooms. However, the ideas generally complement each other. The overall analysis of the teachers’ attitudes and input revealed that the teachers have a positive attitude towards disabilities and inclusive education. However, teachers showed to have mixed emotions regarding leading such classrooms. Causes and origins of such emotions relate to every teacher’s personal, academic, and professional background. However, they do all share common causes of such emotions. Moreover, the teachers’ lack of pedagogical content knowledge and expertise was evident. In some areas, they were not able to provide thorough elaborations such as inclusive management approaches and strategies. Based upon the gathered data and literature recommendations, implications for teacher preparation programs and school-based support are suggested.