<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-1294</journal-id>
<journal-title><![CDATA[Educación y Educadores]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Educ.]]></abbrev-journal-title>
<issn>0123-1294</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Sabana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-12942023000102611</article-id>
<article-id pub-id-type="doi">10.5294/edu.2023.26.1.1</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Formación, crecimiento y virtud: fines de la educación]]></article-title>
<article-title xml:lang="en"><![CDATA[Training, Growth and Virtue: Aims of Education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Formação, crescimento e virtude: objetivos da educação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez Veas]]></surname>
<given-names><![CDATA[Germán]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad San Sebastián  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2023</year>
</pub-date>
<volume>26</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-12942023000102611&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-12942023000102611&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-12942023000102611&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El propósito de este artículo es revisar y poner en perspectiva ciertos fundamentos antropológicos implicados en el quehacer educativo en torno al fin de la educación, destacando que la práctica docente no puede eludirlos. Para el autor, vale la pena hacer notar que los componentes y alcances antropológicos de los fines de la educación deben constituir el centro de todo quehacer educativo. Así, desde la perspectiva de la filosofía de la educación, este planteamiento va en la línea de retomar conceptos de la filosofía clásica del realismo con base aristotélica, para renovar el empeño formativo que supone la educación en nuestros días. En específico, plantea el autor que, retomando la concepción clásica de la paideia, educar es principalmente formar. Como conclusión, el autor subraya que el trabajo educativo, especialmente aquel que se da en el ámbito escolar, tiene el fin de ayudar, con eficacia, a que los estudiantes alcancen la plenitud de su ser personal, para lo cual especifica cinco propósitos en este proceso: inspirar a los alumnos para que se sorprendan con la realidad y también para que despierten su interés por aprender y formarse a sí mismos; educar el carácter en torno a la verdad, el bien y la belleza; desarrollar virtudes para que los alumnos vivan en coherencia con sus fines existenciales; considerar que la formación supone un proceso de personalización, de crecimiento personal; y, finalmente, hacer que la educación se oriente al crecimiento profundo de la vida interior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this article is to review and put into perspective certain anthropological foundations involved in educational work around the end of education, highlighting that teaching practice cannot avoid them. For the author, it is worth noting that the anthropological components and scope of the aims of education must constitute the center of all educational endeavors. Thus, from the perspective of the philosophy of education, this approach is in line with retaking concepts from the classical philosophy of realism with an Aristotelian basis, to renew the formative commitment that education implies today. Specifically, the author states that, returning to the classical conception of paideia, educating is mainly training. In conclusion, the author emphasizes that educational work, especially in the school environment, has the purpose of effectively helping students reach the fullness of their personal being, specifying five purposes in this process: to inspire students to be surprised about reality and also to awaken their interest in learning and training themselves; educate character around truth, goodness and beauty; develop virtues so that students live in coherence with their existential purposes; training supposes a process of personalization, of personal growth; and finally that education is oriented towards the profound growth of the interior life.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste artigo é revisar e colocar em perspectiva certos fundamentos antropológicos envolvidos no esforço educacional em torno do objetivo da educação, destacando que a prática de ensino não pode evitá-los. Para o autor, vale a pena observar que os componentes e o escopo antropológicos dos objetivos da educação devem estar no centro de todos os esforços educacionais. Assim, da perspectiva da filosofia da educação, essa abordagem segue a linha de retomar conceitos da filosofia clássica do realismo com uma base aristotélica, a fim de renovar o esforço formativo que a educação implica hoje. Especificamente, o autor argumenta que, retomando a concepção clássica de paideia, educar é principalmente formar. Em conclusão, o autor enfatiza que o trabalho educacional, especialmente aquele que ocorre no ambiente escolar, tem o objetivo de ajudar efetivamente os alunos a alcançar a plenitude de seu ser pessoal, para o qual ele especifica cinco propósitos nesse processo: inspirar os alunos a se surpreenderem com a realidade, bem como despertar seu interesse em aprender e se formar; educar o caráter em torno da verdade, da bondade e da beleza; desenvolver virtudes para que os alunos vivam em coerência com seus propósitos existenciais; considerar que a formação envolve um processo de personalização, de crescimento pessoal; e, por fim, tornar a educação orientada para o crescimento profundo da vida interior.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Antropología de la educación]]></kwd>
<kwd lng="es"><![CDATA[desarrollo moral]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[formación]]></kwd>
<kwd lng="es"><![CDATA[filosofía de la educación]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica]]></kwd>
<kwd lng="es"><![CDATA[teoría de la educación]]></kwd>
<kwd lng="en"><![CDATA[Educational anthropology]]></kwd>
<kwd lng="en"><![CDATA[moral development]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[training]]></kwd>
<kwd lng="en"><![CDATA[educational philosophy]]></kwd>
<kwd lng="en"><![CDATA[teaching practice]]></kwd>
<kwd lng="en"><![CDATA[educational theory]]></kwd>
<kwd lng="pt"><![CDATA[Antropologia da educação]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento moral]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[formação]]></kwd>
<kwd lng="pt"><![CDATA[filosofia da educação;prática pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[teoria da educação]]></kwd>
</kwd-group>
</article-meta>
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