Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.creator | Altarejos-Masota, F. M. (Francisco M.) | es_ES |
| dc.date.accessioned | 2006-01-13T09:38:10Z | es_ES |
| dc.date.accessioned | 2007-03-08T16:35:40Z | - |
| dc.date.available | 2006-01-13T09:38:10Z | es_ES |
| dc.date.available | 2007-03-08T16:35:40Z | - |
| dc.date.issued | 1996 | es_ES |
| dc.identifier.citation | Anuario Filosófico, 1996 (29), 333-345 | es_ES |
| dc.identifier.issn | 0066-5215 | es_ES |
| dc.identifier.uri | https://hdl.handle.net/10171/838 | - |
| dc.description.abstract | 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. | es_ES |
| dc.format.extent | 47511 bytes | es_ES |
| dc.format.extent | 1892 bytes | - |
| dc.format.extent | 47520 bytes | - |
| dc.format.mimetype | application/pdf | es_ES |
| dc.format.mimetype | text/plain | - |
| dc.format.mimetype | application/pdf | - |
| dc.language.iso | spa | es_ES |
| dc.rights | info:eu-repo/semantics/openAccess | es_ES |
| dc.title | Finalidad y libertad en educación | es_ES |
| dc.type | info:eu-repo/semantics/article | es_ES |
| dc.identifier.doi | 10.15581/009.29.29758 | es_ES |
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