Rousseau's Emile in ten disquiciones.
callalli PIMENTEL, ALDO.
1. Rousseau makes us partakers of the complexity of the analysis and study of a subject as profound as that of pedagogy. Can overflow in knowledge and expertise that span the study of a certain reality. However, the detailed certifying only positive effects achieved through synergy between the theoretical-doctrinal background and practice of social actors. The educational theme is always a wide area to urge a thorough study.
2. The spirit of enlightenment allows Rousseau elucubrar ideas referring to the ontological analysis child and man. Most philosophical systems have given a specific weight to the leading role of men in society and history. Thus, the actions of the children was viewed with sympathy, but not by criteria of scientific. Even characterology of children were subject to the social patterns of adults.
3. Rousseau allows us to understand that at the time of breaking a paradigm is necessary to defend our ideas with integrity. Especially in the sciences is important to settle the conflicting ideas that harm our discourse. Therefore, it is better to be guided entirely by the existing practice to take half the guidelines for good measure.
4. From the perspective Rousseau all projects developed by men should contain the following elements: the absolute goodness and feasibility of implementation. Kindness gives ontological ethical discourse of any prospective vagary. That is, the theoretical elaborations have a source array implementation of a property on behalf not only of man but of society. Thus it is that projects must be viable to the extent effectuate its benefits to the community.
5. Rousseau transcends history by highlighting the moral degradation and the ideological crisis of an entire era. In the natural state of things the human being is a person of integrity and ability to to face life in a more correct. Man is born good, has the potential to enable their behavior by the channels of ethics. However, it corrupts society. The discursive construction of a good man comes to breaking as a result of irreversible shock with standard patterns and molds of society.
6. From our birth we are helpless beings. In the words of Jean Paul Sartre beings are thrown into life. The need to affirm in life from the construction of our personality is achieved from the acquisition of knowledge and feelings through the power of education.
7. The mother is a key element in the discourse of Rousseau. One of the main protectors of children during their education. The mother represents the moral and spiritual purity in the context of children's natural state. In the way of educational exercise the mother will be the guide for the realization of good and happy man.
8. From the perspective of Rousseau's education involves knowing the nature and dynamics of our capabilities and internal organs, which allow us to interact more effectively with our reality. Now, the education of men is that we acquire in the institutionalized apparatus of social knowledge, ie not only in colleges and universities but also in the areas of social agents such as family, community and through the media. On the other hand, the education of things embodied in our ability to adapt to the surrounding environment, taking into account how we perceive the features and functionality of them. The three types of education are interrelated, since the dynamics of the education of things takes as a starting point positioning perceptual capabilities, based on nature education, in order to effectuate our knowledge of reality, in order Thus access to knowledge and feelings generated by the social partners, leading promoters of education of men.
9. Education gives us a wealth of tools to enable the construction of our personality over time. Rousseau tells us that we are born with certain innate characteristics, many of them are lost by contact with the patterns of society, but education allows some elements linked to the exercise of ethics are as shown in the level of moral development of mankind. Behold the importance of education exercise in the social reality of today. Therefore, education is the ethical goal of human beings.
10. Thomas Hobbes when he said that the state of nature the man was a wolf to man. This years later Rousseau replied saying that nature was the stage in which the man exerted his conduct freely, without constraints of any kind, much less constrained by stereotypes and mores of corrupt societies. Aldo
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