Afectividad, educación y utopía. Una perspectiva socio-antropológica
The goal of this paper is to show the existing relation between affection, education and utopia. To do so, affection and affective education are explained, and certain questions are answered, such as: How to appreciate better our students? How to respond to their affection? How to face their affecti...
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Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE)
2017
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| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/984 |
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I11-R110article-9842020-08-24T14:33:01Z Affection, education and utopia. A socio-anthropological perspective Afectividad, educación y utopía. Una perspectiva socio-antropológica Ibarra Rivas, Luis Rodolfo afectividad educar dialogar affection educate dialogue The goal of this paper is to show the existing relation between affection, education and utopia. To do so, affection and affective education are explained, and certain questions are answered, such as: How to appreciate better our students? How to respond to their affection? How to face their affective bonds? What is the difference between impulses, affections, feelings, emotions, character and personality? Is it possible to educate teachers and students’ affection by evaluating what composes it? How to behave towards expressions of joy-anger? Is it feasible to learn without desiring it? Is utopia achievable if it is not wanted?If teachers-students wish to create a utopia, their emotions should be propelled: wishes and teacher-student utopia are recreated in affective conditions. In this document, we discuss the differences and relationships of components from affective life. A limit of this paper is that it does not clearly describe a utopia, it does however, offer elements to propose it: comprehension of affectivity.This work starts by criticizing people who presume not to have problems when educating; then justifies why the teachers guild requires to know about affection; and finally, presents a brief synthesis of Agnes Heller’s arguments so as to understand the components of affections and outline answers to the questions: How to contribute towards educating affections? What helps to move towards the utopia? La finalidad de este ensayo es mostrar nexos existentes entre afectividad, educación y utopía. Para lograrlo se explican afectividad y educación afectiva, y se responde a ciertas preguntas, por ejemplo: ¿cómo apreciar mejor a nuestros estudiantes?, ¿cómo responder a su afectividad?, ¿cómo encarar vínculos afectivos?, ¿qué distingue impulsos, afectos, sentimientos, emociones, carácter y personalidad?, ¿es posible educar la afectividad docente y estudiantil al valorar, al saber aquello que la compone?, ¿cómo relacionarse ante manifestaciones de ira-alegría?, ¿es viable aprender sin desearlo?, ¿hay utopía si no se quiere?Si educador-educandos quieren propiciar una utopía deben impulsar sus emociones: los anhelos, la utopía docente-estudiantil se recrean en condiciones afectivas. Aquí se argumentan diferencias y relaciones de componentes de la vida afectiva. Un límite del trabajo es que no precisa una utopía, sí ofrece medios para propiciarla: la comprensión de la afectividad.Este trabajo inicia criticando a quien presume no tener problemas al educar. Luego justifica por qué el gremio docente requiere saber de la afectividad. Después presenta una síntesis apretada de argumentos de Agnes Heller, para entender aquello que conforma lo afectivo, y esbozar respuestas a ¿cómo educar la afectividad? Y ¿qué ayuda a conseguir una utopía? Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE) 2017-12-14 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares application/pdf application/msword https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/984 Saberes y prácticas. Revista de Filosofía y Educación; Vol. 2 (2017): Dossier: La escritura de las prácticas como cruce de fronteras: articulaciones entre la configuración de la identidad docente y las prácticas en contexto; 1-22 2525-2089 spa https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/984/656 https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/984/1462 Derechos de autor 2017 Saberes y prácticas. Revista de Filosofía y Educación |
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Revistas en línea |
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Saberes y prácticas. Revista de Filosofía y Educación |
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Saberes y prácticas. Revista de Filosofía y Educación |
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| author |
Ibarra Rivas, Luis Rodolfo |
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Ibarra Rivas, Luis Rodolfo Afectividad, educación y utopía. Una perspectiva socio-antropológica afectividad educar dialogar affection educate dialogue |
| author_facet |
Ibarra Rivas, Luis Rodolfo |
| author_sort |
Ibarra Rivas, Luis Rodolfo |
| title |
Afectividad, educación y utopía. Una perspectiva socio-antropológica |
| title_short |
Afectividad, educación y utopía. Una perspectiva socio-antropológica |
| title_full |
Afectividad, educación y utopía. Una perspectiva socio-antropológica |
| title_fullStr |
Afectividad, educación y utopía. Una perspectiva socio-antropológica |
| title_full_unstemmed |
Afectividad, educación y utopía. Una perspectiva socio-antropológica |
| title_sort |
affection, education and utopia. a socio-anthropological perspective |
| description |
The goal of this paper is to show the existing relation between affection, education and utopia. To do so, affection and affective education are explained, and certain questions are answered, such as: How to appreciate better our students? How to respond to their affection? How to face their affective bonds? What is the difference between impulses, affections, feelings, emotions, character and personality? Is it possible to educate teachers and students’ affection by evaluating what composes it? How to behave towards expressions of joy-anger? Is it feasible to learn without desiring it? Is utopia achievable if it is not wanted?If teachers-students wish to create a utopia, their emotions should be propelled: wishes and teacher-student utopia are recreated in affective conditions. In this document, we discuss the differences and relationships of components from affective life. A limit of this paper is that it does not clearly describe a utopia, it does however, offer elements to propose it: comprehension of affectivity.This work starts by criticizing people who presume not to have problems when educating; then justifies why the teachers guild requires to know about affection; and finally, presents a brief synthesis of Agnes Heller’s arguments so as to understand the components of affections and outline answers to the questions: How to contribute towards educating affections? What helps to move towards the utopia? |
| publisher |
Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE) |
| publishDate |
2017 |
| url |
https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/984 |
| topic |
afectividad educar dialogar affection educate dialogue |
| topic_facet |
afectividad educar dialogar affection educate dialogue |
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AT ibarrarivasluisrodolfo affectioneducationandutopiaasocioanthropologicalperspective AT ibarrarivasluisrodolfo afectividadeducacionyutopiaunaperspectivasocioantropologica |
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1800221093678546944 |
