Publication: La pedagogía con sentido en el pensamiento de Edith Stein
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2019-05
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Abstract
Nuestra investigación se centra en el estudio de la vida y obra de la filósofa alemana Edith Stein (1891-1942): primera mujer en Alemania que consigue ser doctora en Filosofía; implicada en la defensa de la dignidad y los derechos de la mujer; judía de nacimiento y posteriormente católica, fue finalmente arrestada y asesinada en el campo de concentración de Auschwitz por sus creencias religiosas. Como fiel buscadora del sentido de la vida y de la persona, es especialmente reconocida por su importante contribución filosófica. Sin embargo, a raíz de su compromiso con la causa femenina, reafirmó la importancia de una cuidada educación de la persona para desarrollar su potencial y para afianzar su dignidad como ser humano, tanto hombres y como mujeres, como individuos y como miembros de una sociedad. Queremos demostrar que Edith Stein debería ser reconocida, no solo como filósofa, sino también como pedagoga. La etapa vital en la que tuvo mayor implicación en el ámbito de la educación, y en la que nos hemos centrado, discurre desde 1923 a 1933. En esta década, además de impartir conferencias y cursos catalogados como de tipo pedagógico, fue durante ocho años docente en el Liceo femenino para la formación del profesorado de Espira y un año en el Instituto de Pedagogía Científica de Münster. Realizando un análisis histórico– pedagógico de su vida en general, nos hemos centrado en esta década en particular, queriendo responder a dos preguntas: ¿Cuáles son los rasgos que identifican a Edith Stein como pedagoga? ¿Se puede deducir una Pedagogía Steiniana? Para ello, en primer lugar queremos exponer los fundamentos pedagógicos que ella tenía previsto desarrollar en la etapa final de su carrera profesional. En segundo lugar vamos presentar su praxis docente en Espira con la intención de mostrar la coherencia entre su teoría y práctica pedagógica
Our research is focused on the German philosopher Edith Stein (1891-1942): the first woman to get a PhD in philosophy in Germany, she was committed to the defence of women’s dignity and their rights, a Jewish by birth who later became a Catholic, she was finally arrested and murdered in the Auschwitz concentration camp because of her religious belief. As a true seeker of the meaning of the person and of life, she is nowadays more known for her significant contribution to philosophy. However, as a result of her commitment to the feminine cause, she gave a special importance to education as a means of developing the human potential of each person and also of reinforcing the human dignity of both men and women as individuals and as members of society. We want to demonstrate that Edith Stein should be recognized not only as a philosopher but also as a pedagogue. The most important time of her life in what concerns the field of education and on which we have focused, takes place between 1923 and 1933. During this decade she was not only a lecturer on pedagogical subjects, but also a teacher for eight years at the Female Lyceum for teacher training in Speyer and for one year at the Institute of Scientific Pedagogy of Munster. Through a historical-pedagogical analysis of all her life, we have focused on this decade in order to answer two questions: What are the features that identify Edith Stein as a pedagogue? Is it possible to determine a specific Pedagogy of Stein? For that aim we want to expose first of all the pedagogical fundaments that she had planned to develop at the end of her career. In the second place we will present her praxis in Speyer in relation to her deepest ideals with the intention of showing the coherence between her theory and pedagogical practice.
Our research is focused on the German philosopher Edith Stein (1891-1942): the first woman to get a PhD in philosophy in Germany, she was committed to the defence of women’s dignity and their rights, a Jewish by birth who later became a Catholic, she was finally arrested and murdered in the Auschwitz concentration camp because of her religious belief. As a true seeker of the meaning of the person and of life, she is nowadays more known for her significant contribution to philosophy. However, as a result of her commitment to the feminine cause, she gave a special importance to education as a means of developing the human potential of each person and also of reinforcing the human dignity of both men and women as individuals and as members of society. We want to demonstrate that Edith Stein should be recognized not only as a philosopher but also as a pedagogue. The most important time of her life in what concerns the field of education and on which we have focused, takes place between 1923 and 1933. During this decade she was not only a lecturer on pedagogical subjects, but also a teacher for eight years at the Female Lyceum for teacher training in Speyer and for one year at the Institute of Scientific Pedagogy of Munster. Through a historical-pedagogical analysis of all her life, we have focused on this decade in order to answer two questions: What are the features that identify Edith Stein as a pedagogue? Is it possible to determine a specific Pedagogy of Stein? For that aim we want to expose first of all the pedagogical fundaments that she had planned to develop at the end of her career. In the second place we will present her praxis in Speyer in relation to her deepest ideals with the intention of showing the coherence between her theory and pedagogical practice.
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