Panglotia, pampedia y pansofíael realismo pedagógico en Comenio

  1. González Novoa, Andrés 1
  2. Perera Méndez, Pedro 1
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Journal:
Pedagogía y saberes

ISSN: 0121-2494,  2500-6436

Year of publication: 2021

Issue Title: Comenio: 350 años después

Issue: 54

Pages: 23-36

Type: Article

DOI: 10.17227/PYS.NUM54-11286 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Pedagogía y saberes

Abstract

This paper is derived from a partial review of the work of Juan Amos Comenio who structured the pedagogical realism from an anthropology of exile. Of the more than two hundred texts by the Moravian those that reflect three of the fundamental lines to understand the Didactica Magna as an artificium docendi destined to imagine an education for all in everything have been selected and studied. The first line focuses on the works that address the teaching of the latin language through the vernaculars and their unfinished dream of arriving at panglotia, the universal language. Next, we analyze the pedagogical-didactic texts that would establish the mesocentrism for a teaching staff capable of forming, rather than instructing in a universal knowledge: the pampedia. And finally, the works oriented to the social reform that revise deeply the principles of the humanism to vindicate a fraternity that needs the Homo viator, the guest of the world, are approached. An extensive work that moves from pansophy to panharmony, between the intuition of the democratic principles of universal consultation and the indispensable discourses against populisms for the weakening of prejudices. The three lines are developed in the mechanicist-teleological paradigm, generating a dialogue between tradition and modernity that establishes, in the work of Comenio, a balance between immanence and transcendence and turns it into an inn where the traditional system and the liberal system of education are found; a hallway where magicentrism and paidocentrism coexist under the discipline of the method.

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