Catholic Theology

Thus, philosophy is particularised in the so-called philosophy of education. Their purposes, their own activities and their methods have been widely discussed in different eras, from the heyday of the ancient Greece up to the time that run. Do we outline main currents and their anthropological vision for delving into the specific subject that concerns us: we ask ourselves, what is the anthropological vision which characterises our everyday educational practice? How we practice it? Since this vision is clear from the assessment of our peers we have and of snaring we can mention that it also includes a personal position on our self-worth. We are, therefore, to mention some features of some philosophies of education filosofico-antropologicas considerations: II. Anthropological visions in philosophy on the one hand we have idealism, posed to the human being as a being perfect, ahistorical, timeless, because lives the life of the spirit. Others including British Journal of Educational Technology, offer their opinions as well. In response there is realism, which divides the human mind and soul, according to the postulates of Descartes. What you need to educate is the mind to lead the world, and specifically the society. The perennialism and the personalism of Aristotelian origin, which are based on Catholic Theology and posits that the human being is being corrupt due to original sin, and to remedy such a situation requires a strong discipline and sacrifices.

Anthropological vision of socialism, on the other hand, the human being is mainly a be atheist, inconsequential, whose ultimate goal is the work in pursuit of the progress of society, as a piece of a larger machinery which is completely. The American experimentalism posits that man is an integral reality: physical, vital, mental, and social. Alma-cuerpo separation is overcome. Existentialism posits that the human being is free first and foremost, and reluctantly. A being only faced before the anguish of being. He severely criticises education in groups arguing that overcrowding destroys the individual authenticity and originality.

University Of Groningen

By way of example, it gives us plataformasinc. It is that even when we are not in the company of others, we feel obliged to maintain certain standards of conduct. Just think our parents or our couples, for example, is enough to remind you how we should behave. These are the conclusions of a thesis by Janneke Joly, who graduated last March 27 at the University of Groningen (the Netherlands) thesis, entitled persons in our mind. When the humanized contexts active social norms, it concludes that our awareness of the standards increases in humanized contexts and does not occur automatically. In other words, who are the other which induces us to attach importance to a particular standard in a particular moment.

We have all learned that we should remain silent when we are in a library. But according to Joly, that standard will become more important for us when we are surrounded by other people in the library. The standard Save silence in the Library acquires more importance due to the physical presence of others as well. But even if they are not physically present but they do feel their presence, other people can induce us to comply the current rules in other ways, for example through a table prepared for several Diners in a restaurant. Is more likely to remember the standard eat with knife and fork if other people are present, or if we feel the presence of these people. Research shows that people establish a strong Association of standards among themselves. In general, the awareness of standards increases when a humanized context remembers a norm to the person. Therefore, when it is in a library and the presence of other persons reminds you that you must keep silence, you will be more aware of the rules in general, and it is likely that at the same time you nest your importance.