<?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>0124-6127</journal-id>
<journal-title><![CDATA[Discusiones Filosóficas]]></journal-title>
<abbrev-journal-title><![CDATA[discus.filos]]></abbrev-journal-title>
<issn>0124-6127</issn>
<publisher>
<publisher-name><![CDATA[Vicerrectoría de Investigaciones y Postgrados, Universidad de Caldas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0124-61272021000200113</article-id>
<article-id pub-id-type="doi">10.17151/difil.2021.22.39.7</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La educación y el ideal de humanidad: Una aproximación histórica]]></article-title>
<article-title xml:lang="en"><![CDATA[Education and the ideal of humanity: A historical approach]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Giraldo-Bedoya]]></surname>
<given-names><![CDATA[Héctor Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Duque]]></surname>
<given-names><![CDATA[Carlos Emilio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de Manizales  ]]></institution>
<addr-line><![CDATA[Manizales ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Manizales  ]]></institution>
<addr-line><![CDATA[Manizales ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>22</volume>
<numero>39</numero>
<fpage>113</fpage>
<lpage>134</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0124-61272021000200113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0124-61272021000200113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0124-61272021000200113&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Argumentamos a favor de la tesis según la cual en toda época hay un ideal de formación humana que depende necesariamente de la naturaleza que atribuyamos al hombre o de la definición que adoptemos de «ser humano». Para tal efecto, desarrollamos a grandes rasgos el ideal de cada época histórica enfocándonos en cuatro momentos. En primer lugar, tenemos que en la antigüedad el ideal griego se resume en la paideia, que representa el esfuerzo perenne por una formación holística (integral) del individuo, mientras que en la Roma clásica tal ideal se sintetiza en la humanitas, que hace referencia a las condiciones necesarias para llegar a ser hombre. En segundo lugar, en la época medieval el ideal de hombre se fundamenta en la concepción cristiana de la verdad revelada, y en este sentido la cristopaideia recoge lo que es el ideal de vida, de hombre y de educación. En tercer lugar, el renacimiento y la modernidad fundan su ideal humano en la promesa de la Ilustración, cuya confianza en el poder de la razón presupone su capacidad para mejorar la vida del hombre. Finalmente, avizoramos una concepción revolucionaria con los planteamientos de la teoría evolutiva y sugerimos que la epistemología evolucionista de Karl R. Popper aporta una luz muy potente para realizar el ideal humano que nuestra época exige: un hombre crítico que no se considere depositario de la verdad, aprenda de sus errores y vea en la razón el mejor camino para solucionar los problemas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract An argument is presented for the thesis that every age has its ideal of human training that necessarily depends on the nature attributed to man or on the definition adopted of «human being». For this purpose, the ideal of each historical period, focusing on four historical ages, is broadly developed. In the first place, in ancient times the Greek ideal is summed up in paideia which represents the perennial effort for holistic education of the individual while in classic Rome such an ideal is synthesized in humanitas which refers to the necessary condition to become a man. Secondly, in Medieval times the ideal of man is based on the Christian conception of revealed truth, and in this sense the cristopaideia includes what the ideal of life, man and education is. In the third place, the Renaissance and Modernity base their human ideal on the promises of Enlightenment, whose confidence in the power of reason presupposes its ability to improve human life. Finally, a revolutionary conception is envisioned based on the approaches of the evolutionary theory and it is suggested that the Evolutionary Epistemology of Karl R. Popper provides a very powerful light to realize the human ideal that is demanded today: a critical individual that does not consider himself holder of the truth, that learns from his errors and that sees in the reason the best way to solve problems.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[ideal de humanidad]]></kwd>
<kwd lng="es"><![CDATA[evolución]]></kwd>
<kwd lng="es"><![CDATA[racionalismo crítico]]></kwd>
<kwd lng="es"><![CDATA[Popper]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[ideal of humanity]]></kwd>
<kwd lng="en"><![CDATA[evolution]]></kwd>
<kwd lng="en"><![CDATA[critical rationalism]]></kwd>
<kwd lng="en"><![CDATA[Popper]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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