Crítica, dogmatismo y educación
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Universidad Santo Tomás
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La crítica como actitud tiene el significado de actividad triplemente orientada: hacia lo cognoscitivo, en términos de actitud escéptica; hacia lo político es actitud de rebeldía ante la opresión y la arbitrariedad del mando; en el orden de la vida religiosa tiene el sentido de actitud auténtica, por oposición a la adopción supersticiosa e hipócrita de cara a lo sagrado. El concepto de dogmatismo se usa para englobar no solo la actividad mental de corte teórico, opuesta a la crítica, sino también las actitudes similarmente no críticas en los órdenes de lo práctico. En el presente escrito buscamos un acercamiento al sentido de la crítica como actitud, a la genealogía del dogmatismo y a los fines de la educación frente al ideal de formación en la crítica así entendida.
The criticism as an attitude has the meaning of triply oriented activity: towards the cognitive, in terms of skeptical attitude; towards the politics is an attitude of rebellion against the opposition and the arbitrariness of command; in the sense of religious life has the meaning of authentic attitude, by opposition to the superstition and hypocritical adoption facing the sacred. The concept of dogmatism is use to encompass not only the mental activity of theoretical framework, opposed to the criticism, but also the attitudes similarly not critical in the order of practical. In this document, we seek an approach to the context of criticism as an attitude, to the genealogy of dogmatism and to the purpose of education versus the ideal of training in criticism, so perceived.
The criticism as an attitude has the meaning of triply oriented activity: towards the cognitive, in terms of skeptical attitude; towards the politics is an attitude of rebellion against the opposition and the arbitrariness of command; in the sense of religious life has the meaning of authentic attitude, by opposition to the superstition and hypocritical adoption facing the sacred. The concept of dogmatism is use to encompass not only the mental activity of theoretical framework, opposed to the criticism, but also the attitudes similarly not critical in the order of practical. In this document, we seek an approach to the context of criticism as an attitude, to the genealogy of dogmatism and to the purpose of education versus the ideal of training in criticism, so perceived.
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Criticism, dogmatism, education, knowledge, values, attitudes, Crítica, dogmatismo, educación, conocimiento, valores, actitudes
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Derechos de autor 2019 Revista Temas