<?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>S0124-61272023000100015</article-id>
<article-id pub-id-type="doi">10.17151/difil.2023.24.42.2</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[A Discussion on Educational Aims: Towards Humanistic Educational Aims and What We Can Learn from the Original Aims of Compulsory Schooling]]></article-title>
<article-title xml:lang="es"><![CDATA[Debate sobre las finalidades de la educación: Hacia unas finalidades educativas Humanistas y lo que podemos aprender de las finalidades originales de la escolarización obligatoria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kallova]]></surname>
<given-names><![CDATA[Nikola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Slovak Academy of Sciences  ]]></institution>
<addr-line><![CDATA[Bratislava ]]></addr-line>
<country>Slovakia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>24</volume>
<numero>42</numero>
<fpage>15</fpage>
<lpage>30</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0124-61272023000100015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0124-61272023000100015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0124-61272023000100015&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Should we learn from the past when it comes to the aims of schooling? One is compelled to take a position on the issue of educational aims and on whether the direction of current educational practices should be based on the original goals of schooling. This article deals with the goals of introducing compulsory schooling in two contexts - Prussia and the United States. It then compares these contexts to the current aims of schooling as envisioned by humanists who are critically opposed to the newest educational approaches as well as to the classical ones. This article presents the normative solutions of humanist authors, mostly building on the legacy of Nel Noddings, as well as examples and &#8220;anti-examples&#8221; in a historical context. Ultimately, the article reopens a neglected yet necessary discussion about educational aims by reaching conclusions about what sort of inspiration can be taken from the historical aims of compulsory schooling.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen ¿Debemos aprender del pasado en lo que respecta a los objetivos de la escolarización? Uno se ve obligado a posicionarse sobre la cuestión de los objetivos de la educación y sobre si la orientación de las prácticas educativas actuales debería basarse en los objetivos originales de la escolarización. Este artículo aborda los objetivos de la introducción de la escolarización obligatoria en dos contextos: Prusia y Estados Unidos. A continuación, compara estos contextos con los objetivos actuales de la escolarización tal y como los conciben los humanistas que se oponen críticamente a los enfoques educativos más recientes, así como a los clásicos. El artículo presenta las soluciones normativas de los autores humanistas, basadas sobre todo en el legado de Nel Noddings, así como ejemplos y &#8220;antiejemplos&#8221; en un contexto histórico. En última instancia, el artículo reabre un debate descuidado pero necesario sobre los objetivos de la educación al llegar a conclusiones sobre qué tipo de inspiración puede extraerse de los objetivos históricos de la escolarización obligatoria.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[educational aims]]></kwd>
<kwd lng="en"><![CDATA[compulsory schooling]]></kwd>
<kwd lng="en"><![CDATA[humanistic education]]></kwd>
<kwd lng="en"><![CDATA[historical aims]]></kwd>
<kwd lng="en"><![CDATA[comprehensive schooling]]></kwd>
<kwd lng="es"><![CDATA[Objetivos educativos]]></kwd>
<kwd lng="es"><![CDATA[escolarización obligatoria]]></kwd>
<kwd lng="es"><![CDATA[educación humanística]]></kwd>
<kwd lng="es"><![CDATA[objetivos históricos]]></kwd>
<kwd lng="es"><![CDATA[escolarización global]]></kwd>
</kwd-group>
</article-meta>
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<source><![CDATA[Absolutism and the eighteenth-century origins of compulsory schooling in Prussia and Austria]]></source>
<year>1988</year>
<publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
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<person-group person-group-type="author">
<name>
<surname><![CDATA[Whitehead]]></surname>
<given-names><![CDATA[Alfred North]]></given-names>
</name>
</person-group>
<source><![CDATA[The aims of education and other essays]]></source>
<year>1967</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[The Free Press]]></publisher-name>
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<person-group person-group-type="author">
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<given-names><![CDATA[Miron]]></given-names>
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<article-title xml:lang=""><![CDATA[Model of pupil's personality development in the educational process]]></article-title>
<source><![CDATA[Pedagogická orientace]]></source>
<year>1994</year>
<volume>11</volume>
<numero>4</numero>
<issue>4</issue>
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</back>
</article>
