Andrés Argüello Parra’s research while affiliated with Universidad Santo Tomás, Bucaramanga and other places

Este documento condensa las reflexiones derivadas del seminario permanente, “Resignificacion de las Humanidades en la Educacion Superior”, realizado por los profesores del Departamento de Humanidades de la Universidad Santo Tomas, Bucaramanga, Colombia, a traves de la lectura del libro Sin fines de lucro: por que la democracia necesita de las humanidades, de Martha Nussbaum (2010). Desde una mirada critica, se revisa el papel de las humanidades y las artes en el aporte a las democracias que estan permeadas, silenciosa y progresivamente, por los modelos de desarrollo economico. Plantea asi, una revision cuidadosa del papel de las humanidades en el contexto de la educacion superior.

This article defines the ethical perspective about alterity in education to human rights startingfrom five theses that are based on the life trajectory of Rodolfo Stavenhagen (1932-). These thesis are developed by emphasizing the author's "biographical logic", i.e., the distinctive marks that can be find during the conformation process of his socio-political contributions as a public intellectual, analyzing these from theoretical resources that can be found in the ethical thinking of E. Levinas and other related philosophers of education. In this way the ethical perspective about alterity applied to the understanding of social actors of education in human rights can be defined by the possibility of experiential encounter with the concrete victims, the critical analysis of the situations that generate discrimination, and the ability to historical commitment towards them, dimensions that can be understood from the diverse mechanisms of biographical research.

This article defines the ethical perspective about alterity in education to human rights startingfrom five theses that are based on the life trajectory of Rodolfo Stavenhagen (1932–). These thesis are developed by emphasizing the author's "biographical logic", i.e., the distinctive marks that can be find during the conformation process of his socio–political contributions as a public intellectual, analyzing these from theoretical resources that can be found in the ethical thinking of E. Levinas and other related philosophers of education. In this way the ethical perspective about alterity applied to the understanding of social actors of education in human rights can be defined by the possibility of experiential encounter with the concrete victims, the critical analysis of the situations that generate discrimination, and the ability to historical commitment towards them, dimensions that can be understood from the diverse mechanisms of biographical research.

This document encapsulates the thinking emanating from the permanent seminar: "Resignification of the Humanities in Higher Education" held at the Center for Humanities and Social Sciences at the University of Santo Tomas, Bucaramanga, Colombia, held this time in the reading book: Not for profit: Why democracy needs the humanities, from the Martha C. Nussbaum (2010). Allows a critical approach to the situation of the humanities and the arts in democracies, silent and gradually permeated by the models of economic development, while eliciting a careful review of the role of the humanities in the context of higher education and moves the action from the humanities at the university.