The Trilogy of Historical Image of the Master Andragogo

The Trilogy of Historical Image of the Master Andragogo
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The Trilogy of Historical Image of the Master Andragogo

The image of the teacher has changed throughout history, but the important thing is to know who she has been appreciated as a person, as a human being carried out, evoking a long and ancient history of the concepts of master. To capture its realism, it is part of a triple pedagogical approach, consi...

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Translated title: La trilogía de la imagen histórica del maestro andragógo
Journal Title: Desarrollo, Economía y Sociedad
Main Author: Luis García Vivas
Traslated keyword:
Language: Undetermined
Get full text: http://www.revistasjdc.com/main/index.php/deyso/article/view/389
Resource type: Journal article
Source: Desarrollo, Economía y Sociedad; Vol 4, No 1 (Year 2015).
Publisher: Fundación Universitaria Juan de Castellanos
Usage rights: Reconocimiento - NoComercial - SinObraDerivada (by-nc-nd)
Subjects: Social Sciences --> Agricultural Economics & Policy
Social Sciences --> Business
Social Sciences --> Economics
Social Sciences --> Health Policy & Services
Social Sciences --> Industrial Relations & Labor
Social Sciences --> Management
Social Sciences --> Planning & Development
Social Sciences --> Political Science
Social Sciences --> Public Administration
Social Sciences --> Social Issues
Social Sciences --> Social Sciences, Interdisciplinary
Abstract: The image of the teacher has changed throughout history, but the important thing is to know who she has been appreciated as a person, as a human being carried out, evoking a long and ancient history of the concepts of master. To capture its realism, it is part of a triple pedagogical approach, considering what humans (anthropologically), what should be (teleological), and how the teacher and the teacher can contribute (methodologically) that man becomes what it should be. The historical range of the master images can be traced to three major models, according to Pestalozzi, the human being can be considered as a work of nature, like the work of society or work itself, accordingly, the teacher defined respectively as auxiliary nature as society agent or representative of a fulfilled humanity, as a person. As auxiliary nature, the teacher’s task must start from a naturalistic anthropology, and development education equate or relate to each other. As an agent of society, shown as attorney supraindividual demands, being in the foreground the demands and needs of society. Finally, the rehabilitation of the teacher as a person, as a fulfilled humanity. Consequently, the figure of the teacher is important not because of his personality, but as unique and unrepeatable human person, a specialist scientifically educated and intellectually prepared, which through scientization not lose the personal dimension without which there can be no education and human school. Andragogy as a student of forming adult education plays an important role in the development of the master and the great progress of society, bearing in mind that education is the natural, gradual and systematic development of all human faculties.
Translated abstract: La imagen del maestro ha cambiado a lo largo de la historia, pero, lo importante es saber que ha sido revalorizado como persona, como ser humano realizado, que evoca una larga y antigua historia de los conceptos de maestro. Para captar su realismo, se parte de un triple planteamiento pedagógico, considerando qué es el ser humano (antropológicamente), qué debe ser (teleológicamente), y cómo el maestro y el educador pueden contribuir (metodológicamente) a que el hombre llegue a ser lo que debe ser. La variedad histórica de las imágenes del maestro se puede remontar a tres grandes modelos, que según Pestalozzi, el ser humano puede ser considerado como obra de la naturaleza, como obra de la sociedad o como obra de sí mismo, en concordancia, el maestro se define, respectivamente, como auxiliar de la naturaleza, como agente de la sociedad o como representante de una humanidad realizada, como persona. Como auxiliar de la naturaleza, la tarea del maestro debe partir de una antropología naturalista, la educación y el desarrollo se equiparan o se relacionan mutuamente. Como agente de la sociedad, lo muestra como abogado de exigencias supraindividuales, quedando en primer plano las exigencias y necesidades de la sociedad. Finalmente, la rehabilitación del maestro como persona, como humanidad realizada. En consecuencia, la figura del maestro es importante, no por su personalidad, sino como persona humana única e irrepetible, un especialista científicamente culto y preparado intelectualmente que, a través de la cientificación, no pierda la dimensión personal sin la cual no puede existir educación y escuela humana. La andragogía como estudiosa de la educación formadora del adulto, juega un papel importante en el desarrollo integral del maestro y en los grandes adelantos de la sociedad, sin olvidar que la educación es el desarrollo natural, progresivo y sistemático de todas las facultades del ser humano.