Alonso Stuyck, Paloma

Given the development of artificial intelligence (AI) and the conditions of vulnerability of large sectors of the population, the question emerges: what are the ethical limits of technologies in patient care? This paper examines this question in the light of the “language of nature” and of Aristotelian causal analysis, in particular the concept of means and ends. Thus, it is possible to point out the root of the distinction between the identity of the person and the entity of any technology. Nature indicates that the person is always an end in itself. Technology, on the contrary, should only be a means to serve the person. The diversity of their respective natures also explains why their respective agencies enjoy diverse scopes. Technological operations (artificial agency, artificial intelligence) find their meaning in the results obtained through them (poiesis). Moreover, the person is capable of actions whose purpose is precisely the action itself (praxis), in which personal agency and, ultimately, the person themselves, is irreplaceable. Forgetting the distinction between what, by nature, is an end and what can only be a means is equivalent to losing sight of the instrumental nature of AI and, therefore, its specific meaning: the greatest good of the patient. It is concluded that the language of nature serves as a filter that supports the effective subordination of the use of AI to its specific purpose, the human good. The greatest contribution of this work is to draw attention to the nature of the person and technology, and about their respective agencies. In other words: listening to the language of nature, and attending to the diverse nature of the person and technology, personal agency, and artificial agency.

The purpose of this study is to determine if the DHI model (DHI for its acronym in Spanish: "Desarrollo Humano Integral") affects the development of motivational quality, considering that the nature of the DHI model is integrative, as it connects the intellectual and the emotional aspects of the human being, inner disposition and external behavior, the intrapersonal and the interpersonal, and the short and the long term. Considering the above, the hypothesis of this work is that the integrative nature of the DHI model increases the probability of successfully facing the process of forming habits, and reduces the risks of abandonment, typical of an emotional, no-effort society. In the broad context of healthy lifestyle development programs, this article highlights the Integral Human Development model due to its richness and novelty. First, we describe four of the challenges that the DHI methodology faces. Second, we present the results of the assessment performed over its effectiveness, its implementation, and its four pedagogical components: motivation, reflection, perseverance in Specific, Attainable, and Measurable goals (CAM goals for its acronym in Spanish: "Concretas, Accesibles, Medibles"), and good environment. This assessment consisted of a quantitative and a qualitative analysis of the results on the application of a tool developed for this study (with proven reliability and construct validity) to a sample of 66 teachers from 5 schools where the DHI model had been implemented for more than one year through the Integrated Training Operating System (SOFI, for its acronym in Spanish: "Sistema Operativo de Formación Integrado"). The pedagogical component good environment is relevant in the DHI methodology; therefore, we examine such methodology with the perspective of a new concept called motivational quality. This concept is now presented and refers to the proportion of intrinsic, extrinsic, and transcendent motivation that motivates a behavior. The conclusion is that a greater proportion of transcendental motivation contributes in a particularly effective way to the permanence of habit and, therefore, to the development of healthy lifestyles. The civil association Desarrollo Humano Integral A.C. (DHI) has created a model for the formation of healthy habits. The DHI model is not an educational program methodology, but a methodological structure (know-how) of multiple programs aimed at specific population sectors. In the school sector, DHI has implemented the Integrated Training Operating System (SOFI) and a 26-book collection for teachers and students named Be happy building values ("Para ser feliz forjando valores" in Spanish) throughout 13 grades of primary education: 4 grades of preschool, 6 grades of elementary school, and 3 grades of middle school. In the social sphere, in companies and civil society organizations, DHI A.C. has developed the "Health Values and Physical Education program" and its predecessor, "Healthy Habits".