This article analyzes the results of research carried out to explore how do we approach the solution to moral dilemmas, to understand its repercussions on the understanding of ethical and moral training, and its contributions to education of soft-skills in the education system. Nurtured by research such as ICCS - 2016, this study describes concerns related to the justification of dictatorships, mistrust in state justice, and the lack of sympathy for the failure of others. This inquiry leads us to acknowledge the contributions of moral philosophy, moral psychology, and neuroscience, to learn about the most appropriate way to implement transversal-skills education, as well as ethical and moral training, nevertheless, this time from the emotional and rational point of view. This is an interesting approach given the situation of societies such as Chile, which are currently rethinking the democratic foundations left by the former civic-military dictatorship.

¿EXISTEN DIFERENCIAS ENTRE EL RAZONAMIENTO DE LOS ESTUDIANTES DE MATEMÁTICAS Y EL DE LA POBLACIÓN GENERAL? LA TEORÍA DUAL DE RAZONAMIENTO Y LA TAREA DE SELECCIÓN DE WASON

In this article we claim that there is a pluralistic ontological perspectivism inherent to Baruch Spinoza’s philosophy. The relationship between his general theory of the composition of bodies and the concepts of affection, immanence, power, and multitudo is essential for the constitution of this notion. The aim of this analysis is the inner foundation of the concept of points of view: it is impossible to think of it as an epistemological feature of an isolated individual, but it is also not possible to unify it by means of a common property. Consequently, Spinozist ontological perspectivism implies a pluralistic theory of points of view which circumvents the problems posed by the closure of the One-All model. En este artículo defendemos la existencia de un perspectivismo ontológico pluralista inherente a la filosofía de Baruch Spinoza. Indispensable para la constitución de esta noción es la relación establecida entre su teoría general de composición de los cuerpos y los conceptos de “afecto”, “inmanencia”, “potencia” y “multitud”. El objetivo de este análisis es una fundamentación interior del concepto de “puntos de vista”: es imposible pensarlo como una característica epistemológica de un individuo aislado, pero tampoco es posible unificarlo mediante el postulado de una propiedad común. En consecuencia, el perspectivismo ontológico espinosista implica una teoría del punto de vista pluralista que elude los problemas planteados por la clausura del modelo Uno-Todo.

The standardization of Initial Teacher Education (ITE) poses particular challenges for disciplines with a strong critical-reflective orientation, such as Philosophy Teacher Education. This study analyzes the results of the 2024 National Diagnostic Assessment (NDA) administered to students enrolled in Philosophy Teacher Education programs in Chile. Its main objective is to identify the principal strengths and weaknesses of teacher preparation and to examine whether performance patterns vary by institutional type, administrative dependency, or gender. A quantitative, comparative, and cross-sectional design was employed using official census data from the Chilean Ministry of Education. The analysis included 102 preservice philosophy teachers evaluated across nine pedagogical standards. Descriptive statistics and Mann–Whitney U tests were used to examine group differences. The findings reveal a clear structural pattern. The highest achievement was observed in Standard 10 (Professional Ethics) (M = 0.81), whereas the lowest corresponded to Standard 5 (Respectful and Organized Learning Environment) (M = 0.48). These results should be interpreted as an absence of evidence of differences rather than as evidence of homogeneity within Chilean Philosophy Teacher Education. More broadly, they point to a tension between the technical demands of standardized teacher education and the critical-reflective vocation of philosophical education. Although future philosophy teachers show solid ethical knowledge, their preparation appears weaker in translating these principles into effective classroom practice. Thus, the main limitation lies in insufficiently integrating ethical reflection with practical pedagogical competence.