Publication: Educación filosófica para la igualdad de género y la sostenibilidad medioambiental: el pensamiento de Ann Sharp
Authors
TAPIA GONZÁLEZ, GEORGINA AIMÉ
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Publisher
Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Los reiterados cuestionamientos sobre
la pertinencia de mantener cursos de Filosofía
en la educación secundaria y media superior, se
ciernen como una amenaza sobre las sociedades
democráticas. Reducir o eliminar las materias
filosóficas del currículum implica dejar de lado
la potencialidad crítica del pensamiento en un
contexto de crisis generalizada: ecológica, econó-
mica, social y, sobre todo, de sentido. El presente
artículo representa un acercamiento a la propuesta
educativa de la filósofa que, junto a Matthew
Lipman, contribuyó a conformar uno de los pro-
yectos pedagógicos que ha tenido mayor impacto
en el ámbito educativo, me refiero a Ann Sharp.
Mi objetivo es mostrar la relevancia del legado
de esta pensadora, que vislumbró la posibilidad
de una educación filosófica para la igualdad de
género y la sostenibilidad medioambiental, tan
necesaria hoy.
The ongoing questionings in relation the pertinence of maintaining philosophical courses in high and middle school loom dangerously over democratic societies. To reduce or eliminate philosophical classes form the syllabus implies leaving aside the critical potentiality of thinking in a context of generalized crisis: ecological, economic, social, and above all, of sense. This article represents an approach to the Ann Sharp’s educational proposal that, in collaboration with Matthew Lipman, has contributed to shape one of the teaching projects that has had one the greatest effects in the educational arena. My aim is to show the relevance of this thinker’s legacy, who envisioned the possibility of a philosophical education that fosters gender equality and environmental sustainability, so important nowadays.
The ongoing questionings in relation the pertinence of maintaining philosophical courses in high and middle school loom dangerously over democratic societies. To reduce or eliminate philosophical classes form the syllabus implies leaving aside the critical potentiality of thinking in a context of generalized crisis: ecological, economic, social, and above all, of sense. This article represents an approach to the Ann Sharp’s educational proposal that, in collaboration with Matthew Lipman, has contributed to shape one of the teaching projects that has had one the greatest effects in the educational arena. My aim is to show the relevance of this thinker’s legacy, who envisioned the possibility of a philosophical education that fosters gender equality and environmental sustainability, so important nowadays.
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