This paper argues that the modern curriculum of academic subject disciplines embodies a rationalist conception of pure, universal knowledge that does little to cultivate, humanise or form the self. A liberal education in the classical humanist tradition, by contrast, develops a personal culture or paideia, an understanding of the self as a social, political and cultural being, and the practical wisdom needed to make judgements in practical, political and human affairs. The paper concludes by asking whether the old liberal curriculum, (...) traditionally centred on the humanities and the disciplines of grammar and rhetoric, can be recovered in the modern age. (shrink)

Can human rights in education enhance students and teachers capacity to reimagine their local community and to rethink the rules and laws that support such a social community? This paper is a political philosophical inquiry into human rights in education, drawing on the work of Hannah Arendt, Cornelius Castoriadis and Adriana Cavarero. By placing learning at the center of political philosophy through the notion of paideia, we need to ask how such an education can look like. According to Castoriadis, society (...) exists only insofar as it is embodied in its social individuals. Society and its individuals are in a constant process of becoming toward relational autonomy that implies a moral self-limitation. At the core of my philosophical inquiry into moral subjectification is the need to re-think human rights and the pedagogical subject in relational terms that imply self-limitation and political engagement in a wider cosmopolitan community. (shrink)

This paper argues that the modern curriculum of academic subject disciplines embodies a rationalist conception of pure, universal knowledge that does little to cultivate, humanise or form the self. A liberal education in the classical humanist tradition, by contrast, develops a personal culture or paideia, an understanding of the self as a social, political and cultural being, and the practical wisdom needed to make judgements in practical, political and human affairs. The paper concludes by asking whether the old liberal curriculum, (...) traditionally centred on the humanities and the disciplines of grammar and rhetoric, can be recovered in the modern age. (shrink)

The movement from Greek paideia to Roman humanitas gives a clue into how the ancients conceived of the goals of the state and the means adopted to prepare citizens for the attainment of such goals. In these two ancient educational practices, evidences of how they conceived of the challenges of their time were found, as the formative ideals proposed to prepare citizens for the challenges and their ambiental peculiarities. The process, understanding and intricacies of this movement cannot but strike the (...) curiosity of the modern African, whose educational ideals were laid on them, but whose practice of education is progressively moving away from them. Hence, the contemporary society needs to learn from the practice of ancient formation, which will create a bridge that happily adopts ancient values that can be of great assistance and serve as a template for authentic cultural development in Africa. (shrink)

Good judgment (euboulia) was the principal reward Protagoras promised from his teaching, and he was the foremost teacher to whom students went for paideia in fifth-century Greece. I begin with a theoretical exposition of the nature of good judgment in the contexts relevant to fifth-century paideia—in deliberative bodies, in the law courts, among generals discussing tactics, and among private citizens managing their households. I then turn to review what teachers like Protagoras taught, and ask whether it is reasonable to expect (...) such teaching to foster good judgment. I will show that it meets the problem of relevance by attempting to bring every possible factor into an adversarial discussion before a matter is put to judgment. (shrink)

In this chapter, I analyze how Gadamer criticizes in his review "Die neue-Platoforschung" [1933] both Stenzel's and Singer's reading of the "political Plato" through his own interpretations of the concepts of paideía and utopia. This Gadamer's early insight is a seminal exercise for his later theoretical developments in texts like Plato und die Dichter [1934] and Platos Staat der Erziehung [1942].// How to cite this item: Bey, Facundo. (2020). “Paideía y utopía en la crítica de Hans-Georg Gadamer al Platón de (...) Julius Stenzel y Kurt Singer”. In Y. Benítez Ocampo (ed.) Intersecciones. Reelaboraciones de la filosofía contemporánea y la estética filosófica. [Kindle Cloud Reader Version]. Editora Cravo: Porto. Retrieved from: amazon. (shrink)

Platonic paideia is a mainstream concept in traditional philosophy and humanistic circles generally. It is closely connected with social progress brought about by the dynamics of enlightenment and self-fulfillment, symbolized by the allegory of the cave. The main contention of this paper is that the philosophical grammar of this simile is more precarious than is often recognized. Plato’s apparently intuitive narrative blends together two features that do not easily mix, namely explicit, categorical dualisms, and temporal processes of development. The second (...) feature is superimposed upon the first, more elementary, one, suggesting that a philosopher-teacher can be in charge of mankind’s ascent towards illustrious goals. This line of thought conceals a basic rhetorical move built into Plato’s paideia, namely its initial focus on enchained humans in need of liberation. It is from this bleak view of ordinary, ‘commonsense’ life that the narrative’s drive is derived. How might... (shrink)

Este artigo busca encontrar na teoria crítica da racionalidade moderna de Jürgen Habermas (1929-) elementos de uma paideia. O primeiro tópico lança o substrato epistemológico sobre a existência das racionalidades estratégica e comunicativa. O segundo, afirma que o desengate entre o sistema e o mundo da vida, e a colonização deste por aquele, causam as patologias modernas e colaboram para a formulação de pedagogias coordenadas pela ação estratégica. O terceiro, propõe que o reacoplamento do sistema ao mundo vivido proporciona que (...) todas as dimensões da existência humana sejam orientadas pela ação comunicativa, na qual se encontram os traços de uma paideia emancipadora e revolucionária. (shrink)

El trabajo se propone identificar los principales objetivos y fundamentos a partir de los cuales el estoicismo antiguo ha comprendido el concepto de educación, en su ineludible vínculo con los ámbitos ético y político. Teniendo presente dicho objetivo, será nuestro propósito analizar la paideía esto..

O presente trabalho tem como objetivo apresentar dois distintos projetos formativos: a paideia grega e a Bildung do esclarecimento alemão representada por Kant e Hegel, bem como o desenvolvimento desta última em Halbbildung no século XX. Para compreender os sentidos e contornos históricos em que essas formulações estavam postas, tornou-se necessário inseri-las no contexto mais geral das formações sociais em que elas estavam inseridas, revelando suas contradições.

Werner Jaeger's highly-acclaimed work treats paideia, the shaping of Greek character, as the basis for study of Hellenism as a whole, to explain the interaction between the historical process by which Greek character was formed and the intellectual process by which they constructed their ideal of the human personality.

Werner Jaeger's classic three-volume work, originally published in 1939, is now available in paperback. Paideia, the shaping of Greek character through a union of civilization, tradition, literature, and philosophy is the basis for Jaeger's evaluation of Hellenic culture.Volume I describes the foundation, growth, and crisis of Greek culture during the archaic and classical epochs, ending with the collapse of the Athenian empire. The second and third volumes of the work deal with the intellectual history of ancient Greece in the Age (...) of Plato, the 4th century B.C.--the age in which Greece lost everything that is valued in this world--state, power, liberty--but still clung to the concept of paideia. As its last great poet, Menander summarized the primary role of this ideal in Greek culture when he said: "The possession which no one can take away from man is paideia.". (shrink)

Constitutional paideia designates a form of constitutionalism that construes a nation’s constitution essentially in terms of ongoing processes of collective self-formation. This paper explores the notion of constitutional paideia as formulated by Hegel, who explicitly defines constitutionalism with categories of Bildung. The paper’s strategy is to present Hegel’ position in light of questions that can be raised about it. The paper advances three central theses: in spite of his historico-culturist approach to law, Hegel is a theoretician of constitutional paideia; despite (...) construing constitutionalism in terms of ongoing processes of popular self-interpretation, Hegel does not vitiate the distinction between law and politics deemed so central to constitutional theory; and despite construing constitutionalism in terms of self-formative processes of a particular culture, Hegel does not jettison the normativity and trans-contextualism long associated with modern constitutional theory. The paper concludes with some observations on the contemporary significance of Hegelian constitutionalism. (shrink)

Werner Jaeger's classic three-volume work, originally published in 1939, is now available in paperback. Paideia, the shaping of Greek character through a union of civilization, tradition, literature, and philosophy is the basis for Jaeger's evaluation of Hellenic culture.Volume I describes the foundation, growth, and crisis of Greek culture during the archaic and classical epochs, ending with the collapse of the Athenian empire. The second and third volumes of the work deal with the intellectual history of ancient Greece in the Age (...) of Plato, the 4th century B.C.--the age in which Greece lost everything that is valued in this world--state, power, liberty--but still clung to the concept of paideia. As its last great poet, Menander summarized the primary role of this ideal in Greek culture when he said: "The possession which no one can take away from man is paideia.". (shrink)

Werner Jaeger's classic three-volume work, originally published in 1939, is now available in paperback. Paideia, the shaping of Greek character through a union of civilization, tradition, literature, and philosophy is the basis for Jaeger's evaluation of Hellenic culture.Volume I describes the foundation, growth, and crisis of Greek culture during the archaic and classical epochs, ending with the collapse of the Athenian empire. The second and third volumes of the work deal with the intellectual history of ancient Greece in the Age (...) of Plato, the 4th century B.C.--the age in which Greece lost everything that is valued in this world--state, power, liberty--but still clung to the concept of paideia. As its last great poet, Menander summarized the primary role of this ideal in Greek culture when he said: "The possession which no one can take away from man is paideia.". (shrink)

Some of the notorious interpretive puzzles of the Phaedrus arise from reading it in terms of a static version of mimesis; hence, the concerns about its apparent failure to enact its own norms and the status of its own self-commentaries. However, if the dialogue is read in the light of the more dynamic model of a perfectionist paideia — that is, Plato’s portrayal of Socrates as attempting to woo Phaedrus to philosophy is itself a rhetorical attempt to woo the appropriate (...) reader — then many of the puzzles fall into place as part of the rhetorical strategy. The apparent lack of formal unity arises out of Phaedrus’ own deficiencies; the written dialogue turns out precisely not to fall foul of the criticisms of writing that it contains, and its self-commentaries can be given their appropriate ironic weight. On this reading, a Platonic conception of philosophy that embodies yet transcends the dialectical is given persuasive expression. (shrink)

" The final volume of Werner Jaeger's three-volume Paideia begins at the same point as its predecessor--the fall of the Periclean empire--but pursues a different line of intellectual development.

Journal of Philosophy of Education, EarlyView.

The question of Paideia analysed in Jaeger’s pioneering study may be linked to Husserl’s question of the formation of the monadic self, intersubjectivity and the foundation of the community of human beings. Husserl’s phenomenological education manifests itself in the formation of an ego and a phenomenological community. In addition, Fink, having close intellectual links with Husserl, undertakes an in-depth analysis of the question of educa­tion as a sublime model of the Greek city. In this paper we propose a comparative analysis (...) about Paideia between Husserl’s late writings since his Cartesian Meditations, and Fink’s relevant works. (shrink)

A compreensão originária da paidéia grega sempre acompanha a formação de educadores e de pesquisadores em Educação. Trata-se de um tema que nos remete às origens da Educação e da compreensão do discurso filosófico e político sobre a Educação e suas dimensões. Apresenta-se a paidéia como princípio fundante voltado para o entendimento da formação social, política e cultural do povo grego a partir da problemática em torno da constituição histórica e filosófica dessa matriz Educacional. O objetivo foi abordar (...) sobre os ideais de alguns filósofos e educadores que contribuíram para o pensamento do modelo grego de educação, entre outros aspectos, para a elaboração conceitual caracterizando e contextualizando-os em seu tempo e espaço histórico. Este artigo foi desenvolvido por pesquisa de caráter bibliográfico. Entre as contribuições desse estudo, estão os conceitos e fundamentos da arete e da paidéia, que direcionaram ou foram direcionados a pensar uma educação para a vida na pólis, portanto, para a vida em sociedade de maneira universalizada, por meio de uma educação com base na cientificidade, na virtude, na política. A essência da educação grega está na sua própria cultura e organização política que vai sendo evidenciada pela sociedade em praticamente três milênios. (shrink)

Two opposite tendencies characterize the intellectual and political developments in our world as a whole at the end of the twentieth century: on the one hand, we promote respect for human rights, i.e., for certain “universal” norms; on the other, we promote equal respect for all cultures, i.e., respect also for sets of parochial, “relative” norms, which are not only often discrepant among themselves, but often discrepant vis-à-vis human rights as well. In light of this, I argue that we need (...) paideia for a sagacious implementation of human rights in the twenty-first century. (shrink)

The Athenian sophist Philostratus completed a romanticised biography of Apollonius of Tyana in the second or third decade of the third century A.D. One of the most striking aspects of the presentation of this firstcentury Pythagorean sage and miracleworker in the Vita Apollonii (VA) is his role as 'politically active philosopher'. Not only does the protagonist of the VA regularly intervene in situa-tions of conflict in Greek cities and instruct their citi-zens on how they ought to live together, but he (...) also appears in contact with Parthian and Indian kings and Roman emperors. The present study deals with this promi-nent facet of Philostratus' portrait of the Tyanean sage. There are three main issues. The first is the question of the extent to which the Apollonius tradition provided support for the image of the contacts of the protagonist of the VA with cities and monarchs. The second is consideration of how the author dealt with and elaborated these elements in his source material. The third is the question of to what extent the protagonist of the VA may be regarded as a spokesman for the explicit political views of Philostratus. In other words, the aim is to analyse the image of the protagonist of the VA as a 'politically active philosopher' as the result of the interaction between the traditions associated with a sage and miracleworker who was regarded as a representative of Pythagorean wisdom, on the one hand, and the paideia, cultural baggage and mentality of a sophist, on the other. (shrink)

A reflexão sobre a educação franciscana emerge da compreensão do humano, em todas as suas dimensões, tendo como base o modelo grego de formação marcado pelos termos Paideia e Arete. Por estes, consolida-se um olhar educacional de cunho humanista, em que imperam a busca de desenvolver virtudes e não somente oferecer uma formação puramente cognitiva e conceitual. A Paideia franciscana surge como resposta às necessidades deste tempo, visto que a tarefa da escola é formar o humano para o ser e (...) o atuar pessoal e socialmente neste mundo. Desenvolver Princípios e Valores Franciscanos para que surjam atitudes positivas e transformadoras. Para tanto, há que se buscar no exemplo e legado deixado por Francisco de Assis, pistas para a relação fraternal entre professor e estudante, de modo a concretizar um caminho pautado pelo diálogo respeitoso, pela mútua aprendizagem, pela valorização do diferente, ao mesmo tempo em que se projeta a autonomia e o protagonismo do estudante. (shrink)

L'evoluzione del concetto di educazione ha risentito e risente dei cambiamenti che si sono succeduti all'interno della societÀ civile. Nell'etÀ contemporanea il mutamento piů significativo riguarda la presenza di una pluralitÀ di culture all'interno dei moderni Stati-nazione. In particolare in ambito educativo, il multiculturalismo pone sfide importanti alla stessa concezione di paideia nella sua connotazione classica di "educazione del cittadino": occorre quindi riconsiderarne le fondamenta. L'articolo riflette su tale problematica con riferimento alle principali posizioni della pedagogia interculturale, fino a prendere (...) in considerazione l'effettiva esistenza di una nuova "paideia" interculturale e la sua potenzialitÀ nel contesto scolastico italiano. (shrink)

When Barthes starts to conceptualize his courses at the Collège de France, he envisions a methodology which he actually considers to be an ‘anti-method’, that is to say, an ‘unscientific’ method which goes against the grain of traditional education. He pursues the method of his seminars at the École Pratique des Hautes Etudes, especially the seminar that ended up with the publication of A Lover's Discourse. In the conclusion to the seminar, Barthes turns to Nietzsche to ground this ‘anti-method’ and (...) to substantiate his claim that literature is a vital dimension of his research and teaching. In the introductory session of Comment vivre ensemble, Barthes labels this ‘anti-method’ – once more with the help of Nietzsche – ‘paideia’. This article aims to scrutinize the scope, the potentialities and the risks of this Greek word to Barthes's theory and ideas on life, criticism and literature. (shrink)

Jaeger's proposal in his 1933 work, Paideia, that classical Greece should be viewed as the origin and the sustaining source of Westem civilization is likely to be viewed today as, at best, quaint or, at worst, pemicious. But I argue that Jaeger's conception of paideia as acculturation or as the formation of character through culture is superior to current views of human development and education. At the same time, Jaeger accounts for the profundity of the classical Greek conception of education (...) or acculturation by appealing to a relatively late Platonic notion of a universal standard or rational principle. I attempt to show that this late philosophical determination of paideia distorts an older Greek view of human culture, a view that might offer a model for a universalism that need not appeal to the idea of a self-grounding rational principle. (shrink)

We argue that there are three basic views of paideia in ancient Greece. After briefly discussing them, we turn our attention to the contemporary situation. We try to show that the dialogical or Socratic view of paideia can contribute toward a deeper understanding of the contemporary problem of multiculturalism.

O presente trabalho tem como objetivo examinar o sentido de physis na discussão educacional das obras platônicas, contrapondo-a com o conceito de paideia. Um primeiro momento nessa discussão ocorre no Protágoras, quando o sofista epônimo propõe que todos os homens, por sua própria natureza, partilham da virtude política, afirmando, porém, que essa virtude é ensinável. Essas duas propostas aparentemente conflitantes são conciliadas na República, em que Sócrates determina a physis e a paideia como duas condições para ser integrado à cidade (...) completamente justa. Palavras-chave: filosofia grega; Platão; physis; paideia. (shrink)

As Michel Foucault describes it, the homosexual paideia in classical Greece was an erotic bonding between a boy who had to learn how to become a man, and a mature man who paid court to him. In many of his dialogues, Plato plays with this scheme: he retains the erotic atmosphere, but he inverts and purifies the whole process in the name of virtue and wisdom. In the Republic, however, Socrates' pupil forsakes this model in favor of a bisexual education (...) for the shepherds and shepherdesses of the State. Aristotle resolutely opposes this move. He thus reverts to a kind of homosexual paideia for the future citizens of his ideal state, but this choice fosters many unspoken problems. (shrink)

El presente artículo busca dar razón de la categoría paideia como estructura fundamental del quehacer teológico de Gregorio de Nisa. En función de este propósito se hace un acercamiento a la noción de paideia propia de los griegos y, posteriormente se señala la manera como el Niseno apropió dicha categoría configurando la paideia cristiana, apelando a ejemplos de su obra De Vita Moysis. This article seeks to give reason for the category paideia as a fundamental structure of the theological enterprise (...) of Gregory of Nyssa. According to this purpose is made an approach to the concept of paideia own of the Greeks and subsequently notes how the bishop of Nyssa appropriated that category by configuring the Christian paideia, appealing to examples of his work De Vita Moysis. (shrink)

CONFERENCE PAPER: In the early 20th century, John Dewey helped revolutionize the way education was thought of in the United States. Nearly fifty years after his death, however, much of his vision is still yet to be realized. Perhaps one explanation for this would be that educators have not yet embraced the most important feature of Dewey’s thinking on education, viz. that education as a cumulative process is a interwoven with the continuous developments in social and ethical life, indeed culture (...) itself. As he put it, “Education is a social process; education is growth; education is not preparation for life but is life itself.” When such a view is taken seriously, education becomes coextensive to the values and traditions that we call culture. This is the way that the ancients in Greece through the concept of paideia (perfectly reflected in the gnomic expression, “As I grow old I continue being educated.”) and in China (through the idea of xué) viewed education. This essay will explore how Dewey’s ideas reflected these earlier philosophies of education and the ways in which thinking about education as growth, a là Dewey, can supplement them. (shrink)

A paideia grega exigia, no homem perfeito, a kalokagathía (beleza física e beleza moral) e a areté que consistia no conjunto harmónico da primeira, mais o êxito. Em Creta, a civilização mais antiga da Grécia e o primeiro e mais brilhante exemplo de civilização europeia, foi descoberta por A. Evans (1900) e decifrada por Michael Ventris (1952) a escrita do Minóico Linear B. A escrita é a alma duma civilização, como a cultura é a mola propulsora da mesma. A civilização (...) cretense revela-nos, entre muitas outras coisas, uma autêntica ginecocracia ou predomínio feminino. Em Esparta, essa emancipação vai quase ao extremo da masculinização da mulher. Esta, em Atenas, vivia quase reclusa. Estava-lhe vedado sair à rua; frequentemente, eram os maridos que iam fazer compras. A educação da criança estava, em Atenas, a cargo dos pais; em Esparta, ao cuidado do Estado. E assim a consagrou Platão para as classes superiores e médias. Os estados gregos, mesmo os mais democráticos, eram tão ciosos da sua hegemonia, que se não fosse a paideia ou cultura a aglutiná-los, ter-se-iam desmoronado por fragmentação e rivalidade! /// La paideia grecque exigeait chez l'homme parfait la kalokagathia (beauté physique et beauté morale) et l'areté qui consistait en un ensemble harmonieux de la première, avec un plus de succès. En Crète, la civilisation la plus ancienne de la grèce et le premier et plus brillant exemple de civilisation européenne fut découverte par A. Evans (1900) et déciffrée par Michael Ventris (1952), l'écriture du Minoen Linéaire B. L'écriture est l'âme d'une civilisation, tout comme la culture en est le ressort propulseur. La civilisation crétoise nous révèle, parmi beaucoup d'autres choses, une authentique "gynécocratie" ou prédominance féminine. À Sparte, cette émancipation va jusqu'au bout de la masculinisation de la femme. Tendis qu'à Athènes, la femme vivait presque recluse. Il lui était défendu de sortir en rue et fréquemment c'étaient les maris qui allaient faire les courses. À Athènes, l'éducation de l'enfant était à charge des parents; à Sparte, elle était confiée à l'État; et c'est ainsi également que Platon l'a consacrée pour les classes supérieures et moyennes des citoyens. Les états grecs, même les plus démocratiques, étaient si avares de leur hégénomie que s'il n'y avait pas en la paideia ou culture pour les rassembler, ils se seraient écroulés par suite de leurs divisions et rivalités. /// Greek paideia demands in the perfect man kalokagathia (physical and moral beauty) and areté, which consists of harmony of the first, in addition to success. In Crete the most ancient civilization of Greece as well as the first brilliant example of European civilization the script of Minoico Linear B. Was discovered by A. Evans (1900) and deciphered by Michael Ventris (1952). Writing is the soul of a civilization, just as culture is its springboard. The civilization of Crete reveals an authentic gynocracy. In Sparta, this emancipation goes to the extent of masculinization of women, while — in Athens — they lived reclusively. It was forbidden to go out; frequently men did the shopping. In Athens the education of the children was the responsability of the parents, whereas in Sparta it was that of the State. Plato dedicated himself to the education of the upper and middle classes. The Greek States, even the democratic ones, were so concerned with their hegemony that, if were not for paideia as culture to keep them together, they ran the risk of breaking apart throught their intense rivalry. (shrink)

One of the questions that Heidegger presents in his paper, ‘Plato’s Doctrine on Truth’, is the distortion as he sees it of paideia—that is the loss of the essential elements in education. This loss is characterised according to Heidegger, by a misconception of Plato’s concept of teaching and learning. By undertaking an historical examination, Heidegger provides a means to rectify this loss. With reference to past, present and future philosophical perspectives of teaching and learning as particular spaces, an attempt is (...) made in this paper to examine Heidegger’s reading of paideia within the context of online learning. This, for many contemporary writers on education, is an encounter with new literacies, new knowledge and the adoption of an online environment that challenges the hegemonic order of the institution as the purveyors of knowledge. Teachers within this new environment are, however still constituted as experts and their knowledge is seen as ultimately inviolate. Heidegger in his re-interpretation of Plato sees the teacher as leading the students to where they might make themselves intelligible within the space of their being. This alignment forms an acceptance and a challenge to the metaphysical concepts of uniformity of being and place that limits the potential of knowledge as something that is fixed and complete. The experience of the social web or Web 2.0 has seen a shift in learning premised upon dialogue, exchange and constantly shifting horizons. Within this context, the teacher is recast as a craftsman, creating learning opportunity within dialogic exchange. The heightened sense of involvement that is revealed in this context lays the ground for a future visioning of education where emergence is seen as essential, unlike a re-working of authorisation to learn that inhibits student and teacher alike in new attempts at revitalising education. (shrink)

Modern philosophy—perhaps better described as post-Enlightenment philosophy—began to emerge in the later half of the nineteenth century and continued to gain strength in its opposition to the Enlightenment’s insistence on the central role of reason and rational discourse in philosophy. The recent attacks on reason in the name of this or that ideology or “ism” do not strengthen but rather weaken the foundations of equality for women and minorities established through the use of reason. Philosophers—male and female of all races—may (...) take justifiable pride in having been by rational argument, agents of liberation for women and minorities. This achievement should not be jeopardized by the rejection of rational argument and evidence in the name of any currently fashionable movement. (shrink)

This book is intended for Prizes won etc.

This book is intended for Prizes won etc.

Estuda as origens do pensamento filosófico ocidental sobre Educação, a partir da sociedade grega antiga, de base escravocrata. Destaca as diferentes etapas de formação da concepção grega de Educação ou Paideia e discute seus significados e desdobramentos. Aponta a Paideia como um ideal de educação plena, educar para a vida, como processo de formação humana. Estuda topicamente as etapas da organização da educação e da escola no Brasil. Analisa as políticas sociais e educacionais e explicita as características autoritárias e excludentes (...) da sociedade e, por conseguinte, da escola no Brasil. Afirma suas características adultocêntricas e impositivas e aponta ser necessária uma superação das marcas e dos determinantes de natureza social e política para a construção ou para a emergência de práticas de reconhecimento da Criança e da Infância no Brasil. A prática pedagógica de acolhimento da Criança na escola necessita de superações de natureza filosófica e política dos estigmas das formações pedagógicas dominantes. (shrink)

Apresenta os fundamentos históricos e institucionais da Educação grega clássica e da proposta de educação originada na Paideia Cristã. Aponta aspectos da formação do Cristianismo a partir da missionarização de Paulo e de suas Cartas, destinadas às comunidades cristãs emergentes, distantes de Jerusalém, núcleo originário do Cristianismo. Destaca o papel das Cartas Paulinas na constituição das comunidades cristãs primordiais. Apresenta as atuais definições de Educação à Distância e de Cibercultura, analisando aspectos da dinâmica atual de apresentação de percursos formativos à (...) Distância e de suas potencialidades e desafios. Aponta para a defesa da Educação à Distância como dispositivo plenamente potencial de formação acadêmica, cultural e educacional, tal como se deu na Paideia Cristã. (shrink)