There was, without a doubt, a Phoenician and Punic literature. Very little of it is extant, but we have enough of it to gauge the great loss. Lacking the advantage of its own manuscript tradition and later cultures devoted to it, Phoenician literature was not systematically preserved, unlike that of the Greeks, Romans, and Israelites. What we have are small pieces that surface among the Classical literary corpus. Despite these unfavorable conditions, an impressive range of literary genres is attested, concentrated in particular genres. Some of this literature aligned with broader ancient Near Eastern tradition: cosmogony, foundation stories, historical records, and other areas that correspond with Phoenician expertise (travel accounts or itineraries, agricultural treatises). Other genres were likely adopted through Greek influence (narrative histories, philosophy). Moreover, from Hellenistic times onward, works by Phoenician authors had to be written and transmitted in Greek in order to survive. Nonetheless, the chapter cautions that we should not lightly categorize them as merely “Greek” literature, at least in the cases in which we know the authors are Phoenicians (including Carthaginians) writing about Phoenician matters.
El presente estudio tiene como objetivo analizar los aportes académicos para el desarrollo del pensamiento crítico en estudiantes de educación superior. La metodología que se usó fue una revisión sistemática con nivel descriptivo, utilizando el método de Declaración PRISMA, empleando la búsqueda en las bases de datos online de Scopus, EBSCO, ProQuest y ERIC. En la revisión se tuvo en cuenta el perfil del docente universitario, estrategias didácticas, habilidades para el desarrollo del pensamiento crítico y el contexto adecuado para su fortalecimiento. Se realizó el análisis de 13 artículos científicos, de los cuales 5 artículos fueron de diseño no experimental descriptivo, 5 cuasi-experimentales y 3 de diseño mixto. Se concluyó que el desarrollo del pensamiento crítico es necesario en la educación superior, pues es considerada como una habilidad indispensable para enfrentar los retos en un mundo globalizado y también permite al docente y al estudiante, desenvolverse dentro de un proceso de enseñanza-aprendizaje que exige claridad, eficacia, precisión y equidad en la resolución de problemas.
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