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La experiencia educativa en el aula universitaria. Un enfoque fenomenológico
(Universidad Panamericana, Escuela de Pedagogía, 2023)
Reyes Rodríguez, Myriam Adriana
;
Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This article is situated in a philosophical and holistic approach of the critical educational theory (Freire, 1992; Agamben, 2004; Illich, 2011; Bauman, 2013; Biesta, 2009), which shows the inadequacy of the modern rationalist project, where pedagogical science is oriented to the adoption of standards of measurement and evaluation of educational quality. It is based on the hypothesis that university educational practice has been focused, during the last decades, on the dogmatic-technical transmission of contents and the acquisition of competences to satisfy the labor market. In this institutional panorama of technocratic orientation, my objective is to point out, through a phenomenological-hermeneutic methodology, another educational experience, that of the university classroom; appealing to philosophical traditions (Heidegger, 2005; Gadamer, 2001; van Mannen, 2003). Taking the phenomenological narrative, present in the experiential accounts of participants in the university classroom and questioning several authoritative voices on the subject, a ritual structure configured by different constitutive elements of the classroom essential for training is manifested as a finding: The word, the attention, the question, the encounter and the conversation.
7 85
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El concepto de educación en en la filosofía de Leonardo Polo: «Ayudar a crecer»
(Universidad Panamericana, Escuela de Pedagogía, 2021-12-01)
León-Parodi, Joaquín
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
Leonardo Polo’s Transcendental Anthropology could be a substantial contribution to the foundation of «Education», that’s why it is pertinent to broaden its study and use it in the philosophy of education. Polo’s anthropology distinguishes in man a triple dimension: a) the human nature, composed of the body and the soul –with its faculties of intelligence and will– in a natural state; b) the human essence, consisting of the perfections acquired in nature –habits of the intelligence and virtues of the will– from the act of being through the innate habit of synderesis (the modern self); c) the personal act of being, composed by free coexistence, personal knowing and personal loving. Approaching issues of philosophy of education, Polo defines the educational task as «helping to grow», a notion he acquires from the Spanish edu-cator Tomás Alvira. Through a bibliographical review of Polo’s anthropological work, this concept of education is explored in depth. Analyzing the Polian writings, it is concluded that education must be developed from the person, because in this way, each man –unique and unrepeatable–, with the guidance and help of his educators, will be able to fulfill his intimate mission and grow in an unrestricted way in habits of the intelligence and virtues of the will.
11 184
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Entre la virtud y el utilitarismo: una aproximación a la educación moral
(Universidad Panamericana, Escuela de Pedagogía, 2021-10-31)
Sánchez Pérez, Yaiza
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
Reflection on issues related to moral education, not only in its theoretical conception, but in its implementation within the classroom, is essential for the right exercise of the teaching profession. For this reason, the contributions made by Aristotle and John Stuart Mill to moral education are analyzed to build a pedagogical reflection that facilitates the understanding of the moral development of students in the current educational context. From a philosophical perspective, an analytical method is used based on the study of the postulates of the ethics of virtue and utilitarianism; specifically on issues related to the moral development of subjects, happiness, or the importance of reasoning in the face of moral conflicts to understand what contributions can be applied to current education. The main conclusions drawn after the study are the importance of critically reflecting in schools on concepts such as prudence, virtue, happiness, or citizenship; as well as the richness that the incorporation of con-cepts such as virtue brings to the educational debate. In addition, developing virtues in the student body will allow them to know the good, wish it and practice it.
34 189
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Los fines de la universidad
(Universidad Panamericana, Escuela de Pedagogía, 2018-11-28)
Bermudez-Aponte, Jose Javier
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
This article is based on the reflection on the place of superior knowledge in the University, which connects with the proper meaning of this social institution, which is the search for truth. The superior knowledge, linked to the deep knowledge of the reality, its search, conservation and diffusion, are own and almost exclusive tasks of the universities. They are the ones who, with their different activities and discoveries, advance our knowledge of things and of man. The article ends by emphasizing the importance of returning to the aims of the university. As well, the article pretends to offer a complete view of its essential features through a teleological approach to education, the unitary character that must be present in people, and the study of tradition as an accumulation of erudition and culture
30 114
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De Heisenberg y Gödel a San Agustín, o de la incertidumbre al misterio educativo
(Universidad Panamericana, 2003)
Medina Delgadillo, Jorge
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JORGE MEDINA DELGADILLO;241613
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Campus Ciudad de México
Los objetivos del presente escrito son, por una parte, manifestar la repercusión que han tenido las conclusiones de las ciencias físico-matemáticas del siglo XX en los terrenos educativos y, por otra, recuperar el pensamiento agustiniano como pista de solución a los problemas heredados en dichas conclusiones. Para delimitar el área de análisis del primer objetivo, recurriré a las conclusiones matemáticas de Kurt Gödel y a las de la física cuántica de Werner Heisenberg.
32 142
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Los peligros de una educación pigmaliónica
(Universidad Panamericana, 2003)
Lerma Jasso, Héctor
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Campus Ciudad de México
La pedagogía actual necesita un reexamen de la noción de persona. En esta búsqueda nos valdremos de un mito, el de Pigmalión, intentando demostrar que el educando es agente principal, sujeto y fin de su propia educación que pone, de alguna manera, bajo el concurso y guía del educador. Existe el riesgo —a esto llamo «educación» pigmaliónica— de establecer la actuación del educador como el eje del proceso educativo. Es decir: el peligro de intentar una especie de fusión —o confusión— entre la creación artística y la labor educativa. La relación educador-educando es una relación interpersonal, el no reconocerlo ha traído como consecuencias, en el ámbito educativo: masificación del alumno, anonimato del maestro, relegación de los padres y, con todo ello, la pérdida de la filosofía de la responsabilidad personal.
4 99
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De moralitate educatione : estudio sobre la moralidad de la educación con el método de Tomás de Aquino
(Universidad Panamericana, 2003)
Saúl Gavito, Fabiola Eunice
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Campus Ciudad de México
El presente estudio pretende explicar una operación esencial del hombre: el perfeccionamiento al que tiende por naturaleza, el cual debe ser guiado por un quehacer humano indispensable: la educación. Para introducirnos al estudio de la educación, será necesario partir de la etimología de la palabra, pero ir más allá —trascendiéndola— para llegar a una definición que contemple todos sus elementos, tanto los señalados en la concepción clásica, como en la actualidad. El hilo teórico a seguir será la filosofía aristotélico-tomista, recogiendo los comentarios de algunos autores contemporáneos al Filósofo y al Aquinate, o bien, ideas que se deriven o concuerden con la doctrina realista. Todo ello mediante el método empleado por Santo Tomás en la Suma Teológica.
21 95
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Filología y filogenética del vocablo educación
(Universidad Panamericana, 2002)
Medina Delgadillo, Jorge
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JORGE MEDINA DELGADILLO;241613
;
Campus Ciudad de México
La finalidad de ofrecer la etimología del término obedece al afán de comprensión completa de la realidad. Lo que en cada caso significa ‘educación’ sólo se puede esclarecer indicando las condiciones vigentes tocantes a la comprensión y a la enunciación.
108 69
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Los principios educativos pestalozzianos y su influencia en la educación española
(Universidad Panamericana, 2002)
Calderón España, María Consolación
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Corts Giner, María Isabel
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Campus Ciudad de México
En estas páginas intentaremos resaltar algunos de los principios educativos sobre los que se fundamenta la obra de Enrique Pestalozzi (1746-1827), y la influencia que este pensamiento ha tenido en la educación española.
14 118
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¿Educación diferenciada en pleno siglo XXI?
(Hospitalidad ESDAI, 2010)
Covadonga Torre Marina, María
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Campus Ciudad de México
For a long time, education, especially at higher levels, was a privilege reserved for men, along with many other male considered activities: work, production and public life. And when women received any education, it was generally focused on the development of what was considered her social role: carrying out the household tasks and serving men. It was only at the end of the XIXth century that some women had access to the education reserved for men, and it was not until the middle of the last century that coeducation was regarded as something normal. Today however, the question as to whether coeducation is the best idea has arisen. Not because women are deemed inferior, as in the past, but because of the consideration of the advantages or disadvantages of an education which takes into account the real differences between men and women, and the ways each capabilities, which in the past were considered limitations, may be boosted. This article briefly reviews the role of women in the history of education, and explains the reasons why, today, the debate on the desirability of a University for women is reopened.
26 295

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