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.
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