ABSTRACT: The objective of this study is to explore the system called “work of art”, through the aesthetic analysis of the Ecuadorian film Mejor no hablar de ciertas cosas (2012). We seek to consider the moral plot that underlies the film under the philosophical visions of Friedrich Nietzsche and Romano Guardini. Finally, it will be shown that the moral tragedy in each micro-story constitutes strata or layers in the aesthetic understanding of the audiovisual plot.

RESUMEN: El objetivo de este estudio es explorar el sistema denominado “obra de arte”, a través del análisis estético del filme ecuatoriano Mejor no hablar de ciertas cosas (2012). Se busca considerar la trama moral que subyace en el filme, bajo las visiones filosóficas de Friedrich Nietzsche y Romano Guardini. Finalmente, se mostrará que la tragedia moral en cada micro-historia constituye estratos o capas en la comprensión estética de la trama audiovisual.

ABSTRACT The growth and development of human communities have given rise to the emergence of so-called environmental problems that influence natural resources and human health. In this presentation, it is reflected the reality found in the work with the Life Task from the second cycle of the "Rolando Morales Sanabria" primary school in the Cifuentes municipality, a vital stage in the training of new generations for the conservation of the environment, the maintenance of ethical and moral values of a social project with a humanist foundation. Taking into account these concepts, the objective was to characterize the work with the Life Task from Sports for All as part of Physical Education, in the context described above. This work was carried out with the help of methods and techniques such as document review, observation, survey and interview. The results reveal insufficiencies in this work, from the lack of consultation of official documents, clarifications and regulations, through poor intentionality, to the lack of internalization and carrying out activities in this sense. As conclusions, the foundations for the development of work with the Life Task in the selected context were determined, the current state was characterized, where the casual and irrational use of sports spaces, poor use of the potential of the context, little intention and limited knowledge of the Life Task, as well as the failure to take advantage of the will, desire and disposition of the students to carry out physical-recreational activities related to it stood out.

RESUMEN El crecimiento y desarrollo de las colectividades humanas, han dado lugar a la aparición de los llamados problemas ambientales que influyen sobre los recursos naturales y en la salud del hombre. En este artículo, se reflejó la realidad encontrada en el trabajo con la Tarea Vida desde el segundo ciclo de la escuela primaria "Rolando Morales Sanabria" del municipio Cifuentes, etapa vital en la formación de las nuevas generaciones para la conservación del entorno, el mantenimiento de los valores éticos y morales de un proyecto social con un fundamento humanista. Atendiendo a estas concepciones, se planteó como objetivo caracterizar el trabajo con la Tarea Vida desde el Deporte para Todos como parte de la Educación Física, en el contexto antes descrito. Este trabajo se realizó con la ayuda de métodos y técnicas como la revisión de documentos, la observación, la encuesta y la entrevista. Los resultados revelan insuficiencias en este trabajo, desde la falta de consulta a documentos oficiales, precisiones y normativas, transitando por la pobre intencionalidad, hasta llegar a la falta de interiorización y realización de actividades en este sentido. Como conclusiones se determinaron los fundamentos para el desarrollo del trabajo con la Tarea Vida en el contexto seleccionado, quedó caracterizado el estado actual, donde destacó la utilización casual e irracional de espacios deportivos, mal aprovechamiento de potencialidades del contexto, poco intencionado y limitado conocimiento de la Tarea Vida, así como el no aprovechamiento de la voluntad, deseo y disposición de los alumnos para realizar actividades físico-recreativas relacionadas con esta.

RESUMO O crescimento e o desenvolvimento das comunidades humanas deram origem ao surgimento dos chamados problemas ambientais que influenciam os recursos naturais e a saúde humana. Neste artigo, refletiu-se a realidade encontrada no trabalho com a Tarefa de Vida a partir do segundo ciclo da escola primária "Rolando Morales Sanabria" do município de Cifuentes, etapa vital na formação das novas gerações para a conservação do meio ambiente, a manutenção dos valores éticos e morais de um projeto social de base humanista. Levando em conta esses conceitos, objetivou-se caracterizar o trabalho com a Tarefa de Vida do Esporte para Todos no âmbito da Educação Física, no contexto descrito acima. Este trabalho foi realizado com o auxílio de métodos e técnicas como revisão de documentos, observação, levantamento e entrevista. Os resultados revelam insuficiências neste trabalho, desde a falta de consulta a documentos oficiais, esclarecimentos e regulamentos, passando pela má intencionalidade, até à falta de internalização e realização de atividades nesse sentido. Como conclusões foram determinados os fundamentos para o desenvolvimento do trabalho com a tarefa de vida no contexto selecionado, caracterizou-se o estado atual, onde se destacou o uso casual e irracional dos espaços desportivos, mau aproveitamento das potencialidades do contexto, pouca intenção e conhecimento limitado da Tarefa de Vida, bem como o não aproveitamento da vontade, desejo e disposição dos alunos para a realização de atividades físico-recreativas a ela relacionadas.

The presence of moral values and spiritual practice are highly significant aspects in the life of any young person, serving as safeguards against potential behavioral issues. This study analyzed conceptual approaches as to the quality of spiritual life in adolescent students. To this end, a systematic review was carried out in the WoS, Scopus and SciELO databases by following the PRISMA method. As an outcome of this enquiry, 21 papers showcased a close relationship among the beliefs, values, emotional expressions of adolescents and their psychological well-being. Young people who felt closely connected to their spiritual side had better levels of happiness in different areas of their lives: personal satisfaction, a deeper sense of purpose and healthier interpersonal relationships. Cultural factors, religious traditions and social norms significantly had a big impact on how young people thought about and understood their spiritual dimension too. In conclusion, it is necessary to recognize that the connection with the spiritual dimension can really help young people feel better emotionally and mentally. Likewise, the cultural and social context in which adolescents operate must be taken into account for a deeper understanding of their spirituality.

La presencia de valores morales y la práctica espiritual son aspectos de gran importancia en la vida de cualquier joven, pues sirven de resguardo frente a posibles problemas de conducta. Este estudio analizó las aproximaciones conceptuales sobre la calidad de la vida espiritual en estudiantes adolescentes. Para ello, se realizó una revisión sistemática siguiendo el método PRISMA, en las bases de datos WoS, Scopus y SciELO. Se encontraron 21 artículos que mostraron estrecha relación entre las creencias, valores y expresiones emocionales de los adolescentes y su bienestar psicológico. Aquellos jóvenes que experimentaron una mayor conexión con su espiritualidad mostraron niveles más altos en las dimensiones de bienestar que intervienen en su calidad de vida: satisfacción personal, un sentido de propósito más profundo y relaciones interpersonales más saludables. Los factores culturales, las tradiciones religiosas y las normas sociales influyeron significativamente en cómo los jóvenes abordaron y comprendieron su dimensión espiritual. En conclusión, es necesario reconocer que la conexión con la dimensión espiritual puede contribuir de manera significativa al bienestar emocional y mental de los jóvenes. Asimismo, se debe tener en cuenta el contexto cultural y social en el que se desenvuelven los adolescentes para una comprensión más profunda de su espiritualidad.

A presença de valores morais e da prática espiritual são aspectos de grande importância na vida de qualquer jovem, pois servem de salvaguarda contra possíveis problemas comportamentais. Este estudo analisou abordagens conceituais sobre a qualidade de vida espiritual em adolescentes estudantes. Para tanto, foi realizada uma revisão sistemática seguindo o método PRISMA, nas bases de dados WoS, Scopus e SciELO. Foram encontrados 21 artigos que mostraram uma estreita relação entre as crenças, valores e expressões emocionais dos adolescentes e seu bem-estar psicológico. Os jovens que vivenciaram uma maior ligação com a sua espiritualidade apresentaram níveis mais elevados nas dimensões de bem-estar que intervêm na sua qualidade de vida: satisfação pessoal, sentido de propósito mais profundo e relações interpessoais mais saudáveis. Fatores culturais, tradições religiosas e normas sociais influenciaram significativamente a forma como os jovens abordavam e compreendiam a sua dimensão espiritual. Concluindo, é necessário reconhecer que a ligação com a dimensão espiritual pode contribuir significativamente para o bem-estar emocional e mental dos jovens. Da mesma forma, o contexto cultural e social em que os adolescentes se inserem deve ser levado em consideração para uma compreensão mais profunda da sua espiritualidade.

ABSTRACT Physical activity is a right of every human being, it affects the strengthening of conditions for work; transformation of nature; the struggle and preservation of peace; in the physical-functional development of the individual and the formation of character; ethical, moral and volitional qualities in the individual and social. The research aims to assess the possibilities of physical activity to favor social skills in students with intellectual disabilities, by contributing to the promotion of a healthy generation, physically prepared according to their potentialities, their development needs corrective work and/or compensatory that improves and increases the possibilities of movements, towards the development of social relations in the contexts where it develops; For its development, theoretical, empirical and mathematical statistical methods were used, which made it possible to verify the declared scientific problem from the characterization of the selected sample, from the determination of the dimensions and indicators that allowed arriving at regularities, a great importance is attributed to it. educational value by exploring the environment and developing communicative relationships, as well as, they can build topological, temporal and spatial notions in different situations of movement, it also places the student with intellectual disability in situations of interaction with others, and requires him to seek resources or help to solve the activity, this favors relationships with others and achieve independent action.

RESUMEN La actividad física es un derecho de todo ser humano, repercute en el fortalecimiento de condiciones para el trabajo, en la transformación de la naturaleza, en la la lucha y preservación de la paz, en el desarrollo físico-funcional del individuo y en la formación del carácter; cualidades éticas, morales y volitivas en lo individual y social. La investigación tiene como objetivo valorar las posibilidades de la actividad física para favorecer las habilidades sociales en los educandos con discapacidad intelectual, al contribuir a la promoción de una generación saludable, físicamente preparada según sus potencialidades; su desarrollo necesita de un trabajo correctivo y/o compensatorio que perfeccione y aumente las posibilidades de movimientos hacia el desarrollo de las relaciones sociales en los contextos donde se desarrolla. Para su desarrollo se utilizaron métodos teóricos, empíricos y estadístico-matemáticos, los que posibilitaron la constatación del problema científico declarado a partir de la caracterización de la muestra seleccionada, desde la determinación de las dimensiones e indicadores que permitieron arribar a regularidades. A estos métodos se les atribuye un gran valor educativo al explorar el entorno y desarrollar las relaciones comunicativas, así como que pueden construir nociones topológicas, temporales y espaciales en diferentes situaciones de movimiento; además, sitúa al educando con discapacidad intelectual en situaciones de interacción con los demás, y le exige buscar recursos o ayuda para solucionar la actividad, lo que favorece las relaciones con los demás y logra una actuación con independencia.

RESUMO A atividade física é um direito de todo ser humano, tem impacto no fortalecimento das condições de trabalho, na transformação da natureza, na luta e preservação da paz, no desenvolvimento físico-funcional do indivíduo e na formação. personagem; qualidades éticas, morais e volitivas em nível individual e social. A pesquisa tem como objetivo avaliar as possibilidades da atividade física para promover habilidades sociais em alunos com deficiência intelectual, contribuindo para a promoção de uma geração saudável, preparada fisicamente de acordo com o seu potencial; O seu desenvolvimento requer um trabalho corretivo e/ou compensatório que aperfeiçoe e aumente as possibilidades de movimentos em direção ao desenvolvimento das relações sociais nos contextos onde se desenvolve. Para o seu desenvolvimento foram utilizados métodos teóricos, empíricos e estatístico-matemáticos, que permitiram verificar o problema científico declarado a partir da caracterização da amostra selecionada, a partir da determinação das dimensões e indicadores que permitiram chegar às regularidades. A esses métodos é atribuído grande valor educativo na exploração do ambiente e no desenvolvimento de relações comunicativas, bem como podem construir noções topológicas, temporais e espaciais em diferentes situações de movimento; Além disso, coloca o aluno com deficiência intelectual em situações de interação com outras pessoas e exige que ele busque recursos ou ajuda para resolver a atividade, o que favorece o relacionamento com os outros e alcança a ação independente.

Eisenhower, Dulles, Eden and Macmillan played crucial roles in the Suez crisis, which had significant repercussions for the Middle East and the global balance of power. However, none of them entirely escaped the crisis unscathed. Eisenhower viewed containment of communism as his primary objective. He believed that it was untenable for the USA to identify with Britain's colonial past. Dulles rarely lost sight of the colonial dimension during the crisis. Ultimately, the crisis had a significant impact on Britain's international standing, confirming its status as a second-rate nation and revealing its waning status as a global power. As the international aspect of decolonisation was crucial for Macmillan to address, he pursued withdrawal from Africa as a vital objective to maintain and expand Britain's status as a powerful nation. He was unable to eradicate the stigma associated with the fact that Britain was a colonial power. His efforts to strengthen the status of Britain as a significant power through the Commonwealth were similarly ineffectual. The importance of British colonialism had attained its pinnacle. In some quarters, it was believed that Macmillan had always played a dubious role targeting Eden's removal as prime minister. Reasons for these apparent misrepresentations remain a matter of conjecture. The most favourable interpretation was that he attempted to use his association with Eisenhower from World War II to bolster Eden's domestic position against cabinet opponents. Alternately, he may have led Eden intentionally into a political catastrophe from which he expected to profit. He was the ultimate beneficiary of Suez. Macmillan was involved in all of the crucial decisions during the crisis and may have had greater intent than Eden to bring down Nasser. Added to the suspicions about Macmillan's behaviour was his reluctance, if not outright refusal, to formally evaluate Suez that prompted him to collaborate closely with the Cabinet Office in order to authorise ministerial memoirs and official publications that were required to be submitted to him prior to publication. As it involved extremely delicate concerns of foreign and domestic politics, he ruled that nothing could be published regarding Suez without his permission. In his ruthless and violent pursuit of vindication, it was common knowledge that Eden disregarded the norms of confidentiality. His conservative administration was fatally undermined by internal discord. Suez ruined him politically, materially and emotionally. Eden made the final decision to invade Egypt without extensive consultation with his cabinet, without playing open cards with the United States, and while keeping members of the Commonwealth in the dark. Suez remained a highly visible and fiercely contested issue in British academic, media and political circles, and a parliamentary campaign continued as new publications, radio and television programmes addressed new aspects of the issue. The crisis resulted in moral defeat and diplomatic catastrophe for the two former colonial powers. Their authority and prestige among Arab powers were irreparably harmed. They were now dependent on Israel, the youngest and most rapidly expanding military power in the Middle East. The crisis had an enduring effect on the international relations of France. Mollet, the French premier, disapproved of Nasser's support for Algerian insurgents who presented France with substantial challenges and even posed a threat to its political stability. Following the collapse of the Fourth Republic, General Charles de Gaulle was elected president of France. He held his own opinion about France's indispensable role in international affairs. Nasser was at ease within the Soviet sphere of influence due to hostility and vilification from the West. The Soviet Union and its allies took advantage of the concurrent Hungarian insurrection to condemn Western imperialism, thereby diverting global attention away from their own brutality in Hungary. Nasser emerged from the crisis with distinction owing to his Pan-Arab nationalism and neutrality. It allowed him to strengthen his position as an advocate for the Arab cause and decolonisation. The new realities, which the West encountered in the Middle East, turned out to be the decline of colonialism and the rise of nationalism.

Eisenhower, Dulles, Eden en Macmillan was instrumenteel tydens die Suezkrisis wat beduidende implikasies vir die Midde-Ooste en die globale magsbalans meegebring het, maar nie een van hulle het heeltemal ongeskonde uit die krisis gekom nie. Eisenhower het die inperking van kommunisme as sy hoogste prioriteit geag en het Brittanje se koloniale erfenis as onhoudbaar beskou, en Dulles het die koloniale dimensie dikwels opgehaal. Brittanje se dalende status as 'n wêreldmoondheid is blootgelê en as 'n tweederangse moondheid bevestig. Die feit dat Brittanje 'n koloniale mag was, het 'n stigma gelaat waaraan Eden en Macmillan weinig kon doen. Dit was alombekend dat Eden die reëls van geheimhouding verontagsaam het in sy meedoënlose en bloedige strewe na regverdiging. Wat Eden se konserwatiewe regering noodlottig ondermyn het, was die onenigheid in sy eie geledere. Hyself was polities, fisies en emosioneel deur Suez verpletter. Macmillan het uit die wrak van Suez getree om 'n gedemoraliseerde Konserwatiewe Party te lei en 'n land wat nog in die dieptes van vertwyfeling verkeer het. Frankryk was diep gegrief oor Nasser se steun aan rebelle in Algerië. Die nagevolge van die krisis het die agteruitgang van Europese kolonialisme beklemtoon en 'n blywende impak op Frankryk se internasionale verhoudings gehad. Algerië het ontsaglike probleme vir Frankryk veroorsaak en selfs sy politieke stabiliteit bedreig.

Education systems are shaped by various internal and external contextual forces (De Beer, 2017). External contextual trends typically include language, demography, geography, technology, politics, and financial and economic trends. Religion represents one of these external contextual trends that can affect an education system (see Van der Walt, Potgieter & Wolhuter, 2010; Wolhuter & Van der Walt, 2018). Making use of established metabletic-comparative methodology, this article seeks to highlight the impact of religion as a formative factor of education in the BRICS countries. Religion is treated significantly differently in the education systems of the BRICS member states. In schools in India and China, no religious activities are allowed in accordance with the respective constitutions, while any religious activities may take place in schools in Brazil, Russia and South Africa, provided that the activities comply with particular guidelines. Broadly considered, any religious activities are conducted in primary schools in Brazil, provided that attendance is voluntary. Religion in Brazilian schools is influenced by the strong position of the Roman Catholic faith in Brazilian society, which could potentially be detrimental to minority groups in Brazil (Senefonte, 2018:440). Learners in Russia, according to Russian law, are free to choose for themselves the religious module in which they wish to receive education. Schools in Russia do not, however, always implement this legislation correctly, since a school's resources actually determine which module the learners should take. The manner in which religion is being dealt with, causes unhappiness among learners and parents as they do not really have freedom of choice regarding the religious module in which they wish to receive instruction (Zöllner, 2016). The legislation in China clearly states that no religious activities may take place in public schools, yet the ruling party of China intends to enshrine tenets of atheism in learners in schools (Vickers, 2022; Wang & Froese, 2020). Compared to the other BRICS member states, China has the most officially, constitutionally recognised ethnic groups. In terms of legislation and policy formulations, the ethnic minority groups obtain various benefits in terms of education. The wide variety of ethnic groupings poses various challenges to the government of China as the views of all these groups in the education system have to be taken into account. Various documents, including the South African Schools Act 76 of 1996, and other education policies provide clear guidelines as to how religion ought to be dealt with in South African schools. In South Africa, learners are taught various major deities worldwide. All learners in South Africa are exposed to the concept of religion through the subject Life Orientation (Grades 7-12). Teachers in South Africaface the challenge of respecting all kinds of religions and not preaching their own views on a religion. This challenge of respecting all religions can result in conflict in schools, as learners may feel that they will be discriminated against if one type of religion is singled out, for example during assembly. This underscores the role and value of South African teachers in inculcating citizenship values (see Wolhuter, Janmaat, Van der Walt & Potgieter, 2020). The Government of India faces opposition from minority groups with regard to religion in schools as the socio-political hegemony religion is especially preferred in terms of the drafting of academic textbooks (Traub, 2018). This preferential treatment of a particular religion is contrary to the Indian constitution, as no single religion may be singled out, nor should any religion be discriminated against (Majumdar, 2018). The preference given to a particular religion in textbooks can result in a negative impact on the education system of India. The analysis and interpretation show that there is still a close relationship between religion and education in the BRICS countries. However, all five BRICS member states face different problems regarding religion and each of the five member states also deals with its problems differently. This conclusion is now unpacked in this summary, and in detail defended in the ensuing full text. In terms of dealing with religion, South Africa appears to be more tolerant than Brazil, Russia, India and China, although this tolerance still causes more problems for the South African government, in the sense of opposition from various adherents of a wide variety of faith groupings who would like schools to play a role in strengthening the religious beliefs of their children. Several court cases have been fought in South Africa as schools struggle to accommodate the wishes of all religious groups in South Africa (see Nthontho, 2020). In contrast to forces in all the BRICS countries trying to separate religion and (public) education, the United Nations Declaration of Human Rights, the proto-charter of Human Rights Charters in the contemporary world, Article 26 states that everyone has the right to education, education should be oriented towards the total development of the child's personality, and that parents have a preferential right to decide on the type of education their children should receive. The BRICS member states can learn from each other how to deal with religion in schools, even though none have yet managed to deal satisfactorily with religion in education. The common factor among all five BRICS countries is that religion is used again and again (consciously or unconsciously) to reinforce political or ideological hegemony. It seems that the shortcoming in all these countries is pointing to a lack of recognition of the place and role of religion in the lives of their citizens and that secular-political objectives, notably the forcing of official ideological hegemony, as well as the achievement of national unity above the full recognition of religious freedom, are also stated in the education system and in citizens 'choice of the kind of religious education of their children. As a result, the role of religion in creating a strong moral fibre for a society therefore never seems to come into its own. Moreover, judging by the United Nations Charter's Human Rights provisions on education, educative education (incl. teaching and learning), in accordance with its full scope of semantic value, does not currently come into its own. The same seems to be the case as regards the human right to parental advocacy with respect to religious education. The experience of the BRICS countries in terms of religion-in-education shows that it is sensible and even necessary, for example, along the path of enlarged parental speech in education and school autonomy, to allow more room for religious freedom in education. The BRICS countries are currently being proposed as the leading grouping of the Global South in a new formative world order. Against this background, current trends regarding religion-in-education in these countries therefore probably represent a bold example. However, it should nonetheless be denounced by the academic community and better examples should subsequently be extracted and presented from other national education systems from future research.

'n Onderwysstelsel word deur verskeie samelewingskontekstuele kragte gevorm. Hierdie kontekstuele faktore sluit taal, demografie, geografie, tegnologie, politiek en finansiële en ekonomiese tendense in. Godsdiens is een van die laasgenoemde tendense wat 'n onderwys-stelsel kan beïnvloed. Die BRICS-organisasie bestaan uit Brasilië, Rusland, Indië, Sjina en Suid-Afrika en is 'n supra-nasionale blok wat baie aandag in die openbare sowel as akademiese diskoers oor internasionale politiek en maatskaplike kwessies trek (De Beer, 2017). Godsdiens word wyd geag as 'n omstrede en sensitiewe faktor in onderwysstelsels (sien Van der Walt, Potgieter & Wolhuter, 2010). In hierdie artikel word godsdiens as vormgewende faktor van die onderwysstelsels in die BRICS-lande ondersoek, om die waarde daarvan as 'n aanskouingsles vir Suid-Afrika en ander lande te bepaal. Die BRICS-lidlande is doelbewus vir hierdie navorsing gekies weens die besondere waarde van hierdie lande as vertoonvenster van onderwysstelsels se antwoord op samelewingstendense van die een-en-twintigste eeu. Dokumentontleding is uitgevoer ten opsigte van beleidsdokumente, wetgewing, artikels en staatspublikasies, ten einde inligting in te samel. In die verwerking en interpretasie van inligting is die metableties-vergelykende metode gebruik ten einde beste praktyke ten opsigte van die hantering van godsdiens in die onderwysstelsels vanuit die BRICS-lidlande te identifiseer. Die ondersoek het ernstige tekortkominge in al die BRICS-lande se hantering van godsdiens in onderwys aan die lig gebring. Nie een van die lande se beleid of praktyk slaag die toets, soos gemeet aan die Verenigde Nasies se Handves van Menseregte nie. Die noodsaak van voortgesette navorsing oor die plek van godsdiens in die onderwysstelsels van die wêreld word ten slotte verduidelik.

Jean-Jacques Rousseau was an important Enlightenment philosopher who dedicated himself to think not only about 18th century society and the way men lived, slaves of each other and their own passions, but who also dedicated himself to think about nature, human condition and education. Based on the study of the Second Discourse and the Book IV of Emile, or on education, this article intends to analyze the possibility of the virtuous formation of passions in Rousseau's educational thought. The methodology consists of bibliographical studies of the works of the genevan philosopher Rousseau and other specialists. The hypothesis is that the genesis of sociability and the anthropological model presented in the Second Discourse, the political-philosophical writing, serve as a framework for thinking, in the pedagogical work, about the moral education of the boy Emile and the constitution of an aggregating sociability through the education of amour-propre for its positive side in a way combined with piety.

Jean-Jacques Rousseau fue un importante filósofo de la Ilustración que se dedicó a pensar no sólo en la sociedad del siglo XVIII y la forma en que vivían los hombres, esclavos unos de otros y de sus propias pasiones, sino que también se dedicó a pensar en la naturaleza, la condición humana y la educación. A partir del estudio del Segundo Discurso y del Libro IV de Emilio o de la educación, este artículo se propone analizar la posibilidad de la formación virtuosa de las pasiones en el pensamiento educativo de Rousseau. La metodología consiste en estudios bibliográficos de las obras del filósofo ginebrino y de otros especialistas. La hipótesis es que la génesis de la sociabilidad y el modelo antropológico presentado en el Segundo Discurso, la escritura político-filosófica, sirven de marco para pensar, en el trabajo pedagógico, sobre la educación moral del niño Emilio y la constitución de una sociabilidad agregativa a través de la educación del amor propio en su lado positivo de manera combinada con la piedad.

Jean-Jacques Rousseau foi um importante filósofo iluminista que se dedicou a pensar não só a sociedade do século XVIII e o modo como viviam os homens, escravos uns dos outros e de suas próprias paixões, mas que também se debruçou a pensar a natureza, a condição humana e a educação. Tendo como base o estudo do Segundo Discurso e do Livro IV do Emílio ou da educação, o presente artigo pretende analisar a possibilidade da formação virtuosa das paixões no pensamento educacional de Rousseau. A metodologia consiste em estudos de bibliografia das obras de do filósofo genebrino e outros especialistas. A hipótese é de que a gênese da sociabilidade e o modelo antropológico apresentados no Segundo Discurso, o escrito político-filosófico, servem como quadro para se pensar, na obra pedagógica, a educação moral do menino Emílio e a constituição de uma sociabilidade agregadora pela educação do amor-próprio para seu lado positivo de maneira conjugada à piedade.

Abstract In this study of 333 participants, we investigated how racial stereotypes and facial attractiveness impact moral evaluations in healthcare. We used pictures of faces with different levels of attractiveness in moral dilemma scenarios, performing statistical analyses such as ANOVA and ANCOVA to examine these complex interactions. We found that physical attractiveness positively influences moral evaluations only in low moral conflict scenarios and does not apply to high conflict or impersonal situations. The relationship between self-declared skin color and participants’ gender was only confirmed in a specific scenario, highlighting the complexity of these influences. Hypotheses three and four, which suggested that participants’ ethnic and moral identity would suppress the effects of racial stereotypes and facial attractiveness, were not confirmed. However, we observed that the ethnic profile of the faces and the participants’ motivation to control prejudice positively influenced moral evaluations. These results are interpreted in light of theories on interpersonal attraction, moral judgment, and intergroup relationships, providing essential insights into the complex dynamics that shape moral evaluations in healthcare.

Resumo Neste estudo com 333 participantes, investigamos como estereótipos raciais e atratividade facial impactam as avaliações morais na área de saúde. Utilizamos imagens de rostos com diferentes níveis de atratividade em cenários de dilemas morais, realizando análises estatísticas, como ANOVA e ANCOVA, para examinar essas interações complexas. Descobrimos que a atratividade física influencia positivamente as avaliações morais apenas em cenários de baixo conflito moral, não se aplicando a situações de alto conflito ou impessoais. A relação entre a cor da pele autodeclarada e o sexo dos participantes só se confirmou em um cenário específico, destacando a complexidade dessas influências. As hipóteses três e quatro, que sugeriam que as identidades racial e moral dos participantes suprimiriam os efeitos dos estereótipos raciais e da atratividade facial, não foram confirmadas. Entretanto, observou-se que o perfil étnico dos rostos, junto com a motivação dos participantes para controlar preconceitos, influenciou positivamente as avaliações morais. Esses resultados são interpretados à luz de teorias sobre atração interpessoal, julgamento moral e relações intergrupais, fornecendo insights importantes para as complexas dinâmicas que moldam as avaliações morais na área da saúde.

RESUMO Limitando-se à ordenação moral do comércio defendida por Aquino, afirma-se que, como efeito inverso de estancar a interpretação, a Suma teológica tanto motivou a alimentação do imaginário cristão em narrativas como A divina comédia, de Dante Alighieri, de modo a ampliar a reflexão sobre as categorias dos pecadores pelo dinheiro, como também forneceu subsídios para a construção de antimodelos em parte das narrativas emolduradas da obra Contos da Cantuária, de Geoffrey Chaucer, recheada de tipos avarentos, simoníacos e fraudadores. Este artigo objetiva apresentar as instruções de Aquino a respeito dos usos do dinheiro, cotejando, em alguns momentos, com textos literários. Para isso, passagens bíblicas, comentadores da Bíblia de tradição católica e textos de economistas são trazidos à medida que o texto da Suma teológica é analisado. Teóricos do pensamento cristão, como Agostinho e Boécio, e do pensamento econômico, como Molina e Robbins, são utilizados. Limitandose Limitando se afirmase afirma interpretação comédia Alighieri dinheiro Cantuária Chaucer avarentos fraudadores cotejando momentos literários isso bíblicas analisado Boécio econômico Robbins utilizados

ABSTRACT As a reverse effect of constraining interpretation and limiting itself to the moral ordering of commerce defended by Aquinas, the Summa Theologica both motivated the enrichment of the Christian imaginary in narratives like Dante Alighieri’s Divine Comedy and Geoffrey Chaucer’s work, The Canterbury Tales. In the case of the Divine Comedy, it expanded the reflection on the categories of sinners related to money, and as regards The Canterbury Tales, it provided support for the construction of anti-models in some of the framed narrative types of misers, simoniacs, and fraudsters. This article aims to present Aquinas’ instructions regarding the uses of money, juxtaposing, at times, with literary texts. For this purpose, biblical passages, commentators of the Catholic tradition Bible, and texts from economists are brought in as the Summa Theologica is analyzed. Theoretical thinkers of Christian thought, such as Augustine and Boethius, and economic thought, such as Molina and Robbins, have been used. Aquinas Alighieris Alighieri s Chaucers Chaucer work Tales money antimodels anti models misers simoniacs fraudsters juxtaposing times purpose passages Bible analyzed thought Boethius Robbins used

The main achievements of the huge research on the history of the Hungarian Protestantism show that at the beginning of the Protestantism the local reformers and preachers were interpreting Luther's ideas, but from the 1550s Calvin's doctrines became decisive. The reception of the great reformers' ideas was far from being evident in the practice. It means pastors and preachers in Hungary did not cite directly from the written heritage of Luther (Pelikan & Helmut 1955-1986), Calvin (Calvin 1863-1900) or Beza. They used to use the Bible itself. Nevertheless, many new and unknown problems raised, which deserved prompt and clear theological and moral advice. Most of the challenges were related to the burning, everyday questions of sexual sins and of family life. Therefore, it is not surprising that contemporary preachers were trying to commit everything to renew the public morality of people. The article intends to illuminate the evolution of the early Protestant marriage law system and theological thinking in Hungary after the temporary 'collapse' of the Roman Catholic Church and its canon law in the 1550s. At the same time, it is raising the question, how did the 'great reformers' influence the early Protestant marriage law system and theological thinking in Hungary. INTRADISCIPLINARY AND/OR INTERDISCIPLINARY IMPLICATIONS: This article is based on the field of systematic theology. The study intends to understand the development of Hungarian Reformed regulations of marriage in the 16th and 17th century from theological, judicial and historical perspectives.

ORIENTATION: The rapid competition among companies puts pressure on managers to maintain their business's competitive advantage. However, because of the massive competition and economic downturn during and after the coronavirus disease 2019 (COVID-19) pandemic, financial scandals occurred at a much higher rate than in the past. This phenomenon has caused organisational leaders to shift their focus from material concerns to ethical leadership contexts in the workplace. It has a strong correlation with employee attitudes RESEARCH PURPOSE: This research examined the effects of ethical leadership on work engagement and knowledge sharing, which influence job performance and commitment among employees to the organisations MOTIVATION FOR THE STUDY: Investigating the relationship between ethical leadership, work engagement, and knowledge sharing among employees in Indonesia can provide insight on strategies to enhance employees' job performance and commitment to the organisation. It plays an important role in significantly obtaining organisational outcomes and goals MAIN FINDINGS: A survey was conducted with 670 Indonesian government employees, and structural equation modelling (SEM) was used to validate the research framework. The results showed that ethical leadership significantly affects employees' work engagement and knowledge-sharing, which further enhances employees' job performance and commitment to organisations. Furthermore, the mediator variables partially mediate the relationship between ethical leadership and outcome variables (e.g., employees' job performance and organisational commitment PRACTICAL/MANAGERIAL IMPLICATIONS: The leaders of public organisations should address moral and rational concerns to improve service quality in society. Additionally, it should be centred on purifying employees' and organisation leaders' ethical concerns and communication patterns to promote society's service quality CONTRIBUTION: The research outcomes provide insight into the fact that leadership style plays an important role in employees' attitudes and commitment. Hence, the organisation leaders should apply it to enhance employees' commitment to organisations and performance

In the past, the role of the pastor was not only recognised by the church in which he served, but also by the entire community. Government, institutions, and society at large to an extent relied on pastors to help build up communities. For this reason, politicians and the media sought pastoral opinions in times of strife, boycotts, and other upheavals. Public offences such as rape, murder, robbery, violence and other crimes have always been described as the deeds of evil people whose lives are far removed from the Christian and other religions. What makes corruption and crime worse in our country, is the perception of moral degeneration, among other reasons. It is a concern of this researcher that, instead of pastoral leadership preaching peace and addressing issues related to moral regeneration, they are becoming part of the problem rather than the solution. This article intends to show, by way of research, that, for pastors and ministers to participate in corrupt and immoral deeds, is problematic not only for the churches they serve, but also the communities in which they live. This article offers pastoral guidelines on the church's responsibility in combatting pastors' immoral actions. CONTRIBUTION: Church pastors, as community leaders, have some responsibility for eliminating and reducing rather than dismissing or contributing to the moral degeneration engulfing South Africa. It is the conviction of this author that, if pastors practise what they preach, half of the fight against moral degeneration would be won through their exemplary lives. The pastoral position has a moral impact and an influence in local communities.

In the past, Hagar's significance in the Abrahamic narratives has been overlooked by biblical scholarship. Although recent studies have aimed to rescue and redeem Hagar from patriarchal interpretations, insufficient attention has been given to the emotive quality of Hagar's narrative. Therefore, this research aimed to fill this gap by examining the underexplored biblical character of Hagar. A literary critical methodology to analyse the rhetorical impact of the language was used in Hagar's narrative in order to illuminate the emotive aspect of her story as a marginalised character, which may resonate with modern hearers. By using this analytical framework, we unearthed a distressing narrative of mistreatment and manipulation that allowed hearers to empathise with Hagar's experiences of marginalisation, dehumanisation, and exploitation. This finding resulted in the conclusion that Hagar's story generated various affective responses of outrage, compassion, and hope from contemporary hearers. CONTRIBUTION: This article adds to the ongoing discourse surrounding the narrative of Hagar in biblical scholarship. It underscores the significance of this biblical story in influencing present-day ethical considerations. Additionally, it emphasises how this narrative presents conflicts that spark dialogue within the reading community, with an ultimate aim of moral formation (Christian affections), especially concerning women's rights.

This article examined the concept and notability of mimetic desire in Augustine's autobiographical work Confessiones. Mimetic desire is based primarily on the knowledge that there is a Perfect Being, viz. God, ideal forms (in Platonic idiom), which may be known and imitated by humans. Mimesis demonstrates that humans have a natural capacity and tendency to imitate and possess what others have. Despite this, in popular culture, mimesis has the connotation of feyness and is discouraged in place of inventiveness. The culture and spirit of our day promote originality and inventiveness without an understanding of the human nature and its inherent mimetic desires. The concept of mimetic desire is rooted in Rene Girard's theory of anthropology but can be traced back as far as Plato's Republic. Therefore, this interdisciplinary concept has been explored through Augustine's narratological composition of Confessiones. The introspective tone and cultural forming narratives that make up Confessiones were succinctly examined in the context of mimetic theory. The triangular structure of mimetic desire was further explored to gain a better understanding of how Augustine relied on mimesis in his conversion to Christianity. The choice of imitating authentic models led to Augustine's moral renewal, and likewise such implications are relevant to modern-day Christians. Moreover, this article aims to promote the concept of mimesis as an ideal practise concerning human nature and conditioning, towards a virtuous and morally acceptable society. The results of this article underline the importance of narrative theory and friendship in developing positive cultures through mimesis. Through contrasting Augustine's earlier Manichaean life and his later Christian life, an illustration of mimetic desire can be drawn, and for Augustine, this could only mean Christ. CONTRIBUTION: This article contributes to the ongoing interdisciplinary studies of ontology, anthropology, theology, and sociology. By interpreting or reading Augustine's Confessiones through the lens of mimetic desire, this article offers an alternative perspective on Augustine's natural theology and virtue ethics. It further presents the conceptual framework of mimesis on Christian and Platonist praxis of the ideal forms. Moreover, the article of the narratological composition of Confessiones expounds the importance of interpersonal relationships in our spiritual growth. The triangular structure of mimesis was further expounded in the context of interior life, viz. interior homo [inner man] as the ultimate model.

ABSTRACT In the last five decades, nursing researchers have worked hard in the theoretical-conceptual field, providing the foundations on which nursing knowledge has been built, strictly complying with mental processes and based on ethical, moral and value aspects. This reflection article expresses the analysis of the development of the nursing discipline addressed from the beginning of the profession itself to the current development, recognizing first of all the importance of the concepts emanated and their application in the scientific development of nursing. discipline at a national and international level, secondly, information on the nursing discipline is provided in relation to other disciplines, such as in the case of medicine. It is also considered of great relevance to carry out a curricular analysis, since with the passage of time there has been little theoretical-practical link in higher education institutions, which may happen in the future for new professionals to have little support in care. generated due to the lack of integration of knowledge based on Nursing theories, thus causing little disciplinary development as they cannot be linked in professional praxis.

RESUMEN En las últimas cinco décadas, las investigadoras de enfermería han trabajado arduamente en el ámbito teórico-conceptual proporcionando los cimientos sobre los que se ha venido construyendo el conocimiento de enfermería, cumpliendo estrictamente con procesos mentales y fundamentándose en aspectos éticos, morales y de valores. Este artículo de reflexión, expresa el análisis del desarrollo de la disciplina de enfermería abordado desde el inicio de la propia profesión hasta el desarrollo actual, reconociendo en primer lugar la importancia de los conceptos emanados y la aplicación de los mismos en el desarrollo científico de la disciplina a nivel nacional e internacional, en segundo lugar, se brinda información de la disciplina de enfermería en relación a otras disciplinas como en el caso de medicina. Se considera además de gran relevancia realizar un análisis curricular, ya que con el paso del tiempo ha existido escaso vinculo teórico-práctico en las instituciones de educación superior, lo que puede acaecer en un futuro para los nuevos profesionales en poseer escaso sustento en los cuidados generados debido a la falta de integración del conocimiento en base a las teorías de Enfermería, provocando de esta manera un escaso desarrollo disciplinar al no poder ser vinculables en la praxis profesional.