Clara Campoamor was elected deputy in her country for the Radical Party, which she had joined because it was “republican, liberal, secular and democratic”, values of her ideology which she determined to represent since a very young age. It took her 43 years to achieve that representation, to which she acceded even before being able to vote, without godfathers, without quotas, without cheating.
The second half of the 19th century is also known as the era of the Pax Britannica. That period saw the development of the classical naval thought and is related to the presence of global ties, imperialism, competition between the great powers and the emergence of early navalism. The presentation proposes a fresh view that seeks to establish the connections between the ideological, political and technological context with naval thought in an era of globalization and to the similarities with today.
La Cátedra Lord Acton fue una iniciativa conjunta entre Acton Institute USA y UCEMA, y tendrá su primer encuentro en septiembre, bajo la coordinación de Alejandro Chafuen (Ph.D.), managing director international COMA, Acton USA. Este espacio busca promover el debate de ideas, la formación humanística y las ideas de la sociedad abierta. La Cátedra Lord Acton será coordinada por Acton USA, quién sugerirá los expositores, contando para ello con el apoyo del Instituto Acton Argentina.
Dr. Guido will speak about the political career of Álvaro Alsogaray and his struggle for the dissemination of liberal ideas in the second half of the 20th century in Argentina. And about his trajectory in the party and the doctrinal sources on which he was based.
El Rev. Robert A. Sirico es destacado intelectual estadounidense, co fundador del Acton Institute de Estados Unidos. Autor de diversos trabajos como el reciente libro “En defensa del libre Mercado”, como presidente de Acton Institute Sirico es un conferencista habitual en universidades, escuelas y organizaciones empresarias sobre temas religiosos, políticos, económicos y sociales. También publica de manera habitual en destacados medios como New York Times, Wall Street Journal, Forbes, London Financial Times, etc.
Reforms to the system are being proposed permanently, but without oscillating between emotional pessimism and optimism, a just and fair diagnosis must be made on which are the main difficulties, among them: the cultural horizon of knowledge as passive information; forgetting the freedom of teaching; the problem of official diplomas; the union problem; the classroom problem; the criticism of instrumental reason confused with the criticism of the free market; the problems of international regulations; the quasi-contempt for the informal educational system.
The founder of Junior Achievement Argentina, Eduardo Marty, passed through the seminar on Educational Freedom at UCEMA, to speak about the role of the State in Education.
The irruption of AI, the Machine Learning and the Big Data are accelerating the process to have artificial tutors that will permit the development of Home Schooling. But these opportunities come with great challenges and risks for freedom. This was the topic of the talk given by Agustín Etchebarne, director of the Freedom and Progress Foundation, in the UCEMA seminar on Educational Freedom.
Nueva edición de la Cátedra Lord Acton UCEMA en donde los destacados economistas Daniel Lacalle, Nicolás Cachanosky e Ignacio de Posadas Montero analizarán el reciente retorno del proceso inflacionario en los Estados Unidos a partir de los siguientes disparadores: ¿A qué se debe este aumento? ¿Debemos esperar que la inflación vuelva a bajar o que se mantenga en nuevos niveles? ¿Es sólo un efecto de las políticas monetarias y fiscales en reacción al COVID-19?
Knowledge has the central characteristic of provisionality subject to refutations, in science there is no such thing as verification but transitory corroboration. Dogmatisms are equivalent to ideologies in the most generalized sense of the term, which means the matter is finished, closed and unassailable. The freedom of expression, the absence of curricular impositions and the counter-incentives generated by the tragedy of the commons conspire against education as a transmission of values of reciprocal respect.