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Historia de la pedagogía

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    ABSTRACT: The aim of this paper is to describe Dewey’s reception in the Spanish-speaking countries that constitute the Hispanic world. Without any doubt, it can be said that in the past century Spain and the countries of South America have been a world apart, lagging far behind the mainstream Western world. It includes a number of names and facts about the early translation of Dewey’s works in Spain, Chile, Cuba, Mexico and Argentina in the first half of the century and a brief explanation of the decline of Dewey in the second half. To a great extent, Dewey’s conception of education was immersed in the international movement of reform that started at the turn of the century and would eventually slowly but surely, renovate the structure of the educational system throughout the entire century, including that of South America. But it is equally clear that the Spanish-speaking countries have displayed a general ignorance of Dewey and, by extension, of American pragmatism during most of the century. In spite of mutual incomprehension, a deep affinity between Dewey’s pragmatism and Hispanic philosophy is suggested in this paper, anticipating that the gradual process of democratization of Spain and the Hispanic countries of South America may be in some sense related to the rediscovery of Dewey and to the application of his key ideas in education. After decades of neglect of Dewey and of his contribution, there is a strong feeling not only that his conception of things is important to understand the last century but that Dewey – along with Peirce and other American classical pragmatists – may very well prove to be a key thinker for the XXIst century also in the Hispanic world. Along this vein, the recent resurgence of pragmatism can be understood not as the latest academic fashion but the occasion to start to close the gap between the two worlds.
    Studies in Philosophy and Education 10/2005; 24(6):437-453. · 0.39 Impact Factor
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    ABSTRACT: It would be possible to be affirmed that the most of the educational goals that modernity assumes, they settled down from the Renaissance. The postmodern age, in its critic to the modern period, demands the recovery of some losses. At the time of fast changes as it happens in the Renaissance, the Humanism originates a fruitful debate. According to the authors protagonists, the controversy became a dialogue plenty of common questions to which we find in the contemporary discussion. The reflection on the thought of one of the most representative and well-known authors, Comenio, it serves to think on the encounter of traditions in Philosophy of Education. He is a thinker who supplies the basis for his educational practice on a Philosophy of education and projects a reform to confront some problems that in the essential are repeated today. Se podría afirmar que gran parte de los fines educativos que la modernidad asume, se apuntaron desde el Renacimiento. La edad postmoderna, en su crítica al periodo moderno, reclama la recuperación de algunas pérdidas. En una época de cambios rápidos como la renacentista, el humanismo suscita un debate de provecho. Según los autores protagonistas, la polémica se convirtió en un diálogo cargado de cuestiones, comunes a las que nos encontramos en la discusión contemporánea. La reflexión sobre el pensamiento de unos de los autores más representativos y conocidos, Comenio, nos sirve para analizar el encuentro de tradiciones en Filosofía de la Educación. Es un pensador que fundamenta su práctica educativa en una Filosofía de la educación y proyecta una reforma para afrontar algunos problemas que en lo esencial se repiten hoy.
    Studies in Philosophy and Education 02/2006; 25(1):47-60. · 0.39 Impact Factor

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