PHILOSOPHY OF EDUCATION AS AXIOLOGY;
INTRODUCTORY APPROACHES
DOI:
https://doi.org/10.7443/problemata.v16i1.70915Keywords:
Axiology, Philosophy of education, Ethics, Lima Vaz, Sánchez VázquezAbstract
Focused on teacher training, this text is especially aimed at the general university audience, such as graduate students and students of Pedagogy and teaching degrees, either because they research Philosophy and its teaching, or because they have Philosophy subjects in their undergraduate curricula, such as Philosophy of Education. In it, we address the axiological dimension of Philosophy in the field of school education from the perspective of a theory of values that seeks to reflect on the ethical-moral norms underlying any education and formative process. Two important references in the field are Henrique Cláudio de Lima Vaz (1921-2002) and Adolfo Sánchéz Vázquez (1915-2011), thinkers who left an important legacy in the themes of ethics and morality. The article presents the Vazian and Vázquezian understandings of ethical/moral action and how both share similarities from a historical-conceptual point of view. The distinction between them concerns the mediation of praxis. For Vaz, ethical/moral acts are mediated by praxis, which refers them to an ethical conflict. In the case of Vázquez, ethical/moral action occurs in relation to subjectivity, where human freedom and autonomy allow the individual to act according to their own norms and values. The article concludes by demonstrating how Philosophical Ethics serves as a basis for understanding the axiological dimension of education and teaching, allowing us to reflect on how values and norms are present in educational practices and pedagogical relationships.
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