El conocimiento creador en el pensamiento educativo de María Zambrano

• Pérez Mejuto, Elena ^[1]
  1. [1] Universidad Nacional de Educación a Distancia

     Universidad Nacional de Educación a Distancia

     Madrid, España

     
• Localización: Endoxa: Series Filosóficas, ISSN 1133-5351, Nº 43, 2019, págs. 249-268
• Idioma: español
• Títulos paralelos:
  • Creative Knowledge in the Educational Thinking of María Zambrano
• Enlaces
  • Texto completo
• Resumen
  • español

    El hallazgo zambraniano de la razón poética no solo descubre la escisión de la poesía en la razón ni la imposibilidad de un método universal que las articule nuevamente, sino que revela también esa ruptura en el ámbito educativo así como posibles caminos de reencuentro entre ambas. Es necesaria una educación que se haga cargo de la vida, que no la deje al margen, que no la anule frente a lo establecido, las dinámicas del mercado o los poderes imperantes. Una educación que, a través de la metáfora y la poesía –lo literario como mediador del sentir–, conceda voz a esa parte sumergida del ser.

  • English

    A convergence between education and philosophy is a key feature in María Zambrano’s works. This article reiterates her strong criticisms of the field of education for its lack of creative purpose. Despite a patent need for a logos that encourages learners to interpret their senses and feelings, this field continues to downplay the methodologies and understanding contributed by a century plus of active learning, seeking to shape learners to fit the current productive, economic and technological social order. Furthermore, this is a field that condemns beings not to «be» (in an absolute sense), with a rationale that sweeps feeling aside, consigning beings to a reality open to the dangers of a formalist approach. In turn, this article propounds the importance of embodying thinking through expression. This is something considered in Zambrano’s philosophy, distinguishing between the word and the concept, and underlining both the danger of static concepts being forged and the significance of transforming realities, addressing change through creative language and therefore highlighting the value of an education that embodies language. To conclude, the articles proposes a poetic pedagogy based on creative language, which, through Zambrano’s aura, can be seen as a centre for truth and a cornerstone of literature. It is thus a pedagogy that enables learners to make sense of and communicate with life through feeling.