Relevant bibliographies by topics / Immanuel Kant

Academic literature on the topic 'Immanuel Kant'

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Published: 4 June 2021
Last updated: 11 March 2023

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Journal articles on the topic "Immanuel Kant"

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Klemme, Heiner F. "Immanuel Kant." International Philosophical Quarterly 38, no. 4 (1998): 459–60. http://dx.doi.org/10.5840/ipq199838459.

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Palmquist, Stephen. "Immanuel Kant." Faith and Philosophy 6, no. 1 (1989): 65–75. http://dx.doi.org/10.5840/faithphil1989619.

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Schmidt, Hajo. "Immanuel Kant." Philosophy and History 18, no. 1 (1985): 11–12. http://dx.doi.org/10.5840/philhist19851813.

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Wike, Victoria S. "Immanuel Kant." International Studies in Philosophy 31, no. 2 (1999): 143–45. http://dx.doi.org/10.5840/intstudphil199931239.

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Kanz, Heinrich. "Immanuel Kant." Prospects 23, no. 3-4 (September 1993): 789–806. http://dx.doi.org/10.1007/bf02195150.

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Hasan, Md Lovelu. "Immanuel Kant: Ethics." Review of Contemporary Scientific and Academic Studies 2, no. 9 (September 26, 2022): 4. http://dx.doi.org/10.55454/rcsas.2.9.2022.004.

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Wildner, Manfred. "COVID-19: Was wir wissen können." Das Gesundheitswesen 82, no. 06 (June 2020): 493–96. http://dx.doi.org/10.1055/a-1174-5692.

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Die Ausarbeitung seiner Logik-Vorlesungen hatte Immanuel Kant an Gottlob Benjamin Jäsche übertragen, welcher im Jahr 1800 ein Handbuch dazu veröffentlichte. Dieser Niederschrift verdanken wir die einprägsame Formulierung: „Das Feld der Philosophie […] läßt sich auf folgende Fragen bringen: 1) Was kann ich wissen? – 2) Was soll ich tun? 3) Was darf ich hoffen? 4) Was ist der Mensch?“ 1. Diese Frage nach dem berechtigten Wissen-Können hat nicht nur Immanuel Kant und seine Zeitgenossen beschäftigt, sondern ist eine Kernfrage von den Anfängen der Philosophie bis zu modernen heutigen Wissenschaftstheorien 2. Die damit verbundene Skepsis – exemplifiziert durch den Empirismus David Humes – unterbrach nach eigenen Angaben Immanuel Kants seinen „dogmatischen Schlummer“ und gab seinem Denken „eine ganz andere Richtung“ 3.
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Dinata, Syaiful. "EPISTIMOLOGI KRITISISME IMMANUEL KANT." Kanz Philosophia A Journal for Islamic Philosophy and Mysticism 7, no. 2 (December 31, 2021): 217–36. http://dx.doi.org/10.20871/kpjipm.v7i2.183.

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Penelitian ini dilatarbelakangi oleh pemikiran Immanuel Kant terkait usahanya untuk mendamaikan konflik berkepanjangan rasionalisme dan kelompok empirisme, yang dimana dikemudian hari pemikiran Kant menjadi cikal bakal pijakan awal dari para pemikir setelahnya. Metode penelitian yang penulis lakukan ialah kualitatif dengan pendekatan library research. Teknik pengumpulan data pada penelitian ini adalah teknik dokumentasi, yaitu dengan cara mengumpulkan data-data berkas penting yang menunjang penelitian baik sumber primer seperti buku Tokoh Filsuf dan Era Keemasan Filsafat karya Nurnaningsih Nawawi maupun sumber skunder lainnya yang menunjang terkait topik bahasan. Hasil penelitian ini bahwa kritisisme Immanuel Kant, filsafat kritisisme merupakan penggabungan antara rasionalisme dan empirisme. Aliran kritisisme ini dikenal pula sebagai kritisisme Kant, karena Kant sebagai penggagas pertama kali yang mengkritik dan menganalisis kedua macam sumber pengetahuan itu dan menggabungkan keduanya. Kemudian, Immanuel Kant, Kilasan Hidup dan Karya-karya utamanya, Immanuel Kant lahir di Konigsberg, Prussia Timur (sekarang Jerman), pada tanggal 22 April 1724. Lahir sebagai anak keempat dari enam bersaudara Ayahnya, berdarah Skotlandia. Ibunya, berdarah Jerman. Orang tua Kant adalah seorang pembuat pelana kuda dan penganut setia gerakan Pietisme. Selama 80 (1804 w) tahun hidup, Kant banyak melahirkan karya-karya di antaranya yaitu: (1) 1781 karangannya tentang kritik atas rasio murni. (2) 1788 karangannya tentang kritik atas rasio praktik. (3) 1790 karangannya tentang kritik atas rasio daya pertimbangan/putusan, dan Epistemologi kritisisme Immanuel Kant, pemikiran Immanuel Kant dalam bidang epistemologi sepenuhnya tercurah dalam karyanya yang berjudul Critique of Pure Reason. Pemikiran Kant tersebut menginspirasi banyak filsuf setelahnya untuk menyajikan gagasan tentang pengetahuan manusia.
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Agerholm, Frank Juul. "Immanuel Kant: Om pædagogik." Tidsskrift for Professionsstudier 17, no. 33 (October 29, 2021): 116–21. http://dx.doi.org/10.7146/tfp.v17i33.129172.

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Veríssimo Serrão, Adriana. "Immanuel Kant, Kant's Vorlesungen." Philosophica: International Journal for the History of Philosophy 6, no. 11 (1998): 185–89. http://dx.doi.org/10.5840/philosophica199861114.

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Dissertations / Theses on the topic "Immanuel Kant"

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Moskopp, Werner. "Struktur und Dynamik in Kants Kritiken : Vollzug ihrer transzendental-kritischen Einheit /." Berlin : W. de Gruyter, 2009. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9783110212327.

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Hall, Bryan. "Kant, realism, and anti-realism (Immanuel Kant)." Diss., Connect to online resource, 2005. http://wwwlib.umi.com/dissertations/fullcit/3178361.

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Sturm, Thomas. "Kant und die Wissenschaften vom Menschen /." Paderborn : mentis, 2009. http://deposit.d-nb.de/cgi-bin/dokserv?id=3071423&prov=M&dok%5Fvar=1&dok%5Fext=htm.

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Chérif, Taoufik. "Esthétique et critique chez Kant /." Tunis : Faculté des sciences humaines et sociales, 1995. http://catalogue.bnf.fr/ark:/12148/cb361795320.

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Saykham, Voladet. "Das Menschenrecht bei Immanuel Kant." Doctoral thesis, [S.l. : s.n.], 2001. http://deposit.ddb.de/cgi-bin/dokserv?idn=963697374.

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Santozki, Ulrike. "Die Bedeutung antiker Theorien für die Genese und Systematik von Kants Philosophie eine Analyse der drei Kritiken." Berlin New York de Gruyter, 2004. http://deposit.d-nb.de/cgi-bin/dokserv?id=2866198&prov=M&dok_var=1&dok_ext=htm.

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Park, Kap Hyun. "Kant über das Erhabene : Rekonstruktion und Weiterführung der kritischen Theorie des Erhabenen Kants /." Würzburg : Königshausen & Neumann, 2009. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9783826038198.

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Goy, Ina. "Architektonik oder die Kunst der Systeme : eine Untersuchung zur Systemphilosophie der "Kritik der reinen Vernunft" /." Paderborn : Mentis, 2007. http://www.ulb.tu-darmstadt.de/tocs/192403095.pdf.

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Dieringer, Volker. "Kants Lösung des Theodizeeproblems : eine Rekonstruktion /." Stuttgart-Bad Cannstatt : Frommann-Holzboog, 2009. http://deposit.d-nb.de/cgi-bin/dokserv?id=3085457&prov=M&dok_var=1&dok_ext=htm.

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Wunderlich, Falk. "Kant und die Bewusstseinstheorien des 18. Jahrhunderts /." Berlin : W. de Gruyter, 2005. http://catalogue.bnf.fr/ark:/12148/cb399660972.

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Books on the topic "Immanuel Kant"

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Höffe, Otfried. Immanuel Kant. Berlin: Akademie Verlag, 2011. http://dx.doi.org/10.1524/9783050056180.

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Höffe, Otfried, ed. Immanuel Kant. Berlin: Akademie Verlag, 2011. http://dx.doi.org/10.1524/9783050057392.

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Dudley, Will, ed. Immanuel Kant. Durham: Acumen Publishing Limited, 2009. http://dx.doi.org/10.1017/upo9781844654758.

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Gulyga, Arsenij. Immanuel Kant. Boston, MA: Birkhäuser Boston, 1987. http://dx.doi.org/10.1007/978-1-4684-0542-2.

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Günter, Schulte. Immanuel Kant. Frankfurt: Campus Verlag, 1991.

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Immanuel Kant. Albany: State University of New York Press, 1994.

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Klemme, Heiner. Immanuel Kant. Frankfurt am Main: Campus, 2004.

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Uwe, Schultz. Immanuel Kant. Reinbek bei Hamburg: Rowohlt Taschenbuch Verlag, 2003.

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Schlüter, Wolfgang. Immanuel Kant. München: DTV, 1999.

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Arthur, Ripstein, ed. Immanuel Kant. Aldershot, Hants, England: Ashgate, 2008.

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Book chapters on the topic "Immanuel Kant"

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Malter, Rudolf. "Immanuel Kant." In 439094, 124–33. Stuttgart: J.B. Metzler, 2017. http://dx.doi.org/10.1007/978-3-476-04506-5_26.

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Koßler, Matthias, and Margit Ruffing. "Immanuel Kant." In Schopenhauer-Handbuch, 215–20. Stuttgart: J.B. Metzler, 2018. http://dx.doi.org/10.1007/978-3-476-04559-1_17.

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Kirkland, Frank M. "Immanuel Kant." In Contributions to Phenomenology, 377–82. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-017-5344-9_85.

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Herrmann, Douglas J., and Roger Chaffin. "Immanuel Kant." In Recent Research in Psychology, 195–205. New York, NY: Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4612-3858-4_23.

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Gerhardt, Volker. "Kant, Immanuel." In Metzler Philosophen Lexikon, 438–45. Stuttgart: J.B. Metzler, 1995. http://dx.doi.org/10.1007/978-3-476-03642-1_145.

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Hamel, Jürgen. "Kant, Immanuel." In Biographical Encyclopedia of Astronomers, 1156–58. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4419-9917-7_741.

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Makkreel, Rudolf A. "Immanuel Kant." In A Companion to Hermeneutics, 348–53. Hoboken, NJ: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781118529812.ch41.

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Prinz, Katharina. "Kant, Immanuel." In Kindlers Literatur Lexikon (KLL), 1. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_9658-1.

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Hirsch, Philipp-Alexander. "Kant, Immanuel." In Encyclopedia of the Philosophy of Law and Social Philosophy, 1–8. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-007-6730-0_431-1.

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Heijden, Petra, Ian T. Durham, İhsan Fazlıoğlu, Narahari Achar, Jürgen Hamel, Adriaan Blaauw, Petra G. Schmidl, et al. "Kant, Immanuel." In The Biographical Encyclopedia of Astronomers, 610–11. New York, NY: Springer New York, 2007. http://dx.doi.org/10.1007/978-0-387-30400-7_741.

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Conference papers on the topic "Immanuel Kant"

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"Reflections on Beauty: Immanuel Kant and Semir Zeki." In Nov. 29-30, 2016 London (UK). ICEHM, 2016. http://dx.doi.org/10.15242/icehm.ed1116072.

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Baranova, E., and V. Vereshchagin. "Virtual reconstruction of Immanuel Kant's house in Konigsberg of the 18th century." In Historical research in the context of data science: Information resources, analytical methods and digital technologies. LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1833.978-5-317-06529-4/361-365.

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The article is devoted to the possibilities of virtual reconstruction of historical objects on the example of the house of I. Kant in Konigsberg. Using the method of 3D modeling, based on written sources, engravings, paintings, rare photo sources, memories, it was possible to recreate a realistic model of the house of I. Kant, its exterior and interior. Our work as part of the large project “Virtual Kant” allowed us to reconstruct one of the most significant objects in the life of I. Kant
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Rahmanita, Myrza. "The Aesthetics of Nature Tourism Through the Philosophical Perspective of Immanuel Kant." In 2nd International Conference on Tourism, Gastronomy, and Tourist Destination (ICTGTD 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictgtd-18.2018.42.

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Budarina, Anna, Olesya Parakhina, and Kseniia Degtyarenko. "STEAM-approach to Teacher Training at the Immanuel Kant Baltic Federal University." In IFTE 2021 - VII International Forum on Teacher Education. Pensoft Publishers, 2022. http://dx.doi.org/10.3897/ap.5.e0193.

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Martynenko, Elena. "CONCEPT OF PEACE IN THE GERMAN CLASSICAL PHILOSOPHY. IMMANUEL KANT AND HIS TREATISE �TO THE PERPETUAL PEACE�." In 4th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2017. Stef92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/hb21/s06.026.

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Özkar, Melek. "SİNEMADA “ZAMAN”I YENİ BİR BAKIŞLA GÖRMEK." In 2. Uluslararası Sinema Sempozyumu. Yakın Doğu Üniversitesi İletişim Araştırmaları Merkezi, 2022. http://dx.doi.org/10.32955/neuilamer2022-03-0214/ch04.

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Zaman nedir, neye göre belirlenir ve nasıl algılanır? Bu konuda pek çok filozof görüşünü ortaya koyar. Platon ve onun öğrencisi olan Aristoteles zaman olgusuna yönelik düşüncelerini belirten Antik Çağ Yunan filozoflarından ikisidir. Platon için zaman bütün yaşam boyunca etkin olan ve geçmiş, şimdi ve gelecek düşüncelerini barındıran sürekli bir değişim halidir. Aristoteles için zaman, içindeki “şimdiki-an”a şüphe ile bakılması gereken bir durumdur. Augustinus ise zamanı Tanrı’nın var ettiği görüşünü ortaya koyar. Martin Heidegger ise zamanı fiziksel bir gerçekliğe oturtmaya çalışır. Immanuel Kant, zaman olgusunun öznelliğine ve idealliğine vurgu yapar. Zamanı akan bir durum olarak kabul etmeyen Nietzsche de zamanın döngüselliğine değinir. Descartes, zaman olgusunun hareketin bir ölçüsü olduğu fikrini öne sürerken Locke bu görüşe karşı çıkar. Newton ise “mutlak zaman” kavramını literatüre ekler ancak Leibniz nedensellik ilkesini yok ettiği gerekçesi ile “mutlak zaman” kavramına karşı çıkar. Hegel de zaman olgusunun varlığını insan varlığına dayandırır. Bergson “Kronolojik olmayan zaman” kavramıyla dikkat çeker. Bergson’un düşüncelerinden etkilenen Deleuze ise hareketin “şimdi”ye işaret ettiğini belirtir. Bazen hızla akıp gittiği bazen de bitmek bilmediği düşünülen zaman sinema için değerlidir. Her film uzun ya da kısa belli bir zaman dilimi içinde yer alır ve bu da süre olarak ifade edilir. Ayrıca filmler zaman olgusuna müdahale edebilecek bir altyapıya da sahiptir. Öyküler kimi zaman doğrusal bir zaman içerisinde ilerlerken kimi zaman da geri dönüşler ya da ileri atlamalarla sunulabilir. Yansıtılan duruma göre zaman durdu sanılabilir ya da çok daha hızlı aktığı düşünülebilir. Kimi durumlarda da zaman, öykü içeriğinde kritik bir öneme sahip olabilir. Öncelikle zaman olgusunun ne olduğuna ilişkin felsefi görüşlere yer verilen bu çalışma ile zaman olgusunun sinemada nasıl farklı biçimlerde yansıtılabileceği ortaya konulmaya çalışılmıştır.
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Chaparro Parada, Luis. "Sincronía entre el pensar, el hablar y el hacer en la ingeniería." In Nuevas realidades para la educación en ingeniería: currículo, tecnología, medio ambiente y desarrollo. Asociación Colombiana de Facultades de Ingeniería - ACOFI, 2022. http://dx.doi.org/10.26507/paper.2292.

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Para algunos filósofos la madurez mental se refleja en la armonía entre lo que se piensa y lo que se hace, es el caso de Immanuel Kant filósofo Alemán de la época de la ilustración propuso, entre muchas cosas, que la minoría de edad consiste en la incapacidad de servirse de su propio entendimiento sin la conducción de otro, e invita a tener el Valor de servirnos de él, de nuestro propio entendimiento, extrapolando estas hermosas palabras a nuestro contexto universitario en donde interactuamos con futuros ingenieros en una gran proporción entre los 17 y los 23 años, y en un gran número de casos con una problemática que no radica en la falta de entendimiento sino en la decisión y el valor para servirse de el con autonomía, podría pensarse en la inseguridad como una posible razón, pero no podemos dejar de lado el pensar en que la influencia que ejercen los demás es una fuerza muy poderosa que no se puede ignorar. Evidenciar la armonía existente entre lo que se piensa, se dice y se hace fue el propósito principal del experimento, entendiendo que la falta de ella representa una problemática relevante para nuestro país. Es así como para clase de gestión de proyectos que imparto en el programa de ingeniería industrial de la universidad Santo Tomas Seccional Tunja diseñe un experimento que permitiera evidenciar la dicotomía existente en esos momentos (pensar, decir y hacer). El experimento de tipo social fue diseñado para una clase presencial de tres horas, en la que antes del ingreso de los estudiantes se colocó una pequeña cámara de video de tal manera que no fuera vista por ellos, y al inicio de la clase se trataron temas relacionados con la corrupción en proyectos públicos y privados, sus afectaciones, que en muchos casos (generalmente de tipo público) desde el inicio ya vienen siendo permeados por malas prácticas incluso generadas por nuestros gobernantes o por los ejecutores de los proyectos, casos como el de Odebrecht, el ministerio de las TIC con el internet para zonas rurales, entre otros, la exposición se dio motivando la participación con puntos positivos para aquellos que expresaran su punto de vista, lo cual fue todo un éxito pues la mayor parte de la clase intervino, esta primera fase duro una hora, posterior vino una segunda fase que consistió en la realización de un Quiz de mediana complejidad, una vez dictados los puntos me retire del salón de clase por un tiempo prolongado, alrededor de 40 minutos en los cuales la cámara de video sin que ellos se percataran grabo las actuaciones de los estudiantes dejando en evidencia para muchos la “copia” realizada, y por ultimo una tercera fase de reflexión que consistió en primer lugar la confrontación de la participación dada en la primera fase, versus el actuar en la tercera para ratificar la sincronía entre lo que se piensa, se dice y se hace.
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