Publication: Algunas aporías de la Educación para la Ciudadanía
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2010-06
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Universidad Carlos III de Madrid. Instituto de Derechos Humanos Bartolomé de las Casas; Dykinson
Abstract
Este artículo parte de la idea clásica, reflejada en los diálogos platónicos, de que la virtud, más que innata, debe ser aprendida. La Educación para la Ciudadanía como asignatura en la educación primaria y secundaria ha generado cierta polémica en España. En este contexto, el autor advierte sobre una concepción omnicomprensiva de la democracia en la línea de Ortega y Gasset. Por otro lado, critica una extralimitación de las funciones políticas asignadas a la educación para la ciudadanía y los derechos humanos.
This article focuses on the classic idea, reflected in the platonic dialogues, that virtue, more tan innate, must be learned. The Education for Citizenship, as a subject on primary and secondary education, has generated certain controversy in Spain. In this context, the autor advises about a comprehensive conception of democracy, in the way stated by Ortega y Gasset. For the other side, the author criticizes an attribution, beyond its limits, of the political functions assigned to the subject of education for citizenship and human rights.
This article focuses on the classic idea, reflected in the platonic dialogues, that virtue, more tan innate, must be learned. The Education for Citizenship, as a subject on primary and secondary education, has generated certain controversy in Spain. In this context, the autor advises about a comprehensive conception of democracy, in the way stated by Ortega y Gasset. For the other side, the author criticizes an attribution, beyond its limits, of the political functions assigned to the subject of education for citizenship and human rights.
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Educación, Ciudadanía, Democracia, Política, Education, Citinzenship, Democracy, Politics
Bibliographic citation
Derechos y Libertades: revista de filosofía del derecho y derechos humanos, junio 2010, n. 23, pp. 139-144