The present essay intends to return to the epistemological proposal of the negative dialectic as a potential tool to help dismantle the false adaptation between subject-object that has characterized the thought of the identity of modern positivist sciences and the one-dimensional language of current societies. An example will be taken when analyzing the influence of the logic of identity and unidimensional language in textbooks of primary education in Mexico. This seeks to argue the need to reinstate the negativity of thought and the affirmation of non-indigence between concept-reality as a fundamental principle to recover the different and denied by the logic of subject-object identification in the construction of school knowledge.
{"title":"Pensamiento de la identidad, lenguaje unidimensional y dialéctica negativa. Una reflexión educativa desde H. Marcuse y Th. W. Adorno","authors":"J. Antonio","doi":"10.14201/TEOREDU3024372","DOIUrl":"https://doi.org/10.14201/TEOREDU3024372","url":null,"abstract":"The present essay intends to return to the epistemological proposal of the negative dialectic as a potential tool to help dismantle the false adaptation between subject-object that has characterized the thought of the identity of modern positivist sciences and the one-dimensional language of current societies. An example will be taken when analyzing the influence of the logic of identity and unidimensional language in textbooks of primary education in Mexico. This seeks to argue the need to reinstate the negativity of thought and the affirmation of non-indigence between concept-reality as a fundamental principle to recover the different and denied by the logic of subject-object identification in the construction of school knowledge.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"33 1","pages":"43-72"},"PeriodicalIF":1.5,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88366024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"PLANELLA, J. (2017) Pedagogías sensibles. Sabores y saberes del cuerpo y la educación. Barcelona, Edicions ub.","authors":"Francisco Esteban Bara","doi":"10.14201/18763","DOIUrl":"https://doi.org/10.14201/18763","url":null,"abstract":"","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"1 1","pages":"322-323"},"PeriodicalIF":1.5,"publicationDate":"2018-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77526879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"HERNÁNDEZ PRADOS, M. A. (coord.) (2017) Educación para la vida ciudadana en una sociedad plural. Murcia, editum.","authors":"Judith Martín Lucas","doi":"10.14201/TED.18760","DOIUrl":"https://doi.org/10.14201/TED.18760","url":null,"abstract":"","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"34 1","pages":"314-316"},"PeriodicalIF":1.5,"publicationDate":"2018-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86001317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"COPLAN, R. J. y RUDASIL, K. M. (2018) Tímidos, introvertidos, vergonzosos… Comprender y acompañar en la escuela y en la familia. Madrid, Narcea.","authors":"Judith Martín Lucas","doi":"10.14201/TERI.18758","DOIUrl":"https://doi.org/10.14201/TERI.18758","url":null,"abstract":"","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"33 1","pages":"309-310"},"PeriodicalIF":1.5,"publicationDate":"2018-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72896553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
El siguiente articulo tiene por objetivo conceptualizar el dialogo como estrategia ensenable que permite generar procesos de escucha activa, de resolucion de problemas, de formacion etica y aceptacion del otro dentro del contexto de las escuelas pluralistas. Se identifica el dialogo como un espacio clave para la reflexion y para la comunicacion, comprendiendo que este conlleva particularidades como la resistencia o la asimetria en terminos de poder. Por otro lado, las escuelas pluralistas basan su estructura en la convivencia de diversas culturas, que se ven beneficiadas por el dialogo entre ellas. No obstante, es necesario comprender que la validacion y aceptacion de la cultura del otro tambien transita por la perspectiva etica desde la cual se origina la comunicacion entre los actores. En suma, el dialogo constituye una estrategia crucial para la diversidad y la convivencia en las escuelas democraticas y pluralistas.
{"title":"El diálogo como apuesta ética en las escuelas pluralistas","authors":"Juan Eduardo Ortiz López","doi":"10.14201/TEOREDU2922539","DOIUrl":"https://doi.org/10.14201/TEOREDU2922539","url":null,"abstract":"El siguiente articulo tiene por objetivo conceptualizar el dialogo como estrategia ensenable que permite generar procesos de escucha activa, de resolucion de problemas, de formacion etica y aceptacion del otro dentro del contexto de las escuelas pluralistas. Se identifica el dialogo como un espacio clave para la reflexion y para la comunicacion, comprendiendo que este conlleva particularidades como la resistencia o la asimetria en terminos de poder. Por otro lado, las escuelas pluralistas basan su estructura en la convivencia de diversas culturas, que se ven beneficiadas por el dialogo entre ellas. No obstante, es necesario comprender que la validacion y aceptacion de la cultura del otro tambien transita por la perspectiva etica desde la cual se origina la comunicacion entre los actores. En suma, el dialogo constituye una estrategia crucial para la diversidad y la convivencia en las escuelas democraticas y pluralistas.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"119 1","pages":"25-39"},"PeriodicalIF":1.5,"publicationDate":"2017-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81685140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"LOVELESS, A. y WILLIAMSON, B. (2017) Nuevas identidades de aprendizaje en la era digital. Madrid, Narcea.","authors":"R. A. C. Ortuño","doi":"10.14201/17514","DOIUrl":"https://doi.org/10.14201/17514","url":null,"abstract":"","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"98 1","pages":"273-274"},"PeriodicalIF":1.5,"publicationDate":"2017-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88972242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-11-30DOI: 10.14201/TEOREDU292145165
T. Bermejo
Kindship foster care is the most common child protection measure in Spain, which finds the appropriate elaboration of life stories between its main difficulties. If this reconstruction of life story, which usually contains dramatic situations, is not well carried out, it could generate identity problems and hinder children’s adequate development. This article analyses narratives as one of the key socio-educative strategies for the elaboration of life stories, based on the concepts of failed experience, reactive imaginative experience, and mirror stage, among others. Moreover, it proposes the use of autobiographies, lifebooks and literature as meaningful tools to foster identity development and resilience in children, in order to they may know their life stories in a coherent and positive way.
{"title":"Fundamentos y estrategias socioeducativas en la elaboración de la historia de vida en el acogimiento en familia extensa","authors":"T. Bermejo","doi":"10.14201/TEOREDU292145165","DOIUrl":"https://doi.org/10.14201/TEOREDU292145165","url":null,"abstract":"Kindship foster care is the most common child protection measure in Spain, which finds the appropriate elaboration of life stories between its main difficulties. If this reconstruction of life story, which usually contains dramatic situations, is not well carried out, it could generate identity problems and hinder children’s adequate development. This article analyses narratives as one of the key socio-educative strategies for the elaboration of life stories, based on the concepts of failed experience, reactive imaginative experience, and mirror stage, among others. Moreover, it proposes the use of autobiographies, lifebooks and literature as meaningful tools to foster identity development and resilience in children, in order to they may know their life stories in a coherent and positive way.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"83 1","pages":"145-165"},"PeriodicalIF":1.5,"publicationDate":"2017-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76252855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-11-30DOI: 10.14201/TEOREDU92233255
S. Bellomo
El presente trabajo se propone analizar el modelo de Universidad de Oakeshott, partiendo de los supuestos filosoficos que inspiran su teoria educativa general. El analisis pondra en evidencia la vigencia de algunos de sus aportes y criticas a la educacion actual. Al mismo tiempo, indagara respecto de las dificultades facticas para la aplicacion de sus propuestas en el contexto de la educacion superior latinoamericana, y propondra una revision de la conceptualizacion misma a partir de la constatacion de estas dificultades y a la luz de las orientaciones que el mismo Oakeshott postula en su filosofia educativa.
{"title":"Relevancia del pensamiento de Michael Oakeshott para la educación superior contemporánea","authors":"S. Bellomo","doi":"10.14201/TEOREDU92233255","DOIUrl":"https://doi.org/10.14201/TEOREDU92233255","url":null,"abstract":"El presente trabajo se propone analizar el modelo de Universidad de Oakeshott, partiendo de los supuestos filosoficos que inspiran su teoria educativa general. El analisis pondra en evidencia la vigencia de algunos de sus aportes y criticas a la educacion actual. Al mismo tiempo, indagara respecto de las dificultades facticas para la aplicacion de sus propuestas en el contexto de la educacion superior latinoamericana, y propondra una revision de la conceptualizacion misma a partir de la constatacion de estas dificultades y a la luz de las orientaciones que el mismo Oakeshott postula en su filosofia educativa.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"27 1","pages":"233-255"},"PeriodicalIF":1.5,"publicationDate":"2017-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85371340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"BARBERÁ CEBOLLA, P. y FUENTES AGUSTÍ, M. (2017) La gestión del tiempo periescolar en la Educación Secundaria Obligatoria: cómo se gestiona el tiempo periescolar de ESO y su repercusión en el rendimiento académico. Barcelona, Cuadernos de Psicología, Socie","authors":"María Ángeles Chavarría Aznar","doi":"10.14201/17512","DOIUrl":"https://doi.org/10.14201/17512","url":null,"abstract":"","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"7 1","pages":"269-270"},"PeriodicalIF":1.5,"publicationDate":"2017-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81886262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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