The neo-thomist philosophy as school philosophy (Colombia 1870-1930)

• Autor(a) principal: Saldarriaga, Oscar
• Data de Publicação: 2020
• Tipo de documento: Artigo
• Idioma: spa
• Título da fonte: ETD - Educação Temática Digital
• Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8660154
• topic: Filosofía neotomista; Filosofía positivista; Enseñanza de la filosofía; Historia epistemológica de los saberes; Historia de la pedagogía; Historia de las disciplinas escolares; Colombia-Historia intelectual; Filosofia neotomista; Filosofia positivista; Ensino da filosofia; História epistemológica da educação; História da pedagogía; História das disciplinas escolares; Colômbia-História intelectual.; Neo-thomist philosophy; Positivist philosophy; Teaching philosophy; Epistemological history of education; History of pedagogy; History of school disciplines; Colombia-Intellectual history

This article addresses the history of Philosophy as a school discipline, in the convergence of three planes: the epistemic: the type of knowledge and its criteria of truth; the historical: from his under-medieval and European Renaissance origins to the curricular organization of the Colombian baccalaureate in the twentieth century; and pedagogical: the methods and schemes of curricular planning and the political purposes assigned to their teaching in secondary school. It uses three methodological notions: the triple canon of the philosophy taught (Alasdair McIntyre); the empirical-transcendental epistemic regime of modern knowledge (Foucault), and the process of institutionalization of pedagogical knowledge (Zuluaga). Its sources range from the History of Philosophy and Education, to the philosophical and pedagogical debates between neotomists and positivists in Colombia.