The Category Human Condition and the Integrating Spirit in the Higher Education

Freddy Varona-Domínguez

doi:doi:10.11648/j.sjedu.20210906.15

| Peer-Reviewed

The Category Human Condition and the Integrating Spirit in the Higher Education

Freddy Varona-Domínguez

Published in Science Journal of Education (Volume 9, Issue 6)

Received: 24 November 2021 Accepted: 16 December 2021 Published: 24 December 2021

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

The theoretical basis for this article is the category human condition and complex thinking. This category was created by the German author H. Arendt, with her highlights that the human being is a human being as a result of everything with which he relates. The great value of this category is that it leads us to think that in order to properly understand the human being, it is necessary to perceive it in its entirety. This category corresponds to the inclusive spirit that is increasingly important in the world of the 21st century. Technological scientific development and some theories, such as complex thinking, show that it is necessary to take into account the spirit of integration in society and also in higher education. If the category "human condition" is used in higher education, it can be promoted that the human being is conceived with an integrating spirit and that fractionation is avoided. The objective of this article is to argue, through the category of human condition and the integrating spirit of complex thought, the existence in higher education of manifestations of thought that fragments and reduces, which it is necessary to face. This study was developed through the documentary methodology, given by the critical study of texts and the analysis of written information, as well as from the methodological perspective of complex thinking, specifically regarding the careful attention to integration and opposition to reductionism and disjunction. Methods used: analysis, synthesis, logical history, as well as conjugation of the universal and the particular. Results: the value of the human condition category is argued to display the integrating spirit in higher education; the value of the integrating spirit is highlighted to face the overvaluation of professional qualities and rational capacity in higher education. Conclusions: current social conditions demand that the integrating spirit be deployed; the category human condition is essentially integrative; the use in higher education of the category human condition facilitates the deployment of the integrating spirit; In higher education, the integrating spirit is a valuable force to confront the fractional thinking that manifests itself in the overvaluation of work qualities and rational capacity.

Published in	Science Journal of Education (Volume 9, Issue 6)
DOI	10.11648/j.sjedu.20210906.15
Page(s)	226-233
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

High Education, Complexity, Reduction, Disjunction, Affectivity, Indifference, Human Condition

References

[1]	Aldana Contardi, L. (2012). Función utópica y condición humana. Inflexiones a partir de los trazos de Arturo Andrés Roig. Cuyo. Anuario de Filosofía Argentina y Americana, 29 (2), 85-105 https://ri.conicet.gov.ar/bitstream/handle/11336/37238/CONICET_Digital_Nro.73121a6e-5129-44a0-a5af-4d12d25173f5_A.pdf?sequence=2&isAllowed=y
[2]	Andrés Roig, A. (2003). La condición humana: desde Demócrito hasta el Popol Vuh, Literatura y Lingüística, (14), 0 https://www.redalyc.org/pdf/352/35201417.pdf
[3]	Ardila-Muñoz, J. (2016). Movilidad estudiantil: entre la intención de integración de la educación superior y su mercantilización. Quaestiones Disputatae, 9 (18), 89-109 http://revistas.ustatunja.edu.co/index.php/qdisputatae/article/view/1044
[4]	Arendt, H. (2005). La condición humana. Paidós.
[5]	Ávila Alexander, R. (2015). El dispositivo de formación cívica y ética desde los planteamientos de Michel Foucault: Prácticas y discursos en la División Académica de Educación y Artes de la UJAT (2012-2014), Uni-pluri/versidad, 15 (1), 100-110. https://aprendeenlinea.udea.edu.co/revistas/index.php/unip/index
[6]	Barrantes-Elizondo, L. (2016). Educación emocional: El elemento perdido de la justicia social. Revista Electrónica Educare, 20 (2), 1-10. http://dx.doi.org/10.15359/ree.20-2.24
[7]	Barrio, C. (2015). La función del pensamiento y el discurso en Hannah Arendt. De los juicios reflexivos a los juicios políticos. Ideas y Valores, 64 (159), 109-130 http://dx.doi.org/10.15446/ideasyvalores.v64n159.41567
[8]	Bermúdez-Aponte, J. J. & Laspalas Pérez, F. J. (2017). El profesor universitario: Integración entre lo personal y lo profesional. Teoría de la Educación. Revista Interuniversitaria 29 (2), 109-126. http://dx.doi.org/10.14201/teoredu292109126
[9]	Brower Beltramin, J. (2014). Reflexiones en torno a la re-afirmación del sentido de la Universidad. Revista Internacional de Investigación en Ciencias Sociales, 10 (2), 213-229. http://revistacientifica.uaa.edu.py/
[10]	Billitteri, S. (2018). Hannah Arendt lectora de Franz Kafka: Una mirada pedagógica a la razón poética. Teoría de la educación. Revista Interuniversitaria, 30 (1), 117-132, http://dx.doi.org/10.14201/teoredu301117132
[11]	Bueno, D. (2020). Conocimientos neurocientíficos aplicados a la educación, En M. Turull, Manual de docencia universitaria, (pp. 99-107). Ediciones Octaedro, S.L.
[12]	Castañeda Bustamante, H. (2018). La paradoja simplificadora del discurso del pensamiento complejo. Encuentros, 16, 170-182 https://dialnet.unirioja.es/servlet/articulo?codigo=6662639
[13]	Castañeda Serna, C. M. (2014). Competencia socioafectiva en el marco escolar colombiano. Escenarios, 12 (2), 19-34 http://dx.doi.org/10.15665/esc.v12i2.312
[14]	Comesaña Santalices, G. & Cure de Montiel, M. (2006). El pensamiento como actividad según Hannah Arendt. Utopía y Praxis Latinoamericana, 11 (35), 11-30 http://ve.scielo.org/scielo.php?script=sci_arttext&pid=S1315-52162006000400002&lng=es&nrm=iso
[15]	Cuadra-Martínez, D. J. Castro, P. J., & Juliá, M. T. (2018). Tres saberes en la formación profesional por competencias: integración de teorías subjetivas, profesionales y científicas. Formación Universitaria, 11 (5), 19-30 http://dx.doi.org/10.4067/S0718-50062018000500019
[16]	De los Reyes López, E. & De los Reyes Calvo, S. (2020). Las relaciones humanas del profesorado con los estudiantes y el entorno docente En M. Turull, Manual de docencia universitaria, (pp. 147-161). Ediciones Octaedro, S. L.
[17]	Descartes, R. (2011). Discurso sobre el método que ha de seguir la razón para buscar la verdad en las ciencias. En R. M. Buch, Antología. Historia de la Filosofía, t. 3, (pp. 160-164). Editorial Félix Varela.
[18]	Fernández Domínguez, M. R., Palomero Pescador, J. E. & Teruel Melero, M. P. (2009). El desarrollo socioafectivo en la formación inicial de los maestros. REIFOP, 12 (1), 33-50. https://dialnet.unirioja.es/descarga/articulo/2956687.pdf
[19]	Ferrada-Sullivan, J. (2017). Reflexiones preliminares para pensar la formación de formadores en la universidad moderna: Nuevas miradas y nuevos diálogos desde la complejidad. Revista Electrónica Educare, 21 (2), 1-17 http://orcid.org/0000-0001-5966-6796
[20]	Fragoso-Luzuriaga, R. (2015). Inteligencia emocional y competencias emocionales en educación superior, ¿un mismo concepto? RIES. Revista Iberoamericana de Educación Superior, 6 (16), 110-125. https://doi.org/10.22201/iisue.20072872e.2015.16.154
[21]	Freire, P. (2010). Pedagogía de la autonomía y otros textos. Editorial Caminos.
[22]	García García, J. J. (2018). ¿Para qué educar? [Editorial]. Uni-pluri/versidad, 18 (1), 11-12. https://doi.org/10.17533/udea.unipluri.18.1.01
[23]	García Mazo, C. (2018). La mercantilización de la educación superior en Colombia. Revista Educación y Humanismo, 20 (34), 36-58 http://dx.doi.org/10.17081/eduhum.20.34.2857
[24]	Goicoechea Gaona, M. Á. & Fernández Guerrero, O. (2014). Filosofía y educación afectiva en Amor y pedagogía, de Unamuno. Teoría de la Educación. Revista Interuniversitaria, 26 (1), 41-58. http://dx.doi.org/10.14201/teoredu20142614158
[25]	González Rivero, B. M. (2019). Retos de la formación ciudadana para la educación superior. Universidad y Sociedad, 11 (4), 341-.349 http://rus.ucf.edu.cu/index.php/rus
[26]	Guadarrama González, P. (2018). Para qué sirve la epistemología a un investigador y un profesor. Magisterio Editorial.
[27]	Güechá Hernández, J. F. (2018). Reseña al libro de Renán Vega Cantor. La universidad de la ignorancia. Capitalismo académico y mercantilización de la educación superior. La Habana, Ocean Sur, 2015, Literatura: teoría, historia, crítica 20 (2), 353-361 http://dx.doi.org/10.15446/lthc.v20n2.70343
[28]	Korstanje, M. (2014). El miedo político bajo el prisma de Hannah Arendt. Revista SAAP. Publicación de Ciencia Política de la Sociedad Argentina de Análisis Político, 8 (1), 99-126 http://www.redalyc.org/articulo.oa?id=387136369004
[29]	León Castillo, Y., Reiné Herrera, Y. & Charbonell Martel, M. E. (2019). Una mirada a la formación de profesionales universitarios que demanda el siglo XXI en Cuba. Revista Cubana de Educación Superior, 38 (1), 1-13. http://www.rces.uh.cu/index.php/RCES/article/view/262/304
[30]	Luengo González, E. (2016). El conocimiento complejo. Método-estrategia y principios, En L. Rodríguez Zoya (coordinador). La emergencia de los enfoques de la complejidad en América Latina. Desafíos, contribuciones y compromisos para abordar los problemas complejos del siglo XXI, tomo I. capítulo 2 (pp. 55-155). Comunidad Editora Latinoamericana, Colección Pensamiento Complejo del Sur.
[31]	Llerena Companioni, O. (2015). El proceso de formación profesional desde un punto de vista complejo e histórico-cultural. Revista Electrónica Actualidades Investigativas en Educación, 15 (3), 1-23 http://dx.doi.org/10.15517/aie.v15i3.21041
[32]	Maldonado, C. E. (Ed.). (1999). Visiones sobre la complejidad. El Bosque.
[33]	Maldonado-Torres, S., Araujo, V. y Rondon, O. (septiembre-diciembre, 2018). Enseñar como un “acto de amor” con métodos de enseñanza-aprendizaje no tradicionales en los entornos virtuales. Revista Electrónica Educare, 22 (3), 1-12. http://dx.doi.org/10.15359/ree.22-3.18
[34]	Marina, J. A. (2005). Precisiones sobre la educación emocional. Revista Interuniversitaria de Formación del Profesorado, 19 (3), 27-43 http://www.redalyc.org/articulo.oa?id=27411927003
[35]	Martínez Priego, C. (2015). Urdimbre afectiva y educación. Aproximación a las ideas pedagógicas de Juan Rof Carballo. Estudios sobre Educación, 28, 139-154. https://doi.org/10.15581/004.28.139-154
[36]	Monge Ortiz, J. A. (2020). El propósito de la formación humanista en la Universidad de Costa Rica del siglo XXI, Revista Estudios, (2), 1-15 https://revistas.ucr.ac.cr/index.php/estudios/article/view/40924/41536
[37]	Morin, E. (1999). Los siete saberes necesarios para la educación del futuro. UNESCO.
[38]	Morin, E. (2002). La cabeza bien puesta. Repensar la reforma. Reformar el pensamiento. Ediciones Nueva Visión.
[39]	Nieves Loja, G. M. (2017). Hannah Arendt y el problema de la educación. Sophia: colección de Filosofía de la Educación, 23 (2), 219-235 http://doi.org/10.17163/soph.n23.2017.08
[40]	Pallarès Piquer, M. & Muñoz Escalada, M. C. (2017). La vigencia de Hannah Arendt y John Dewey en la acción docente del siglo XXI. Foro de Educación, 15 (22), 1-23 http://www.redalyc.org/articulo.oa?id=447549523009
[41]	Riechmann, J. (2014). Acerca de la condición humana, En Antonio Diéguez et al Naturaleza animal y humana, (pp. 229-266). Biblioteca Nueva.
[42]	Triadó Ivern, X. M. (2020). Prólogo, En M. Turull, Manual de docencia universitaria, (pp. 11-22). Ediciones Octaedro, S. L.
[43]	Wee, C. & Monarca, H. (2019). Educación Superior en contextos de cuasi mercados. Educación XX1, 22 (1), 117-138 https://repositorio.uam.es/bitstream/handle/10486/689050/educacion_wee_EXXI_2019.pdf?sequence=1
[44]	Zapata, G. (2006). La condición política en Hannah Arendt. Papel Político, 11 (2), 505-523 http://www.scielo.org.co/scielo.php?pid=S0122-44092006000200002&script=sci_arttext&tlng=pt

Cite This Article

Plain Text BibTeX RIS

APA Style

Freddy Varona-Domínguez. (2021). The Category Human Condition and the Integrating Spirit in the Higher Education. Science Journal of Education, 9(6), 226-233. https://doi.org/10.11648/j.sjedu.20210906.15

Copy | Download

ACS Style

Freddy Varona-Domínguez. The Category Human Condition and the Integrating Spirit in the Higher Education. Sci. J. Educ. 2021, 9(6), 226-233. doi: 10.11648/j.sjedu.20210906.15

Copy | Download

AMA Style

Freddy Varona-Domínguez. The Category Human Condition and the Integrating Spirit in the Higher Education. Sci J Educ. 2021;9(6):226-233. doi: 10.11648/j.sjedu.20210906.15

Copy | Download

@article{10.11648/j.sjedu.20210906.15,
  author = {Freddy Varona-Domínguez},
  title = {The Category Human Condition and the Integrating Spirit in the Higher Education},
  journal = {Science Journal of Education},
  volume = {9},
  number = {6},
  pages = {226-233},
  doi = {10.11648/j.sjedu.20210906.15},
  url = {https://doi.org/10.11648/j.sjedu.20210906.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20210906.15},
  abstract = {The theoretical basis for this article is the category human condition and complex thinking. This category was created by the German author H. Arendt, with her highlights that the human being is a human being as a result of everything with which he relates. The great value of this category is that it leads us to think that in order to properly understand the human being, it is necessary to perceive it in its entirety. This category corresponds to the inclusive spirit that is increasingly important in the world of the 21st century. Technological scientific development and some theories, such as complex thinking, show that it is necessary to take into account the spirit of integration in society and also in higher education. If the category "human condition" is used in higher education, it can be promoted that the human being is conceived with an integrating spirit and that fractionation is avoided. The objective of this article is to argue, through the category of human condition and the integrating spirit of complex thought, the existence in higher education of manifestations of thought that fragments and reduces, which it is necessary to face. This study was developed through the documentary methodology, given by the critical study of texts and the analysis of written information, as well as from the methodological perspective of complex thinking, specifically regarding the careful attention to integration and opposition to reductionism and disjunction. Methods used: analysis, synthesis, logical history, as well as conjugation of the universal and the particular. Results: the value of the human condition category is argued to display the integrating spirit in higher education; the value of the integrating spirit is highlighted to face the overvaluation of professional qualities and rational capacity in higher education. Conclusions: current social conditions demand that the integrating spirit be deployed; the category human condition is essentially integrative; the use in higher education of the category human condition facilitates the deployment of the integrating spirit; In higher education, the integrating spirit is a valuable force to confront the fractional thinking that manifests itself in the overvaluation of work qualities and rational capacity.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - The Category Human Condition and the Integrating Spirit in the Higher Education
AU  - Freddy Varona-Domínguez
Y1  - 2021/12/24
PY  - 2021
N1  - https://doi.org/10.11648/j.sjedu.20210906.15
DO  - 10.11648/j.sjedu.20210906.15
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 226
EP  - 233
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20210906.15
AB  - The theoretical basis for this article is the category human condition and complex thinking. This category was created by the German author H. Arendt, with her highlights that the human being is a human being as a result of everything with which he relates. The great value of this category is that it leads us to think that in order to properly understand the human being, it is necessary to perceive it in its entirety. This category corresponds to the inclusive spirit that is increasingly important in the world of the 21st century. Technological scientific development and some theories, such as complex thinking, show that it is necessary to take into account the spirit of integration in society and also in higher education. If the category "human condition" is used in higher education, it can be promoted that the human being is conceived with an integrating spirit and that fractionation is avoided. The objective of this article is to argue, through the category of human condition and the integrating spirit of complex thought, the existence in higher education of manifestations of thought that fragments and reduces, which it is necessary to face. This study was developed through the documentary methodology, given by the critical study of texts and the analysis of written information, as well as from the methodological perspective of complex thinking, specifically regarding the careful attention to integration and opposition to reductionism and disjunction. Methods used: analysis, synthesis, logical history, as well as conjugation of the universal and the particular. Results: the value of the human condition category is argued to display the integrating spirit in higher education; the value of the integrating spirit is highlighted to face the overvaluation of professional qualities and rational capacity in higher education. Conclusions: current social conditions demand that the integrating spirit be deployed; the category human condition is essentially integrative; the use in higher education of the category human condition facilitates the deployment of the integrating spirit; In higher education, the integrating spirit is a valuable force to confront the fractional thinking that manifests itself in the overvaluation of work qualities and rational capacity.
VL  - 9
IS  - 6
ER  -

Copy | Download

Author Information

Freddy Varona-Domínguez

Study Center for the Improvement of Higher Education, University of Havana, Havana, Cuba

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Freddy Varona-Domínguez. (2021). The Category Human Condition and the Integrating Spirit in the Higher Education. Science Journal of Education, 9(6), 226-233. https://doi.org/10.11648/j.sjedu.20210906.15

Copy | Download

ACS Style

Freddy Varona-Domínguez. The Category Human Condition and the Integrating Spirit in the Higher Education. Sci. J. Educ. 2021, 9(6), 226-233. doi: 10.11648/j.sjedu.20210906.15

Copy | Download

AMA Style

Freddy Varona-Domínguez. The Category Human Condition and the Integrating Spirit in the Higher Education. Sci J Educ. 2021;9(6):226-233. doi: 10.11648/j.sjedu.20210906.15

Copy | Download

@article{10.11648/j.sjedu.20210906.15,
  author = {Freddy Varona-Domínguez},
  title = {The Category Human Condition and the Integrating Spirit in the Higher Education},
  journal = {Science Journal of Education},
  volume = {9},
  number = {6},
  pages = {226-233},
  doi = {10.11648/j.sjedu.20210906.15},
  url = {https://doi.org/10.11648/j.sjedu.20210906.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20210906.15},
  abstract = {The theoretical basis for this article is the category human condition and complex thinking. This category was created by the German author H. Arendt, with her highlights that the human being is a human being as a result of everything with which he relates. The great value of this category is that it leads us to think that in order to properly understand the human being, it is necessary to perceive it in its entirety. This category corresponds to the inclusive spirit that is increasingly important in the world of the 21st century. Technological scientific development and some theories, such as complex thinking, show that it is necessary to take into account the spirit of integration in society and also in higher education. If the category "human condition" is used in higher education, it can be promoted that the human being is conceived with an integrating spirit and that fractionation is avoided. The objective of this article is to argue, through the category of human condition and the integrating spirit of complex thought, the existence in higher education of manifestations of thought that fragments and reduces, which it is necessary to face. This study was developed through the documentary methodology, given by the critical study of texts and the analysis of written information, as well as from the methodological perspective of complex thinking, specifically regarding the careful attention to integration and opposition to reductionism and disjunction. Methods used: analysis, synthesis, logical history, as well as conjugation of the universal and the particular. Results: the value of the human condition category is argued to display the integrating spirit in higher education; the value of the integrating spirit is highlighted to face the overvaluation of professional qualities and rational capacity in higher education. Conclusions: current social conditions demand that the integrating spirit be deployed; the category human condition is essentially integrative; the use in higher education of the category human condition facilitates the deployment of the integrating spirit; In higher education, the integrating spirit is a valuable force to confront the fractional thinking that manifests itself in the overvaluation of work qualities and rational capacity.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - The Category Human Condition and the Integrating Spirit in the Higher Education
AU  - Freddy Varona-Domínguez
Y1  - 2021/12/24
PY  - 2021
N1  - https://doi.org/10.11648/j.sjedu.20210906.15
DO  - 10.11648/j.sjedu.20210906.15
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 226
EP  - 233
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20210906.15
AB  - The theoretical basis for this article is the category human condition and complex thinking. This category was created by the German author H. Arendt, with her highlights that the human being is a human being as a result of everything with which he relates. The great value of this category is that it leads us to think that in order to properly understand the human being, it is necessary to perceive it in its entirety. This category corresponds to the inclusive spirit that is increasingly important in the world of the 21st century. Technological scientific development and some theories, such as complex thinking, show that it is necessary to take into account the spirit of integration in society and also in higher education. If the category "human condition" is used in higher education, it can be promoted that the human being is conceived with an integrating spirit and that fractionation is avoided. The objective of this article is to argue, through the category of human condition and the integrating spirit of complex thought, the existence in higher education of manifestations of thought that fragments and reduces, which it is necessary to face. This study was developed through the documentary methodology, given by the critical study of texts and the analysis of written information, as well as from the methodological perspective of complex thinking, specifically regarding the careful attention to integration and opposition to reductionism and disjunction. Methods used: analysis, synthesis, logical history, as well as conjugation of the universal and the particular. Results: the value of the human condition category is argued to display the integrating spirit in higher education; the value of the integrating spirit is highlighted to face the overvaluation of professional qualities and rational capacity in higher education. Conclusions: current social conditions demand that the integrating spirit be deployed; the category human condition is essentially integrative; the use in higher education of the category human condition facilitates the deployment of the integrating spirit; In higher education, the integrating spirit is a valuable force to confront the fractional thinking that manifests itself in the overvaluation of work qualities and rational capacity.
VL  - 9
IS  - 6
ER  -

Copy | Download