Publication: Algunas reflexiones sobre las pioneras del trabajo social y el papel de la educación
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Date
2013-06-04
Authors
Miranda Aranda, Miguel
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Las pioneras del Trabajo Social creyeron en la Educación como instrumento de cambio y de reforma social. La concibieron, de la mano de los pragmatistas e interaccionistas, como un elemento clave en la con-figuración de la mente individual porque ésta sólo se forma en las relaciones sociales. Por ello reclamaban que debía de ser ampliamente promovida y, por ello, llenaron las sedes de los Settlements de aulas y bibliotecas. Lejos de las influencias del determinismo biológico, de la predestinación y del evolucionismo social responsabilizaron a la sociedad del proceso de configuración de la mente individual. En el debate Individuo-Sociedad, concluyeron que hay que tener siempre en cuenta los factores individuales pero también y, al mismo nivel, los factores sociales. Un sistema educativo nace de las relaciones sociales y es fundamental para la formación de eso que llamamos la mente humana, el hombre, dice Richmond.
The pioneers in social work believed education as an instrument of social change and reform. Wasconceived at the hands of the pragmatists and interaction as a key element in the configuration of theindividual mind because it only forms in social relations. Therefore claimed that it should be widely promotedand, therefore, filled the seats of the settlements of classrooms and libraries. Away from the influence ofbiological determinism, predestination and the social evolution of society blamed the configuration processof the individual mind. In the individual-society discussion concluded that we must always take into accountindividual factors but also and at the same level, social factors. An education system stems from social rela-tionships and is essential for the formation of what we call the human mind, man, says Richmond.
The pioneers in social work believed education as an instrument of social change and reform. Wasconceived at the hands of the pragmatists and interaction as a key element in the configuration of theindividual mind because it only forms in social relations. Therefore claimed that it should be widely promotedand, therefore, filled the seats of the settlements of classrooms and libraries. Away from the influence ofbiological determinism, predestination and the social evolution of society blamed the configuration processof the individual mind. In the individual-society discussion concluded that we must always take into accountindividual factors but also and at the same level, social factors. An education system stems from social rela-tionships and is essential for the formation of what we call the human mind, man, says Richmond.
Citation
Azarbe, Revista Internacional de Trabajo Social y Bienestar, N. 1, 2012
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