La Edad Moderna en Educación Secundaria. Experiencias de investigación
From a timeless existentialist perspective the human being has always considered how to be happy. Without going into conceptual vericuetos such as what we understand by happiness, the dilemma on which this study is: Is the knowledge (historical) closer to us more or less to happiness? The solutions...
Kaydedildi:
| Materyal Türü: | Online |
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| Dil: | İspanyolca |
| Baskı/Yayın Bilgisi: |
EDITUM. Ediciones de la Universidad de Murcia
2025
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| Konular: | |
| Online Erişim: | ONIX_20250313_9788460879817_159 |
| Etiketler: |
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| Özet: | From a timeless existentialist perspective the human being has always considered how to be happy. Without going into conceptual vericuetos such as what we understand by happiness, the dilemma on which this study is: Is the knowledge (historical) closer to us more or less to happiness? The solutions given by those who have preceded us have been polarized varied, perhaps, by the bucolic myth of paradise or good savage-of naked bodies, innocent and happy in the Eden of Ignorance-and for the brave math and materialistic rational quantification that Today it prevails but, with its nuances, it has always been inherent in the ambition of the legitimate descendants of Cain. We are all children of our time and, therefore, in a more or less comfortable way the concept of happiness and the paths that lead to it have been designed from different optics. This study raises a brief sketch, generalist and integrative, how the teaching of history in Spain was understood at the end of the 18th century and the beginning of the 19th century, as well as its true value. The period has been chosen for its transitory, shock character, between the classic visions of the modern world and the proposals of pre -nun thinkers later in the heat of the lights and liberalism. A moment of changes where teaching tried to harmonize faith and science, with a spirit and a methodology that offered difficult marriage. In this sense, the tradition softened, stretched and delayed the victory of reason and science over dogmas and beliefs, which occasionally still doubts, as I will try to show myself based on three aspects: gender education, the relevance and utility given to the knowledge of the history and role of the humanities educator. |
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