Progress in medicine and artificial intelligence.

This essay challenges the idea of progress as technological development in relation to medicine by focusing on people rather than things. It analyzes how the prevalence of such an idea of progress leads contemporary societies to a technofetishism that degrades community life and medical practice, contributing to the medicalization of social life. It is argued that the realization of technological potentialities depends on their forms of use, that the main motive of technological development is unlimited profit, and the priority developments are those that enhance social control which maintains the status quo.

Progress in medicine and artificial intelligence.

This essay questions, with regard to medicine, the idea of progress as technological development by focusing on people rather than things. It analyzes how the predominance of such an idea of progress converts today's societies to techno-fetishism that degrades community life and medical practice, contributing to the medicalization of social life. It is argued that the realization of technological potentialities depends on their forms of use; that the main motive of technological development is unlimited profit and that priority developments are those that enhance the social control that maintains the status quo.

Evolution and disease.

This essay questions evolutionary or Darwinian medicine for its uncritical adherence to evolutionary theory to explain diseases, which leaves aside the very vital process that transformed an "inert planet" into a "living one" where the nascent biological order subordinated the physicochemical one to prevail. The biological order is comparable to an "infinitely diverse harmonic concert", which has created and recreated, for eons, the environments conducive to its own permanence and evolution. The arrival of homo sapiens meant the cultural order emergence, which progressively supplanted, in its effects, the biological order by causing drastic and vertiginous changes in the planetary ecosystem that silenced the evolutionary process "without time to manifest".

The causality-chance binomial: explanatory principle of scientific knowledge in medicine?

This essay questions mathematical truths as an explanatory principle of the medical scientific knowledge. It analyzes, in the first place, the current concept of normality based on a distribution of probabilistic values and its limitations and mistakes to capture the complexity of the human condition are highlighted. The closed systems (gambling) origin of the theory of probabilities and the binomial causality-chance are compared with open systems typical of the complexity of the vital process, and their extreme differences are argued.

Educación y conocimiento liberador.

This essay begins with an aphorism on education: "forger of the liberating forces towards the progress of the human condition", in its spiritual, intellectual, moral and convivial connotation in harmony with the planetary ecosystem (dignifying progress). It highlights the coincidence of the highest historical levels of professional education with the extreme degradation of Western culture, which reveals the role of education that favors passivity in the face of knowledge and the prevailing order. The characteristics of passive education are contrasted with those of participatory education based on the development of critical thinking.

[Colonialism and medical education: educare or educere?].

En este trabajo se recuperan las raíces latinas de la educación, educare y educere, y se muestran sus respectivas equivalencias con la educación pasiva y la educación participativa. Se da cuenta del predomino histórico de la educación pasiva (educare) y su implantación en los países colonizados. Se plantea que el papel de la educación pasiva en la reproducción de los rasgos degradantes de las sociedades actuales (ethos), como el individualismo, la pasividad política y la competitividad, es la razón de su predominio, así como su contribución al control de conciencias que encubre el colapso civilizatorio en curso.

Revelaciones de la pandemia de COVID-19.

"Societies unveil their entrails during a crisis and hide or conceal them in normal situations" is the premise of this essay that offers a propositional critique of the foundations of civilization by characterizing some revelations from the COVID-19 pandemic that seriously compromises the globalized world. Especially the neoliberal myth as the only way of human progress, and technological development as the essence of social progress and main reason for scientific research. Among the significant revelations is the dismantling of the Welfare state and public health services, which render the population's vulnerability in the face of pandemics.

Colonialism, science, and health.

In addition to genocide, slavery, and the dispossession of indigenous people, colonialism, as a form of control, meant the suppression of traditional knowledge. The imposition of Christianity, the modern Western paradigm, and modern science that followed perpetrated this suppression. The universal role held by modern science is supported neither by epistemic nor social aspects.

Criticism of mechanistic causality in life sciences.

The reductionist empiricism (RE) underlying the current scientific habitus by imposing mechanistic causality (MC) as an explanatory principle of life sciences has obscured the understanding of the life process by equating it with that of a machine. The shapes ideas can take within knowledge are analyzed: as paradigms (anthropocentric and of disjunction, reduction and simplification), implicit logics of human ways of thinking and acting, and as comprehensive-explanatory theories. It is proposed that, by dismissing the ideas, the RE supplants the biological significance of what is observed by the statistical significance of the MC and the linear and probabilistic mathematics.

La crítica y la educación médica: hacia un conocimiento liberador. Parte II.

The critique of medicine begins at unveiling and specifying its network of predominant logics, ideas and practices: logics of disjunction and reductionism; the health-disease binomial; the natural history of the disease; the medicalization of social life; the dehumanizing technologization of medical practice and reductionist suppressive medicine. It goes on to argue about its role as agents of domination of limitless profit interests and as an expression of the power of the health industry, justifying itself with the proposal of alternatives tending to overcome that network: transdisciplinarity and the concept of organism as hierarchical totality and interacting with its environment, with respect to disjunction and reductionism; the cultural history of the disease in relation to the health-disease binomial and the dehumanizing technologization; good living, the search for spiritual, intellectual, moral and coexistence growth as meaning of human life, as an alternative to the medicalization and antidote of degrading traits and stimulating medicine of the endogenous healing forces of the organism whose foundation of possibility and credibility is the placebo effect as an alternative to suppressive therapy for non-communicable chronic conditions, based on the pharmacological effect with unfailing side effects. It concludes that without an education based on critique, liberating knowledge would hardly accompany and guide the various social groups in the search for an inclusive, pluralistic, egalitarian, fair, solidary and caring of the planetary ecosystem world.

[La crítica y la educación médica: hacia un conocimiento liberador. Parte I].

This essay defines the current moment as a civilizatory collapse, consequence of the dominance of limitless profit interests, which has been possible due to the insensitivity and permissiveness of most of the population in the face of extreme social and ecosystemic degradations. In the background of such "anesthesia" there is the predominant education and its key role in the reproduction of prevalent social ideas and practices and in the perpetuation of degrading traits: individualism, exclusionary specialization, passivity, competitiveness, consumerism and vulnerability to media manipulation. With this intellective and interpretive framework, the concept of deep and creative critique was updated in order to deepen the critique of medical education, allowing for the differentiation and contrast of two radically different types of education.

[Medicina supresora y medicina estimulante: una mirada penetrante de la práctica médica].

La teoría de la medicina supresora (MS) y la medicina estimulante (ME) destaca dos formas radicalmente distintas de entender la enfermedad y de enfrentarla. Para la MS es un objeto extraño o ajeno al organismo que hay que disminuir o destruir (suprimir); para la ME es un trastorno de la armonía interna que requiere fortalecer o avivar el organismo para restablecerla (estimular). En la medicina moderna, el poder de la industria de la salud favorece el predominio de la MS, por su alta rentabilidad, y la marginación de las medicinas alternativas (MA), poco rentables que, al igual que la vacunación o las terapias sustitutivas y regenerativas, son formas de ME.

[Cultural order, disease and health care].

With the appearance of Homo sapiens, the biological order was gradually replaced by the anthropocentric cultural order (CO), in which traditions, appreciations, preferences and desires for possession and domination guided their interactions with nature (predation or care), within the group (ranks, classes) and with others groups (commerce, wars). Current CO, characterized by unlimited profit interests, extreme wealth concentration and inequality where moral degradation hits rock bottom and planetary ecosystem is devastated, shows a collapsed civilization with a background of a global media controlled anesthetized societies. Regarding the health field, control works by prevalent ideas and practices: sickness as a strange object to the body, health as an imperative vital ideal and technologically based suppressive medicine shaping life's medicalization, main control "device" and health industry support.

[Education in our time: competency or aptitude? The case for medicine. Part II].

Part II is focused on participatory education (PE), a distinctive way to understand and practice education in contrast to passive education. The core of PE is to develop everyone's own cognitive potentialities frequently mutilated, neglected or ignored. Epistemological and experiential basis of PE are defined: the concept of incisive and creative criticism, the idea of knowledge as each person's own construct and life experience as the main focus of reflection and cognition.

[Education in our time: competency or aptitude? The case for medicine. Part I].

This paper begins with a statement: It is necessary to characterize the respective society to be able to understand the education's core. Distinctive features of the present-day world lead us to define it as the ruin of a civilization based on limitless financial gain, where education has a passive quality, responsible of maintaining the status quo as well as preserving the degrading attributes of actual societies: individualism, passivity, competitiveness, consumerism and high vulnerability to control and manipulation. About the dilemma: competency or aptitude, these are not synonyms but concepts pertaining radically different approaches to the practice and understanding of education.

[To live well: health care or life project? Part II].

On the basis that life project as the driving force behind the life experience, the quest for human dignity is the way for true progress and the improvement of human condition. It's pointed out the need to be aware of the meaning of life understanding the motives behind our will to live that is the antecedent of life project. The proposed life project is a cognitive adventure, capable of transcending consumerism, individualism and passivity, toward the creation of a more inclusive world where the improvement spiritual, intellectual and moral can be viable.

[To live well: health care or life project? Part I].

To live well is a universal human aspiration as well as the ultimate goal of the services that take care of people's health. In this paper, two different ideas are discussed about how to achieve it: health care and life project. Part I begins with a detailed account of human degradation and the social inequities responsible for the unprecedented social and cultural breakdown of the actual society.

[The role of ideas in knowledge and life sciences].

In this paper about the role of ideas within knowledge, the importance of identifying theoretical problems beyond empirical ones (scientific facts) are emphasized. Theoretical problems arise when we reflect upon what underlies scientific discourse: a) Paradigms that rule logical thought and way of understanding. b) Inveterate beliefs and convictions.

[Scientific reductionism and social control of mind. Part II].

In the second part of this essay, the progressive subordination of scientific endeavor and knowledge of business and profit is pointed out. For instance, the way facts are prioritized over concepts and ideas in scientific knowledge can translate into technological innovation, central to enterprise competitiveness and key to social mechanisms of control (military, cybernetic, ideological). Overcoming the scientific reductionism approach indicates recognizing the need to define progress in another way, one that infuses scientific knowledge with real liberating and inquisitive power.

[Scientific reductionism and social control of mind. Part I].

The first part of this essay starts from the conventional premise of reductionism, which states 'the whole is nothing more than the sum of its parts'. According to scientific reductionism (SR), knowledge of the complex can only be achieved through simpler components, which means complex systems are explained by reduction to its most basic parts. Three kinds of SR are defined: ontological, theoretical and methodological.

[Role of creative discussion in the learning of critical reading of scientific articles].

Objective: To compare two active educational strategies on critical reading (two and three stages) for research learning in medical students.

Material And Methods: Four groups were conformed in a quasi-experimental design. The medical student group, related to three stages (critical reading guide resolution, creative discussion, group discussion) g1, n = 9 with school marks > 90 and g2, n = 19 with a < 90, respectively.

[Participatory education and the development of critical reading in teachers theoretical texts. Multicenter study].

Aim: Determine what the relationship between participation in classroom of students attending courses at the Educational Research and Teacher Education (CIEFD's) and the development of proficiency in critical reading of theoretical texts in education.

Material And Methods: Intervention study, multicenter students (medical specialist) level Diploma in teaching methodology (DMDN) 1 and 2 (n=46 n=29) of the six CIEFD's (DF Siglo XXI, Mexico City La Raza, Nuevo Leon, Sonora, Puebla and Veracruz), period: March to August 2007 and a Masters in education (n=9, generation 2007-2008). Two instruments were constructed that evaluated the participation variables and critical reading of theoretical texts in education, conceptual validity; content and reliability were assessed by experts in education research.

[A comparative study between two academic working environments in residents of family medicine].

Objective: To compare the satisfaction level in the academic working environments (AWE) between the residents of two training primary care units.

Methods: Observational, transversal and comparative study. A previously constructed and validated instrument was applied, it included 30 items that evaluated the AWE with the following indicators: support, satisfaction, participation and respect; the reliability index's instrument was high (Cronbach's alpha is 0.

[Validate an instrument constructed to assess mentorship assessment in master programs].

Background: The mentorship assessment is important to the students. There is not an instrument that evaluates the professors' skills to assess students. Our objective was to build and validate an instrument to evaluate the teaching labor on assessment of Master's degree (MD) students in Education and to compare with other programs of MD.

[Clinical competence of anesthesiology residents in patients requiring hospital care in the specialty hospital "Siglo XXI"].

Introduction: The study of clinical competence is essential because it summarizes the attributes that characterize a specialist capable of providing quality health care

Objective: Investigate the development of clinical competence among anesthesiology residents that care for patients in a tertiary level facility.

Material And Methods: In February 2007 we conducted a cross-sectional study among 42 anesthesiology residents, 21 were in second and 21 in third year. In order to measure the degree of development of clinical competence we created an instrument with four case studies that summarized patients undergoing surgical anesthetic procedure.