Education: towards a new paradigm of knowledge

  • Diana Maffía Facultad de Filosofía y Letras. Universidad de Buenos Aires

DOI:

https://doi.org/10.19137/praxiseducativa-2016-200302

Keywords:

education, difference, recognition, dialogue, citizenship

Abstract

All educational technology, all pedagogy, has always explicit or implicit a philosophy of education, in order to determine the purposes of it, which will later lead to educational policies decided by the State. This article analyzes two paradigms in education: one conservative, the other progressive. Both of them hold education as a universal right, one from a “substitutionalist” universalism and the other from an “interactive” universalism. Only in the second one the differences can be thought as dismissing the hegemonic subject for which the recognition of the Other and the Other as an alter ego, mediated by narrative and dialogue is indispensable. This dialogue requires a comprehensive, understanding listening, that always reinforces the arguments of the other (he or she). This communication will be politically efficient if an inclusive moral contract exists. A contract that makes an invitation to tend bridges of listening as a precondition to collective construction.

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Published

2016-12-27

How to Cite

Maffía, D. (2016). Education: towards a new paradigm of knowledge. Praxis Educativa, 20(3), 13–17. https://doi.org/10.19137/praxiseducativa-2016-200302

Issue

Vol. 20 No. 3 (2016): septiembre-diciembre

Section

Artículos

License

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