| dc.creator |
José María Barrio Maestre |
|
| dc.date |
2007-06-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:30:19Z |
|
| dc.date.available |
2015-07-20T22:30:19Z |
|
| dc.identifier |
0123-1294 |
|
| dc.identifier |
https://doaj.org/article/adfb0e62860f49aa948eb3b58dd6073c |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/22276 |
|
| dc.description |
Desde la óptica propia de la Antropología Pedagógica, este artículo trata de poner de relieve el esencial inacabamiento de la persona, susceptible siempre de "ser más" como persona, y en qué medida la educación puede estimular su crecimiento. Analiza con cierto detalle las diversas facetas del desarrollo intelectual, haciendo especial hincapié en el sentido crítico y en las maneras adecuadas o impropias de promoverlo desde la actividad docente. También estudia las dimensiones esenciales del crecimiento moral de la persona, la posibilidad, necesidad y condiciones de legitimidad de una influencia asertiva explícitamente moralizante, así como la relación que existe entre la educación moral y la educación cívica. Se enfocan, igualmente, aspectos del desarrollo afectivo de la persona y su sinergia con las dimensiones del crecimiento ya mencionadas. Por último, se hacen algunas observaciones acerca del desarrollo de la dimensión religiosa y su importancia educativa.<br>This paper, based on the findings of pedagogic anthropology, highlights the essential endlessness of the human person -who is always prone to "being more" as a person- and considers to what extent education can enhance human growth. The different stages of intellectual development are analyzed in some detail, emphasizing the critical sense and the adequate or inadequate ways of promoting such development through teaching. The paper also studies the essential domains of the person's moral growth and the possibility, necessity and legitimacy conditions of an explicitly moralizing assertive influence as well as the links between moral education and civic education. Likewise, aspects of the person's affective development and their synergy with the above mentioned growth domains are focused. Finally, some commentaries are made on the development of the religious domain and its educational importance. |
|
| dc.language |
Spanish |
|
| dc.language |
English |
|
| dc.language |
Portuguese |
|
| dc.publisher |
Universidad de La Sabana |
|
| dc.relation |
http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123-12942007000100010 |
|
| dc.relation |
https://doaj.org/toc/0123-1294 |
|
| dc.source |
Educación y Educadores, Vol 10, Iss 1, Pp 117-134 (2007) |
|
| dc.subject |
Filosofía de la educación |
|
| dc.subject |
antropología de la educación |
|
| dc.subject |
educación moral |
|
| dc.subject |
persona humana |
|
| dc.subject |
desarrollo de la persona |
|
| dc.subject |
Philosophy of education |
|
| dc.subject |
anthropology of education |
|
| dc.subject |
moral education |
|
| dc.subject |
human person |
|
| dc.subject |
development of the person |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.title |
Dimensiones del crecimiento humano Human growth dimensions |
|
| dc.type |
article |
|