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Fidel's educational philosophical thought Castro Ruz



Partes: 1, 2

     

    1. Development
    2. Bibliography

    Summary

    The present work is carried out keeping in mind
    the necessity of the study of the contribution of the historical
    leader of the Cuban Revolution Fidel Castro
    Ruz to the development of the Cuban educational thought in the
    XXI century. Their multiple contributions to the development of
    the Cuban educational thought in the XXI century and to the
    Philosophy of the Education in Cuba that
    you/they have not been approached with all the depth,
    particularly in the field of the Philosophy and the Sociology of
    the Education, he/she allows to affirm that the selected topic
    has not been investigated and a lack exists in its presentation
    in the national and international scientific literature, at least
    from the optics and in the form in that he/she intends. The
    mission of the topic allows to not rescue alone what is in the
    memory, but what has not been taught and that it will facilitate
    to try to understand the present to transform the future.

    Development

    The philosophy of the education is one of the
    most important traditions in the Cuban thought and a topic forced
    in the contemporary philosophical debate. The
    knowledge of both aspects is a necessity for everybody who it
    seeks to assume a conscious attitude toward the educational
    phenomenon or to carry out theoretical or practical contributions
    in this land.

    The philosophy of the education like theoretical
    discipline, as long as branch of the knowledge that connects to
    the philosophy and the pedagogy, didn't reach the due attention
    in Cuba during the last decades. This lack of attention was
    without doubts motivated by the little vision of those who
    organized the programs of studies of the ISP of the country to
    consider that this subject didn't carry the necessary elements
    for the interpretation and development of the Cuban education
    leaving to the Marxist philosophy–Leninist this task.
    Although it is certain that the Marxist philosophy–Leninist
    and their principles have constituted the theoretical and
    methodological foundation of the socialist pedagogy, it is not
    less certain than they have been too abstract and general, for
    not being had imbricate appropriately keeping in mind the
    national tradition and their main figures in the land of the
    philosophical thought – educational and neither to more
    particular and more specific problems of the science and the
    Cuban pedagogic practice.

    In the first half of the XX century the dissent
    with the methods and practical educational settled down by the
    government inspector starting from January 1 1899 and the desire
    of reforming the whole education system keeping in mind the best
    traditions in the Cuban pedagogy, it took to educators of the
    time, among those that were Alfredo M Aguayo, Diego
    González and the essayist Medardo Vitier to study
    minutely, and by the light of the most advanced knowledge in
    their time, the problems of the man's formation and their
    projection in the society. Among these figures they crystallized
    through their works scientific theoretical elaborations on
    general questions of the education and the pedagogy like
    science.

    Among the most important works they are
    Philosophy and new orientations of the education (1932), of the
    outstanding educator Alfredo M Aguayo (1866-1948); Introduction
    to the Philosophy of the education and Philosophy of the
    education (1947), of other important educator, Diego
    González. These books constituted the fundamental texts
    for the students of that subject in the University of Havana and
    other centers of study superior of the country. Also for those
    years a series of articles of great depth and theoretical
    sharpness were published, like they are those titled Notes on the
    human formation (1948) and Die of the education (1952), of the
    philosopher and essayist Medardo Vitier.

    The philosophy of the education in Cuba in fact
    owes its birth to the creation of these important works, since it
    was the first time that was spoken in the country of the
    necessity of establishing a reflection environment, like part of
    the philosophy, which is in charge of of defining an entire
    conceptual theoretical system able to organize the dispersed data
    that he/she had gone accumulating the experimental pedagogy.

    The philosophy of the education according to the
    most representative educators in the time, would be the one in
    charge of replacing the hole left by the positivismo in
    the pedagogic land, they demonstrate this way it its trials:

    . The pedagogy when he/she doesn't settle in a
    philosophy it lacks transcendency and it becomes routine.

    . Only by means of a philosophical exam in that
    the reflection supplements and interpret the experience, it is
    possible it clarified and to give consistency and unit to the
    fundamental problems of the man's formation.

    In opinion of the Doctor Josefina Stolen
    López for. these thinkers, the philosophy would be the one
    in charge of offering a theoretical orientation to the pedagogic
    investigation and an unit and address to the educational
    practice.

    Starting from 1959 a decisive factor appears for
    the sostenibilidad and transcendency of the historical reached
    victory, it was the educational revolution, so that the changes
    penetrated until the deepest root in the social organism: the
    man.

    Partes: 1, 2

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