Advertisement

The Notion of Freedom According to the Transcendental Anthropology of Leonardo Polo

  • Miriam Dolly Arancibia
Chapter

Abstract

The transitions of an era to another, along the history of the humanity, have characterized by the break regarding standards and values inherited. The twenty-first century does not escape this constant. This is probably the reason of the actual educational enthusiasm by authors such as Kant. Fragments are taken from him, the most of times decontextualized of the joint of his system, in order to propose them as challenges in the educational task. Some paradigmatic examples of this cut are the “dare you to think” of his article: “What is the illustration?” the notion of autonomy or the idea of freedom. It deepens very little on the full meaning of such expressions, and even less in its consequences.

The majority of educators thinks finding in Kant the sustenance of rebel positions. Or he is considered the theoretical reference for destroying, in the name of the autonomy, with the traditional table of values and with the figures of authority.

On the other hand, nowadays, multiple disciplines, pedagogy and neuroscience among them, reawaken the old philosophical question about freedom or determinism.

The objective of this review is to discern contributions from the transcendental anthropology in order to achieve an integral understanding about freedom. Of the various approaches, this anthropology offers the key to discover solutions and answers to many of the problems that have today teachers in the classroom.

Keywords

Freedom Autonomy Transcendental anthropology Privacy 

References

  1. 1.
    Altarejos F, Naval C. Filosofía de la Educación. Pamplona: Eunsa; 2000.Google Scholar
  2. 2.
    Arana J. Los filósofos y la libertad. Madrid: Síntesis; 2005.Google Scholar
  3. 3.
    Polo L. Epistemología, creación y divinidad. Pamplona: Eunsa; 2014.Google Scholar
  4. 4.
    Rockmore T. Kant and idealism. New Haven: Yale University Press; 2007.CrossRefGoogle Scholar
  5. 5.
    Tischner J. Thinking in values, the challenge of totalitarianism. Thinking from within metaphor. Cracow: JózefTischner Institute; 2005.Google Scholar
  6. 6.
    Sellés JF. La distinción entre antropología y ética. StudiaPoliana. 2011;13:119–53.Google Scholar
  7. 7.
    Polo L. Antropología trascendental. I La persona humana. 2ª ed. Pamplona: Eunsa; 2003.Google Scholar
  8. 8.
    Salcedo H, Posada JM, Sellés JF. Entrevista con Leonardo Polo. La distinción entre la antropología y la metafísica. StudiaPoliana. 2011;13:105–17.Google Scholar
  9. 9.
    Aristóteles, Metafísica. 1004 b 15–16.Google Scholar
  10. 10.
    Polo L. ¿Quién es el hombre? Un espíritu en el tiempo. 6ª ed. Madrid: Rialp; 2007.Google Scholar
  11. 11.
    Polo L. La persona humana y su crecimiento. Madrid: Rialp; 1996.Google Scholar
  12. 12.
    Polo L. Ayudar a crecer. Cuestiones filosóficas de la educación. Pamplona: Eunsa; 2006.Google Scholar
  13. 13.
    Haya F. La libertad del instante. StudiaPoliana. 2013;15:43–67.Google Scholar
  14. 14.
    Polo L. La libertad trascendental. Pamplona: Servicio de Publicaciones de la Universidad de Navarra; 2005. (Cuadernos de Anuario Filosófico. Serie Universitaria, n°178)Google Scholar
  15. 15.
    Aristóteles, Acerca del Alma, III, 5, 430 a 10–25.Google Scholar
  16. 16.
    Polo L. La voluntad y sus actos I. Pamplona: Servicio de Publicaciones de la Universidad de Navarra; 1998. (Cuadernos de Anuario Filosófico. Serie Universitaria, n° 50)Google Scholar
  17. 17.
    Foucault M. Vigilar y castigar, nacimiento de la prisión. Buenos Aires: Siglo XXI; 2006.Google Scholar
  18. 18.
    Sellés JF. Los filósofos y los sentimientos. Pamplona: Servicio de Publicaciones de la Universidad de Navarra; 2010. (Cuadernos de Anuario Filosófico, Serie Universitaria, n° 227)Google Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Miriam Dolly Arancibia
    • 1
  1. 1.Universidad Nacional de San JuanSan JuanArgentina

Personalised recommendations