El sentido que la educación liberal posee para Michael Oakeshott se concentra en que ésta consiste en un aprendizaje de las disciplinas humanísticas y científicas. Dichas disciplinas se muestran valiosas ya que tienen la virtud de desarrollar el intelecto y la sensibilidad humanas y porque aportan, además, una comprensión operativa de lo que son nuestro yo, la sociedad, la naturaleza y la cultura. No obstante, como también es sabido, los fines que la educación liberal se propone pecan (...) un tanto de idealistas, de manera especial cuando se insiste, como muchos han hecho desde los antiguos griegos, en que dicha educación es un fin en sí misma. En parte, lo demuestra la presencia permanente en nuestra cultura occidental de unos espacios de aprendizaje (‘schola’) que se conciben como si estuvieran separados del aquí y ahora en que transcurre la vida cotidiana. (shrink)

Este escrito apunta a mostrar el camino histórico seguido por el conocimiento liberal y por la Universidad en la tradición educativa anglosajona. En este contexto de ideas, el campo de estudio ha sido limitado a los siguientes temas: primero, precisar, en términos generales, qué es la educación liberal y qué elementos componen su syllabus; segundo, describir las características esenciales que definen esta tradición educativa en el mundo anglosajón, principalmente en Inglaterra y en los Estados Unidos; y (...) tercero, mostrar en qué consiste la superioridad cualitativa de este tipo de educación. (shrink)

El artículo describe las siete características que deben identificar a una universidad jesuita en la actualidad: 1) las prácticas pedagógicas en las universidades jesuitas deben promover el diálogo auténtico y la reconciliación; 2) las prácticas pedagógicas en las universidades jesuitas deben promover la excelencia humana en todas las esferas del quehacer humano; 3) las prácticas pedagógicas en las universidades jesuitas deben promover la exploración y el descubrimiento centrados en y entre las disciplinas; 4) los programas y prácticas de las (...) universidades jesuitas deben promover la exploración y la apreciación intercultural; 5) las universidades jesuitas deben contribuir tanto en la teoría como en la práctica a la promoción de la justicia en la sociedad en su conjunto y en sus diversas instituciones; 6) el aula jesuita debe promover la construcción de una visión global en estudiantes y profesores; 7) las prácticas y los programas en las universidades jesuitas deben promover un auténtico crecimiento espiritual y el desarrollo de la fe. Con base en los planteamientos clave del Paradigma Pedagógico Ignaciano (ppi) y la visión de que éste no es un modelo prefabricado listo para ser aplicado, se contextualizan sus particularidades en la educación superior a partir de las reflexiones de los Superiores Generales de la Compañía. Las características o identificadores presentados motivan a las instituciones educativas a que construyan una identidad que responda a una larga tradición de la educación jesuita y a una constante renovación de su compromiso por formar líderes para sanar un mundo roto. (shrink)

Despite fundamental differences in the epistemologies presented by Oakeshott and Polanyi, there are some important areas of common concern which suggest further exploration. Focus here is on Oakeshott’s epistemological and disciplinary boundaries in his The Voice of Liberal Leaming.

Michael Oakeshott provides the best articulation of the widespread view that the moral foundations of the modern state limit it to the defense and maintenance of a system of formal rules governing individuals and non-state enterprises. While this understanding of the proper relation between individual and state has been challenged by liberals of a more Rawlsian persuasion, these criticisms have persuaded few to change their minds, as they rest upon assumptions that are plainly incompatible with the view under consideration. (...) I argue that, rightly understood, central and attractive features of Oakeshott’s own conception of understanding, philosophy, individuality, and education lead to significantly different conclusions than those embraced by Oakeshott himself. The “morality of individuality” upon which Oakeshott rests his strict restrictions on the use of state power requires that we be open to the use of that power to guarantee that all receive the education postulated by individuality. (shrink)

The English philosopher Michael Oakeshott is known as a conservative who rejected philosophically ambitious rationalism and the grand political ideologies of the twentieth century on the grounds that no human ideas have ultimately reliable foundations. Instead, he embraced tradition and habit as the guides to moral and political life. In this book, Aryeh Botwinick presents an original account of Oakeshott's skepticism about foundations, an account that newly reveals the unity of his thought. Botwinick argues that, despite Oakeshott's pragmatic conservatism, (...) his rejection of all-embracing intellectual projects made him a friend to liberal individualism and an ally of what would become postmodern antifoundationalism. Oakeshott's skepticism even extended paradoxically to skepticism about skepticism itself and is better described as a "generalized agnosticism." Properly conceived and translated, this agnosticism ultimately evolves into mysticism, which becomes a bridge linking philosophy and religion. Botwinick explains and develops this strategy of interpretation and then shows how it illuminates and unifies the diverse strands of Oakeshott's thought in the philosophy of religion, metaphysics, epistemology, political theory, philosophy of personal identity, philosophy of law, and philosophy of history. (shrink)

In this book Paul Franco provides an authoritative introduction to the life and thought of Michael Oakeshott, one of the most important philosophical voices of the twentieth century. After sketching a brief biography of Oakeshott, Franco then examines his most distinctive ideas, including his early idealist theory of knowledge, his influential critique of rationalism and central social planning, and his liberal theory of civil association. Though best known as a political philosopher, Oakeshott also made significant contributions to the philosophy (...) of history, aesthetics, the philosophy of religion, and the philosophy of education. Franco highlights Oakeshott’s impressive achievements in each of these areas. His book is an essential introduction to the whole range of Oakeshott’s thought, and it sets the philosopher’s work in historical context while also demonstrating its relevance to contemporary debates in political philosophy. (shrink)

El autor interpreta el pragmatismo defendido por R. Rorty como una variante más del cambio cultural denominado "Postmodernidad ", e identifica y comenta algunas afirmaciones rortianas sobre el sentido de la filosofia y el pensamiento crítico que le permitan encarar los temores expresados por J. Searle sobre el posible irracionalismo ofrecido por los posmodernos en el campo de la educación. A fin de establecer un marco conceptual lo suficientemente amplio para desarrollar su tesis, el autor confronta dos de las múltiples (...) distinciones ofrecidas sobre el sentido de la "postmodernidad" para criticar la epistemología como núcleo de las tareas de la modernidad occidental. Establecido dicho marco se da paso a algunas de las tesis de Rorty sobre el sentido que toman en su propuesta los conceptos de filosofia, razón y educación. Desde este punto de vista, la educación se convierte en una genuina actividad ética y no en una nueva destreza metodológica propia de la educación liberal ilustrada tal como la defiende Searle. Otra tesis complementaria del autor es que la posmodernidad no es el reino del relativismo ni la sinrazón. (shrink)

During the Cold War, political thinkers in the West debated the balance between the requirements of liberal democracy and national security. This debate is relevant to East Asia and especially to Korea, where an ideological-military standoff between a democracy and a totalitarian system persists. The thinkers often identified as "Cold War liberals"--Isaiah Berlin, Karl Popper, Raymond Aron, Friedrich Hayek, and Michael Oakeshott--are worth revisiting in this context. Of these, Oakeshott is the least well understood in East Asia and therefore (...) particularly deserving of attention. His ideas about the limits of rationalism in politics, the irrelevance of conventional views of liberalism and conservatism, how constitutional democracy should be defined, and how it can be defended against various forms of anti-liberal politics are especially valuable. In this book, leading Oakeshott scholars from around the world explore these ideas and their implications for East Asia in ten illuminating and readable essays. (shrink)

Michael Oakeshott and Carl Schmitt are two of the most prominent critics of rationalism in politics. They also both draw heavily on the work of Thomas Hobbes. This paper connects these themes and indicates that Oakeshott's and Schmitt's concerns about rationalism are reflected in their writings on Hobbes, especially in their use of the idea of myth. Notwithstanding certain connections between their understanding of, and concerns about, modern rationalism, comparing Oakeshott and Schmitt through their readings of Hobbes helps to (...) elucidate the more important differences between their political theories as a whole. Using Oakeshott's own terminology, this paper suggests that the differences between the two theorists can be understood as a difference between a ‘politics of faith’ and a ‘political of scepticism’ . Where Schmitt turned to Hobbes to find a political theology to combat the forces of liberal scepticism and ground the practice of modern authority, Oakeshott drew from Hobbes the idea — often associated with liberalism — that authority arises from a scepticism about the possibility of finding such a foundation. The paper concludes with the observation that the risks attending the politics of faith, as Schmitt's experience attests, are more severe than those of scepticism. (shrink)

Michael Oakeshott and Carl Schmitt are two of the most prominent critics of rationalism in politics. They also both draw heavily on the work of Thomas Hobbes. This paper connects these themes and indicates that Oakeshott's and Schmitt's concerns about rationalism are reflected in their writings on Hobbes, especially in their use of the idea of myth. Notwithstanding certain connections between their understanding of, and concerns about, modern rationalism, comparing Oakeshott and Schmitt through their readings of Hobbes helps to (...) elucidate the more important differences between their political theories as a whole. Using Oakeshott's own terminology, this paper suggests that the differences between the two theorists can be understood as a difference between a ‘politics of faith’ and a ‘political of scepticism’. Where Schmitt turned to Hobbes to find a political theology to combat the forces of liberal scepticism and ground the practice of modern authority, Oakeshott drew from Hobbes the idea — often associated with liberalism — that authority arises from a scepticism about the possibility of finding such a foundation. The paper concludes with the observation that the risks attending the politics of faith, as Schmitt's experience attests, are more severe than those of scepticism. (shrink)

In this paper, I reinterpret Michael Oakeshott’s idea of a liberal self through the conceptual framework of Foucault’s theory of the aesthetics of the self. Oakeshott believes that agents can create themselves as a “style” or a distinctive shape. This style is a “virtuosity,” an artistic achievement that is also an “excellence” in itself. Oakeshott’s liberal version of the aesthetics of the self is a new way to think about what Foucault’s argument might mean. Oakeshott’s theory is an internal (...) challenge to liberalism insofar as liberalism is purportedly a theory of individuality and the unalienable worth of each person; but for Oakeshott, this individuality pertains to the agent gaining a distinctive style, sustaining “distinctness,” not achieving “distinction.” Oakeshott draws our attention to how distinctness is undermined by the forces of conformity and “normality” in existing liberal society. I also argue that the purportedly “radical” social policy of the basic income, which, while in tension with parts of Oakeshott’s theory, provides all citizens the opportunity to enjoy his particular idea of the self. (shrink)

This is the first book-length study to provide a structured interpretation of the significance of Michael Oakeshott's critique of the Enlightenment. By seeing the thinker as a 'sceptical idealist’ posing a serious challenge to the intellectual positions informed by the Enlightenment, this book attempts to resolve some of the issues debated by Oakeshott scholars. The author argues that Oakeshott’s famous critique of philosophisme and Rationalism in fact expresses a sense of the crisis of philosophical modernity. Moreover, notwithstanding some recent (...) interpretations, throughout his intellectual career Oakeshott has never altered his analysis of these two themes: philosophy as the persistent re-establishment of completeness by transcending abstractness, and the modes of experience as self-consistent worlds of discourse. To apply this philosophy in his moral and political writings, Oakeshott has redressed an imbalance in favour of the Enlightenment ethical position — ‘the sovereignty of technique’, ‘demonstrative moral truth’, ’the politics of faith’ and ‘enterprise association’ — by revitalising the importance of ‘traditional knowledge’, ‘conversation’, ‘intimation’, ‘the politics of scepticism’ and ‘civil association’. Oakeshott is neither a doctrinal liberal nor a dogmatic conservative, but a philosophical sceptic. Moreover, Oakeshott’s contribution to history not only lies in his effort to transcend the Enlightenment historiographical position — by separating the historical from the naturalised conception of History on which so-called ‘scientific history’ rests — but also in his idealistic solution for the ‘temporal dilemma’ and the ‘epistemic tension’ in history that have long bothered philosophers. (shrink)

Jacob Talmon and Michael Oakeshott represent two opposite tendencies in the anti-totalitarian world view. Both thinkers share many central features of this broad intellectual trend, such as the equation between the Soviet and Nazi regimes, Anglophilia and the rejection of the utopian quest. Yet this basic agreement should not distract us from significant differences in attitude and temperament. Talmon, like most other critics of totalitarianism, was strongly affected by the atmosphere of a profound intellectual and political crisis in Europe, (...) and he regarded the danger of totalitarianism to be an inherent aspect of modernity itself. His liberalism was that of ‘fear’. By contrast, for Oakeshott, who believed in the strength of liberal, and specifically British, civilisation, totalitarianism was merely a child of resentment, a parasitic force with no positive message of its own. He thus displayed a greater measure of confidence in the fortunes of liberal modernity. (shrink)

Creating education systems that promote democratic sustainability has been the concern of political thinkers as diverse as J. S. Mill, Dewey, Benjamin Barber and Derek Bok. The classic dichotomisation of democratic theory between deliberative democrats and Schumpeterian democrats suggests that education in the service of democracy can be constructive—that is, provide a student with the skills necessary to elect her leaders without changing her nature—or reconstructive—that is, fundamentally and radically reshape the student to produce a citizen whose goals are transformed (...) to be congruent with society. Michael Oakeshott, who has written extensively both on political regimes and on the purpose of liberal education, offers a third way to assess the connection between government and education. Despite his own dismissal of civic or political education as fundamentally vocational and thus beyond the boundaries of the liberal arts, this paper provides a potentially surprising Oakeshottian defence of political education within the liberal arts with reference to the importance he places on experience as a pedagogic tool. Thus, Oakeshott's educational philosophy has a certain resonance with the recent calls to locate the relevance of liberal arts within the burgeoning development of experiential civic engagement programmes in American universities. (shrink)

Although Oakeshott's philosophy has received considerable attention, the vision which underlies it has been almost completely ignored. This vision, which is rooted in the intellectual debates of his epoch, cements his ideas into a coherent whole and provides a compelling defence of modernity. The main feature of Oakeshott's vision of modernity is seen here as radical plurality resulting from 'fragmentation' of experience and society. On the level of experience, modernity denies the existence of the hierarchical medieval scheme and argues that (...) there exist independent ways of understanding our world, such as science and history, which cannot be reduced to each other. On the level of society, modernity finds expression in liberal doctrine, according to which society is an aggregate of individuals each pursuing his or her own choices. For Oakeshott, to be modern means not only to recognise this condition of radical plurality but also to learn to appreciate and enjoy it. Oakeshott did not think that it was possible to find a comprehensive philosophical justification for modernity, therefore the only way to preserve modern civilisation seemed to be an appeal to sentiment. As a consequence he was a passionate defender of liberal education as the best way to underwrite the 'conversation of mankind.'. (shrink)

This article compares the political philosophies of Michael Oakeshott and Isaiah Berlin, probably the two most important political philosophers in postwar Britain, who, strangely, had very little to do with one another during their illustrious careers. The article focuses on their respective critiques of rationalism and theories of liberal pluralism, arguing that Oakeshott provides the more consistent and philosophically satisfying account in both instances.

This article examines a tension within liberal theory by comparing the ideas of liberal virtue in the political theories of Michael Oakeshott and William Galston. On the one hand, liberal society is pluralistic, that is, individuals are free to pursue a variety of ends and purposes. Liberals also argue that liberalism requires a bond of shared characteristics to sustain social unity. Working through the conceptual paradigm of poststructuralism, I argue that Galston fails to resolve this problem as he constructs (...) a liberal individuality that is ‘normalized’ or defined by conformist standards. Oakeshott, conversely, describes a non-normalizing liberalism in which individuals are linked by a common bond of virtue. I argue that these different outcomes spring from the fact that Galston justifies liberal freedom on the basis of ‘instrumentality’ or outcome-orientated considerations, whereas Oakeshott links liberalism with the value of non-instrumentality, or the intrinsic value of acting. (shrink)

La tradición republicana y la tradición liberal no aportan un marco de entendimiento entre culturas diversas. El diseño ético y político de la sociedad plural, capaz de acomodar el "collage" de culturas en el que vivimos, tiene que ser creado. Las concepciones morales más preponderantes, en este sentido, son el relativismo, el universalismo y el fundamentalismo. Todas estas posiciones poseen límites y posibilidades diferentes. El autor opta por defender un "modus vivendi" entre culturas que no acabe en la (...) indiferencia o la condescendencia hacia el otro, el extranjero -inmigrante o refugiado-. El "modus vivendi" defendido debe superar la mera coexistencia entre culturas para adoptar un cosmopolitismo que exige sacrificios solidarios en beneficio de los que nos son culturalmente extraños. Este "modus vivendi" abierto a los otros puede favorecer un diálogo auténtico entre culturas a partir del reconocimiento de sus diversidades, no homologables o priorizables en diferente grado desde el "etnocentrismo" occidental. (shrink)

This book presents a comprehensive study of Oakeshott’s conception of political activity. The author first examines Oakeshott in the contexts of liberal, conservative and Idealist thought, and then presents a detailed interpretation of the change in his conception of politics in the context of British postwar political thought. It is argued that Oakeshott’s conception of political activity shifted from a near contempt of politics towards the applauding of politics as a deliberative and reflective activity. The development is disclosed by examining (...) the change in his key concepts, such as authority and tradition. Accordingly, some rather unexpected aspects of Oakeshott’s thought, such as his close relationship to the linguistic turn, appear. The author argues that although Oakeshott cannot exactly be classified as belonging to that group of political philosophers for whom politics represents a superior human activity, his later work presents an important and original view of politics as an art of contingency. (shrink)

Both Michael Oakeshott and Carl Schmitt were deeply preoccupied with what Oakeshott called ‘the experience of living in a modern European state’; both felt that the state's proper origins and trajectory had not been grasped, that proper statehood had profoundly been put into doubt in the twentieth century, and that state authority and legitimacy needed to be shored up in an age of ‘mass politics’. Not surprisingly, then, both developed their conception of political association with and sometimes against Hobbes. (...) Both profoundly disagreed with conventional readings of Hobbes as propounding a materialist or ‘scientistic’ philosophy. Most importantly, both consistently de‐emphasized, or entirely discounted, Hobbes's contractualism – they cut off any possible route from Hobbes's thought to liberal theories of explicit or tacit consent. Instead, both stressed a concern with the cultural preconditions of political order. Oakeshott's civil association turned out to be an idealized picture of modern European individualism as a unique civilizational achievement that sustained a very limited state whose authority could only be acknowledged, rather than contested. Schmitt, on the other hand, advocated a deeply authoritarian fusion of political and religious elements, a sort of neo‐Erastian dictatorship as the solution to the problem of political order. Idiosyncratic as these visions might appear, they in fact sum up two ways of thinking about political order still prevalent today: the notion that liberal democracy is only for the West; and the idea that, ultimately, political cohesion depends on a shared religious mentality. (shrink)

En el presente artículo se ensaya un diagnóstico crítico de la situación vigente en educación, desde la conjunción de la filosofía neoliberal con la tradición filosófica política de la educación latinoamericana, con el propósito de establecer e instanciar la pregunta por el rol del profesor y el quehacer de la pedagogía de la liberación en la actualidad latinoamericana. La investigación en su contexto más amplio -en cuya base se encuentra la _filosofía política de la educación nuestroamericana_- (...) se propone propiciar un diálogo participativo y reflexivo que sumerja la discusión actual en educación y política en una categoría como la esclavitud social y escolar, siempre con el imperativo de pensar _desde_ y _para _Latinoamérica. (shrink)

Enrique Dussel telah lama dikenal secara luas sebagai seorang filsuf dari Amerika Latin, yang memperkenalkan “filsafat pembebasan”. Buku Ethics of Liberation ini merupakan elaborasi gagasan sentralnya “pembebasan”. Dussel saat ini menjadi profesor filsafat di Universidad Autónoma Metropolitana, Iztapalapa dan di Universidad Nacional Autóma de México di Mexico City. Dalam karya ini ia mencoba mengatasi berbagai sistem etika yang berlatar belakang filsafat kontinental, yang ia sebut sebagai filsafat yang berbasis filsafat Yunani atau disebut juga “hellenosentrisme” atau “eropasentrisme. Filsafat dan (...) sistem etika ini tidak memadai lagi untuk mendorong pembebasan korban peminggiran oleh globalisasi dan kapitalisme neo-liberal. Dussel mengawali bukunya sepanjang 715 halaman ini dengan menyajikan uraian mengenai sistem etika dalam sejarah dunia, yang dipandang sebagai filsafat yang datang dari pinggiran, periferi. Dari sinilah Dussel mengembangkan etika dari perspektif korban yang tereksklusi. Pada Bagian I Dussel membahas “Fondasi Etika” (h. 53-186) yang terdiri dari tiga komponen. Pertama, etika material atau isi dari etika, yaitu reproduksi dan pengembangan kehidupan secara sadar. Dussel memulai uraiannya dengan pandangan antropologisnya, dimana digambarkan tingkat-tingkat kesatuan hidup manusia. Ia mengaitkan padangannya mengenai manusia dengan “neuroscience. Kemudian dibahas beberapa aliran dalam etikla material;, seperti utilitarianisme dan komunitarianisme (A. MacEntyre, Charles Tay;or, M. Walzer), konsep eudaimonis dari Aristoteles, Sittlichkeit dari Hegel, etika matrial dari Max Scheler, gagasan Xavier Zubiri.. Dari uraian yang sifatnya deskriptif itu, Dussel beranjak kepada perumusan universal, yang merupakan komponen kedua. Yang memberi pembenaran atas norma yang telah dirumuskan. Rumusan universal itu dicapai melalui suatu diskursus dari partisipan yang setara, dalam suatu komunitas komunikasi. Itulah syarat tercapainya kesahihan antarsubjektif. Yang dibahas Dussel adalah sistem etika Kant. John Rawls, Karel Otto-Apel dan J. Habermas. Tahap ketiga dibahas komponen kelayakan berhadapan dengan berbagai kendala.............. Buku Ethics of Liberation memuat uraian yang sangat kaya akan berbagai sistem etika, terutama sistem etika yang diajukan oleh berbagai filsuf kontemporer. Sistem itu tidak ditolak, tetapi harus dilengkap dengan sistem etika-kritis, yeng mendorong mereka yang menjadi korban untuk membebaskan diri. Untuk memperdalam analisisnya Dussel banyak mengacu kepada Marx, Sekolah Frankurt, Nietzsche dan Freud. Pandangan Freire mengenai dialog dan “raising consciousness” melengkap apa yang disebut “konsensus” dalam sistem etrika Habermasian. Dialog menjadi penting untuk membangun komunikasi dalam masyarakat yang asimetris. Ini diperkaya dengan pengalaman tumbuhnya kesadaran sebagaimana diuraikan oleh Rigoberto Menchú Sistem etika Emmanuel Levinas memberikan perspektif baru mengenai keharusan “pengakuan” (recognition) dan tanggung jawab terhadap yang lain. Buku Dussel ini akan memperkaya pandangan para dosen etika, yang pada umumnya terpaku pada sistem etika “Eropasentris.” (M. Sastrapratedja, Program Pascasarjana, Sekolah Tinggi Filsafat Driyarkara, Jakarta). (shrink)

This book challenges the common view that Michael Oakeshott was mainly important as a political philosopher by offering the first comprehensive study of his ideas on history. It argues that Oakeshott's writings on the philosophy of history mark him out as the most successful of the philosophers who attempted to establish historical study as an autonomous form of thought during the twentieth century. It also contends that his work on the history of political thought is best seen in the (...) context of debates over the origins of the liberal state. For the first time, extensive use has been made of unpublished material in the collection of Oakeshott's papers at the LSE, resulting in an intellectual biography that should be of interest both to first-time students and those already familiar with his published works. (shrink)

This essay consists of an examination of the work of three thinkers who conceive of liberal education primarily in teleological terms, and, implicitly if not explicitly, attempt to offer some answer to the question: what does it mean to be fully human? John Henry Newman, T. S. Eliot, and Josef Pieper developed their understanding of liberal education from their own intellectual and religious experience, which was informed by a specifically Christian conception of the place of education in a fully developed (...) human life. I suggest that the strength of their understanding of liberal education derives from its connection to the various small cohesive religious communities to which they were connected. Nonetheless, this insularity was also the primary weakness because each writer ended universalising what was in fact a particular and unique cultural and religious experience instead of providing convincing proof of a single human nature with a single telos. I will contrast this teleological conception of liberal education with that of Michael Oakeshott and his student Kenneth Minogue, both of whom wrote about education in a post-religious era in which the earlier consensus had completely broken down. They both celebrated the variety of practices which human beings have invented for themselves over the past several centuries (and past several millennia), and did not appear to suffer from the lack of any unifying single human telos. I will suggest that their understanding of practice insulated them from the need for a single unifying telos. (shrink)

La primera etapa de este trabajo, parte de la idea del Canon Occidental de Harold Bloom, pero trasladándola al ámbito de la explicación de la conformación y desarrollo de lo que podríamos denominar el Canon liberal, y sostiene que ese canon se cierra con On Liberty; pero, como un pensamiento canónico constituye siempre una realidad dinámica, compleja y en tensión interna permanente, las lecturas e interpretaciones de On Liberty, sobre todo las realizadas en nuestro país desde coordenadas que interpretan a (...) Mill en un sentido no-liberal, iliberal o anti-liberal (como la reciente de Carlos Rodríguez Braun), en realidad, constituyen ejemplos de una lucha interna dentro de ese canon por “abrirlo” y por superar el enorme influjo (“angustia de las influencias” en la terminología de Bloom) que dicha obra ha tenido en el pensamiento occidental. Un ejemplo de la tensión interna dentro del propio canon liberal entre el utilitarismo (y su defensa del valor del individuo y de su bienestar, que es dinámico y en construcción, como elemento crucial de un estado libre, y justo) y el liberalismo (y su defensa del valor primario de la libertad interpretada esencialmente como no intervención y poder limitado) la encontramos en la discusión llevada a cabo por Mill en el capítulo V de Sobre al Libertad acerca de la educación obligatoria. En la segunda parte de este trabajo se exponen y comentan con una cierta amplitud las tesis de Mill sobre este asunto, debido a su relevancia para la interpretación del sentido estricto del liberalismo de Mill. Creemos que es posible articular ambas tendencias sin obligar a Mill a dejar de ser liberal por el hecho de admitir posibles limitaciones a la libertad en circunstancias específicas. Es así por tanto posible sostener que hay buenas razones liberales de raíz utilitarista para sostener dos tesis distintas: (a) que es necesario garantizar una educación universal y obligatoria hasta un cierto nivel, y (b) que caso de noestar adecuadamente garantizada esta educación universal y obligatoria, es aceptable y estaría justificado que el propio Estado no sólo estimulara dicha educación sino que directamente la proporcionara, llegando al extremo de establecer cuáles son los contenidos de esta educación y asegurar su impartición. Finalmente, en la última parte del trabajo, se defiende que no hay contradicción entre esta defensa de una educación obligatoria y universal asumida por el estado y la paralela crítica de Mill al papel de la asunción permanente por parte del Estado de la tarea de educar a los ciudadanos.Para concluir, se defiende el papel central de Mill y de On Liberty en el canon liberal, que debe ser interpretado en un sentido plural, diverso, dinámico y vivo, no necesariamente encerrado o enclaustrado exclusivamente en la tesis, por otra parte central al liberalismo (pero no única) del poder limitado y del rechazo del intervencionismo. Sólo haciendo del liberalismo algo diverso y plural podrán los actuales liberales superar la influencia de Mill y pensar de un modo post-milliano en sentido genuino. (shrink)

Resumen: La cultura deportiva universitaria es un componente importante del sistema cultural nacional. Es la cristalización de la civilización material y espiritual en el deporte universitario, así como la precipitación de la cultura deportiva y la filosofía del deporte. Sin embargo, en la nueva era, la cultura deportiva universitaria presenta problemas como valorar más la inteligencia que la forma física, carecer de conceptos de cultura deportiva y separar el espíritu de lo material. En la educación universitaria, generalmente se presta (...) más atención al desarrollo académico e intelectual, mientras que no tanto al deporte y ejercicio físico. De hecho, la cultura deportiva universitaria a menudo se centra sólo en la educación física y los eventos deportivos, ignorando el desarrollo de otros aspectos, lo que da lugar a un desequilibrio en todo el sistema de cultura deportiva; la insuficiente inversión de la escuela en instalaciones y equipos deportivos conduce a una falta de apoyo material necesario para que los estudiantes lleven actividades de ejercicio físico. Al mismo tiempo, la comprensión y la búsqueda del deporte por parte de los estudiantes se quedan a menudo en la superficie, careciendo de la búsqueda del espíritu de lo profundo. En la revisión de la cultura deportiva universitaria, se puede utilizar el materialismo dialéctico para analizar la conexión entre el trasfondo social, la tendencia de desarrollo y la influencia mutua de la cultura deportiva; también se puede utilizar la perspectiva del constructivismo social para explorar el proceso de construcción social de la cultura deportiva, los papeles y las interacciones de todos los participantes, y el significado y la influencia de la cultura deportiva en la sociedad. Por consiguiente, para resolver mejor los problemas existentes en la cultura deportiva universitaria, promover el rápido desarrollo de la cultura deportiva universitaria en la nueva era, aumentar la confianza de la cultura deportiva universitaria y construir una cultura deportiva fuerte, este artículo utilizó el método del materialismo dialéctico para analizar la situación actual del deporte universitario. Explica la relación entre la filosofía y la cultura deportiva desde una perspectiva filosófica, así como los problemas actuales de la cultura deportiva. Utilizó el método del constructivismo social para explicarlo desde diferentes perspectivas. Por último, a través del método del constructivismo social, examinó la cultura deportiva universitaria en la nueva era y analizó dialécticamente las formas, funciones, vías de reconstrucción y pensamiento futuro de la cultura deportiva universitaria. La investigación ha constatado que la cultura deportiva de las universidades en la nueva era desempeña un papel importante en los aspectos cultural, educativo y político. La reconstrucción y el desarrollo futuro de la cultura deportiva universitaria en la nueva era necesitan combinar las culturas oriental y occidental, heredar la excelente cultura tradicional y lograr un desarrollo innovador de la cultura deportiva. (shrink)

MARINA PAOLA BANCHETTI-ROBINO is Associate Professor and Chair of the Philosophy Department at Florida Atlantic University. Her areas of research include phenomenology, philosophy of language, philosophy of science, philosophy of mind, and zoosemiotics. Her publications have appeared in such journals as Synthese, Husserl Studies, Idealistic Studies, Philosophy East and West, and The Review of Metaphysics. She has also contributed essays to The Role of Pragmatics in Contemporary Philosophy (1997), Feminist Phenomenology (2000), and Islamic Philosophy and Occidental Phenomenology on the Perennial (...) Issue of Microcosm and Macrocosm (2006). She co-edited Philosophies of the Environment and Technology (1999) and is currently working on a book-length project entitled The Birth of Science Out of the Spirit of Myth: A Historico-Phenomenological Re-Examination of the Crisis of the European Sciences. BERNARD BOXILL was born in Saint Lucia, West Indies where he received his primary and secondary education. He studied philosophy at the University of New Brunswick, Canada and at the University of California, Los Angeles where he was awarded a doctorate in philosophy in 1971. He has published numerous articles, a book, Blacks and Social Justice (1992), and is professor of philosophy at the University of North Carolina at Chapel Hill. ED BRANDON was born and educated in England, studying philosophy and linguistics at The University of York, England, and later philosophy at The University of Oxford with the late John Mackie. After teaching in Sierra Leone and briefly in England, he went to teach philosophy of education at the University of the West Indies at Mona, Jamaica in 1978. From 1992 he has been attached to a policy unit of the Vice-Chancellery, based at the Cave Hill campus in Barbados, where he has been assisting since 2000 with a new major in philosophy. His academic work can be accessed from http://cavehill.uwi.edu/bnccde/epb/personalpage.html CAROLYN CUSICK is a doctoral candidate in the Department of Philosophy at Vanderbilt University. She is a founding member of the Phenomenology Roundtable. Her research focuses on feminist epistemology, Africana philosophy, and phenomenology. LEWIS GORDON is President of the Caribbean Philosophical Association. He is Laura H. Carnell Professor, the most distinguished chair, at Temple University, where he holds appointments in philosophy, religion, and Judaic studies and directs the Institute for the Study of Race and Social Thought and the Center for Afro-Jewish Studies. He is also Ongoing Visiting Professor of Philosophy and Government at the University of the West Indies at Mona, Jamaica. He is the author of several books, including the award-winning Her Majesty's Other Children: Sketches of Racism from a Neocolonial Age (Rowman and Littlefield, 1997), Disciplinary Decadence: Living Thought in Trying Times (Paradigm, 2006), An Introduction to Africana Philosophy (Cambridge University Press, forthcoming), and co-editor of A Companion to African-American Studies (Blackwell, 2006) and Not Only the Master's Tools: African-American Studies in Theory and Practice (Paradigm, 2005). CLEVIS HEADLEY is currently Associate Professor of Philosophy at Florida Atlantic University, director of the Ethnic Studies Certificate Program, as well as director of the Master's in Liberal Studies. Professionally, he serves as the Vice-President and Treasurer of the Caribbean Philosophical Association. Professor Headley has published widely in the areas of Critical Race Theory and Africana philosophy. He has also published in Analytic philosophy, focusing specifically on Gottlob Frege. PAGET HENRY is Professor of Sociology and Africana Studies at Brown University. He is the author of Caliban's Reason: Introducing Afro-Caribbean Philosophy, Peripheral Capitalism and Underdevelopment in Antigua, and the co-editor of C. L. R. James' Caribbean. Professor Henry also serves as the editor of the C. L. R. James Journal, and has published numerous articles on the political economy of the Caribbean as well as on African, African-American, and Afro-Caribbean philosophy. ESIABA IROBI is Associate Professor of International Theatre/Performance Studies at Ohio University, Athens. His groundbreaking book: A Theatre for Cannibals: Resisting Globalization on the Continent and Diaspora since 1441 will be published by Palgrave Macmillan, London, in 2007. He has been invited to be an External Resident Fellow at the prestigious Dartmouth College Humanities Institute for the 2007-2008 academic year. CHIKE JEFFERS is a graduate student in the Ph.D. program of the Philosophy Department at Northwestern University. His interests are in Africana philosophy, social and political philosophy, ethics, philosophy of religion and aesthetics. He is originally from Toronto, Ontario, Canada. CATHERINE JOHN is Associate Professor of African Diaspora Literary and Cultural Studies at the University of Oklahoma. Her book Clear Word and Third Sight: Folk Groundings and Diasporic Consciousness in African Caribbean Writing was co-published by Duke University Press and UWI Press in 2003. She has published several articles on Caribbean literature and culture and her current book project is entitled The Just Society and the Diasporic Imagination. She spends her summer working in Woodside, St. Mary, Jamaica helping with a summer school for children and participating in the community's emancipation celebration. KENNETH KNIES is a doctoral student in philosophy at Stony Brook University. His areas of focus are phenomenology and ancient philosophy. He is also a contributing editor for Political Affairs magazine. EDIZON LEN is a photographer and coordinator of the Fondo Documental Afro-Andino at the Universidad Andina Simòn Bolivar in Quito, Ecuador. In 2006, he was curator of the photo exhibit "The Color of the Diaspora" presented at the Cultural Center of the Catholic University of Ecuador and the University of Tennessee in Knoxville. He is currently completing his doctorate at the Universidad Andina Simòn Bolivar with a focus on Maroon thought. REKHA MENON is Associate Professor of Art History at State University of New York, Buffalo State. She is the author of Seductive Aesthetics of Post Colonialism (forthcoming). Her area of research focuses on current philosophical investigations in colonial and neocolonial aspects of Indian art, artistic/cultural practices and philosophies and their relationship to Western arts and philosophies. Her manuscripts under review are: Ashamed of Our Nakedness, Is There Ever a Naked Body? Ambivalence in Contemporary Indian Expressive Aesthetics and Insatiable Desire. MICHAEL R. MICHAU is a Ph.D. candidate in the Philosophy and Literature Program at Purdue University, and during the 2006-2007 school year, a lecturer in the Department of Comparative Studies and Department of Philosophy at Ohio State University. He is the co-founder and co-secretary of the North American Levinas Society. CHARLES W. MILLS is Distinguished Professor of Philosophy at the University of Illinois at Chicago. He works in the general area of oppositional political theory, and is the author of numerous articles and three books: The Racial Contract (Cornell University Press, 1997), Blackness Visible: Essays on Philosophy and Race (Cornell University Press, 1998), and From Class to Race: Essays in White Marxism and Black Radicalism (Rowman and Littlefield, 2003). MABOGO P. MORE is currently Associate Professor of Philosophy at the University of KwaZulu-Natal, South Africa. He has published articles on African philosophy and social and political philosophy in a number of academic journals, such as South African Journal of Philosophy, Dialogue and Universalism, Alternation, Theoria, and African Journal of Political Science. MARILYN NISSIM-SABAT, Ph.D., M.S.W. is Professor Emerita and Adjunct Professor of Philosophy, Lewis University. Dr. Nissim-Sabat is also a psychotherapist in private practice. She is the author of numerous book chapters and papers in the fields of philosophy (Husserlian phenomenology), psychoanalysis, feminism, and critical race theory. Citations of her works can be found on her website: marilynnissim-sabat.com. FREDERICK OCHIENG'-ODHIAMBO is a Senior Lecturer of Philosophy and Coordinator of the discipline at The University of the West Indies, Cave Hill, Barbados. His major research areas are African philosophy and social philosophy. He has published several articles on philosophic sagacity. IVAN PETRELLA is an Assistant Professor of Religious Studies at the University of Miami. He is author of The Future of Liberation Theology: An Argument and Manifesto (SCM Press, 2006) and editor of Latin American Liberation Theology: The Next Generation (Orbis Books, 2005) as well as co-editor of the series Reclaiming Liberation Theology (SCM Press) RICHARD PITHOUSE is a research fellow at the University of KwaZulu-Natal in Durban, South Africa. He is editor of Asinamali: University Struggles in Post-Apartheid South Africa (Africa World Press, 2006). SATHYA RAO is Assistant Professor in French translation at the Department of Modern Languages and Cultural Studies, University of Alberta, Canada. His research fields include: theory of translation, continental philosophy, postcolonial studies, discourses on Africa, and Francophone cinema and literature. He has published articles in various peer-reviewed journals and written chapters in several collective books such as: De l'Ecrit Africain a l'Oral le Phenomene Graphique Africain, Simon Battestini (Ed.) (Paris: L'Harmattan, 2006) and Thèorie-rèbellion. Un Ultimatum, Gilles Grelet (Ed.) (Paris: L'Harmattan, 2005). He has a co-edited a book on Francophone African cinema L'Afrique fait son cinema (Montreal: Memoires d'encrier, forthcoming). Sathya Rao is vice-president of the International Non-Philosophical Organisation (INPhO), member of the Canadian Association of Translatology (CATS), coordinator of the research team Poexil, and Secretary of the Caribbean Philosophical Association. He is co-founder of an online journal Alternative Francophone. CATHERINE WALSH is Professor and Director of the doctoral program in Latin American Cultural Studies at the Universidad Andina Simon Bolivar in Quito, Ecuador. Her research interests include the geopolitics of knowledge, interculturality and concerns related to the Afro-Andean Diaspora and the production of decolonial thought. Among her recent publications are Pensamiento crìtico y matriz colonial (Quito: Abya Yala, 2005), "Interculturality and the Coloniality of Power. An 'Other' Thinking and Positioning from the Colonial Difference," in Coloniality of Power, Transmodernity, and Border Thinking, R. Grosfoguel, J.D. Saldivar, and N. Maldonado-Torres (Eds.) (Durham: Duke University Press, forthcoming) and "Shifting the Geopolitics of Critical Knowledge: Decolonial Thought and Cultural Studies 'Others' in the Andes," Cultural Studies (forthcoming). KRISTIN WATERS has published widely in the areas of race and gender. Her anthology Enlightened Conversations: Women and Men Political Theorists (Blackwell, 2000) challenges political theorists to be more inclusive of race and gender in their research and teaching. Her book Black Women's Intellectual Traditions: Speaking Their Minds, co-edited with Carol Conaway (University of Vermont Press, forthcoming), addresses the varied intellectual traditions of black women's thought that spans more than two hundred years in North America. She is currently Professor of Philosophy at Worcester State College and Visiting Research Associate at Brandeis University. (shrink)

El presente texto tiene como propósito analizar teórico-conceptualmente las prácticas pedagógicas de la ética implementadas por los docentes en la universidad tradicional y la universidad popular en los años 2010 – 2020. Teniendo en cuenta, primero, las características inherentes de la universidad tradicional tanto en sus orígenes y principios fundamentales; segundo, las practicas pedagógicas de la ética en el rol docente; y tercero, el advenimiento, desarrollo y propuesta de la Universidad popular. Mediante este análisis fue posible (...) develar los paralelismos entre sus divergencias y puntos de encuentro con base en la ética-práctica del rol docente, para el mejoramiento continuo tanto de esta área del conocimiento como de los demás saberes en general. (shrink)

This article compares the political philosophies of Michael Oakeshott and Isaiah Berlin, probably the two most important political philosophers in postwar Britain, who, strangely, had very little to do with one another during their illustrious careers. The article focuses on their respective critiques of rationalism and theories of liberal pluralism, arguing that Oakeshott provides the more consistent and philosophically satisfying account in both instances.

Much of the world will be living in broadly "liberal" societies for the foreseeable future. Sustainability and security, however defined, must therefore be considered in the context of such societies, yet there is very little significant literature that does so. Indeed, much ecologically-oriented literature is overtly anti-liberal, as have been some recent responses to security concerns. This book explores the implications for sustainability and security of a range of intellectual perspectives on liberalism, such as those offered by John Rawls, Robert (...) Nozick, Frederick Hayek, Ronald Dworkin, Michael Oakeshott, Amartya Sen and Jrgen Habermas. (shrink)

This article examines Michael Oakeshott's peculiar understanding of religion and its connection to politics and public affairs in democratic societies. It considers Oakeshott's views on both the prominence of religion as an expression of practical life, and the conciliatory role of the religious imagination in human existence. Upon inspection, Oakeshott's notion of a reconciled form of religiosity appears to be devised to speak to problems of religious enthusiasm in liberal democracies. Oakeshott's response to challenges of religious enthusiasm is insufficient (...) and problematic, however, as is the conservative disposition he advocates for individual persons in democratic polities. (shrink)

This essay analyzes the relationship between rights and the rule of law through the investigation of the jurisprudence of three significant figures in the liberal tradition: Ronald Dworkin, Michael Oakeshott, and John Finnis. Dworkin’s approach, which attempts to defend natural rights and to contribute to improving the general communal welfare, is shown to result in a strong role for judges to navigate between protecting rights and the common good where the rule of law is put in the service of (...) social evolution. Oakeshott’s ideal of civil association is explored as an example of a non-instrumental practice. Here the rule of law and political authority contribute to a mode of association that does not coerce or subordinate individuals’ self-chosen purposes to a communal one. Attempting to navigate between normative concerns and the proceduralism of a rule of law, Finnis’ natural law approach is shown to respect the universal human desire to flourish and the individual nature of that search embodied in our modern political vocabulary of rights. Law provides the necessary conditions for human flourishing and thus is both the symbolic and the real realm where we ceaselessly attempt to reconcile individual demands and collective needs in light of our limitations and views of the human good. (shrink)

The subject of this essay is philosophy, its place in the university, and the role of philosophy and university studies within what the late British philosopher Michael Oakeshott has called "the conversation of mankind." But we are not going to begin, as it may seem we should, with a definition of "philosophy." The immediate task is rather to say something about the issues with which philosophers concern themselves and to discuss certain misconceptions which are very widespread and which most (...) of those who embark on a study of philosophy will either share at the outset or very soon encounter. In saying what philosophy is not we shall have entered into the discussion of what philosophy is, but only in a very preliminary and indirect way. Nevertheless, this will suffice for our present purpose, which is to offer a reflection upon the goals of university education. (shrink)

RESUMEN Si bien se han sondeado diversas fuentes a través de las cuales la tradición judeo-cristiana ha legitimado el especismo, seria injustamente parcial sostener que Occidente debe únicamente a su religión más popular e influyente el trato lesivo y discriminatorio hacia las demás especies. En diversas variantes, a partir de todo tipo de argumentos y supuestos, las jerarquías discriminatorias de especies no han constituido la excepción, sino más bien la regla. Esta tendencia, que está presente en diferentes cosmovisiones occidentales (...) -y aun entre teorías como las de Darwin, que dejan sin sustento teórico los fundamentos religiosos y metafísicos que suelen avalar tales prácticas especistas-, pone de manifiesto su relación sustancial con el problema de la destrucción en cuanto el ser humano ha explotado y hecho sistemáticamente desaparecer un sinfín de especies sobre la faz de la Tierra. ABSTRACT A wide range of sources is available to support the notion that the Judeo-Christian tradition has been instrumental in legitimizing speciesism. Nonetheless, it would be unfair to claim that the West's harmful and discriminatory attitude to other species proceeds solely from its historically dominant religious tradition. The construction of discriminatory species hierarchies has been the rule rather than the exception, proceeding from a variety of arguments and suppositions. This discriminatory tendency can be found in diverse Western cosmovisions; even in Darwinian theories which reject the theological and metaphysical underpinnings previously used to shore up speciesist practices. This pervasiveness suggests that the speciesist tendency is intimately bound up with the problem of destruction, understood here as the process by which human beings have exploited innumerable species, to the point of systematically rendering them extinct. (shrink)

La Universidad Nacional de la Patagonia Austral (UNPA) es una de las tres universidades nacionales de más reciente creación en Patagonia (luego vinieron Río Negro y Tierra del Fuego). No es objeto de discusión la ampliación de oportunidades en el acceso a la educación superior que ello supuso. Sin embargo, más recientemente, la transformación de la modalidad de enseñanza de presencial a virtual valiéndose de las Tecnologías de la Información y la Comunicación (TIC’s), visualizadas como “democratización de la (...) educación superior”, ha permitido multiplicar el número de inscriptos pero no (en términos porcentuales y a la fecha de cierre del análisis) el de egresados. En el artículo, a partir de cuantificar los diversos comportamientos, se procura dimensionar el impacto que sobre el comportamiento de la matrícula ha tenido la implementación de un modelo de Educación a Distancia sustentado en el empleo de las TIC’s (trasladando todo el proceso educativo a la mediación tecnológica en la plataforma virtual), que ha venido a suplantar la modalidad presencial (que podríamos denominar como “tradicional”, en el sentido de que conserva los rasgos centrales de una escolaridad de cursado cotidiano en el ámbito físico de la universidad).La metodología de indagación aquí utilizada es cuantitativa y se observan las carreras de educación de una de las unidades académicas de la UNPA. Las tablas permiten avanzar en el objetivo de caracterizar la dinámica de la matrícula mientras el cursado fue presencial y luego, cuando se pasó a la modalidad virtual, procurando comprender las trayectorias académicas desarrolladas por los estudiantes y el impacto que el cambio de modalidad pudo haber tenido. Como corolario, exponemos reflexiones que pueden ser útiles para seguir pensando el impacto de las TIC’s en la educación superior. (shrink)

My concern in this essay is not so much with the invisible work or hidden labor produced by neoliberalism, but rather with what Joseph Pieper describes as an emerging culture of “total work”. More than the sheer number of hours of work, Pieper diagnoses a transformation in the way we view work. Work has become the exclusive point of reference for how we see and define ourselves. We are, Pieper feared, increasingly incapable of seeing beyond the working self. The human (...) being has become the human worker. Historically, the ideal of leisure offered a counter vision to this tendency. Michael Oakeshott notes that while human beings must attend to the necessities for survival, they are most especially distinguished by their capacity for leisure—by an ability to pursue questions, conversations, and explorations that transcend the realm of production and consumption. To overlook and exclude leisurely pursuits is to diminish our humanity. (shrink)

Timothy Fuller has here performed the valuable task of bringing together Michael Oakeshott's most important essays on education. Fuller also includes a helpful introduction which distinguishes Oakeshott's views from those of Allan Bloom and E. D. Hirsch, and which situates Oakeshott's reflections in the context of his basic philosophical commitments. These essays are interesting and important not only in their own right, but also for their illumination of themes present in Oakeshott's longer works.

This article investigates the liberal political implications of Michael Oakeshott’s political theory of civility and civil association by focusing on his judicious attempts to abate contingency. It argues that Oakeshott’s political theory can be best understood as ‘political pluralism’, aimed at the maximalist accommodation of abundant and fluctuating human pluralities, individual and associational. By reinterpreting Oakeshott as a defender of civil society, composed of numerous purposive associations, against state-imposed monism, it argues that in Oakeshott’s theory civil association is devised (...) to protect associational freedom, thereby keeping civil society as free as possible. It then discusses the distinctiveness of Oakeshott’s characteristically ‘liberal’ political theory by critically engaging it with two dominant strands of liberalism, namely, liberal pluralism and political liberalism. (shrink)

O presente artigo discute o conceito de cidadania e sua relação com as questões educacionais, sobretudo, as relacionadas ao campo da Educação de Jovens e Adultos. Constitui-se como resultado de pesquisa intitulada “Cidadania e EJA: concepções e desafios que marcam a escola pública brasileira” no âmbito do Núcleo de Estudos sobre Trabalho e Educação da Faculdade de Educação da Universidade Federal de Juiz de Fora. O texto destaca como o conceito de cidadania se desenvolveu historicamente, buscando seus fundamentos ideológicos e (...) políticos no liberalismo, correlacionando-o com a perspectiva de Estado e de educação defendida por essa corrente. Demonstra que a concepção burguesa de cidadania se desdobra sobre o campo educacional, expondo sua relação com a acumulação flexível de cunho capitalista. A concepção marxista de educação rompe com essa unilateralidade, apresentando a universalização do trabalho e da educação como expressão do humano, da pluralidade cultural e das concepções de mundo que marcam as experiências coletivas e individuais. Nesse modelo, as exigências educacionais para jovens e adultos são direcionadas a tornar esses sujeitos capazes de enfrentar, mesmo que minimamente, o mercado globalizado e assumir projetos de vida pautados no mérito das ações econômicas – por meio de uma educação ao longo da vida, com o objetivo de se manterem na condição de empregáveis. Portanto, o texto que se segue visa contribuir com as reflexões de educadores que almejam a construção de uma educação socialista e democrática. Esse processo, que se estabelece nos âmbitos coletivo e social – possível apenas com o rompimento e a superação do modelo social de capital e com a instauração de uma sociedade com novas formas de sentir, pensar e agir no mundo. Palavras-chave: Cidadania. Liberalismo. Educação. Jovens. Adultos. (shrink)

The aim of this article is to show that, at least from a historical point of view and during the period addressed, different philosophical traditions within the University of Buenos Aires had their own political inscriptions. Thus, these study areas were established in the Faculty through important theoretical and political discussions. The article highlights moments of conflict and also determines four theoretical-political traditions to be considered: one neo-tomist and nationalist, one phenomenological and liberal, one metaphysical and corporative, and a fourth (...) scientific and filo-communist. (shrink)

El artículo propone una defensa conceptual de una concepción liberal y democrática de la educación. Por cuanto la principal función de la educación del individuo consiste en su socialización y la existencia de individuos educados es la garantía mínima de un proceso social creativo y rico, el desarrollo de la democracia está íntimamente ligado al desarrollo de la educación en general y al de la educación ciudadana en particular. Por esa razón el político, en un sistema (...) democrático, debe ser un pedagogo. La reflexión, eminentemente conceptual, termina con la presentación de un ejemplo de la historia política reciente de Colombia. (shrink)