Ethical Legacy and Circumstance
Main Article Content
Keywords
Ethical legacy, Compassion, Education, Experience, Circumstance
Abstract
Ethical values are the best legacy that our elders have left us as an inheritance. They are a current of life that generates new life by which the world is endlessly renewed. They are the traces of what we have been and lived in our life journey. Experience tells us that a fair and supportive society cannot be built based only on Reason; the ethics of compassion is indispensable to help us make our own the suffering of others who are in need and vulnerable, to recover the historical human being in all his or her reality. We need a compassionate ethic that favors structures of solidarity and fraternity in society, that overcome the coldness and indifference in the inter-human relations of today’s society. This implies a change from an idealistic anthropology and ethics to another anthropology and ethics that places the human being at the center of reference of ethical conduct. The experience of each subject, his or her concrete life, thus becomes the necessary content of educational action.
References
Levinas, E. (1993) Entre nosotros (Valencia, Pre-Textos).
Levinas, E. (2011) De otro modo que ser o más allá de la esencia (Salamanca, Sigueme).
Levinas, E. (2019) Dios, la muerte y el tiempo (Madrid, Cátedra).
Levinas, E. (2014) Alteridad y trascendencia (Madrid, Arena).
Levinas, E. (2015) Ética e infinito (Madrid, Machado).
Maiso, J. (2016) Sobre la producción y la reproducción social de la frialdad, en J. A. Zamora; R Mate y Maiso, J. (eds.) Las víctimas como precio necesario (Madrid, Trotta), pp. 51-71.
Mate, R. (2011) Tratado de la injusticia (Barcelona, Anthropos).
Mélich, J. C. (2010) Ética de la compasión (Barcelona, Herder).
Musil, R. (2010) El hombre sin atributos (Barcelona, Planeta).
Ortega y Gasset, J. (1975) Historia como sistema (Madrid, Revista de Occidente).
Ortega, P. (2013) La pedagogía de la alteridad como paradigma de la educación intercultural, Revista Española de Pedagogía, 256, pp. 401-422.
Ortega, P. y Romero, E. (2019) A la intemperie. Conversaciones desde la pedagogía de la alteridad (Barcelona, Octaedro).
Ortega, P. y Romero, E. (2022) La educación moral a partir de Levinas: otro modelo educativo, Revista Española de Pedagogía, 282, pp 233-249.
Theillard de Chardin, P. (2004) Himno al universo (Madrid, Trotta).
Zamora, J. A. (2009) Th. W. Adorno: aportaciones para una teoría crítica de la educación, Teoría de la Educación. Revista Interuniversitaria, 21, 1, pp. 19-48.
Zamora, J. A. (2014) La crisis y las víctimas (Murcia, Foro Ignacio Ellacuría).
Zubiri, X. (1980) Inteligencia sentiente (Barcelona, Planeta).
Article Sidebar
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors will keep their copyright and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons Recognition License that allows third parties to share the work whenever its author is indicated and his first publication this magazine.
Revista Boletín Redipe by Red Iberoamericana de Pedagogía is licensed under a Creative Commons Attribution 4.0 International License.
Pedro Ortega Ruiz, RIPAL. University of Murcia, Spain
Member of the REDIPE Quality Committee. Architect of the paradigm of pedagogical discourse and educational praxis Pedagogy of otherness. Retired Professor of Educational Theory at the University of Murcia, director of the International Network of Pedagogy of Otherness (RIPAL, REDIPE). Retired University of Murcia.