Please use this identifier to cite or link to this item:
https://olympias.lib.uoi.gr/jspui/handle/123456789/29280Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Παπαδογεώργος, Νικόλαος Β. | el |
| dc.date.accessioned | 2019-02-25T08:47:11Z | - |
| dc.date.available | 2019-02-25T08:47:11Z | - |
| dc.identifier.uri | https://olympias.lib.uoi.gr/jspui/handle/123456789/29280 | - |
| dc.identifier.uri | http://dx.doi.org/10.26268/heal.uoi.2951 | - |
| dc.rights | Default License | - |
| dc.subject | Αυθεντία | el |
| dc.subject | Παιδαγωγική | el |
| dc.subject | Authority | en |
| dc.subject | Education | en |
| dc.title | Η παιδαγωγική αυθεντία σήμερα | el |
| heal.type | masterThesis | - |
| heal.type.en | Master thesis | en |
| heal.type.el | Μεταπτυχιακή εργασία | el |
| heal.secondaryTitle | θεμελιώδη φιλοσοφικά ζητήματα και προοπτικές | el |
| heal.classification | Αυθεντία | el |
| heal.dateAvailable | 2019-02-25T08:48:11Z | - |
| heal.language | el | - |
| heal.access | free | - |
| heal.recordProvider | Πανεπιστήμιο Ιωαννίνων. Φιλοσοφική Σχολή. Τμήμα Φιλοσοφίας Παιδαγωγικής και Ψυχολογίας | el |
| heal.publicationDate | 2018 | - |
| heal.bibliographicCitation | Βιβλιογραφία: σ. 87-90 | el |
| heal.abstract | The aim of this paper is to highlight the nature of educational authority through the philosophical perspective of I.Kant, J.J.Rousseau H.Arendt and A.Renaut. The first part of the thesis attempts an analysis of Immanuel Kant's fundamental philosophy of education, On Pedagogy. Kant discusses in depth the paths the pedagogue must cross to achieve its goals. From the very beginning, he distinguishes the kinds of education, practice and spiritual, giving the corresponding emphasis to each. In the first part of his work, Kant refers to issues of practical nature that refer to the natural upbringing of the child, such as advice on raising and taking care of the child from infancy to infancy, instructions for his hardening, etc. In the second part of On Pedagogy, Kant engages in an in-depth discussion of moral education that is equally and perhaps more important than simply feeding. Particular emphasis is given to the teaching of discipline, duty and courtesy. The child should learn to have dignity and respect for himself, his family and his social background. Through harsh discipline, Kant thinks that the child will be able to acquire a personality that will help him in the later course of his life. Game and work are two activities that should be clearly separated if we want the child to learn to work with the same seriousness. As for the development of moral sense in the child's soul, Kant considers it best to give a prime example and exemplify punishment when it shows signs of selfishness. The concept of God is one of the last ones to learn, and the first thing to be taught is to consider good deeds, good in themselves and not because of a metaphysical profit. All of Kant's pedagogical treatise is influenced by the work of Rousseau Emil, and this is something Kant admits himself in his comments. The formation of a man in harmony with his natural creations is what impresses Kant more and he considers that the contribution of Rousseau's work also has a greater moral impact on adult readers. In Emil Rousseau deals with the upbringing of a well-educated child, from infancy to teenage age. This child, grown according to the urgency of nature and only with the discreet supervision of an adult, will become a complete man. Rousseau, however, presents the upbringing of the child outside the urban environment, considering every cultural element of this culture responsible and destructive to the creation of mildness, since it will be followed later by its adaptation to the community. Kant, on the other hand, integrates the child's development from the beginning into a culture, but protects it from any negative intervention. In both cases, however, the educator retains his authority, but he is at a safe distance, in contrast to the suffocating mode of pedagogical atrocities at that time. In the second part are presented the positions of Hannah Arendt which, among other things, raise the issue of pedagogical authority on new bases, highlighting the importance of the role of the teacher. The child is now viewed from a different perspective as he is treated as a new member of the society that will take the reins of the state in the future as a promising vehicle for a better and more well organized society. The function of the author continues to be on the side of the educator, this time with a different function, that of the help of the new managers of the world. The teacher is called upon to balance between the past and the future and to radically shape the worldview of the students. He must focus on the obligations of the pupils, not autocratic but through admonition, and at the same time supply them with the knowledge that will serve them in the course of their lives. Finally, one more role is to give the token of power and not to abuse the privileges of its role, influencing the course of developments. The course of pedagogical authority and at the same time the changes of contemporary French philosophy that defined the fate of students are undertaken by Alain Renaut, describing the course of events at least in France in the 16th-19th century. Renaut refers to the wider developments that shaped the new face of authority, starting from the time when the parent and the teacher exercised complete control over the child's development and reaching the legal establishment of rights that gave the child freedoms and control of his life. | en |
| heal.advisorName | Μαγγίνη, Γκόλφω | el |
| heal.committeeMemberName | Δημητρίου, Στέφανος | el |
| heal.committeeMemberName | Μαγγίνη, Γκόλφω | el |
| heal.committeeMemberName | Ράντης, Κωνσταντίνος | el |
| heal.academicPublisher | Πανεπιστήμιο Ιωαννίνων. Φιλοσοφική Σχολή. Τμήμα Φιλοσοφίας Παιδαγωγικής και Ψυχολογίας | el |
| heal.academicPublisherID | uoi | - |
| heal.numberOfPages | 93 σ. | - |
| heal.fullTextAvailability | true | - |
| Appears in Collections: | Διατριβές Μεταπτυχιακής Έρευνας (Masters) - ΦΠΨ | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| Μ.Ε. ΠΑΠΑΔΟΓΕΩΡΓΟΣ ΝΙΚΟΛΑΟΣ Β. 2018.pdf | 1.13 MB | Adobe PDF | View/Open |
This item is licensed under a Creative Commons License
