History of the virtue we seek: from aristotelism to modernity - doi: 10.4025/actascieduc.v34i1.15351

Detalhes bibliográficos
Autor(a) principal: Burlando, Giannina
Data de Publicação: 2012
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Acta Scientiarum. Education (Online)
Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/15351
Resumo: Within the actual debate on citizenship within democracy, admitting a crisis in educational matters is highly relevant (NUSSBAUM, 2010; BERKOWITZ, 2001). Thus, if we want to understand why the ancient educational image is problematic and unsatisfying to the citizens of democratic governments, it is unavoidable, from the history of philosophy point of view, to quote the teaching of preeminent political theorists. Needless to say, the power of education in forming people’s character and opinions is widely recognized. Nonetheless, by looking at the history of the institution, it seems obvious that its purpose is not only to form habits but to circumscribe the knowledge of the persons in such a way as to make one set of opinions always inevitable (RUSSELL, 1961). Current paper reveals the theoretical presuppositions of the political and educational doctrines of two main figures of Ancient and Modern times, namely, Aristotle and Locke, respectively. Further considerations will ensue on whether the ancient image of virtue, or its antagonism and possible use in liberalism, has any power to represent the present conditions of equity and justice sought after in civil life within Latin American democracies. 
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spelling History of the virtue we seek: from aristotelism to modernity - doi: 10.4025/actascieduc.v34i1.15351Historia de la virtud que buscamos: del aristotelismo a la modernidad - doi: 10.4025/actascieduc.v34i1.15351political educationvalue dependenceAristotleLockepolítica educativadependencia valóricaAristótelesLockeWithin the actual debate on citizenship within democracy, admitting a crisis in educational matters is highly relevant (NUSSBAUM, 2010; BERKOWITZ, 2001). Thus, if we want to understand why the ancient educational image is problematic and unsatisfying to the citizens of democratic governments, it is unavoidable, from the history of philosophy point of view, to quote the teaching of preeminent political theorists. Needless to say, the power of education in forming people’s character and opinions is widely recognized. Nonetheless, by looking at the history of the institution, it seems obvious that its purpose is not only to form habits but to circumscribe the knowledge of the persons in such a way as to make one set of opinions always inevitable (RUSSELL, 1961). Current paper reveals the theoretical presuppositions of the political and educational doctrines of two main figures of Ancient and Modern times, namely, Aristotle and Locke, respectively. Further considerations will ensue on whether the ancient image of virtue, or its antagonism and possible use in liberalism, has any power to represent the present conditions of equity and justice sought after in civil life within Latin American democracies. En la discusión actual sobre la ciudanía en democracia es central admitir una crisis en la educación (NUSSBAUM, 2010; BERKOWITZ, 2001). Resulta inevitable, así, desde una perspectiva de la historia de la filosofía, citar lo enseñado por máximos teóricos políticos, si queremos comprender por qué la imagen educativa antigua resulta problemática y no del todo satisfactoria para los estados democráticos de hoy. Sin duda la educación ha sido responsable de la formación del carácter y de la opinión de las personas. Pero al observar la historia de la institución, parece claro que se propone no solo formar los hábitos de las personas, sino acotar sus conocimientos de tal modo que prevalezcan un conjunto de opiniones por sobre otras (RUSSELL, 1961). Nuestro propósito es develar los supuestos teóricos de las doctrinas políticas de dos figuras representativas de la antigüedad y modernidad: Aristóteles y Locke, respectivamente. Nuestro alcance ulterior será abrir la reflexión acerca de si la imagen antigua de la virtud, o su antagonismo o posible uso en el liberalismo tiene algún poder representacional para reflejar las condiciones actuales de equidad y justicia buscadas en la vida ciudadana en democracias estables de Latino América. Universidade Estadual de Maringá2012-02-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/1535110.4025/actascieduc.v34i1.15351Acta Scientiarum. Education; Vol 34 No 1 (2012): Jan.-June; 1-9Acta Scientiarum. Education; v. 34 n. 1 (2012): Jan.-June; 1-92178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporenghttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/15351/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/15351/pdf_1Burlando, Gianninainfo:eu-repo/semantics/openAccess2023-01-12T18:03:26Zoai:periodicos.uem.br/ojs:article/15351Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2023-01-12T18:03:26Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv History of the virtue we seek: from aristotelism to modernity - doi: 10.4025/actascieduc.v34i1.15351
Historia de la virtud que buscamos: del aristotelismo a la modernidad - doi: 10.4025/actascieduc.v34i1.15351
title History of the virtue we seek: from aristotelism to modernity - doi: 10.4025/actascieduc.v34i1.15351
spellingShingle History of the virtue we seek: from aristotelism to modernity - doi: 10.4025/actascieduc.v34i1.15351
Burlando, Giannina
political education
value dependence
Aristotle
Locke
política educativa
dependencia valórica
Aristóteles
Locke
title_short History of the virtue we seek: from aristotelism to modernity - doi: 10.4025/actascieduc.v34i1.15351
title_full History of the virtue we seek: from aristotelism to modernity - doi: 10.4025/actascieduc.v34i1.15351
title_fullStr History of the virtue we seek: from aristotelism to modernity - doi: 10.4025/actascieduc.v34i1.15351
title_full_unstemmed History of the virtue we seek: from aristotelism to modernity - doi: 10.4025/actascieduc.v34i1.15351
title_sort History of the virtue we seek: from aristotelism to modernity - doi: 10.4025/actascieduc.v34i1.15351
author Burlando, Giannina
author_facet Burlando, Giannina
author_role author
dc.contributor.author.fl_str_mv Burlando, Giannina
dc.subject.por.fl_str_mv political education
value dependence
Aristotle
Locke
política educativa
dependencia valórica
Aristóteles
Locke
topic political education
value dependence
Aristotle
Locke
política educativa
dependencia valórica
Aristóteles
Locke
description Within the actual debate on citizenship within democracy, admitting a crisis in educational matters is highly relevant (NUSSBAUM, 2010; BERKOWITZ, 2001). Thus, if we want to understand why the ancient educational image is problematic and unsatisfying to the citizens of democratic governments, it is unavoidable, from the history of philosophy point of view, to quote the teaching of preeminent political theorists. Needless to say, the power of education in forming people’s character and opinions is widely recognized. Nonetheless, by looking at the history of the institution, it seems obvious that its purpose is not only to form habits but to circumscribe the knowledge of the persons in such a way as to make one set of opinions always inevitable (RUSSELL, 1961). Current paper reveals the theoretical presuppositions of the political and educational doctrines of two main figures of Ancient and Modern times, namely, Aristotle and Locke, respectively. Further considerations will ensue on whether the ancient image of virtue, or its antagonism and possible use in liberalism, has any power to represent the present conditions of equity and justice sought after in civil life within Latin American democracies. 
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dc.date.none.fl_str_mv 2012-02-17
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url https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/15351
identifier_str_mv 10.4025/actascieduc.v34i1.15351
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dc.publisher.none.fl_str_mv Universidade Estadual de Maringá
publisher.none.fl_str_mv Universidade Estadual de Maringá
dc.source.none.fl_str_mv Acta Scientiarum. Education; Vol 34 No 1 (2012): Jan.-June; 1-9
Acta Scientiarum. Education; v. 34 n. 1 (2012): Jan.-June; 1-9
2178-5201
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