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    Item type:Publication,
    Autoridad moral y obediencia
    (Universidad Panamericana. Facultad de Filosofía, 2016)
    Mauri Álvarez, Margarita
    ;
    Elton, María
    El concepto de autonomía moral ilustrado, que persiste en nuestros días, ha considerado a la obediencia como una conducta ciega e irracional, olvidando el carácter virtuoso que tuvo en el pensamiento de Tomás de Aquino, que asume el de Aristóteles. En este artículo se discute esa concepción ilustrada, demostrando el carácter racional de dicha virtud, que ha sido a rmado por destacados autores contemporáneos, tales como Gadamer, Weil y Bochenski, como también por aquellos que en nuestra época reconocen la necesidad del binomio autoridad– obediencia para el desarrollo del autogobierno de la persona, tales como MacIntyre, o por Murdoch quien se re ere a las virtudes que lo facilitan.
      14  55
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    La pedagogía de Emile Durkheim
    (Universidad Panamericana, Escuela de Pedagogía, 2020-07-02)
    Carmona Sánchez, Luis Alberto
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    The article seeks to expose the pedagogical approach contributed by the French David Emilie Durkheim (1958-1917), from the sociology of education, to make effective the project that the French Third Republic had to forge on the new society and the new social being that he intended. For this purpose, the conceptual foundations that shape the author’s sociological approach to pedagogy and education are examined, as well as its relationship with the unified theoretical-practical project of a new society and new social being, which is presented in four aspects. : I. The context: definition and the Third French Republic; II. The condition: pedagogy; III. The means: education; IV. The purpose of pedagogy: the society. The article provides a theoretical and interpretative review of Durkheim’s contribution to the field of sociology of education, highlighting the political connotation that his ideas contained in this field, and the methodological teaching considered current, which suggests the theoretical and practical development of pedagogy, first of all by understanding the social dynamics and the particular moral demands of each society rather than the nonconceptual and ahistorical importation of inflexible pedagogical models
      39  296