Proposal for an anthropological conception Bolivian Educational Context

Proposal for an anthropological conception for the Bolivian educational context

I. Contextualization of philosophical anthropology

The nature of philosophical knowledge can be adequately understood from understanding to it as a universal theory of human activity, that is, as a scientific discipline that studies the universal basic regularities of the active material and ideal relationship as both objective and subjective man with natural and social world. (Serpa, 2005:2)

We note also that philosophy focuses on the study of the universality of human interaction with the world, both objectively (concrete) and subjective (interpretative and relative), and understanding that this relationship is a constant human activity whose function is to bonding, processing and feedback to change and seek the skills of human relations that will impact further in linking human beings with the surroundings and each other.

As Dewey says in Democracy and Education, pg. 272, the philosophy is born of the needs and conflicts of social life, arising from the interrelationships at various levels: body and soul, humanity and physical, individual and society, theory or practical knowledge or action. Therefore, its ultimate goal is practical absolutely defining sense of these difficulties, creating pathways for possible answers, alternatives and pragmatic proposals.

From the definition of the object of philosophy, it is inevitable to realize that all human activity is likely to be philosophized, analyzed, criticized and therefore have the potential to be modified. When thinking about our specific topic, namely the educational activity, as expression of a society and culture prevailing at any given time, we see that is crossed also and especially by the philosophizing activity. Educational practice is also generating philosophical concerns that require particular dynamics and nourished by boiling fully human in it. This back and forth between theory and practice, a philosophical attitude that is reflected in the same human interactions.

Thus, the philosophy is particularized in the so-called philosophy of education. Its aims, its own activities and their methods have been widely discussed at various times since the heyday of ancient Greece to current times. We outline the main trends and anthropological vision to get into the specific issue at hand: We wonder, what is the anthropological vision that characterizes our everyday educational practice? How to practice? Because of this view shows the valuation of our fellow men and in passing we can mention that also includes a personal position about our self-worth. We, therefore, to mention some philosophical considerations anthropological characteristics of some philosophies of education:

II. Anthropological views in philosophy

We have on one side to idealism, which raises the human being as a perfect, timeless, ahistorical, because he lives the life of the spirit.

In response there is the realism that divide human beings in mind and soul, according to the principles of Descartes. What you need to educate the mind to lead the world and specifically the society.

The perennialists and staff Aristotelian origin, which are based on Catholic theology and posits that the human being is a being corrupted by original sin, and to remedy this situation requires a strong discipline and sacrifice.

In the anthropological vision of socialism, by contrast, is primarily a human being to be an atheist, inconsequential, whose ultimate goal is working towards the progress of society, as a piece of a larger machine which is entirely due.

American experimentalism posits that man is an integral reality: corporeal, vital, mental and social development. The soul-body separation is overcome.

Existentialism proposes that man is free to all, and despite himself. An only be faced with the anguish of being. Education slams into groups arguing that the mass destroys individual originality and authenticity.

The trend of naturalism states that man is naturally good and is corrupted by society, because being created by the Author of nature is angelic and undefiled.

Activism advocated an anthropology based on developmental periods are the same in all people, and just need the opportunity to develop skills that we all possess, according to the stage where we are.

Analytic philosophy has an anthropological view that prevails in the drives and instinctual. Then proposes that children are accepted as they are and not try to educate them according to cultural patterns that drive try to mask the nature of humanity.

Nondirective pedagogy suggests that the human being is a being at all free, self-made within the limits of socio-political group to which it belongs. Therefore posits the possibility of returning to man the power of her destiny, free of social authority that limits it.

Finally, the liberationism conceives the human being as a being in the world that needs to be to rid the world of doctrines, submissions, manipulations that inhibit the self be true and free. Free of his own loneliness to communicate with the world, and once committed to social action, determining the alienation that society requires its members crowded.

III. Analysis of our Educational Experience

In our educational experience, we found that is repeated in different educational fields a tendency to view students as primarily rational beings, and therefore responds education, consistent with this conception, content and methodologies aimed at developing logical and rational intellectual of learners. We see that Descartes is present in our classrooms and through them, in our social life.

We do not believe that this position is better or worse than others, but we live as limiting when it comes to performing a more comprehensive educational practice, as the rapidly changing needs and approaches of today we require.

We see that we are also very used to prioritize the development of logical capacity, when situations arise every day and now technological sociocuturales require the participation of other capacities for more adequate management. We live, in short, a society for which multiproblem not reach the few strategies that we teach in our classrooms.

Among the positions outlined in the previous section, has attracted our attention to the liberationist conception of school. We found that application of the ideas proposed is no stranger, perhaps in response to the complex and particular socio-cultural settings Bolivian, full of contradictions in itself and that at times seems to demand first the recognition of its authenticity and identity before their modification.

So, thinking in society and hence in education in Bolivia, we found that there is an "education? reach consensus or systematic. I hypothesize that either may be a relatively well to fill the gaps, needs and dissatisfactions that exist in the educational system. Because we do not have a single national identity, and have a unique anthropological conception would not be right until we first identity. To better explain, for example, when we speak of "gaucho? automatically understand certain general features that characterize this character that is millions at the same time, and may have a philosophical-anthropological notion more or less unified and coherent human being in question. Turning our eyes to our society, we find a multitude of distinct identities and ignore many others, all belonging to the Bolivian nationality, all in need of an education system in line and consistent educational practice.

And just education, based on his daily exercise in the classrooms of different Bolivian places, is that we can start building this overarching identity inclusive, and for that the education system needs to generate a philosophy that legitimately reflect inclusive. It is a philosophy of inclusion that houses an anthropological vision that does not respond to any of those mentioned above but which strongly resembles liberationists. What is lacking, what about, we must add and cut from our practical knowledge.

We believe and feel that is needed now in our present social and historical construction of a new philosophical and methodological framework, but not so new after all-pick up your building materials in the classroom. A philosophy of inclusion, as mentioned earlier lines, with their particular anthropological proposal subject of this essay.

The outline of our anthropological conception is not the removal of some other educational philosophical positions, but rather as a cosmopolitan perspective that fits the specific and interrelated cultural identities through the exploration of the concepts of respect and inclusion, possible only from the personal choice to perceive our human world as a world full of contradictions and truths, not one, they really are our creations. And to be able to live and keep running after the Truth And wisdom? A-ideals of education objectives, it is necessary to build a new vision of ourselves, and we propose the following: The human being as being flexible, which axis of identity is the only known humility, like the others.

...