Este libro no pretende sustituir la razón por los sentimientos, sino mostrar el modo de armonizar mente y corazón. En definitiva: unir lo que quiero y lo que debo. Resulta patente que muchas personas con un alto coeficiente intelectual (CI), pero con escasas aptitudes emocionales, se manejan en la vida mucho peor que otras de modesto CI pero que han sabido educar bien sus sentimientos. Parece claro que un elevado CI no constituye, por sí solo, una garantía de éxito profesional, y mucho menos de una vida acertada y feliz. La educación de los sentimientos comprende habilidades como el conocimiento propio, el autocontrol y equilibrio emocional, la capacidad de motivarse a uno mismo y a otros, el talento social, el optimismo, la constancia, la capacidad para reconocer y comprender los sentimientos de los demás, etc. Las personas que gozan de una buena educación afectiva son personas que suelen sentirse más satisfechas, son más eficaces y hacen rendir mucho mejor su talento natural. Quienes, por el contrario, no logran dominar bien su vida emocional, se debaten en constantes luchas internas que socavan su capacidad de pensar, de trabajar y de relacionarse con los demás. Como es lógico, no se trata de sustituir la razón por los sentimientos, ni tampoco lo contrario. Se trata de descubrir el modo inteligente de armonizar mente y corazón, razón y sentimientos. El gran logro de la educación afectiva es conseguir, en lo posible, unir el querer y el deber, porque así se alcanza siempre un grado de felicidad -y de libertad- mucho mayor.

Pone de relieve las características y posibilidades de esa maravillosa y conflictiva edad. Alerta acerca del peligro que gravita sobre los padres de familia, quienes, al estar inmersos en el tráfago de lo cotidiano, olvidan cuál es su papel en la crianza y educación de sus hijos, y terminan sustituyendo las carencias de afecto y el vacío de su presencia con la exagerada complacencia y la permisividad.

This book discusses the concept of desire as a positive factor in human growth and flourishing. All human decision-making is preceded by some kind of desire, and we act upon desires by either rejecting or following them. It argues that our views on and expressions of desire in various facets of life and through time have differed according to how human beings are taught to desire. Therefore, the concept has tremendous potential to affect human beings positively and to enable personal growth. Though excellent research has been done on the concepts of flourishing, character education and positive psychology, no other work has linked the concept of desire to all of these topics. Featuring key references, explanations of central concepts, and significant practical applications of desire to various fields of human thought and action, the book will be of interest to students and researchers in the fields of positive psychology, positive education, moral philosophy, and virtue ethics.

Rather than being properties of the individual self, emotions are socially produced and deployed in specific cultural contexts, as this collection documents with unusual richness. All the essays show emotions to be a form of thought and knowledge, and a major component of social life—including in the nineteenth century, which attempted to relegate them to a feminine intimate sphere. The collection ranges across topics such as eighteenth-century sensibility, nineteenth-century concerns with the transmission of emotions, early twentieth-century cinematic affect, and the contemporary mobilization of political emotions including those regarding nonstate national identities. The complexities and effects of emotions are explored in a variety of forms—political rhetoric, literature, personal letters, medical writing, cinema, graphic art, soap opera, journalism, popular music, digital media—with attention paid to broader European and transatlantic implications.

How is knowledge measured? How long does it take us to reflect on something and how long to express our thoughts? Such is the dilemma that the human, social and economic sciences go through, since they face the challenge of understanding complex processes when confronting the urgency of standards, measurements and forms of qualitative and quantitative evaluation that respond to notions of utility, productivity and viability, defined within social, cultural and political realities discordant with those models. Peter Burke. Knowledge, Culture, and Society, compiles a series of conferences given by Peter Burke during his visit to Medellín, but also includes some unpublished works. It constitutes the first publication in English by the Editorial Center of the Faculty, aimed at the internationalization of our programs and to support the acquisition of a second language. It is also one of three publications commemorating the FCHE's 40th Anniversary: the historical review 40 Años Creciendo, Escribiendo y Publicando, the Historia de la Facultad de Ciencias Humanas y Económicas (1975-2015), and now, this academic jewel that encourages the reflection upon our disciplines and the sources that support us as academics and researchers. I hope that Peter Burke. Knowledge, Culture, and Society provides the tools for an interdisciplinary discussion about knowledge in the social and human sciences today, as well as important considerations about the research and methodological challenges posed to us every day. Yobenj Aucardo Chicangana-Bayona Dean

Esta publicación recoge las ponencias plenarias y las comunicaciones presentadas y leídas en el VII Simposio Internacional de la SEDLL, que con el título Canon, literatura infantil y juvenil y otras literaturas, fue asumido por la Universidad de Castilla-La Mancha y se celebró en Ciudad Real, en diciembre de 2001. Aparecen aquí recogidas también las actividades relacionadas con los estudios mencionadas arriba: talleres y seminarios que suscitaron provechosas discusiones, sugerencias y debates. Como dice Alfredo Rodríguez López-Vázquez en la Presentación: La celebración del VII Simposio con su doble concreción en el título, del objeto de estudio, y de su relación con el canon, ha venido a representar un hito importante. Este Simposio pretendía, ya desde su diseño por parte del Comité Científico, un nuevo planteamiento de orientaciones críticas y metodológicas en el ámbito de la educación y de la investigación en torno a la literatura que leen los niños y los jóvenes de hoy en día en el contexto de la sociedad tecnológica moderna. Creemos que esta publicación permite afirmar que se ha cumplido con los objetivos previstos para cada una de las áreas temáticas.

The ethnically and geographically heterogeneous countries that comprise Latin America have each produced music in unique styles and genres - but how and why have these disparate musical streams come to fall under the single category of "Latin American music"? Reconstructing how this category came to be, author Pablo Palomino tells the dynamic history of the modernization of musical practices in Latin America. He focuses on the intellectual, commercial, musicological, and diplomatic actors that spurred these changes in the region between the 1920s and the 1960s, offering a transnational story based on primary sources from countries in and outside of Latin America. The Invention of Latin American Music portrays music as the field where, for the first time, the cultural idea of Latin America disseminated through and beyond the region, connecting the culture and music of the region to the wider, global culture, promoting the now-established notion of Latin America as a single musical market. Palomino explores multiple interconnected narratives throughout, pairing popular and specialist traveling musicians, commercial investments and repertoires, unionization and musicology, and music pedagogy and Pan American diplomacy. Uncovering remarkable transnational networks far from a Western cultural center, The Invention of Latin American Music firmly asserts that the democratic legitimacy and massive reach of Latin American identity and modernization explain the spread and success of Latin American music.