Pedagogía kantiana: Antropología, conocimiento y moralidad
Our educational actuality many often refers to the struggle between theoretical knowledge and technical training. Sometimes it seems that the discourse about the technical is reduced to a principle of recruitment of skilled labor that suits submissively to the production needs of our economic struct...
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| Source: | Academia & Derecho, ISSN 2539-4983, Nº. 9, 2014, pags. 209-248 |
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dialnet-ar-18-ART00013007482022-08-04Pedagogía kantiana: Antropología, conocimiento y moralidadReyes Calderón, Jaime RicardoConocimientoeducación moralfilosofía de la educaciónKantpedagogíaKantknowledgemoral educationpedagogyphilosophy of educationOur educational actuality many often refers to the struggle between theoretical knowledge and technical training. Sometimes it seems that the discourse about the technical is reduced to a principle of recruitment of skilled labor that suits submissively to the production needs of our economic structure. With Kant we look out to an approach whereby the knowledge do not pick up and release from the society and ethical controls that it must support for the libertarian and reasonable evolution of the human being. Recalling some principles of his work Lectures on pedagogy, and correlating the capital concepts of Kant`s work with its pedagogy, this reflection article wants to contribute to the formulation of an integral educational approach that is projected on the ethical, as rightly raised at his time the Sage of Königsberg.En nuestra actualidad educativa con frecuencia se comenta acerca la pugna entre conocimiento teórico y formación técnica. En ocasiones pareciera que el discurso sobre lo técnico se redujera a un principio de reclutamiento de mano de obra calificada que se adapte sumisamente a las necesidades del sector productivo de nuestra estructura económica. Con Kant se manifiesta un planteamiento mediante el cual, el conocer, no se encumbra y se desliga de la sociedad y los controles éticos que esta debe admitir para la evolución razonable y libertaria del ser humano. Recordando algunos principios de su obra sobre pedagogía, y correlacionando los conceptos capitales de la obra kantiana con su pedagogía, este artículo de reflexión quiere contribuir a la formulación de una perspectiva educativa integral que se proyecta en lo ético, tal y como acertadamente planteó en su momento el sabio de Königsberg.2014text (article)application/pdfhttps://dialnet.unirioja.es/servlet/oaiart?codigo=6713600(Revista) ISSN 2215-8944(Revista) ISSN 2539-4983Academia & Derecho, ISSN 2539-4983, Nº. 9, 2014, pags. 209-248spaLICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI
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Academia & Derecho, ISSN 2539-4983, Nº. 9, 2014, pags. 209-248
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educación moral filosofía de la educación Kant pedagogía Kant knowledge moral education pedagogy philosophy of education |
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educación moral filosofía de la educación Kant pedagogía Kant knowledge moral education pedagogy philosophy of education Reyes Calderón, Jaime Ricardo Pedagogía kantiana: Antropología, conocimiento y moralidad |
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Our educational actuality many often refers to the struggle between theoretical knowledge and technical training. Sometimes it seems that the discourse about the technical is reduced to a principle of recruitment of skilled labor that suits submissively to the production needs of our economic structure. With Kant we look out to an approach whereby the knowledge do not pick up and release from the society and ethical controls that it must support for the libertarian and reasonable evolution of the human being. Recalling some principles of his work Lectures on pedagogy, and correlating the capital concepts of Kant`s work with its pedagogy, this reflection article wants to contribute to the formulation of an integral educational approach that is projected on the ethical, as rightly raised at his time the Sage of Königsberg.
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| format |
Article
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| author |
Reyes Calderón, Jaime Ricardo
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| author_facet |
Reyes Calderón, Jaime Ricardo
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| author_sort |
Reyes Calderón, Jaime Ricardo
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| title |
Pedagogía kantiana: Antropología, conocimiento y moralidad
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| title_short |
Pedagogía kantiana: Antropología, conocimiento y moralidad
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| title_full |
Pedagogía kantiana: Antropología, conocimiento y moralidad
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| title_fullStr |
Pedagogía kantiana: Antropología, conocimiento y moralidad
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| title_full_unstemmed |
Pedagogía kantiana: Antropología, conocimiento y moralidad
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| title_sort |
pedagogía kantiana: antropología, conocimiento y moralidad
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| publishDate |
2014
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https://dialnet.unirioja.es/servlet/oaiart?codigo=6713600
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