Catholicity and education: notes for a Catholic reading of education as formation from the personal experience of love
It is common to listen to that a big part of the education crisis the world has been going through since some decades ago, is a product of the “architectural” system, inspired by the meta-recount which provided us the herramental rationality and the pedagogical ways instilled by the uniquetrue educa...
- Autores:
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2021
- Institución:
- Universidad Católica de Pereira
- Repositorio:
- Repositorio Institucional - RIBUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.ucp.edu.co:10785/14547
- Acceso en línea:
- https://revistas.ucp.edu.co/index.php/paginas/article/view/2166
http://hdl.handle.net/10785/14547
- Palabra clave:
- Rights
- openAccess
- License
- Derechos de autor 2007 Revista Páginas
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Catholicity and education: notes for a Catholic reading of education as formation from the personal experience of love |
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Catolicidad y educación: apuntes para una lectura católica de la educación como formación a partir de la experiencia personal del amor |
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It is common to listen to that a big part of the education crisis the world has been going through since some decades ago, is a product of the “architectural” system, inspired by the meta-recount which provided us the herramental rationality and the pedagogical ways instilled by the uniquetrue educational and religious tradition, a single pedagogy and a single manner to relate with knowledge, which turn out to be a damaging mixture triggering identity and pertinence unbalances on an educational basis, finally carrying out to a problematic issue that we as lecturers and students are having with the most terrible consequences. In this paper, we are aimed to argue that policies certainly can not be followed as those that formerly educated modernity youngsters, but also the problem is not finally a pedagogical method coming up from the philosophical, scientific and religious conception about education, but precisely on the signification in itself and how that education sense searching is taken; so from the experience revealing in every educational fact, it is understood not only as learning, but also as instructing or formation. Therefore, more than a “pedagogical procedure” problem, education is a today’s sense, personal experience and intersubjective problem about the teaching conception, this way, beyond defending a “catholic model” for education, this paper proposes to show “the experiencing and whole presence of love” –this is our expression- like eros, philia and agape, “contemporary” catholicity essential base, builds itself through a renewed, pertinent and appropriated way for backing education in the present. |
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Universidad Católica de Pereira |
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Revista Páginas; Núm. 78 (Jun., 2007); 35-51 |
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2021-02-032023-08-30T00:29:46Z2023-08-30T00:29:46Zhttps://revistas.ucp.edu.co/index.php/paginas/article/view/2166http://hdl.handle.net/10785/14547It is common to listen to that a big part of the education crisis the world has been going through since some decades ago, is a product of the “architectural” system, inspired by the meta-recount which provided us the herramental rationality and the pedagogical ways instilled by the uniquetrue educational and religious tradition, a single pedagogy and a single manner to relate with knowledge, which turn out to be a damaging mixture triggering identity and pertinence unbalances on an educational basis, finally carrying out to a problematic issue that we as lecturers and students are having with the most terrible consequences. In this paper, we are aimed to argue that policies certainly can not be followed as those that formerly educated modernity youngsters, but also the problem is not finally a pedagogical method coming up from the philosophical, scientific and religious conception about education, but precisely on the signification in itself and how that education sense searching is taken; so from the experience revealing in every educational fact, it is understood not only as learning, but also as instructing or formation. Therefore, more than a “pedagogical procedure” problem, education is a today’s sense, personal experience and intersubjective problem about the teaching conception, this way, beyond defending a “catholic model” for education, this paper proposes to show “the experiencing and whole presence of love” –this is our expression- like eros, philia and agape, “contemporary” catholicity essential base, builds itself through a renewed, pertinent and appropriated way for backing education in the present.Es común escuchar que gran parte de la crisis de la educación que se ha venido viviendo en el mundo entero desde hace algunas décadas, es producto del sistema “arquitectónico” inspirado en el metarrelato que nos proporcionó la racionalidad instrumental y las formas pedagógicas inculcadas por la tradición educativa y religiosa de una sola verdad, una sola pedagogía y una sola forma de relación con el conocimiento, los cuales se convirtieron en una mezcla perniciosa que desencadenó desequilibrios en identidad y pertinencia en el plano educativo, conllevando, finalmente, a una problemática de la que hoy vivimos los educadores y estudiantes sus consecuencias más funestas. En este texto, nos proponemos argumentar, que si bien es cierto, no pueden hoy seguirse los lineamientos con los que otrora se educó a los jóvenes de la modernidad, el problema no está finalmente en el método pedagógico que surja de la concepción filosófica, científica o religiosa sobre la educación, sino, precisamente, en la significación misma de esa concepción y cómo esa búsqueda de sentido de la educación es vivida, es decir, en la experiencia que se desvela en cada acto educativo entendido bien como capacitación, bien como instrucción, bien como formación. Por ello, más que un problema de “procedimiento pedagógico”, la educación es hoy un problema de sentido, de experiencia personal e intersubjetiva, de concepción de formación y, en esta vía, más que una defensa del “modelo católico” para la educación, este texto se propone mostrar como “la presencia experiencial e íntegra del amor” -la expresión es nuestra- como eros, philia y agapé, base esencial de la catolicidad “contemporá- nea”, se constituye en un camino renovado, adecuado y pertinente para una apuesta por la educación en el presente.application/pdfspaUniversidad Católica de Pereirahttps://revistas.ucp.edu.co/index.php/paginas/article/view/2166/2010Derechos de autor 2007 Revista Páginashttps://creativecommons.org/licenses/by-nc/4.0/deed.es_ESinfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Revista Páginas; Núm. 78 (Jun., 2007); 35-510121-1633Catholicity and education: notes for a Catholic reading of education as formation from the personal experience of loveCatolicidad y educación: apuntes para una lectura católica de la educación como formación a partir de la experiencia personal del amorArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionMuñoz Montaño, Jorge LuisMuñoz Montaño, Juan CarlosPublication10785/14547oai:repositorio.ucp.edu.co:10785/145472025-01-27 18:30:39.159metadata.onlyhttps://repositorio.ucp.edu.coRepositorio Institucional de la Universidad Católica de Pereira - RIBUCbdigital@metabiblioteca.com |