Anuario Filosófico

Permanent URI for this communityhttps://hdl.handle.net/10171/1453

Anuario Filosófico es la revista del Departamento de Filosofía de la Universidad de Navarra. Desde 1968, Anuario Filosófico ha recogido en sus páginas el resultado de la investigación de numerosos autores españoles y de muchos otros países. Cada volumen anual comprende dos números con un total de 700-800 páginas por año. Incluye Estudios y Notas sobre las diversas disciplinas que configuran la filosofía, así como reseñas de libros de actualidad. Cada número comprende también una amplia información acerca de Novedades Bibliográficas -unos 800 libros anuales- ordenada por áreas temáticas.
Anuario Filosófico mantiene un embargo de dos años respecto a la edición en papel. Si es suscriptor y desea solicitar un artículo de estos años, escriba por favor a: spublicaciones@unav.es

News

Título: Anuario Filosófico
ISSN: 0066-5215
Entidad responsable: Servicio de Publicaciones de la Universidad de Navarra
Materia: Filosofía
Fecha de inicio: 1968

See

Filtering

Settings

search.filters.applied.f.itemdepartment search.filters.itemdepartment.Departamento de Educación

Results

Now showing 1 - 8 of 8
  • Thumbnail Image
    Sobre la noción de formación
    (1994) Naval, C. (Concepción)
    Antonio Millán-Puelles' thought is considered to be a contribution of high intellectual standard to the philosophy of education. His work La formación de la persona humana is a good token of it. This paper deals with the concept of formation in relation to those of habit, virtue, teaching and freedom. Two facets of the educational process are examined: firstly, the development of intelligence, and secondly, the formation of personality.
  • Thumbnail Image
    Dimensión simbólica del acto educativo
    (1984) Altarejos-Masota, F. M. (Francisco M.)
    Educación; filosofía de la educación; símbolo; signos; subjetividad; trascendencia; Platón; San Agustín; G. Gusdorf.
  • Thumbnail Image
    'Ens per accidens': dimensión lógica del ser
    (1982) Altarejos-Masota, F. M. (Francisco M.)
    Metafísica; predicación; Aristóteles; Tomás de Aquino.
  • Thumbnail Image
    Finalidad y libertad en educación
    (1996) Altarejos-Masota, F. M. (Francisco M.)
    The division between theory and practice is one of the consequences of Rousseau's heritage. In Educational Knowledge, it falls into the notion of finality, which is conceived mentally from the perspective of the result's principle. Thus, the oposition is reduplicated, confronting finality and freedom. Dilemma can be surpassed with a Polo's freedom enlargement in his trascendental anthropology, setting up as well the posibility of human unrestricted improvement.
  • Thumbnail Image
    El trabajo como división de funciones
    (1996) Rodríguez-Sedano, A. (Alfredo)
    Work and its consequences in enterprise is studied. Family as an institu-tion is the basical example of division of work, which is the situation where human being perfecionates himself. Perfection takes place wor-king, as an integrating technique which has no limits.
  • Thumbnail Image
    En torno a la sociabilidad humana en el pensamiento de L. Polo
    (1996) Naval, C. (Concepción)
    Education is better thougt of as an activity or social practice, from the individual praxis, whose main purpose is to help others become per-sons. The purpose of this paper is to offer a sold foundation for the na-tural human sociability, the social virtues, and the ideal of coopera-tion, three areas currently invoked by thinkers of greatly divergent points of view. This paper is written along the lines of the classics and follows the thought of Prof. Polo.
  • Thumbnail Image
    Individualismo democrático y participación. La propuesta de Tocqueville
    (2003) Osorio, A. (Alfonso)
    In democratic societies, citizens forget the link between public and private affairs, so they isolate themselves form the society. Then, a few people gather all the power in their hands, and despotism arrives. In order to keep freedom, we need to make people discover the value of political participation, by showing them, in quotidian live, their interest on public affairs.
  • Thumbnail Image
    Democracia y participación en la escuela
    (2003) Naval, C. (Concepción)
    One may ask whether the school is or ought to be a community. If this were the case, then it implies that participation is part of the essence of education. This consideration precedes the issue of whether the school is a model of democracy in its structure and management. Participation in schools is a novel focus. It is concerned not so much with whether the daily exercise of participation can improve and strengthen the democratization of the school, but with whether democracy fosters participation and enhances the school as a community.