|
|
|
|
| LEADER |
01000caa a22002652 4500 |
| 001 |
JST127253408 |
| 003 |
DE-627 |
| 005 |
20240625103310.0 |
| 007 |
cr uuu---uuuuu |
| 008 |
200321s2020 xx |||||o 00| ||spa eng c |
| 035 |
|
|
|a (DE-627)JST127253408
|
| 035 |
|
|
|a (JST)26868327
|
| 040 |
|
|
|a DE-627
|b ger
|c DE-627
|e rakwb
|
| 041 |
|
|
|a spa eng
|
| 100 |
1 |
|
|a SCOTTON, Paolo
|e verfasserin
|4 aut
|
| 245 |
1 |
0 |
|a Pensar en común, vivir en plenitud. La experiencia de la filosofía con los niños y niñas
|
| 264 |
|
1 |
|c 2020
|
| 336 |
|
|
|a Text
|b txt
|2 rdacontent
|
| 337 |
|
|
|a Computermedien
|b c
|2 rdamedia
|
| 338 |
|
|
|a Online-Ressource
|b cr
|2 rdacarrier
|
| 520 |
|
|
|a La filosofía con los niños representa una ambiciosa propuesta educativa que se basa en una articulada reflexión acerca de las condiciones de posibilidad, el objeto y las finalidades del proceso educativo. Este artículo presenta de forma sistematizada los rasgos principales de la filosofía con los niños, considerándola como una propuesta con múltiples facetas la cual, sin embargo, posee algunos elementos comunes a todas sus distintas vertientes. A partir de la revisión de la amplia literatura existente sobre el tema, se presentan algunos de los límites conceptuales y materiales más significativos de la filosofía con los niños, relacionados tanto con su marco teórico como con su implementación práctica. Se trata de unas críticas potencialmente demoledoras que, si no son tomadas en cuenta de forma adecuada, pueden poner en riesgo la validez misma de esta propuesta educativa. Después de una discusión crítica de los puntos débiles de la filosofía con los niños, el artículo demuestra la necesidad de replantear con claridad la naturaleza de la práctica educativa en general, y la aportación que a la misma puede ofrecer la reflexión filosófica en particular. Este replanteamiento abre el camino a una redefinición de la experiencia educativa, entendida como proceso radical de creación de sentido compartido por parte de una comunidad de indagación involucrada de forma conjunta, racional y emocionalmente, en la búsqueda de la verdad. Consecuentemente, el artículo demuestra la profunda actualidad de esta propuesta educativa, capaz de fomentar una educación integral de las personas, y su plena integración en el tejido social y cultural, haciendo posible el florecimiento de una vida auténtica. Philosophy with children is an ambitious pedagogical project based on a structured meditation on the conditions that make it possible and the object and aims of the educational process. This article presents a systematized overview of the main features of Philosophy for Children (P4C), considering it to be a multifaceted and plural approach that, despite the different theorizations proposed, still possesses some basic common traits. Starting from a review of the academic literature on the topic, this article presents some of the main conceptual and practical limitations of P4C, in relation to its theoretical insight and its practical implementation. These are potentially damaging criticisms, which, if not given serious consideration, could invalidate this educational approach. After a critical discussion of the weak points of P4C, this article shows the need to reframe clearly the nature of educational practice in general and how philosophical reflection in particular can contribute to it. Accordingly, educational experience is thought as a radical process of creation of shared meaning by a community of inquiry involved in a shared rational and emotional search for truth. Consequently, this article proves the profound value of this educational approach, which can foster a well-rounded education of people and their full integration into the social and cultural context, enabling them to enjoy a flourishing and authentic life.
|
| 650 |
|
4 |
|a Philosophy
|x Axiology
|x Ethics
|x Normative ethics
|x Morality
|
| 650 |
|
4 |
|a Philosophy
|x Applied philosophy
|x Philosophy of education
|x Educational philosophies
|
| 650 |
|
4 |
|a Philosophy
|x Axiology
|x Ethics
|x Normative ethics
|x Morality
|x Moral relativism
|
| 650 |
|
4 |
|a Social sciences
|x Population studies
|x Human populations
|x Persons
|x Children
|
| 650 |
|
4 |
|a Behavioral sciences
|x Human behavior
|x Social behavior
|x Social interaction
|x Presentation of self
|x Persona
|
| 650 |
|
4 |
|a Behavioral sciences
|x Psychology
|x Cognitive psychology
|x Cognitive processes
|x Cognition
|
| 650 |
|
4 |
|a Philosophy
|x Applied philosophy
|x Philosophy of education
|
| 650 |
|
4 |
|a Education
|x Formal education
|x Pedagogy
|x College instruction
|
| 650 |
|
4 |
|a Arts
|x Literature
|x Literary studies
|x Literary theory
|x Dialogism
|
| 650 |
|
4 |
|a Biological sciences
|x Biology
|x Zoology
|x Animals
|x Mammals
|x Primates
|x Humans
|x Estudios y Notas / Studies and Notes
|
| 655 |
|
4 |
|a research-article
|
| 773 |
0 |
8 |
|i Enthalten in
|t Revista Española de Pedagogía
|d Universidad Internacional de La Rioja (UNIR)
|g 78(2020), 275, Seite 103-118
|w (DE-627)572418787
|w (DE-600)2438333-8
|x 21740909
|7 nnns
|
| 773 |
1 |
8 |
|g volume:78
|g year:2020
|g number:275
|g pages:103-118
|
| 856 |
4 |
0 |
|u https://www.jstor.org/stable/26868327
|3 Volltext
|
| 912 |
|
|
|a GBV_USEFLAG_A
|
| 912 |
|
|
|a SYSFLAG_A
|
| 912 |
|
|
|a GBV_JST
|
| 912 |
|
|
|a GBV_ILN_11
|
| 912 |
|
|
|a GBV_ILN_20
|
| 912 |
|
|
|a GBV_ILN_22
|
| 912 |
|
|
|a GBV_ILN_24
|
| 912 |
|
|
|a GBV_ILN_31
|
| 912 |
|
|
|a GBV_ILN_39
|
| 912 |
|
|
|a GBV_ILN_40
|
| 912 |
|
|
|a GBV_ILN_60
|
| 912 |
|
|
|a GBV_ILN_62
|
| 912 |
|
|
|a GBV_ILN_63
|
| 912 |
|
|
|a GBV_ILN_65
|
| 912 |
|
|
|a GBV_ILN_70
|
| 912 |
|
|
|a GBV_ILN_100
|
| 912 |
|
|
|a GBV_ILN_110
|
| 912 |
|
|
|a GBV_ILN_285
|
| 912 |
|
|
|a GBV_ILN_374
|
| 912 |
|
|
|a GBV_ILN_702
|
| 912 |
|
|
|a GBV_ILN_2001
|
| 912 |
|
|
|a GBV_ILN_2003
|
| 912 |
|
|
|a GBV_ILN_2005
|
| 912 |
|
|
|a GBV_ILN_2006
|
| 912 |
|
|
|a GBV_ILN_2007
|
| 912 |
|
|
|a GBV_ILN_2008
|
| 912 |
|
|
|a GBV_ILN_2009
|
| 912 |
|
|
|a GBV_ILN_2010
|
| 912 |
|
|
|a GBV_ILN_2011
|
| 912 |
|
|
|a GBV_ILN_2014
|
| 912 |
|
|
|a GBV_ILN_2015
|
| 912 |
|
|
|a GBV_ILN_2018
|
| 912 |
|
|
|a GBV_ILN_2020
|
| 912 |
|
|
|a GBV_ILN_2021
|
| 912 |
|
|
|a GBV_ILN_2026
|
| 912 |
|
|
|a GBV_ILN_2027
|
| 912 |
|
|
|a GBV_ILN_2031
|
| 912 |
|
|
|a GBV_ILN_2044
|
| 912 |
|
|
|a GBV_ILN_2050
|
| 912 |
|
|
|a GBV_ILN_2056
|
| 912 |
|
|
|a GBV_ILN_2057
|
| 912 |
|
|
|a GBV_ILN_2061
|
| 912 |
|
|
|a GBV_ILN_2107
|
| 912 |
|
|
|a GBV_ILN_2190
|
| 912 |
|
|
|a GBV_ILN_2949
|
| 912 |
|
|
|a GBV_ILN_2950
|
| 912 |
|
|
|a GBV_ILN_4012
|
| 912 |
|
|
|a GBV_ILN_4035
|
| 912 |
|
|
|a GBV_ILN_4037
|
| 912 |
|
|
|a GBV_ILN_4046
|
| 912 |
|
|
|a GBV_ILN_4112
|
| 912 |
|
|
|a GBV_ILN_4126
|
| 912 |
|
|
|a GBV_ILN_4242
|
| 912 |
|
|
|a GBV_ILN_4251
|
| 912 |
|
|
|a GBV_ILN_4305
|
| 912 |
|
|
|a GBV_ILN_4307
|
| 912 |
|
|
|a GBV_ILN_4322
|
| 912 |
|
|
|a GBV_ILN_4323
|
| 912 |
|
|
|a GBV_ILN_4325
|
| 912 |
|
|
|a GBV_ILN_4335
|
| 912 |
|
|
|a GBV_ILN_4346
|
| 912 |
|
|
|a GBV_ILN_4393
|
| 912 |
|
|
|a GBV_ILN_4700
|
| 951 |
|
|
|a AR
|
| 952 |
|
|
|d 78
|j 2020
|e 275
|h 103-118
|