thinking

Awe is a classic concept with an important place in the history of philosophy, since it is regarded as the beginning of the development of thought, as we know it today. However, until now it has historically received little attention in the field of education, although in recent years it has been the subject of renewed attention for a variety of reasons. These include a growing discomfort with curriculum designs that reflect a frenetic culture with a clear tendency towards activism and instrumentalism. This work explores the concept of awe, considering some current approaches from the philosophy of education, at the same as providing new perspectives, considering the links between awe and wisdom as well as conditions that make awe possible, such as humility, gratitude, contemplation of the environment, and appreciation of the intrinsic value of what is observed. Moreover, it suggests three areas for fostering awe in schools. These include: creating opportunities for contact with truth, beauty, and goodness; promoting a greater immersion in natural environments; and reducing the pace of educational activity.

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Please, cite this article as follows: Fuentes, J. L. (2021). El asombro: una emoción para el acceso a la sabiduría | Awe: An emotion for accessing wisdom. Revista Española de Pedagogía, 79 (278), 77-93. https://doi.org/10.22550/REP79-1-2021-08

This article aims to show how sex education today responds to the dominance that philosophies of suspicion have achieved over intellectual life, a dominance that hinders a normative judgment of human sexuality. Any attempt at regulation is suspected of concealing some kind of domination by some over others. The lack of regulations makes meaningful education about sexuality impossible and only allows for education that is superficial, instrumental, and limits itself to managing unwanted consequences such as teenage pregnancies and sexually transmitted infections. This work shows that there is another way of understanding intellectual life that is linked to moral life, open to the truth, and not just dedicated to denunciation. Thinking well involves living within a tradition and on the path of a good life. A concept of a good life supposes a teleological understanding of the human condition and the necessary cultivation of virtues in order to remain within it. In this dimension, sexuality has a meaning that is not merely biological but also relational, generative, and communicative, and it is subject to rules that derive from our personal character and sexuality’s relationship with intimacy.

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Please, cite this article as follows: Reyero, D. (2021). ¿Cabe una educación sexual que sea expresión de una inteligencia cultivada? | Is there a sexual education that is an expression of a cultivated intelligence? Revista Española de Pedagogía, 79 (278), 115-129. https://doi.org/10.22550/REP79-1-2021-05

Philosophy with children is an ambitious pedagogical project based on a structured meditation on the conditions that make it possible and the object and aims of the educational process. This article presents a systematized overview of the main features of Philosophy for Children (P4C), considering it to be a multifaceted and plural approach that, despite the different theorizations proposed, still possesses some basic common traits. Starting from a review of the academic literature on the topic, this article presents some of the main conceptual and practical limitations of P4C, in relation to its theoretical insight and its practical implementation. These are potentially damaging criticisms, which, if not given serious consideration, could invalidate this educational approach. After a critical discussion of the weak points of P4C, this article shows the need to reframe clearly the nature of educational practice in general and how philosophical reflection in particular can contribute to it. Accordingly, educational experience is thought to be a radical process of creation of shared meaning by a community of inquiry involved in a shared rational and emotional search for truth. Consequently, this article proves the profound value of this educational approach, which can foster a well-rounded education of people and their full integration into the social and cultural context, enabling them to enjoy a flourishing and authentic life.

 

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This is the English version of an article originally printed in Spanish in issue 275 of the revista española de pedagogía. For this reason, the abbreviation EV has been added to the page numbers.Please, cite this article as follows: Scotton, P. (2020). Pensar en común, vivir en plenitud. La experiencia de la filosofía para los niños y niñas | Thinking together, living fully. Experiencing philosophy with children. Revista Española de Pedagogía, 78 (275), 103-118. doi: https://doi.org/10.22550/REP78-1-2020-06