Publication: Identidad personal e interacción educativa
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2016-02-23
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Universidad Complutense de Madrid
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Abstract
El hilo conductor de esta tesis sobre identidad personal e interacción educativa inicia en el capítulo primero, donde planteamos la identidad personal y su manifestación mediante las diferentes interacciones, resaltando la comunicativa, seguimos avanzando hacia el capítulo segundo y los tipos de interacciones que consideramos necesarias resaltar para aportar evidencias de que el ser humano es un ser abierto a sus posibilidades, toda vez que esta apertura está a la base misma de su naturaleza. El ser humano esta esencialmente vinculado a su entorno de vida y convivencia y de igual modo que está ligado a la permanente interacción comunicativa, que le lleva a transmitir mediante el lenguaje y la palabra su mundo simbólico, en una comunicación que va más allá del mero mensaje. El capítulo tercero destaca la experiencia humana de lo igual y lo diferente, en el contexto de la identidad biológica y la identidad representación. Destacamos en este punto las interacciones simbólicas esbozadas en el segundo capítulo, las cuales son parte del caudal constitutivo de la identidad del ser humano. En el capítulo cuarto nos revela la identidad como inseparable del concepto de persona. Esto implica su perfectibilidad gradual tanto a nivel biológico como ético-biográfico. Este capítulo nos acerca a la concreción de los dos anteriores, a la vez que sirve de fundamento a los capítulos por venir. En el quinto capítulo abordamos las implicaciones éticas de la identidad personal de la mano de las ya clásicas posturas de Platón y Aristóteles, Kant y Hegel, y la confrontación final entre Hábermas, Hanna Arendt y el nacionalismo que Taylor, citado en el capítulo anterior. En cada una de estas filosofías nos acercaremos buscando, aquello que atañe a nuestro propósito de fondo, la delimitación práctica de la identidad personal. Nuestro sexto y último capítulo trata las implicaciones pedagógicas, en el sentido de formativo, comprometidas con la identidad, ya que estas tributan directamente en la determinación de la personalidad de nuestros niños, jóvenes y adultos, porque tienen eficacia demostrada en la articulación gradual de la identidad personal. Por eso planteamos en este capítulo además, las teorías e interacciones realizadas por Carl Rogers en su propuesta de, integrar la experiencia personal, en un proceso que permita convertirnos en persona, tomando en cuenta los elementos fundamentales que han sido ampliamente presentado en cada capítulo precedente. En un anexo final adelantamos algunas relaciones que van manifestándose en un estudio que estamos realizando en el Sistema Educativo Dominicano sobre la relación entre identidad personal e interacción educativa.
The theme of this thesis on personal identity and educational interaction begins in the first chapter, where we raise the personal identity and its manifestation through the different interactions, highlighting communicative, we move forward into the second chapter and the types of interactions that we consider necessary to highlight to provide evidence that the human being is a being open to possibilities, since this opening is the very basis of his nature. The human being is essentially linked to their living environment and coexistence and similarly which is linked to the ongoing communicative interaction, which leads him to convey through language and the word symbolic world, in a communication that goes beyond mere message. The third chapter emphasizes the human experience of the same and different, in the context of biological identity and the identity representation. We emphasize at this point the symbolic interactions outlined in the second chapter, which are part of establishing the flow of human identity. In the fourth chapter reveals the identity as inseparable from the concept of person. This involves the gradual both biological and ethical biographical level perfectibility. This chapter brings us to the realization of the previous two, while underlies the chapters to come. In the fifth chapter we discuss the ethical implications of personal identity and the very classical positions of Plato and Aristotle, Kant and Hegel, and the final confrontation between Hábermas, Hanna Arendt and nationalism Taylor, quoted in the previous chapter. In each of these philosophies we will go looking for that which concerns our purpose background, practice the delimitation of personal identity. Our sixth and final chapter discusses the pedagogical implications in the sense of training, committed to the identity, since they are taxed directly in determining the personality of our children, youth and adults, because they have proven in the gradual articulation personal identity. Therefore we propose in this chapter also theories and interactions made by Carl Rogers in his proposal, integrate personal experience, in a process to become person, taking into account the fundamental elements that have been widely presented in each preceding chapter. In a final Annex we anticipate some relationships that are manifesting in a study we are doing in the Dominican Education System on the relationship between personal identity and educational interaction.
The theme of this thesis on personal identity and educational interaction begins in the first chapter, where we raise the personal identity and its manifestation through the different interactions, highlighting communicative, we move forward into the second chapter and the types of interactions that we consider necessary to highlight to provide evidence that the human being is a being open to possibilities, since this opening is the very basis of his nature. The human being is essentially linked to their living environment and coexistence and similarly which is linked to the ongoing communicative interaction, which leads him to convey through language and the word symbolic world, in a communication that goes beyond mere message. The third chapter emphasizes the human experience of the same and different, in the context of biological identity and the identity representation. We emphasize at this point the symbolic interactions outlined in the second chapter, which are part of establishing the flow of human identity. In the fourth chapter reveals the identity as inseparable from the concept of person. This involves the gradual both biological and ethical biographical level perfectibility. This chapter brings us to the realization of the previous two, while underlies the chapters to come. In the fifth chapter we discuss the ethical implications of personal identity and the very classical positions of Plato and Aristotle, Kant and Hegel, and the final confrontation between Hábermas, Hanna Arendt and nationalism Taylor, quoted in the previous chapter. In each of these philosophies we will go looking for that which concerns our purpose background, practice the delimitation of personal identity. Our sixth and final chapter discusses the pedagogical implications in the sense of training, committed to the identity, since they are taxed directly in determining the personality of our children, youth and adults, because they have proven in the gradual articulation personal identity. Therefore we propose in this chapter also theories and interactions made by Carl Rogers in his proposal, integrate personal experience, in a process to become person, taking into account the fundamental elements that have been widely presented in each preceding chapter. In a final Annex we anticipate some relationships that are manifesting in a study we are doing in the Dominican Education System on the relationship between personal identity and educational interaction.
Description
Tesis inédita de la Universidad Complutense de Madrid, Facultad de Filosofía, Departamento de Filosofía del Derecho, Moral y Política II (Ética y Sociología), leída el 17-12-2015