CIREFE

This article explains the process that is causing systems of teacher education in the
EU, the USA and elsewhere to converge into a form of fewer qualitative
distinctions. We argue that expansion brought about by processes familiar to
globalisation is creating wide differences in the cost of information that
incentivises use of standardised patterns for producing teachers. The logic of
institutional expansion, like the logic of globalisation, operates as a uniting force
across previously regarded nation-state boundaries and cultural distinctions. This
brief study identifies institutional scale and the division of information as key
factors that link the interaction of institutions across markets and adds insight
into the critically important issues surrounding the production of quality teachers.

This paper addresses Peter Singer's claim that cognitive ability can function as a universal criterion for measuring moral worth. I argue that Singer fails to adequately represent cognitive capacity as the object of moral knowledge at stake in his theory. He thus fails to put forth credible knowledge claims, which undermines both the trustworthiness of his moral theories and the morality of the actions called for by these theories. I situate Singer's methods within feminist critiques of moral reasoning and moral epistemology, and argue that Singer's methods are problematic for moral reasoning because they abstract from their object valuable contextual features. I further develop this claim by showing the importance of embodiment for the construal of objects of moral knowledge. Finally, I develop the moral and scholarly implications of this critique. By showing that the abstract, universal methods of reasoning Singer employs cannot credibly construe the objects of ethical inquiry, I call into question the validity of these methods as a means to moral knowledge in general. Furthermore, since moral reasoning takes place within an embodied moral landscape, it is itself a moral enterprise. Singer's moral reasoning, and ours, must be held accountable for its knowledge claims as well as its concrete effects in the world

El texto que se presenta da cuenta de algunos elementos básicos en torno al papel constitutivo del género en la generación del conocimiento en las distintas disciplinas. Con el objeto de establecer los conceptos fundantes para abordar la tesis de que la generación de conocimiento se cualifica si se incorpora la perspectiva de género se partirá de una presentación introductoria de algunas definiciones con el fin de sentar las bases de la discusión. En un segundo momento se abordará la importancia del género y de cómo el género puede transformar las diferentes disciplinas y finalmente, a manera de conclusión, se abordará la relación género e interdisciplinariedad.

El texto que se presenta da cuenta de algunos elementos básicos en torno al papel constitutivo del género en la generación del conocimiento en las distintas disciplinas. Con el objeto de establecer los conceptos fundantes para abordar la tesis de que la generación de conocimiento se cualifica si se incorpora la perspectiva de género se partirá de una presentación introductoria de algunas definiciones con el fin de sentar las bases de la discusión. En un segundo momento se abordará la importancia del género y de cómo el género puede transformar las diferentes disciplinas y finalmente, a manera de conclusión, se abordará la relación género e interdisciplinariedad.