Pedagogí­a y humanismo en el pensamiento de Ricardo Nassif

Abstract

With the purpose of defining the characteristics of Ricardo Nassif's pedagogy, the paper examines the humanistic movement in its different historical periods and in its meanings for the field of education. The central component of Nassif's pedagogy, principally influenced by neohumanist theories, is the conception of education as a dialectical process since education develops historically with the main functions of conserving and renovating culture. These two functions work as thesis and antithesis of a synthesis which results in a new humanism that he calls "concrete". The dialectic tension between the two functions allows understanding the nature of human formation; this is the pedagogic version of the humanistic ideal the author considers point of reference of education and a basic category of pedagogy. The paper pays particular attention to the ramifications that Nassif's idea of general formation has for appreciating the relationships between education and culture and between education and scientific development, as well as the legitimacy of the constitution of pedagogy. The paper concludes sustaining the humanistic character of Nassif's pedagogy which implies the need that this field becomes one of the means of resolving the socioeconomic alienation that, caused by the nature of the economic structure, limits man's freedom to fully develop.