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G. Vico, Teórico De La Educación DIOSES, HÉROES Y HOMBRES G. Vico, teórico de la educación por María José Rebollo Espinosa María José Rebollo Espinosa DIOSES, HÉROES Y HOMBRES. G. Vico, teórico de la educación G.I.H.U.S. — C.I.V. biblioteca viquiana serie monografías y ensayos n° 1 DIOSES, HÉROES Y HOMBRES. G. VICO, TEÓRICO DE LA EDUCACIÓN. No esta permitida la reproducción total o parcial de este libro, ni su tratamiento informatico , ni la transmision de ninguna forma o por cualquier medio, ya sea electronico mecanico , por fotocopia , por registro u otros métodos , sin el permiso previo y por escrito de los titulares del Copyright DERECHOS RESERVADOS 2000 NI JOSÉ REBOLLO ESPINOSA Edita GIHUS —CIV I mprime Edicion Digital (ti tres, S L L Enrramadilla 23, Bajo 41018 Sevilla Telefono 954631700 ISBN 84 — 95499 — 33 — 9 Depósito Legal SE — 2577 — 2000 I MPRESO EN ESPAÑA — PRINTED IN SPAIN biblioteca viquiana SERIE MONOGRAFÍAS Y ENSAYOS N° 1 CUBIERTA: Alegoría de la Metafísica. Portada de la Tercera Edición de la Scienza Nuova (Nápoles, 1744), tomo I. A mi padre, que lo leyó con los ojos del corazón. ÍNDICE Página a PRÓLOGO por M Nieves Gómez García ............................................................ 11 PREFACIO: Crítica de la razón problemática. Introducción al humanismo historicista de Vico por José Manuel Sevilla Fernández ....................................... 15 INTRODUCCIÓN de la autora ............................................................................. 25 1. VICO Y SU TIEMPO CAPÍTULO PRIMERO El contexto histórico-pedagógico (1650-1750) ........................................... 39 La nostalgia de una Nápoles pasada. Crisis y decadencia. La cultura "oficial". Una época de transición. Indicios de un segundo "Renacimiento". La evolución en el ámbito pedagógico: la herencia crítica del humanismo renacentista; las utopías; las alternativas realistas; los albores de la Ilustración. CAPÍTULO SEGUNDO El hombre .............................................................................................. 61 La Autobiografía. La imagen física de Vico. Los principales rasgos de su personalidad. Sus relaciones familiares. Su proceso de formación. Su desempeño profesional. CAPÍTULO TERCERO Su relación con los contemporáneos ........................................................ 87 Un pensador "contracorriente". Dificultades para su incardinación: ¿Vico antiguo o moderno? La tesis del aislamiento. Su "diálogo" con Descartes. La imagen de precursor. Los contactos de Vico con su entorno: una solución equilibrada. 2. VICO Y SU OBRA CAPÍTULO CUARTO Cuestiones de estilo ................................................................................ 107 La relación entre la vida de Vico y su estilo literario. La dificultades del estilo viquiano como causa de su escaso éxito. ¿Defectos o genialidades? Oscuridad, conceptismo, esoterismo. Sistematicidad filosófica. Enciclopedia barroca. El pathos viquiano. Las virtudes de su estilo: fuerza inventiva, afán de perfeccionamiento, expresividad. Implicaciones forma-contenido. CAPÍTULO QUINTO EágüLa Fuentes principales ................................................................................ 119 Asimilación crítica, personal. Sus "cuatro autores" declarados: Platón, Tácito. Bacon y Grocio. El débito viquiano para con los clásicos. La óptica cristiana de Agustín de Hipona. El Humanismo renacentista. Hobbes: afinidades y diferencias. Descartes como su "quinto autor". Las influencias contemporáneas: Bayle. Espinosa y Locke. CAPÍTULO SEXTO La producción viquiana ........................................................................... 151 Clasificación temática de sus escritos: 1. Obras "menores": poemas, informes para publicaciones, ocasionales escritos por encargo (bodas, cumpleaños, funerales ...) y cartas. 2. Obras "mayores", de carácter fundamentalmente: historiográfico. jurídico, filosófico y pedagógico. 3. VICO Y LA PEDAGOGIA: FUNDAMENTOS CAPÍTULO SÉPTIMO Crítica viquiana a la educación de su tiempo ............................................ 177 La postura "crítica" viquiana. El ambiente educativo napolitano de la época. Su opinión negativa acerca de los métodos de enseñanza imperantes. Contra el jansenismo y los jesuítas. El "anticartesianismo" de Vico. La racionalidad bien entendida. Una educación creativa y vital. La importancia del orden en los aprendizajes: las "modificaciones de la mente". El poder de la fantasía: la "sabiduría poética". La memoria como instrumento pedagógico. La facultad ingeniosa. La revalorización del plano afectivo. CAPÍTULO OCTAVO Concepto de educación ............................................................................ 207 La educación como actividad específicamente humana. La educación como proceso, fui y medio. La referencia a la totalidad: educare y educere. La idea de "domesticación" de los impulsos. La tendencia hacia la perfección: verdad-bien-belleza. La educación como formación esencialmente moral. La permanente educabilidad. La vertiente social de la educación. Instrucción y adoctrinamiento. Educación realista. La conjunción de sapientia, eloquentia y prudentia. La importancia del autoconocimiento. El historicismo pedagógico viquiano: la educación como pura dinamicidad. CAPÍTULO NOVENO Página Objetivos educativos ............................................................................................................. 227 Luchar contra las "ignorancias". Cultivar lo más específicamente humano (divino). Conseguir la felicidad. Alcanzar la sabiduría y, con ella, la virtud. "Curar" la naturaleza humana corrompida. Conocernos a nosotros mismos. Construir personalidades íntegras, que encarnen la prudentia y el decorum. Modelar individuos honestos y socialmente útiles, no falsos eruditos. Desarrollar el sentido común. Dirigirnos activamente hacia la verdad más humana. Potenciar las facultades creativas y críticas. Formar buenos ciudadanos. Aunar sabiduría, elocuencia y prudencia. CAPÍTULO DÉCIMO Principios pedagógicos ......................................................................................................... 245 10. 1 Principio de actividad y creatividad ............................................................... 245 Verum ipsum factum : un nuevo criterio de verdad. Ciencia y con- ciencia. El triángulo historia-filosofía-educación. El "constructivismo" viquiano. El educando como creador de saberes. El aprendizaje por descubrimiento: la conquista del saber. Anti-intelectualismo. Actividad y creatividad en la infancia. El diseño de un clima de aprendizaje propicio. 10. 2 Principio de gradualidad ................................................................................. 263 El historicismo pedagógico de Vico. El patrón evolutivo triádico. El cambio infmito como idea esencial: la teoría de los corsi-ricorsi. La sucesión progresiva de estadios. El concepto básico de "orden". El naturalismo pedagógico viquiano. La adecuación de métodos y contenidos por edades. El plan de estudios propuesto por Vico. 10. 3 Principio de autoridad-libertad ....................................................................... 281 El poder y el riesgo de la libertad humana. Los "papeles" de la libertad. La antinomia autoridad-libertad. Contra el autoritarismo pedagógico. La autoridad positiva. El binomio autoridad-libertad como fundamento del proceso de humanización. Tres especies de autoridades. Más sobre el maridaje entre autoridad y libertad. Heteronomía versus autonomía. Educación y violencia. El conflicto de libertades. 10. 4 Principio de individualización-socialización .................................................. 299 El rechazo viquiano de la uniformización de la enseñanza. La conexión del principio de individualización-socialización con los demás. Una educación "a la medida". El substrato social de la persona y de la sabiduría. Individuos pero, a la vez, ciudadanos. La educación como proceso de "aculturación". 10. 5 Principio de globalización de contenidos ....................................................... 311 El conjunto de las facultades humanas. La unidad orgánica del saber: la enciclopedia viquiana. Educación integral: conocimientos teóricos para la vida civil. Los peligros de la especialización excesiva. La postura de Vico ante la Querelle : la búsqueda del equilibrio entre las ciencias y las humanidades. El "árbol del conocimiento". 4. VICO Y LA PEDAGOGIA: ELEMENTOS PERSONALES, MATERIALES Y METODOLOGICOS CAPÍTULO UNDÉCIMO Página Protagonistas de la relación pedagógica ............................................................ 325 11.1 Educando ..................................................................................................... 325 Un papel exclusivamente humano. La naturaleza humana corrupta. El poder reordenador de la educación. Nuestra inmensa capacidad y necesidad de perfeccionamiento. Partícipes de la divinidad. El educando como ser social. El educando como ser histórico. La revitalización de la infancia: animismo, egocentrismo creatividad y fantasía. imitación sinceridad, e inestabilidad. características típicas de la primera edad. Tipología de educandos. La figura del sabio: modelo de hombre educado. 11.2 Educador ...................................................................................................... 353 La necesidad de comunicar la sabiduría. La misión del educador-guía: facilitar los aprendizajes y fomentar el espíritu crítico. La actividad educadora como mayéutica. Educar para la vida real. La Providencia "educadora". CAPÍTULO DUODÉCIMO Contenidos de enseñanza ..................................................................................
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