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dc.contributor.authorMèlich, Joan-Carles
dc.contributor.authorBárcena, Fernando
dc.date1999-09
dc.date.accessioned2018-06-26T13:41:54Z
dc.date.available2018-06-26T13:41:54Z
dc.identifier.issn2174-0909
dc.identifier.urihttps://reunir.unir.net/handle/123456789/6616
dc.description.abstractThe main end of this article is to offer a critical analysis of autonomy conceived as a basic idea in modern educational philosophy. After the tragic experience and dramatic consequences of totalitarianism, is not possible to defend a kantian concept of autonomy as a unique source of moral responsibility and ethical action . After holocaust, we need to defend, on the contrary, the principie of previous value of heteronomy, conceived as the practice of othcrncss. in its levinasian perspective. So, the authors explore the thesis of the prior value of heteronomy on autonomy as a source and foundation of moral responsibility in educational rclationship and to reflect the general educational implications of the jewish philosophical tradition of otherness in philosophical educational discourse.es_ES
dc.language.isospaes_ES
dc.publisherRevista Española de Pedagogíaes_ES
dc.relation.ispartofseries;nº 214
dc.relation.urihttps://revistadepedagogia.org/lvii/no-214/la-palabra-del-otro-una-critica-del-principio-de-autonomia-en-educacion/101400002115/es_ES
dc.rightsopenAccesses_ES
dc.subjectotherness and educationes_ES
dc.subjecteducational responsibilityes_ES
dc.subjectautonomy and educationes_ES
dc.subjectheteronomy and educationes_ES
dc.subjectlevinases_ES
dc.subjectRevista Española de Pedagogíaes_ES
dc.titleLa palabra del otro. Una crítica del principio de autonomía en educaciónes_ES
dc.title.alternativeTHE WORD OF THE OTHER A CRITIQUE OF PRINCIPLE OF AUTONOMY IN EDUCATIONes_ES
dc.typearticlees_ES
reunir.tag~REPes_ES


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