This study aimed to characterize the teaching profile of mathematics teachers who teach in English at bilingual institutions in the Department of Atlántico, Colombia. A qualitative methodology with a descriptive approach was applied, analyzing the syllabi of subjects related to English in mathematics teacher education programs. In addition, semi-structured interviews were conducted with preservice teachers, graduates of the Mathematics Degree Program at the Universidad del Atlántico, and principals of bilingual institutions, in order to triangulate their perceptions regarding the relevance of English proficiency in the teaching profession and the labor market. Findings indicate that mathematics teachers who teach in English should demonstrate an English proficiency level of B2 or higher, in accordance with international bilingual education standards. It is concluded that Mathematics Degree Programs should promote the integration of English across all courses in the curriculum (didactics, research, and seminars) so that language learning becomes an essential and continuous process throughout the academic trajectory.

The purpose of this research article was to understand the dynamics of the imaginary social meanings of educational quality from the perspective of social actors in a school in the city of Manizales. The theory of social imaginaries was taken as a reference as a theoretical and epistemological foundation, responding to the nature of the object of study. The approach and design were developed from complementarity, relying on the analysis of the discourse from its main functions and its relations with the dimensions of the social imaginary. The analysis of the information was carried out from the logic of social coordinates. Regarding the results, the study shows that the dynamics of the social imaginaries configured by the social actors of the school (teachers, students, parents and directors) is defined from what is socially agreed and validated as instituted imaginaries, with sporadic glimpses of radical/institutional imaginaries. Among the findings, there is evidence of the dynamics of instituted imaginaries that move between the hegemonic forces of the school and the rational without prior processes of reflection. In spite of this, a radical/instituent imaginary related to the disposition of a time of rupture, an indeterminate lapse that makes it possible to address issues related to being in the educational scenario, is nuanced.

Abstract Using Platonic metaphysics, the paper offers eight arguments for the benevolence of the simulator of our world, assuming that it is a simulation. In part, the paper proceeds negatively by showing problems with the hypothesis of a malevolent simulator. First, simulant is to simulator as part to whole, so it is in the interests of the simulator to be just and wise toward the simulant. Second, the simulation hypothesis implies the possibility of religious technology, unless the simulator is virtuous and therefore above manipulation. Third, if the simulator is malevolent then ethics becomes incoherent, given that piety is a virtue. Fourth, unless the simulator is benevolent then no simulant is, since everything done by a simulant is done in cooperation with the simulator. Fifth, the simulator is impassible to simulants, but evil involves passivity. Sixth, the simulator is the singular cause of the world, but evil involves the accidental collision of causes. Seventh, the simulator is eternal with respect to the world, and evil cannot exist in the eternal. Eight, simulating requires knowledge of the forms, but like is known to like, so a malevolent simulator could not create an intelligible world.