Agustín y la educación: perspectivas teóricas sobre la práctica educativa
Augustine worked as an educator for most of his life, initially in the world-as a teacher, ultimately -in the Church- as a preacher. Although he wrote no systematic work on education, it is possible to deduce his views on the subject from what he says about it in a number of important works ("...
| Main Author: | |
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| Format: | Print Article |
| Language: | Spanish |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
[publisher not identified]
[2017]
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| In: |
Augustinus
Year: 2017, Volume: 62, Issue: 244/245, Pages: 143-178 |
| RelBib Classification: | KAB Church history 30-500; early Christianity RF Christian education; catechetics ZF Education |
| Further subjects: | B
Augustinus, Aurelius Saint (354-430) Confessiones
B Augustinus, Aurelius Saint (354-430) De consensu evangelistarum B Augustinus, Aurelius Saint (354-430) De magistro B Augustinus, Aurelius Saint (354-430) De doctrina christiana B Augustinus, Aurelius Saint (354-430) De catechizandis rudibus B Augustinus, Aurelius Saint (354-430) Sermones |
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| 520 | |a Augustine worked as an educator for most of his life, initially in the world-as a teacher, ultimately -in the Church- as a preacher. Although he wrote no systematic work on education, it is possible to deduce his views on the subject from what he says about it in a number of important works ("De magistro", "De doctrina christiana", and "De catechizandis rudibus"). He thinks education consists of the activity of an external teacher, a human , who enthusiastically points us in the direction of the activity of an interior teacher, God. To a large extent, Augustine bases this theory on careful observation and creative reasoning. On instance of this is provided in Confessiones, where Augustine, as bishop of Hippo, looks back on the years of his youth, and thus on his experience of learning and teaching. The current article not only investigates and clarifies how Augustine developed his views on education and explains what these views were, but also shows how he applied them to his own work. Contrary to what has long been assumed, Augustine went about this in a methodical way, both in his written and in his spoken work. This is demonstrated on the basis of a book, intended to be heard. His methodical approach, which is evident from a clear structure and a lucid argument, reveals the practical application of Augustine's vision. As theory served as a model for practice, thus practice confirmed the theory. | ||
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