The aim of this paper to present an extended variant of the multi- valued contraction principle. Under the classical assumptions considered by Nadler (1969) and Covitz and Nadler (1970) (i.e., the completeness of the metric space (X,d) and the contraction assumption on a self multi-valued operator on X having nonempty and closed values) several other conclusions with respect to the fixed point problem are presented.
The genealogical investigation of the complex identities that adopts the university educational subject assumes the pertinence of the reflection on the meaning of public education and daily education, and this reflection takes part of the interpellation to the disgregated thought imposed by the modern episteme. The present essay approaches this perspective, putting attention to the scenes of insufficient performance of the educational subject in his intellectualistic roll either inside or outside the educational institutions, as well as to the imminent appropriation of our interculturality like emancipation act that asks for the fusion between the individual subject and the collective subject and reconstructs the discourse on the social relevance of university knowledge. Against this background we visualize the feasibility of new discursive forms in the communicational language, like a proposal to revitalize the every-day view within the process of formation in the university institutions.