John Dewey as a reader of Jean-Jacques Rousseau:  the problem of the formation of human capacities

Detalhes bibliográficos
Autor(a) principal: Dalbosco, Claudio A.
Data de Publicação: 2018
Outros Autores: Rossetto, Miguel da Silva
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/12282
Resumo: Understanding human capacities, how they develop and what direction they can take is the core problem of educational theories. This paper investigates this problem in two powerful classical theories: natural development, by Rousseau; and social efficiency, by Dewey. Taking Democracy and Education as reference, the paper reconstructs Dewey's reading of Rousseau, showing what Dewey retains and what he denies of Rousseau’s ideas. With more accuracy than Rousseau, Dewey ethically places the social development of human capacities at the center of his educational theory: the active-interactive condition of human beings opens the possibility of assuming intelligent sympathy as the moral-political affection of their exercise aiming at good citizenship. Thereunto, the paper concludes that far from having an immediately instrumental economic and political sense, Dewey’s pragmatist theory of social efficiency aims at the normative solidarity dimension that is at the basis of democracy as a social bond that solidifies the human community.   Keywords: Human Capacities. Natural Development. Social Efficiency. Intelligent Sympathy. Good Citizenship.
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spelling John Dewey as a reader of Jean-Jacques Rousseau:  the problem of the formation of human capacitiesJohn Dewey como lector de Jean-Jacques Rousseau: el problema de la formación de las capacidades humanasJohn Dewey como leitor de Jean-Jacques Rousseau: o problema da formação das capacidades humanasUnderstanding human capacities, how they develop and what direction they can take is the core problem of educational theories. This paper investigates this problem in two powerful classical theories: natural development, by Rousseau; and social efficiency, by Dewey. Taking Democracy and Education as reference, the paper reconstructs Dewey's reading of Rousseau, showing what Dewey retains and what he denies of Rousseau’s ideas. With more accuracy than Rousseau, Dewey ethically places the social development of human capacities at the center of his educational theory: the active-interactive condition of human beings opens the possibility of assuming intelligent sympathy as the moral-political affection of their exercise aiming at good citizenship. Thereunto, the paper concludes that far from having an immediately instrumental economic and political sense, Dewey’s pragmatist theory of social efficiency aims at the normative solidarity dimension that is at the basis of democracy as a social bond that solidifies the human community.   Keywords: Human Capacities. Natural Development. Social Efficiency. Intelligent Sympathy. Good Citizenship.Comprender las capacidades humanas, cómo se desarrollan y qué dirección pueden tomar es problema nuclear de las teorías educacionales. El presente ensayo investiga tal problema en dos potentes teorías clásicas, el desarrollo natural de Rousseau y la eficiencia social de Dewey. Tomando como referente Democracia y Educación, reconstruye la lectura que Dewey hizo de Rousseau, mostrando lo que incorpora y lo que niega de él. Dewey coloca éticamente, con mayor precisión que Rousseau, el desarrollo social de las capacidades humanas en el centro de su teoría educacional: la condición activo-interactiva del ser humano le abre la posibilidad de asumir la simpatía inteligente como afecto moral-político de su ejercicio con miras a una buena ciudadanía. De esta manera, el ensayo concluye que lejos de tener un sentido económico y político inmediatamente instrumental, la teoría pragmatista deweyana de la eficiencia social busca la dimensión normativo-solidaria que está en la base de la democracia como vínculo social que solidifica la comunidad humana.   Palabras-clave: Capacidades Humanas. Desarrollo Natural. Eficiencia Social. Simpatía Inteligente. Buena Ciudadanía.Compreender as capacidades humanas, como se desenvolvem e que direção podem tomar é problema nuclear das teorias educacionais. O presente ensaio investiga tal problema em duas potentes teorias clássicas: o desenvolvimento natural, de Rousseau; e a eficiência social, de Dewey. Tomando como referência Democracia e Educação, reconstrói a leitura que Dewey faz de Rousseau, mostrando o que retém e o que nega dele. Dewey coloca eticamente, com mais precisão que Rousseau, o desenvolvimento social das capacidades humanas no centro de sua teoria educacional: a condição ativo-interativa do ser humano abre-lhe a possibilidade de assumir a simpatia inteligente como afeto moral-político de seu exercício visando à boa cidadania. Deste modo, o ensaio conclui que, longe de ter um sentido econômico e político imediatamente instrumental, a teoria pragmatista deweyana da eficiência social visa à dimensão normativo-solidária que está na base da democracia como laço social que solidifica a comunidade humana.   Palavras-chave: Capacidades Humanas. Desenvolvimento Natural. Eficiência Social. Simpatia Inteligente. Boa cidadania.Universidade Estadual de Ponta Grossa2018-08-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1228210.5212/PraxEduc.v.14n1.004Práxis Educativa; Vol. 14 No. 1 (2019); 68-83Práxis Educativa; Vol. 14 Núm. 1 (2019); 68-83Práxis Educativa; V. 14 N. 1 (2019); 68-83Práxis Educativa; v. 14 n. 1 (2019); 68-831809-43091809-403110.5212/PraxEduc.v.14n1reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/12282/209209210547https://revistas.uepg.br/index.php/praxiseducativa/article/view/12282/209209213165Copyright (c) 2018 Práxis Educativainfo:eu-repo/semantics/openAccessDalbosco, Claudio A.Rossetto, Miguel da Silva2020-04-15T19:58:22Zoai:uepg.br:article/12282Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-15T19:58:22Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv John Dewey as a reader of Jean-Jacques Rousseau:  the problem of the formation of human capacities
John Dewey como lector de Jean-Jacques Rousseau: el problema de la formación de las capacidades humanas
John Dewey como leitor de Jean-Jacques Rousseau: o problema da formação das capacidades humanas
title John Dewey as a reader of Jean-Jacques Rousseau:  the problem of the formation of human capacities
spellingShingle John Dewey as a reader of Jean-Jacques Rousseau:  the problem of the formation of human capacities
Dalbosco, Claudio A.
title_short John Dewey as a reader of Jean-Jacques Rousseau:  the problem of the formation of human capacities
title_full John Dewey as a reader of Jean-Jacques Rousseau:  the problem of the formation of human capacities
title_fullStr John Dewey as a reader of Jean-Jacques Rousseau:  the problem of the formation of human capacities
title_full_unstemmed John Dewey as a reader of Jean-Jacques Rousseau:  the problem of the formation of human capacities
title_sort John Dewey as a reader of Jean-Jacques Rousseau:  the problem of the formation of human capacities
author Dalbosco, Claudio A.
author_facet Dalbosco, Claudio A.
Rossetto, Miguel da Silva
author_role author
author2 Rossetto, Miguel da Silva
author2_role author
dc.contributor.author.fl_str_mv Dalbosco, Claudio A.
Rossetto, Miguel da Silva
description Understanding human capacities, how they develop and what direction they can take is the core problem of educational theories. This paper investigates this problem in two powerful classical theories: natural development, by Rousseau; and social efficiency, by Dewey. Taking Democracy and Education as reference, the paper reconstructs Dewey's reading of Rousseau, showing what Dewey retains and what he denies of Rousseau’s ideas. With more accuracy than Rousseau, Dewey ethically places the social development of human capacities at the center of his educational theory: the active-interactive condition of human beings opens the possibility of assuming intelligent sympathy as the moral-political affection of their exercise aiming at good citizenship. Thereunto, the paper concludes that far from having an immediately instrumental economic and political sense, Dewey’s pragmatist theory of social efficiency aims at the normative solidarity dimension that is at the basis of democracy as a social bond that solidifies the human community.   Keywords: Human Capacities. Natural Development. Social Efficiency. Intelligent Sympathy. Good Citizenship.
publishDate 2018
dc.date.none.fl_str_mv 2018-08-15
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dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/12282
10.5212/PraxEduc.v.14n1.004
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/12282
identifier_str_mv 10.5212/PraxEduc.v.14n1.004
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/12282/209209210547
https://revistas.uepg.br/index.php/praxiseducativa/article/view/12282/209209213165
dc.rights.driver.fl_str_mv Copyright (c) 2018 Práxis Educativa
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rights_invalid_str_mv Copyright (c) 2018 Práxis Educativa
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dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 14 No. 1 (2019); 68-83
Práxis Educativa; Vol. 14 Núm. 1 (2019); 68-83
Práxis Educativa; V. 14 N. 1 (2019); 68-83
Práxis Educativa; v. 14 n. 1 (2019); 68-83
1809-4309
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