Publication: Filosofía y Ciudadanía: Un análisis de la propuesta educativa de Martha C. Nussbaum
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2021-07-01
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Abstract
En el presente Trabajo de Fin de Máster llevaremos a cabo una lectura de la propuesta educativa de Martha C. Nussbaum. La autora defiende que la enseñanza de la filosofía debe estar comprometida con el cultivo de la ciudadanía y de los valores democráticos en los estudiantes. Para este objetivo, Nussbaum elabora tres habilidades o capacidades que el alumno deberá desarrollar en su proceso de formación ciudadana –el autoexamen socrático, la ciudadanía mundial y la imaginación narrativa–. A través de estas habilidades, el estudiante podrá alcanzar una serie de aptitudes –que agrupamos en los bloques de aptitudes políticas, de reconocimiento y cosmopolitismo y de desarrollo personal–, que se consideran fundamentales para la salud democrática de la sociedad. Una vez llevado a cabo la exposición de su propuesta educativa, mostraremos nuestras discrepancias con algunos elementos del análisis realizado por Nussbaum. Concretamente, nos distanciaremos de su diagnóstico sobre el mal del que se adolece la educación, así como de una concepción nouménica del poder que, en algunos puntos –si bien no en todos–, consideramos subyace a la interpretación que Nussbaum hace de la argumentación. Cerraremos nuestro trabajo con una breve propuesta personal –aunque anclada en el valor que Nussbaum concede al teatro– consistente en emplear el teatro del oprimido, de Augusto Boal, como recurso didáctico complementario a la enseñanza teórica del cuestionamiento filosófico a través de grupos de teatro que pueden conformarse en los centros.
The current Master’s degree final project will carry out a reading on Martha C. Nussbaum’s educational proposal. The author holds that the teaching of philosphy must be committed with the cultivating of citizenship and democratic values in the students. For this goal, Nussbaum develops three abilities or skills that the student must cultivate in his educational process –socratic self-examination, global citizenship and narrative imagination–. Through these abilities, the student will achieves some aptitudes –which we agroup in politics, of recognizing and cosmopolitism and of personal growth aptitudes–, considered fundamental to keep the democratic health of society. 2 Once done this exposition, we will show our discrepancies with some points of Nussbaum’s analysis. Mainly, we will distance ourselves from her diagnosis of the education disease, and from her conception of noumenal power that, in some placces –but not all of them– we consider that underlies Nussbaum’s interrpretation of argumentation. We will close with a short personal proposal –grounded on the value Nussbaum attaches to the theater–, which consists on use Augusto Boal’s theater of oppressed as a complementary didactic resource to the theoretical teaching of philosophical questioning, from theater groups that can be formed in schools.
The current Master’s degree final project will carry out a reading on Martha C. Nussbaum’s educational proposal. The author holds that the teaching of philosphy must be committed with the cultivating of citizenship and democratic values in the students. For this goal, Nussbaum develops three abilities or skills that the student must cultivate in his educational process –socratic self-examination, global citizenship and narrative imagination–. Through these abilities, the student will achieves some aptitudes –which we agroup in politics, of recognizing and cosmopolitism and of personal growth aptitudes–, considered fundamental to keep the democratic health of society. 2 Once done this exposition, we will show our discrepancies with some points of Nussbaum’s analysis. Mainly, we will distance ourselves from her diagnosis of the education disease, and from her conception of noumenal power that, in some placces –but not all of them– we consider that underlies Nussbaum’s interrpretation of argumentation. We will close with a short personal proposal –grounded on the value Nussbaum attaches to the theater–, which consists on use Augusto Boal’s theater of oppressed as a complementary didactic resource to the theoretical teaching of philosophical questioning, from theater groups that can be formed in schools.