Fernando Bárcena

The Ethical Dimension of Teaching: A Review and a Proposal.

Abstract This paper attempts to show the existence of an ethical dimension of teaching as an educational activity. In order to achieve this, two main errors must be avoided: on the one hand, the idea that the ethical dimension of teaching is an alternative approach to a technological paradigm; on the other hand, the idea that this dimension constitutes only an external factor in regulating educational activities. After analysing the arguments most frequently used in justifying the ethical dimension of teaching, the authors argue for the need to reconstruct a concept of pedagogical effectiveness in which the ethical component constitutes an intrinsic element. Finally, content for the ethical dimension of teaching from the viewpoint of socialisation through human rights is suggested.

¿Una puerta cerrada? Sobre la educación y la corrupción pedagógica de la juventud

La educacion supone una salida: salida de la minoria hacia la mayoria de edad; una salida al exterior. Sin embargo, la reduccion de la experiencia de la formacion a la ensenanza erosiona, en sus fundamentos y en su sentido, la magnitud y la importancia de esta salida. Bajo las condiciones de nuestras sociedades actuales, la educacion supone una salida, no al mundo, sino a esa pequena parte del mundo que es el centro de trabajo, la oficina o la fabrica. Esta salida no es una experiencia plena, y ademas esta gobernada, administrada, disenada y planificada por una pedagogia posteducativa cuya impostura pedagogica explora criticamente este texto.Education is an outdoor exit: an exit from minority to majority, an exit to the outside world. However, reducing the formative experience of education erodes the magnitude and importance of this outdoor exit, in its foundations and meanings. Under the conditions of contemporary society, education presupposes an exit not to the world, but to that little part of the world which is the workplace, be it an office or a factory. Besides not being a full experience, this exit is governed, managed, designed and planned by a post-educational pedagogy, whose pedagogical imposture this text critically explores.

A closed door? On education and the pedagogical corruption of the young

La educacion supone una salida: salida de la minoria hacia la mayoria de edad; una salida al exterior. Sin embargo, la reduccion de la experiencia de la formacion a la ensenanza erosiona, en sus fundamentos y en su sentido, la magnitud y la importancia de esta salida. Bajo las condiciones de nuestras sociedades actuales, la educacion supone una salida, no al mundo, sino a esa pequena parte del mundo que es el centro de trabajo, la oficina o la fabrica. Esta salida no es una experiencia plena, y ademas esta gobernada, administrada, disenada y planificada por una pedagogia posteducativa cuya impostura pedagogica explora criticamente este texto.Education is an outdoor exit: an exit from minority to majority, an exit to the outside world. However, reducing the formative experience of education erodes the magnitude and importance of this outdoor exit, in its foundations and meanings. Under the conditions of contemporary society, education presupposes an exit not to the world, but to that little part of the world which is the workplace, be it an office or a factory. Besides not being a full experience, this exit is governed, managed, designed and planned by a post-educational pedagogy, whose pedagogical imposture this text critically explores.

Uma porta fechada? A educação e a corrupção pedagógica da juventude

La educacion supone una salida: salida de la minoria hacia la mayoria de edad; una salida al exterior. Sin embargo, la reduccion de la experiencia de la formacion a la ensenanza erosiona, en sus fundamentos y en su sentido, la magnitud y la importancia de esta salida. Bajo las condiciones de nuestras sociedades actuales, la educacion supone una salida, no al mundo, sino a esa pequena parte del mundo que es el centro de trabajo, la oficina o la fabrica. Esta salida no es una experiencia plena, y ademas esta gobernada, administrada, disenada y planificada por una pedagogia posteducativa cuya impostura pedagogica explora criticamente este texto.Education is an outdoor exit: an exit from minority to majority, an exit to the outside world. However, reducing the formative experience of education erodes the magnitude and importance of this outdoor exit, in its foundations and meanings. Under the conditions of contemporary society, education presupposes an exit not to the world, but to that little part of the world which is the workplace, be it an office or a factory. Besides not being a full experience, this exit is governed, managed, designed and planned by a post-educational pedagogy, whose pedagogical imposture this text critically explores.

Filosofía de la Educación: un aprendizaje

Este ensayo tiene como proposito plantear la pregunta por la filosofia de la educacion como algo que tiene que ver, no ya con su esencia (una cuestion ontologica), o con su significacion (una cuestion hermeneutica), sino, en un sentido deleuziano, con la narracion de un aprendizaje: el aprendizaje de un hombre de letras. Planteada de este modo, importa atreverse a formular un interrogante poetico: ?Como me hago presente en el presente? De acuerdo con esta tesis, el presente trabajo pretende ofrecer, a modo de relato autobiografico, el topico filosofia de la educacion, y la pregunta por su ser, como el descubrimiento de un aprendiz y, en este sentido, como una especie de Bildungsroman .