Conception of one through the implied sense of Philosophy, Sociology, Psychoanalisis and Logotherapy
Abstract The main goal of this current article is identifying the conception of the one in the disciplines of philosophy, sociology, psychoanalisis and logotherapy; in the perspective of the subject’s objective choice. In order to accomplish the study of such conceptions, one and its choice, besides the specialists from each discipline already mentioned, distinct author’s conceptions have also been considered. Their overlay contributes to a better understanding of current interests concerning the process of choice by each person, as well as the basic principles which lead one. As result, the standpoint that leads one to choose an object, isn’t necessarily identical to the objective importance that the object has itself: an object of choice such as vocation, may be not only a value itself, but also chosen by deeply personal reasons and interests.
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Verdugo-Castro, S., Sánchez-Gómez, M. C., García-Holgado, A., & García-Peñalvo, F. J. (2019). Revisión y estudio cualitativo sobre la brecha de género en el ámbito educativo STEM por la influencia de los estereotipos de género. In A. P. Costa, I. Pinho, B. M. Faria, & L. P. Reis (Eds.), Atas do 8º Congresso Ibero-Americano em Investigação Qualitativa (CIAIQ2019) - Atas - Investigação Qualitativa em Ciências Sociais/Investigación Cualitativa en Ciencias Sociales (Vol. 3, pp. 381-386).
Wing, J. M. (2006). Computational Thinking. Communications of the ACM, 49(3), 33-35. doi:https://doi.org/10.1145/1118178.1118215
Zapata-Ros, M. (2019). Computational Thinking Unplugged. Education in the Knowledge Society, 20, 18. doi: https://doi.org/10.14201/eks2019_20_a18
Camacho Díaz, A., & García-Peñalvo, F. J. (2019). W-STEM Project overview at the International Leadership Summit. Paper presented at the W-STEM International Leadership Summit, Cartagena de Indias, Colombia. https://bit.ly/2XIN5pL
Fidalgo-Blanco, Á., Sein-Echaluce, M. L., & García-Peñalvo, F. J. (2014). Knowledge spirals in higher education teaching innovation. International Journal of Knowledge Management, 10(4), 16-37. doi:https://doi.org/10.4018/ijkm.2014100102
Fidalgo-Blanco, Á., Sein-Echaluce, M. L., & García-Peñalvo, F. J. (2015). Epistemological and ontological spirals: From individual experience in educational innovation to the organisational knowledge in the university sector. Program: Electronic library and information systems, 49(3), 266-288. doi:https://doi.org/10.1108/PROG-06-2014-0033
García-Holgado, A., Camacho Díaz, A., & García-Peñalvo, F. J. (2019a). Engaging women into STEM in Latin America: W-STEM project. In M. Á. Conde-González, F. J. Rodríguez-Sedano, C. Fernández-Llamas, & F. J. García-Peñalvo (Eds.), TEEM’19 Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality (Leon, Spain, October 16th-18th, 2019) (pp. 232-239). New York, NY, USA: ACM. doi:https://doi.org/10.1145/3362789.3362902
García-Holgado, A., Camacho Díaz, A., & García-Peñalvo, F. J. (2019b). La brecha de género en el sector STEM en América Latina: Una propuesta europea. In M. L. Sein-Echaluce Lacleta, Á. Fidalgo-Blanco, & F. J. García-Peñalvo (Eds.), Actas del V Congreso Internacional sobre Aprendizaje, Innovación y Competitividad. CINAIC 2019 (9-11 de Octubre de 2019, Madrid, España) (pp. 704-709). Zaragoza, Spain: Servicio de Publicaciones Universidad de Zaragoza. doi:https://doi.org/10.26754/CINAIC.2019.0143
García-Holgado, A., Verdugo-Castro, S., Sánchez-Gómez, M. C., & García-Peñalvo, F. J. (2019). Trends in studies developed in Europe focused on the gender gap in STEM Proceedings of the XX International Conference on Human Computer Interaction (Donostia, Gipuzkoa, Spain — June 25 - 28, 2019) (pp. Article Number 47). New York, NY, USA: ACM. doi:https://doi.org/10.1145/3335595.3335607
García-Peñalvo, F. J. (2018). Ecosistemas tecnológicos universitarios. In J. Gómez (Ed.), UNIVERSITIC 2017. Análisis de las TIC en las Universidades Españolas (pp. 164-170). Madrid, España: Crue Universidades Españolas.
García-Peñalvo, F. J. (2019a). Innovative Teaching Approaches to attract, engage, and maintain women in STEM: W-STEM project. Paper presented at the Coimbra Group Seminar. Innovation in Learning and Teaching in Science, Technology, Engineering and Mathematics (STEM) fields, Granada, Spain. doi:https:/doi.org/10.5281/zenodo.3538939
García-Peñalvo, F. J. (2019b). W-STEM Project Overview. Paper presented at the W-STEM Erasmus+ project Kick-Off, Salamanca, Spain. doi:https://doi.org/10.5281/zenodo.2605431
García-Peñalvo, F. J. (2019c). Women and STEM disciplines in Latin America: The W-STEM European Project. Journal of Information Technology Research, 12(4), v-viii.
García-Peñalvo, F. J., Bello, A., Domínguez, Á., & Romero Chacón, R. (2019). W-STEM International Leadership Summit World Café Report. Brussels, Belgium: W-STEM Consortium. Retrieved from https://bit.ly/2RMAHUy
García-Peñalvo, F. J., Hernández-García, Á., Conde, M. Á., Fidalgo-Blanco, Á., Sein-Echaluce, M. L., Alier-Forment, M., . . . Iglesias-Pradas, S. (2017). Enhancing Education for the Knowledge Society Era with Learning Ecosystems. In F. J. García-Peñalvo & A. García-Holgado (Eds.), Open Source Solutions for Knowledge Management and Technological Ecosystems (pp. 1-24). Hershey PA, USA: IGI Global. doi:https://doi.org/10.4018/978-1-5225-0905-9.ch001
García-Peñalvo, F. J., & Mendes, J. A. (2018). Exploring the computational thinking effects in pre-university education. Computers in Human Behavior, 80, 407-411. doi:https://doi.org/10.1016/j.chb.2017.12.005
González-González, C. S. (2019). State of the art in the teaching of computational thinking and programming in childhood education. Education in the Knowledge Society, 20, 17. doi:https://doi.org/10.14201/eks2019_20_a17
Grupo GRIAL. (2019). Producción Científica del Grupo GRIAL de 2011 a 2019 (GRIAL-TR-2019-010). Salamanca, España: Grupo GRIAL, Universidad de Salamanca. doi:https://doi.org/10.5281/zenodo.2821407
Ramírez-Montoya, M. S. (Ed.) (2017). Handbook of Research on Driving STEM Learning With Educational Technologies. Hershey PA, USA: IGI Global. doi:https://doi.org/10.4018/978-1-5225-2026-9
Rubio-Royo, E., Cranfield McKay, S., Nelson-Santana, J. C., Delgado Rodríguez, R. N., & Occon-Carreras, A. A. (2018). Web Knowledge Turbine as a Proposal for Personal and Professional Self-organisation in Complex Times. Journal of Information Technology Research, 11(1), 70-90. doi:https://doi.org/10.4018/JITR.2018010105
UNESCO. (2017). Measuring Gender Equality in Science and Engineering: the SAGA Toolkit Retrieved from https://bit.ly/2LVjWmF
United Nations. (2019). The Sustainable Development Goals Report 2019. New York, USA: United Nations. Retrieved from https://bit.ly/34nbq60
Verdugo-Castro, S., Sánchez-Gómez, M. C., García-Holgado, A., & García-Peñalvo, F. J. (2019). Revisión y estudio cualitativo sobre la brecha de género en el ámbito educativo STEM por la influencia de los estereotipos de género. In A. P. Costa, I. Pinho, B. M. Faria, & L. P. Reis (Eds.), Atas do 8º Congresso Ibero-Americano em Investigação Qualitativa (CIAIQ2019) - Atas - Investigação Qualitativa em Ciências Sociais/Investigación Cualitativa en Ciencias Sociales (Vol. 3, pp. 381-386).
Wing, J. M. (2006). Computational Thinking. Communications of the ACM, 49(3), 33-35. doi:https://doi.org/10.1145/1118178.1118215
Zapata-Ros, M. (2019). Computational Thinking Unplugged. Education in the Knowledge Society, 20, 18. doi: https://doi.org/10.14201/eks2019_20_a18
Conception of one through the implied sense of Philosophy, Sociology, Psychoanalisis and Logotherapy. (2015). El Futuro del Pasado, 6, 355-372. https://doi.org/10.14516/fdp.2015.006.001.014
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