Educación en valores por medio del deporte. Una perspectiva filosófica basada en Søren Kierkegaard (Values education through sport. A philosophical perspective based on Søren Kierkegaard)

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 887-892
Author(s):  
Felipe Nicolás Mujica Johnson ◽  
Nelly Del Carmen Orellana Arduiz
Keyword(s):  
Moral Education ◽  
Soren Kierkegaard ◽  
Ethical Challenge ◽  
Philosophical Argument ◽  
Moral Formation ◽  
Philosophical Perspective ◽  
Derechos Humanos ◽  
Universal Human Rights ◽  
The Subject ◽  
Ethical Communication

  Educar en valor es un desafío ético que la sociedad tiene para promover los derechos humanos universales. En este contexto, tanto la filosofía, la ciencia y la pedagogía han contribuido a desarrollar metodologías que contribuyan en la formación moral de la ciudadanía. Algunas de ellas siguen una vía intelectual o directa sobre el tema, las cuales se enfocan en la conciencia y comprensión de los valores. Otras metodologías siguen una vía indirecta o emocional, la cual se enfoca en la experiencia y concreción del valor. Esta última vía ha sido fundamentada por el filósofo danés Søren Kierkegaard, quien establece que la comunicación ética ha de ser, principalmente, una comunicación basada en la experiencia. Aquel argumento filosófico realza la importancia de las actividades prácticas para la educación moral, de modo que se concluye que el deporte es un medio propicio para tal finalidad pedagógica.  Abstract: Value education is an ethical challenge for society to promote universal human rights. In this context, philosophy, science and pedagogy have all contributed to the development of methodologies that contribute to the moral formation of citizens. Some of them follow an intellectual or direct approach to the subject, which focuses on the awareness and understanding of values. Other methodologies follow an indirect or emotional route, which focuses on the experience and concreteness of the value. The latter way has been substantiated by the Danish philosopher Søren Kierkegaard, who states that ethical communication has to be primarily a communication based on experience. This philosophical argument emphasises the importance of practical activities for moral education, which leads to the conclusion that sport is a suitable medium for this pedagogical purpose.

Problem of Spiritually-Moral Education and Its Theoretical and Methodological Reflection

2017 ◽  
Vol 6 (3) ◽  
pp. 75-82 ◽  
Author(s):  
Т. Серебрякова ◽  
T. Serebryakova ◽  
А. Бурханова ◽  
A. Burhanova ◽  
О. Казакова ◽  
...  
Keyword(s):  
Moral Education ◽  
Point Of View ◽  
Moral Formation ◽  
Theoretical Understanding ◽  
Affective Processes ◽  
The World ◽  
Fundamental Research ◽  
The Subject ◽  
The Individual ◽  
Methodological Reflection

This article reflects the results of a theoretical understanding of the problem of spiritual-moral formation of personality. Relying on the method of theoretical analysis, we note the fact very long and sustained interest of representatives of various branches of anthropology to this issue. Fundamental research in this area was carried out by philosophers, culturologists, sociologists, the results of whose researches, from our point of view, can be regarded as a theoretical, methodological bases for the development of the problem of education of spirituality and morality of the individual from the standpoint of pedagogy. No of less important for the development of technological approaches to optimization of the process of spiritually-moral education of personality you are the works of psychologists. It was the psychologists, analyzing the essential characteristics of spirituality and morals in the first place, bind them with the attitude of the subject, both to the world and to ourselves; associate spirituality and morality as the cognitive and affective processes. The allocation of the spectrum of characteristics that reflect the essence of spirituality and morality of the individual, will allow, from our point of view, to optimize the process of developing technological approaches to solving this problem.

scholarly journals En torno a la igualdad en la fundamentación de los derechos sociales | On the Subject of Equality as a Foundation of Social Rights

2017 ◽  
pp. 45
Author(s):  
María Dalli
Keyword(s):  
Human Rights ◽  
Social Rights ◽  
Equality Rights ◽  
Derechos Humanos ◽  
Universal Human Rights ◽  
The Subject

Resumen: Este trabajo aborda algunas cuestiones de fundamentación de los derechos sociales, entendiendo los mismos desde una perspectiva igualitaria. Como derechos humanos universales, se asignan a todas las personas. Ahora bien, de ello no cabe inferir que los derechos sociales sean, por definición, derechos de igualdad. Asimismo, en cuanto a las variantes del igualitarismo, se concluye que la relevancia de las necesidades y de las capacidades remiten a una concepción del igualitarismo suficientista. Abstract: This paper addresses some questions on the foundation of social rights from an egalitarian perspective. As universal human rights, social rights are assigned to all people. However, it cannot be inferred that social rights are, by definition, equality rights. Regarding the different kinds of egalitarianism, it is concluded that the relevance of needs and capabilities refers to the sufficientist variant.

What Must Be Embraced, Not Derived

2018 ◽  
Author(s):  
Andrew Steane
Keyword(s):  
Moral Judgement ◽  
Philosophical Argument ◽  
The Subject ◽  
Reason And Faith

The chapter discusses the subject of values and moral judgement. This begins with what is meant by values, and whether or not they can be objective and absolute. The main business of the chapter is to present a philosophical argument about the nature of this area. The argument shows that the existence of a standard which can properly command the allegiance of all free agents can be neither proved nor disproved using the tools of reason and logic. It is argued that the absence of such a standard would tend towards isolation of individuals from one another. Finally, it is pointed out that what people are most drawn to and value highest is not well captured in terms of purely impersonal abstractions. This is a pointer towards the journey beyond atheism. The interplay of reason and faith is then discussed.

scholarly journals Moral education of students in the cultural and educational space of the high school

2016 ◽  
Vol 5 (4) ◽  
pp. 211-216
Author(s):  
Sergey Victorovich Pupkov
Keyword(s):  
High School ◽  
High School Students ◽  
Moral Education ◽  
School Students ◽  
Moral Value ◽  
Substantive Content ◽  
The World ◽  
Practical Development ◽  
The Subject ◽  
Education Of Students

The necessity of the moral education of students of high school students as an initiation to the values of which are in the teacher-written cultural and educational space. Amended scientific understanding of the concept of educational space and proved that the substantive content of the notion of cultural and educational space gets through the involvement of the term culture. The essence of cultural and educational space of the university lies in its multi-dimensionality, which is expressed in infinity broadcast through the channels of education and training culture as the experience of, the experience of spiritual and practical development of the world in the moral experience moral, value relationships according to the criterion limit it (experience) of the base (value of a person), by which the subject-object, object-subject and subject-subject relations are optional. The content of the cultural and educational space, formed the subject-object and subject-subject relationship, the relationship between them becomes dialectical by the object-subject relationship in which there are values that are axiological nucleus of activity, axiological form of culture. Determine the purpose of the subject-object and subject-subject relations as the content of the image of cultural and educational space, and on the basis of this mission revealed features of pedagogical activity of the teacher conducting the moral education of students: to provide storage, reproduction, broadcast culture as the experience of concluded (experience) in ostensive, imperative, axiological forms of culture, its forms-principles; organization of the work of students with cultural forms; student organization ascent from axiological forms of culture its forms-principles; transfer of experience of spiritual and practical development of morality in the world, the experience of behavior and activity, experience, moral, value relations.

scholarly journals BULLYING E SUAS DIMENSÕES PSICOLÓGICAS EM ADOLESCENTES

2017 ◽  
Vol 7 (1) ◽  
pp. 289
Author(s):  
Luciene R.P. Tognetta ◽  
José Mª Avilés Martínez ◽  
Pedro Rosário
Keyword(s):  
School Violence ◽  
Moral Education ◽  
Social Problem ◽  
Educational Interventions ◽  
Moral Values ◽  
Educational Institutions ◽  
Psychological Mechanisms ◽  
Moral Point ◽  
The Subject

Abstract.Understanding the psychological mechanisms acting in shares of specific violence, such as bullying, constitutes an important step in the educational interventions that promote moral education objectified by educational institutions. In this sense, the current research aimed to relate bullying to representations of self and the ways in which the subject is self regulating to choose justifications for their commitments or moral disengagements in situations where bullying is present. The results indicate that subjects whose self-representations are individualistic also present more morally disengaged and more likely to be perpetrators in bullying situations, showing how little their identities incorporate moral values. It thus appears that more than a social problem, the issues of coexistence should be treated under the moral point of view.Keywords: bullying; self-representations; school violence; ethics; moral disengagements.Resumo.Compreender os mecanismos psicológicos atuantes em ações de violência específica, como o bullying, constitui-se um importante passo para as intervenções educacionais que promovam a formação moral objetivada pelas instituições de cunho educativo. Nesse sentido, a investigação atual teve como objetivos relacionar o bullying às representações de si e às formas pelas quais os sujeitos se autorregulam para escolher justificativas para seus engajamentos ou desengajamentos morais em situações em que o bullying esteja presente. Os resultados indicam que sujeitos cujas representações de si são individualistas também se apresentam mais desengajados moralmente e mais propensos a serem autores em situações de bullying, denotando o quanto suas identidades pouco incorporam valores morais. Constata-se assim que mais do que um problema social, as questões de convivência devem ser tratadas sob o ponto de vista moral.Palavras-chave: bullying; representações de si; violência na escola; ética; desengajamentos morais.

scholarly journals Criterios definidores y conceptuales del enfoque basado en derechos humanos: de la teoría a la práctica

2017 ◽  
pp. 43-86
Author(s):  
Alfonso CHACÓN MATA
Keyword(s):  
Human Rights ◽  
United Nations ◽  
Public Administration ◽  
Public Policies ◽  
The State ◽  
The Public ◽  
First Order ◽  
Derechos Humanos ◽  
The Subject ◽  
Human Rights Based Approach

LABURPENA: «Giza Eskubideetan Oinarritutako Ikuspegiaren» irismena azaltzeko asmoa dauka artikulu honek, zer-nolako aldagaiak eta kontzeptuak biltzen dituen ulertze aldera. Horren bilakaeraz eta indarraldiaz arituko gara, bai eta horren modalitate aplikatua nola nabarmentzen den azalduko ere. Horretarako, Nazio Batuen Erakundearen esparruan garatu diren ekarpenak eta gaiaren inguruko doktrina aditua erabiliko ditugu. Administrazio Publikoan duen indarra ezin ukatuzkoa da; izan ere, estatuak eta horri atxikitako erakundeek oso kontuan eduki behar dute politika publikoak norbanakoen eta komunitateen beharrei arreta ematen ari zaien jakiteko balio duela ikuspegi horrek, edota politika publiko horiek kontu emanez gardentasun publikoa eratzen ari diren nahiz edozelako diskriminazioa saihesten ari diren jakiteko balio duela. Azkenik, ikuspegi horrek Giza Eskubideen Gorte Interamerikarraren jurisprudentzia-aurrekari batzuetan duen indarraldia eta eragina aztertuko dira. RESUMEN: El presente artículo tiene la intención de exponer los alcances del «Enfoque Basado en Derechos Humanos», con la finalidad de entender que variables y conceptos involucra. Haremos un recuento de su evolución, vigencia y cómo se evidencia su modalidad aplicada, a través de diferentes aportes desarrollados en el marco de la Organización de Naciones Unidas, así como de la doctrina estudiosa del tema. Su vigencia en la Administración Pública es de primer orden, puesto que el Estado y sus entidades adscritas, deben tener muy en cuenta que el enfoque citado, sirve para conocer si las políticas públicas, están atendiendo necesidades de individuos y comunidades concretas; generando transparencia pública a través de rendición de cuentas, así como evitando cualquier tipo de discriminación. Finalmente, se analizará su vigencia e impacto en algunos antecedentes jurisprudenciales de la Corte Interamericana de Derechos Humanos. ABSTRACT: This article intends to expose the scope of the «Human Rights Based Approach», in order to understand what variables and concepts it involves. We will recount its evolution, validity and how its applied modality is evidenced, through different contributions developed within the framework of the United Nations, as well as the doctrine studious of the subject. Its validity in the Public Administration is of the first order, since the State and its affiliated entities must take into account that the aforementioned approach serves to know if public policies are addressing the needs of specific individuals and communities; Generating public transparency through accountability, as well as avoiding any type of discrimination. Finally, its validity and impact will be analyzed in some jurisprudential antecedents of the Inter-American Court of Human Rights.

scholarly journals The problem of indoctrination, with a focus on moral education

2017 ◽  
Vol 7 (3-4) ◽  
pp. 187-198 ◽  
Author(s):  
Jan Hábl
Keyword(s):  
Moral Education ◽  
Traditional Approach ◽  
The Other ◽  
Other Hand ◽  
The Subject ◽  
Liberal Approach

AbstractIndoctrination is a large and important issue in (not only moral) education. It is considered to be one of the capital pedagogical faults. However, the question is, what does it mean to indoctrinate? Educators from the liberal camp of the educational spectrum have had the tendency to criticize the traditional approach as “indoctrinational.” On the other hand, proponents of the traditional approach object that if indoctrination were defined properly then even the liberal approach would not be immune. This raises two fundamental questions that will be the subject of this study: a) what exactly does it mean to indoctrinate? b) is education without indoctrination even possible?

scholarly journals Soft Law, Authoritative Advice and Non-binding Agreements

2019 ◽  
Vol 39 (3) ◽  
pp. 507-525
Author(s):  
Andrei Marmor
Keyword(s):  
International Law ◽  
Soft Law ◽  
Practical Reasons ◽  
Reasons For Action ◽  
Philosophical Perspective ◽  
Legal Obligations ◽  
The Subject

Abstract One of the most fascinating developments in the domain of international law in the last few decades is the astonishing proliferation of non-binding legal instruments or soft law, namely, norms or directives explicitly avoiding the imposition of legal obligations on the relevant parties. From a philosophical perspective, this is rather puzzling: how can we explain the idea of a non-binding directive or a non-binding contract? In this article I aim to provide an account of the rationale of soft law from the perspective of the practical reasons in play. First, I analyse the idea of authoritative advice, suggesting that when authorities advise their putative subjects, they purport to give the subject presumptive reasons for action. I explain what presumptive reasons are. Secondly, I suggest the possibility that something very similar is at work in cases of non-binding agreements, coupled with special accountability relations that such agreements invariably constitute.

AHMAD S. MOUSSALLI, Moderate and Radical Islamic Fundamentalism: The Quest for Modernity, Legitimacy, and the Islamic State (Gainesville: University Press of Florida, 1999). Pp. 249. $49.95/cloth.

2001 ◽  
Vol 33 (2) ◽  
pp. 317-319 ◽  
Author(s):  
BRUCE B. LAWRENCE
Keyword(s):  
Knowledge Society ◽  
Basic Question ◽  
Divine Revelation ◽  
Islamic State ◽  
Islamic Fundamentalism ◽  
Philosophical Perspective ◽  
Human Reason ◽  
Islamic Political Thought ◽  
Sayyid Qutb ◽  
The Subject

This is the slyest, and therefore smartest, assessment of Islamic fundamentalism currently available. The author, a prolific Lebanese political theorist, has offered in this, his fourth monograph on the subject, a well-argued, highly original thesis. Moussalli asks one basic question: does Islamic fundamentalism have a philosophical basis? “Yes, it does,” he replies, “but it is not the same basis for all Islamic fundamentalists.” He then proceeds to demonstrate how particular Islamic fundamentalist theorists have addressed issues such as ideology and knowledge, society and politics, from their own philosophical perspective. The argument is markedly tilted toward politics, as each of the six chapters examines either a facet of political philosophy or the discourse of a particular theorist on the Islamic state. The first three chapters are framed as general overviews, first of the fundamentalism–modernism dyad, then of the epistemological divide between divine revelation and human reason, and finally of the discursive dichotomy between the Islamic state and democratic pluralism. The next three chapters shift to dominant theorists, the three “heroes” of Islamist ideology. Chapter 4 examines Hasan al-Banna on the Islamic state; Chapter 5, Sayyid Qutb. Chapter 6 takes up the most prominent current Islamist: Hasan al-Turabi. Not since Hamid Enayat's Modern Islamic Political Thought (Texas, 1982) has any scholar made such a comprehensive effort to trace the patterns of similarity—and the evidence of conflict and disagreement—among the major ideologues of Islamic fundamentalism.

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