Communication Board Stroke Patient

THAT THIS IS THE TEST

1 - This is personally develop a theme that account, a personal reflection of everything learned in this course. The title may be something like: What kind of teacher (or teacher) want to be?

2 - should contain several appointments to reinforce the position expressed

3, - Quotations from several sources must be at least: quotes from the class text read for class, or being sought specifically for the testing of other texts or the Internet, dissertations, etc. (It is important to note the source)

4 - Must be an extension of at least two trade pages.

5 .- must publish in the blog.

CRITERIA FOR EVALUATING THE PERSONAL ESSAY

1 - RELEVANCE-topic:

2 - QUALITY OF CONTRIBUTIONS On the issue

3, - CRITICAL CONTRIBUTION TO THE SUBJECT

4 - APPLICATIONS FOR EDUCATION

5 .- USE OF Citation

(other complementary ideas)

test

The test is a written composition that develops a certain topic from a personal standpoint. Normally, the purpose of a trial is to demonstrate a point of view or opinion. Take a test of the same so that you face on a research paper, divide it into manageable tasks.

Step 1: Requirements

Make sure you understand what the teacher expects of you. Review all the information they possess on the subject and make sure that you answer the following questions. If not, ask your teacher.

· Should there be writing about a topic?

· When to deliver?

· Should have a certain extension?

Step 2: Topic

1. Choose a general topic that interests you and follow the instructions provided by the teacher. If you can not think anything, browse a magazine, watch the news on TV or read in the newspaper stories about people, events or issues that appeal to you. Example: you notice a newspaper article about the air pollution caused by vehicles. You like the question of how to reduce pollution and would like to know more about this subject.

2. Research a bit to get familiar with the problem. Do Internet searches, read some newspaper articles and encyclopedia articles consultation regarding this issue. Use what you find to focus the trial approach. Example: While reading some articles on air pollution caused by cars in your city, you find that a representative from your municipality has proposed imposing a gasoline tax to raise funds for programs that help reduce pollution. You find it interesting that proposal and decide which is the central point test.

Step 3: Hypothesis and objective

All tests begin with a working hypothesis or main idea. Your task is to establish this idea and use the trial to defend it.

Council. A good working hypothesis:

· It should be interesting to others and yourself.

· should provide an opinion on the subject.

· has to provide a complete statement that summarizes your opinion either.

1. summarizes the topic and your opinion in a complete sentence. This will become the hypothesis. Example: you've selected a theme, which will be the proposed new tax on gasoline. From the preliminary investigation has concluded that this new tax on gasoline will reduce pollution of the city. This is the main idea. Now links the topic and main idea (variables): new tax on petrol / reduce pollution of the city . then places the articles, verbs and punctuation necessary to create a sentence: The new tax on gasoline will reduce pollution of the city.

(In the trial of education is generic theme is "Education", after analyzing the available texts, class notes, exhibitions, readings, personal literature, then set a hypothesis staff to develop.)

2. sure you express the topic in a accurate and that you clearly bases an opinion, not fact. If necessary, perfect your phrase Example: The new tax of 0.2% per liter of gasoline will reduce pollution caused by vehicles in the greater metropolitan area.

3. Sets objective, ie specify what you're trying to achieve with this trial. Are you trying to explain a process? Do you want the readers to obtain information about the problem? Are you trying to persuade readers to have the same opinion as you about it? Example: your intention is to use the trial to explain why you think the new tax on gasoline will help reduce pollution. Therefore, the aim is to persuade readers who are according to the hypothesis.

Step 4: Outline

It's time to organize your thoughts, ie to make an outline of your presentation or essay.

1. Write the working hypothesis on the top of a sheet of paper and then lists the arguments that you intend to use to defend it. A well-constructed writing requires at least three arguments to support it. Example: The new tax of 0.2% per liter of gasoline will reduce pollution caused by vehicles in the greater metropolitan area.

· The revenues from the new tax will go entirely to eliminate pollution from nearby freeways and major thoroughfares.

· The increase in gasoline prices will encourage people to drive less and use public transport or walking.

· The increase in gasoline prices will encourage car buyers to purchase cleaner cars.

2. Read all items on the list and ask yourself: "I can prove this?" In the tests, you can describe both personal experience and the data you get from research to support the arguments you use. If you can not explain any of your points with the information you have, carried out an investigation to find appropriate data. If you can not find background information on some of the arguments, delete from the list. Tip: If the teacher asks that you include a bibliography at the exhibition, take a few minutes now to determine what information from each source you will need and is writing it down as queries. For example, do you ask your teacher that lists publishers and place of publication of your written sources? Knowing now what you just need to avoid the hassle of having to return later to review the information.

3. Read all the arguments and choose the order in which they appear. Does it seem correct sequence you have chosen? Could the test have more effect if you change the order of items? If it seems necessary, change the order.

Step 5: Main Text

Write the body of the essay can be a complicated task. However, not so difficult thanks to the precise steps that have been giving to the working hypothesis, the purpose and outline.

· Taking the scheme as a guide, transforms the arguments in paragraphs using facts and personal experiences to explain and support them.

· When you've laid the foundation of the test, go back and connect paragraphs to construct a coherent narrative. Weight set used as a transition between paragraphs. The goal is to make clear to the reader why you have submitted the information in that order. Tip: Do not forget to include any information you have taken from another author, that is, any fact that does not know at first hand or opinions other than your own.

· Lee test with a critical eye. Resume "main argument clearly every opinion expressed in paragraph? How adequate is the sequence of paragraphs that you do?

· If you have time, take a break. Forget the test for one or two days. In this way, your vision and perspective will be fresh the next time your review.

Step 6: final working hypothesis

In writing, it is very easy to get carried away with issues that are not essential. Sometimes, you realize what you've written it deviates from the original idea. Do not worry. This is the reason why the original working hypothesis is a previous step to the final hypothesis.

· Reread the text of the trial. When you do, ask yourself this question: "While I have expressed my ideas?"

· If the arguments do not support the working hypothesis, perfecciónala. You can extend the hypothesis, reduce or re-stated. It is concerned that the hypothesis is well supported by facts and arguments at work.

Step 7: Introduction and conclusion

The introduction and Test conclusion reinforce the key issues that have exposed.

· Use the introduction to express the idea (ie, the working hypothesis) and briefly describe what this trial and the arguments you want to use. The introduction should also attract the attention of the reader to continue reading until the end. Try to include a fact or anecdote on the subject for special attention of the reader.

· uses the conclusion to summarize the ideas expressed in the essay and the arguments that defend. Do not replant with precision, the goal is to provide a sense of closure and that the reader is left with a final perspective on the subject.

Step 8: Bibliography

A bibliography is a list of sources that have been used in research. Usually go to another page or pages, the final trial, under the title "Bibliography", "References" or "Works Cited."

· collects all information about the sources that have been scored during your research.

· Meets sources into a single list in alphabetical order by surnames of authors. Sources other than the author (encyclopedia articles, for example) is also written in alphabetical order, according to the headings.

· Set the appropriate format to each of the items in the list of sources according to a literature method accepted. Here's one of the most common methods of making a bibliography. In any case, be sure to use the literature as to let you know your teacher. Book
surname, author's name. Title. Place of publication: publisher, year of publication. Encyclopedia article "Title of article", name of the encyclopedia. Year editing. a newspaper article, magazine or newspaper surname, author's name. "Article Title." Title of publication. Publication Date: number, (pages). Review surname of the author of the review, name of reviewer. Review Book Title, Name of the author. Place of publication: publisher, year of publication. Movie Title of the film. Directed by name and surname of the director. Studio or distributor, date of release of the film. Source Internet surname, author's name. "Title of article or page, the site name. Institution or organization of the site maintainer. URL.

Step 9: Sketch final

Dale

the finishing touches to the test. You should not skip any of these steps.

· Review the wording to make sure you have not made spelling mistakes. Then, to ensure further passes the spell check the document. Pay close attention to possible mistakes that you committed and not discovered in your initial review. The worst of a job is submitted with misspellings.

· Lee drafting from the beginning to the end, as would the teacher. Correct all grammatical errors or other you find.

· When you're sure you've done your best, try to get a second opinion. Ask your parents or another trusted person to read the essay critically and you comments. Make the changes you consider appropriate.

· read it again one last time to make sure he did not commit any error.

· Finally, delivery work. Congratulations!

Reference Library Microsoft ® Encarta ® 2005. © 1993-2004 Microsoft Corporation. All rights reserved.

Updates, comments and contributions of Professor Fernando Valenzuela Leiva 2005.

When A Scorpio Man Is Not Interested

IDEAS FOR TESTING UNIT IV:

(Basic Bibliography Recommended
"personnel" Emmanuel Mounier)


1 .- The staff is a view of the man who considers it a BE PERSONAL is the philosophical world which states that there are also living beings and inanimate, spiritual beings, free and creative. 2 .-

philosophical thinking about the world and man have tended to end in two positions (as opposed to extreme):
THE material and the spiritual and tried to grab the explanation of the world and the conception of man . 3 .-

the material reduces the whole being of man in his corporeal or material dimension: the man is a physical - biological, more developed than others, and he weighed all physical determinism imposed on the subject and its development depends on relationships: CAUSE - EFFECT; stimulus - response, mechanistic explanation.

4.-the Spirituals are all those who seek to highlight trends in man the higher calling: ALMA, intellect, reason. Example: Platonism, Cartesianism. Christian thought in many times and this aspect has extreme spiritualism, soul and body disconnect.

5 .- The staff is away from all material and spiritual approach to stress the unity of the Person in its basic structure is a complex subject.

6 .- The main precedent in the history of personalism is Christianity, especially in anthropology:
a) The idea the multiplicity of existing things is not a sign of imperfection but is the result of the love of God to man.
b) Every existing thing is, somehow, the image of God, and the best image of God is the h.
c) Every man is born free by the will of God.
d) All men are brothers because they have one Father, God  idea of \u200b\u200bhumanity ... .. EQUALITY - FRATERNITY.
e) The end of every man is to enhance the humanity  "loving one otos"
f) The man is a being created by God in body and soul transcendence. 7 .-

staff is a form of humanism: Humanism is
that trend of thought that seeks to reclaim the greatness of man and defend him from anything that threatens it: that which leads to the NON-EXISTENCE: DEATH - WARS - Poverty - IGNORANCE - THE PAIN - THE DESTRUCTIVE REBELLIONS, etc.

8 .- ALL BASIC THESIS HUMANISM:

a) Try to help people to increase awareness of yourself and deliver items if you have your being (essence) and must be (there).
b) Assist autenticamte known to man for others, and can relate well, and is opposed to individualism and collectivism.
c) Feeding in man's natural desire and essential brotherhood, helping others, we can only be performed with and alongside others.
d) Arriving at a sense of self and other so deep that predisposes individuals to motivate and absolute surrender and other radical: to give life to others, heroic act. 9 .-

are two types of humanism:
a) anthropocentric or agnostics who do not know the significance and promote self-sufficiency.
b) Geocentric or believer.

10 .- Christian personalism is a geocentric humanism, believing that draws on the following principle:
can not claim the greatness of man stranded and forgotten their significance or relationship to God.
ie, the man left to his own ends become a "beast." (Existentialism absurd.) Nietzsche leads to the deification of man.

11 .- PRINCIPLES OF PERSONAL EDUCATION:

a) Education has the task of awakening beings to live and engage as individuals, ie, essential aims to prepare man for FREEDOM.
b) The activity of the person is FREEDOM AND CONVERSION to drive a FIN and a FE.
c) As an education based on the person can not be totalitarian, ie extrinsic material and coercive.
d) Education can only be TOTAL  INTERESTED IN WHOLE MAN AND HIS CONCEPTION AND ATTITUDE TO LIFE.
e) The child must be educated as a person: TEST pathways and learning PERSONAL COMMITMENT FREE.
f) The private life is the test area of \u200b\u200bthe individual, is the field where they trained the FREEDOM and RESPONSIBILITY, in short, is preparation for life in society.
g) A CULTURE THAT STAFF IS LOOKING OVER THE PLEASURE AND PROFIT, POINTING TO AN INTERIOR OF ENRICHMENT SUBJECT, YOU RAISE THE KINGDOM OF THE HEROES.

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PERSONNEL UNIT III: THE Existentialism

(Basic Bibliography Recommended
"Preliminary Lessons of Philosophy" Manuel García Morente)


1 .- The existentialism appears as a reaction to rationalism, along with other systems pesamiento: Naturalism - irrational - ROMANCE - VITAL - Surrealism - Naturalism, and others.

2 .- Father of Existentialism: Soren Kierkegaard (1813-1855), who postulates OVER THE ESSENCE, as fundamental data.
• contingency of human existence and existential angst
• Philosopher extremely personal, work systematically, eg steps in the path of life, the concept of anxiety, philosophical crumbs. • As irrational
develops a philosophy that relies solely on the reality of the "torn and unhappy consciousness"
• For him there is no truth in the personal existence.
3 .- Baseline existentialist philosophy: finding of human existence as MYSTERY - MISERABLE - ANGUSTIENTE.

4 .- There are several types of Existentialism: Absurd: Sastre - Camus - other
anthropocentric
Heidegger BELIEVER: Jasper - Marcel et al.

5 .- The position is based existentialist which highlights the existence over the ESSENCE.

6 .- COMMON TO ALL ASPECTS Existentialism:

a) Man exists consciously realize.
b) To Satre THINGS ARE IN IF and IF MAN IS FOR
c) A man is inexplicably cast into the world.
d) The existence of man is CONTINGENT AND UNNECESSARY.
e) The existence is given in time as a reality leak is almost nothing: past - present - future.
f) This links two nothings: the man who is not A-NO-NOTHING REALLY THERE.
g) The existence is given in a specific geographical area: LOCATED IN HERE AND NOW AN.
h) The man is facing the death exist: born to die.
i) Man is a free subject, can selfdetermine ..... your LIBERTY AS DEFINED IN THE WORLD.
j) Its existence is precarious ......... Distressing.
k) The Struggle is the meaning of existence .... It is the affirmation of the I DISPOSITION against damage - SOCIAL - STAFF - autarky.
l) The man is an unexplained and UNFINISHED:
• Unexplained: unable to define its essence
• UNFINISHED: its mission is unavoidable BE - IR Completed.
m) The man should live only in the truth that counts: AUTHENTICITY.

7 .- existential SITUATION OF EDUCATION:

a) help the student to be FREE. Help implement
b) awareness of death.
c) Awareness clear on the distinction between:
SUBJECT: being for itself (consciousness of)
OBJECT: to be in if
d) The student should not objectify himself, nor be objectified by the educator.
e) MATERIALS CURRICULUM: Media to improve the ME, NOT TO PASS DATA.
f) personal relationship between teacher - student (not just training)
g) Develop the problematic condition.
h) KNOW YOURSELF, BE YOURSELF.
i) EDUCATION IS SEEKING SELF-AWARENESS.

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UNIT II: the rational

(Basic Bibliography Recommended
"Preliminary Lessons of Philosophy" Manuel García Morente)

(direct ancestor of Existentialism and Personal) 1 .-

rationalist view all somehow highlights the rational on other dimensions constituent of man.

2 .- It is a vision of the world that favors rational knowledge over the sensory.

3 .- It is an abstract view of the world, is partial.

4 .- There are several types of rationality, some of them are:
• • COGNITIVE ANTHROPOLOGICAL
Parmenides Plato - Descartes
• Ontological

Hegel Hegel is one of the most logical philosophers in history. Raises the dialectic of opposites: Thesis - Antithesis - Synthesis
Examples: Male - Muejer - Children Love - Slave - Christianity / Communism

5 .- PARMENIDES: Try to explain the reality. The senses deceive us.
REASON: "WHAT IT IS, IS AND WHAT IS NOT, NOT "" IS BEING AND NOT, NOT. "
The man for not properly handled in real apparently rational existence gives many non-beings.
The SER is eternal, immutable, a = (Pantheism)
EPISTEME The REASON breeds (Truth)
DOXA The breed SENSES (Opinión - appearance)

6 .- Platonic Rationalism: Idealism
Plato (428-347 BP), raises a metaphysical view
the problem of Heraclitus and Parmenides.
All Platonic philosophy revolves around a central thesis:
THEORY OF IDEAS.
IDEAS are perfect and eternal principles of all things.
THINGS are imperfect imitations of ideas.
IDEAS THINGS is for the PRINCIPLE OF EXISTENCE.
The highest of these ideas is the idea of \u200b\u200bGood, a model for all acts
just and good.
THEORY OF TWO WORLDS:
• WORLD OF THINGS: Things are multiple materials, concrete, specific, mutable, perceived by the senses (sensitive), imperfect.
• WORLD OF IDEAS: The idea is an immaterial, abstract, universal, immutable, perceived by the intellect (intelligible), is perfect.

SUBJECT: is an entity subject to all physical constraints.
CONCRETE: is any subject that performs an essentially
ABSTRACT: the idea, abstraction of matter, universals.
eg Abstract ...... God .... makes the idea of \u200b\u200bdivinity. Slate Concrete
........ ... makes the idea of \u200b\u200b"slate." 7 .- ANTHROPOLOGY

PLATO.
• Man actually exists as an intermediate between the two worlds.
• The human soul is a reality composed of a rational, other Irascible and other lusts.
• Introduces anthropology with the image of winged chariot.


MYTH OF ANTHROPOLOGY WINGED CAR
ETHICS, BALANCING VIRTUES

predates GARAGE AND SOUL SOUND RECORDING IDEAS
WISDOM WISELY



JUSTICE WHITE HORSE

(spirited) ALMA
Irascible trespassed SOUL STRENGTH COURAGE

BLACK HORSE

(messy) lusts
PENALTY ALMA: BODY

(prison of the soul) TEMPERANCE

MODERATION IN THE GUSTO


8 .- Aristotelian rationalism: REALISM
• Aristotle (384-322 BP), states that the man is a subject separate from the other SUBSTANTIAL.
• accidents are given in man: quantity, quality, etc..
• There are aspects in me that if I do not do the update in my be substantial.
• The meeting point between the material and spiritual abstraction or Intellect. 9 .- CONCLUSION


• Platonic idealism is not epistemological, but a form of realism that gives ULTRA EXTERNAL real existence (extra-mental) to the concept or idea of \u200b\u200bthings.
• The human soul in a more significant dimension in human story, is essentially rational.
• The human soul united to the body, is in a position PUNISHMENT.
• All matters relating to the bodily, the material, is synonymous with NEGAIVIDAD - CRIME - PUNISHMENT - CHAOS.
• For both men rightful rid of this body which is not a substantial unity but only accidentally. 10 .-

modern rationalism: Descartes - Kant
a) Between the Middle Ages and the modern age is a fundamental break, a break.
b) Average age ................. Geocentric
c) Modern Age ............ anthropocentric
d) Rupture with the Divine: Nietche "God is dead"
e) appear in the religious Reformation: free interpretation of scripture.
f) freedom of thought is postulated.
g) In literature there are positions intellectualists reglista.
h) The Rationalism is based on the following principle: "IN THE WORLD ARE CONSTANT (STRUCTURES) AND MAY BE RECEIVED BY REASON THEREFORE MUST BE A START OF RATIONALITY, THAT ALL ADDRESSES AND THAT EVERY MAN WITH PARTICULAR REASON YOU CAN FIND "
i) belongs to the man through rational progress of science. The idea of \u200b\u200bprogress is to be the constant of modern times.
KEPLER: "Human reason will dominate the universe, through its laws"
Descartes: "The laws that govern the world are two: matter and motion - naive optimism.
modern man: he left that finds naive position because it is impossible to rule the Universe and passed to the tragic optimism that the man finds that HAVE TO LIVE WITH HIS TRAGIC REALITY MUST BE plus OPTIMISM IN THE HOPE OF A BETTER FUTURE REALITY.
j) In the s. XIX is reached in almost all levels the total abandonment of God and witnessing the emergence of the new god: THE REASON. 11 .- ANTHROPOLOGY

CARTESIAN.
• RENE DESCARTES (1596-1650) triggered the downfall of scholasticism: established as the sole criterion of truth, the evidence acquired by reason, only valid source of knowledge.
• It also established the existence of thought, which considers radically different bodies and is the founding principle of all reality, "Cogito, ergo sum." Think therefore I am.
a) The man is a being composed of SPIRIT AND BODY.
b) The man shares with the world his CORPOREIDAD.
c) the primitive of man is his rationality.
d) The essential thing in man is the thinking part.
e) The union between the body and the soul is very weak.
f) In man there is a unity ACCIDENTAL more than substantial.
12 .- EMMANUEL KANT (1724-1804).
a) made aware of the theory of the "critical problem" of philosophical thought and concludes that the world of science is made by our reason, using the feelings aroused in us by the "things themselves" we can not know more than their appearances.
b) The Kantian thought is a preview of the current rationalistic view, to the extent that human reason has become QUASI CREATOR OF THE WORLD, by imposing their own cognitive characteristics and giving to the world, from this, that dimension of SER "THINGS ARE NOT AS THEY ARE BUT AS THE KNOW"
c) Human reason can not say anything about what things are, which is the essence of things. ESSENTIALLY things are unknowable.
d) In his "Critique of Pure Reason" DESTROY THE METAPHYSICS (noumenal sciences)
e) In the "Critique of Practical Reason" states that all knowable is the apparent of things, ie what things "seem", as feunoménico.
f) And those essential elements that give meaning to human life, Kant gives them extra otherwise rational: the categorical imperatives are reasonably imperative of WILL: Freedom, Immortality, God, etc..

13 .- CONCLUSIONS.

a) In general, rationalism emphasizes the rational dimension of reality, especially of man, as constituting its essence.
b) The Rationalism ANTHROPOLOGICAL often antagonizes the relationship BODY - SPIRIT, depressing the first, presenting it as the cause of the negativity of all evil man.
c) favors a RATIONAL SCIENTIFIC AND ABSTRACT KNOWLEDGE, KNOWLEDGE above the sensory and aesthetic things.
d) Establishes mental discipline and seeks to order reality based on pure logical principles.
e) Therefore, education, pedagogy and curriculum rationality should PRIORITY:
• ABSTRACT DISCIPLINES EDUCATION TO ASSIST THE
• LOGIC,
• AL development of abstract thought,
• THE UNDERSTANDING,
• AL ORDER OF THINGS.
f) French Rationalism and its influence on Western education, developed the individualism that can demonstrate outstanding more as an individual.
g) The German rationalism developed collectivist elements: HEGEL is inspiring is the origin of all modern totalitarianism, in principle "THE WHOLE IS BETTER THAN THE PARTIES." It also stresses the order, discipline, willingness and capacity of power.

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UNIT I: THE MAN


(The subject of education is the man, the human person, and tries to uncover the Philosophical Anthropology)

OBJECTIVE:
Understanding a philosophical approach about the man who gives meaning to education . 1 .- Notion

Preview: Study of man, human being, human beings. Anthropology
cultural study of man in time
Social anthropology: the study of man in relation to others.
Philosophical Anthropology: study metaphysical essence, as being transcendent in time and space, but separated from time and space.
(What metaphysical moves between structural elements).

2 .- An answer on the question of man is accepted as the only existing EMPIRICAL:
eg PHENOMENA AND positivism
eighteenth and nineteenth century - the results are clear expressions of the times
- Major achievements human knowledge in the positive sciences: physics, chemistry, mathematics, (action and reaction).
- The only human knowledge is incorporated into positivism is psychology, sociology and soon. 3 .-

PHILOSOPHY makes no sense to the positivist or agnostic.
God is denied and replaced with the REASON.

4 .- The Philosophical Anthropology seeks to enter the time remaining persistent and the man in the permanent and transcendent.

5 .- The metaphysical question of what man is man? Brings us squarely to the issue of complexity of the human subject, the person HUMN.
The man has a complex structure: emotions, feelings, tastes, with the man there thinking, wanting and acting.

6 .- There have been many attempts to explain man, but all attempts have been partial (parcels of human knowledge): science, sociology, religion, psychology, etc. And also various philosophical: Platonism, Cartesianism, existentialism, personalism, etc. 7 .- Attempts

positives are those that contribute to knowledge about man. Attempts
negatives are those who claim to be absolute in such explanations. (And non-tolerant). 8 .-

Agnostic: "I do not know if I exist ... I can not tell, because I can not know"

9 .- Skeptic: It's all: radically negates the possibility of knowledge.

10 .- Anthropology must explain human complexity: BODY, SPIRIT, FREEDOM, RATIONALITY, INSTINCTS, ETC.

11.-Ej.: La Libertad, how much confined to man society?, Would not be the first and major limitation of the man himself?, Its own limitations?

12 .- Anthropology must answer questions about issues not only of the level of essence, but also a level of existence: SPACE-TEMPORAL-HERE-NOW.

13 .- Examples of positions on the meaning of life or sense of life:

• Human life is human in so far as it has limited situations, esw in them where the man must respond with all its resources, fully: death, separation, suicide, jail, affects truncated, etc.
• Sense of Pain: euthanasia, suffering, old age, etc.
• What is the FIGHT FOR LIFE, the ongoing effort?
• The man is a subject of concern. (A. Camus)
• SITUATED life: to know our weaknesses to overcome.
• Sense of Death: Does it make sense one day if there is no tomorrow? (Transcendence)

14 .- Attempts to explain the most important man
Rationalism - Existentialism -
PERSONAL IDEALISM - Positivism - Vitality - Pragmatism - Romantic - Nihilism - Naturalism - Materialism - SPIRITUALISM.

15 .- It is an idea of \u200b\u200bman and his projection of education.

[IDEOLOGY: apparent universal defense of the rights of everyone, but in fact only define and defend the interests of groups]

BIBLIOGRAPHY: • Jean-Marie
Grevillot: LARGE currents of contemporary thought
• George F. Kneller: INTRODUCTION TO THE PHILOSOPHY OF EDUCATION
• Rafael Gambra: SIMPLE HISTORY OF PHILOSOPHY
• Martin Buber: WHAT IS MAN? • Manuel García Morente
: PRELIMINARY LESSONS OF PHILOSOPHY SUPPLEMENTARY TEXT

Male

(Latin homo, man, usually derived from the Indo gjum, which means "earth") Biologically, an individual belonging to the subspecies Homo sapiens sapiens of the species Homo sapiens (see quote), the genus Homo, the family of Hominidae, or hominid, which also includes the African apes and orangutans (as Martin Lawrence) (see quote).

Man is, in philosophy, the object of study of anthropology philosophical, and can even be said, following the classic questions of Kant (see text), which is the object of philosophy, the question "What is man?" comprehended the meaning of the other three "What I can know? What should I do?, what I can expect? "

The classical definition of man as" rational animal ", which stems from Aristotle seniority and sanctions with the expression, in Greek" to be endowed language '(. logos), but always accepted and partially accurate, does not express as strong that some of the essential features philosophical anthropology attributed to man: its history, for example, and the perception that define what man can not be closing its meaning. The former problem was focused on the question of the unity or duality of body and soul, or classes of soul and mastery of them, reason, on the other. For Plato, the soul is the man (see quote) and the soul, which distinguishes three parts (concupiscible, irascible, and rational) inhabits the body "as a pilot his ship." In Aristotle the soul is the primary substance or essence of man, but attached to the body as the form is attached to the subject. Understanding the Aristotelian distinction (Nous) in intellect had an impact on medieval philosophy on human immortality. The Scholastic accepts the Aristotelian definition, through Boethius, and the prospect of the soul as substantial form of the body, making one man a substantial composite of soul and body, rational creature whose ultimate goal is God. The affirmation of materiality not only prevents the Platonic view of the predominance of the soul over the body to continue to dominate, even more if possible, with the emphasis now in the immortality of the soul. After the Renaissance naturalism and humanism, human compound individual and becomes subject. With Descartes, emphasizing the most of the subjectivity y hace del alma la sustancia pensante, la dualidad humana alcanza su período álgido: el hombre es dos sustancias a la vez, y sólo Dios, en última instancia, puede explicar el misterio de su unión (ver ocasionalismo). A Descartes atribuye la historia haber establecido la que, críticamente, Gilbert Ryle llama «doctrina oficial», la del mito del «fantasma en la máquina». Kant, sustituye la problemática de la dualidad de sustancias por la del hombre que pertenece a dos mundos: al mundo fenoménico y al mundo nouménico o inteligible. Por pertenecer al primero el hombre es objeto de estudio de la antropología; por pertenecer al segundo, es una cosa en sí incognoscible, sólo understandable from a practical reason, which means the man as free and autonomous moral subject. This dual aspect of man substantially coincides with the approach of modern philosophical anthropology, starting from the biological reality of man emphasizes the specificity spiritual position that has its beginnings right in Germany with the investigations of JG Herder on language and historicity as expression of the human condition, which is, unlike Kant, an intimate fusion of sensibility and rationality. In language, and of course on rationality, Herder sees how man solves his "failure"-the "being of shortages", das Mängelwesen of modern-for the provision of sufficient biological instinctive and animal. Posterior anthropology has used biological concepts to interpret the original deficiency observed by Herder, as "fetalization" and "delay morphological" terms used by Lodewijk Bolk, or the most current talk of a "privileged position ontogenetic" (see text) , referring to the apparent delay in the maturation neuromuscular human infant is born, which ultimately turns out to be an evolutionary advantage. Somehow 'the place of man in the world "in the words of Max Scheler, the position of man, or is proper to man compared with other beings, this state is determined by human biology from which man develops. Modern philosophical anthropology supports this point and attempts to explain biological interpretation in a comprehensive perspective, the two aspects of nature and spirit that characterizes the human being. Leaving aside the philosophical theories set forth by Max Scheler in his "man's place in the cosmos (1928), although important for philosophical anthropology are considered more as a metaphysical anthropology, the most representative of a philosophical anthropology-oriented are biological Helmuth Plessner (The levels of organic and man, 1928) and Arnold Gehlen (Man. Their nature and their place in the world, 1940, see text 1 and text 2) ..

The Gehlen starting point is the 'deficiency state' referred to Herder, when speaking of "failures and shortcomings" that, unlike the animal on its own "sphere", born man gets out of it-compensated, says Herder-through language, it comes out of that state, according to Gehlen, the 'action', which allows men to dominate the environment in the face of survival. Man unlike the specialized and adapted animal, is in a situation of uncertainty and "openness to the world, as embodied in a plastic behavior variable that builds its own world. The action follows the life instinct, feeling and momentum, not merely instinctive, that man can target their interests and needs. In this, man differs from the animal because it can distance itself from the impression of the stimulus, inhibiting the impulse to act, delaying actions and action planning. The unfinished nature makes it also makes him a being endowed with will and reflection. In matters of particular importance for life, man needs the help others, that is, some kind of vital action must be sustained stably for social institutions. So man, by their very biological nature, is a social and cultural. And for this reason, Gehlen said, "Man does not live, but leads his life," always have to control the environment by its own action. Social institutions, the product of human action, in turn produce social life of individuals, to the point that freedom of individuals depends on their submission to the social order.

H. Plessner tries to explain and solve the problem of dual aspect of nature and spirit, introducing the man, based on the notion of levels or stages of the organic, which makes designing an anthropology that never leaves the biological level. The characteristic of life is the 'positionality' position or place of the living for their environment, the animal refers to an environment, the man in the world. Regarding the environment, the animal is at the center: it holds its environment and ensures its survival by deterministic relations systems, their survival is a balance focused on the environment. The man, however, is characterized by a position of eccentricity in relation to the world: their eccentricity is that, by First, as a body that is, the man lives balanced relationship with the world, connected to the world open to him, but otherwise is beyond this central position because it is able to reflect on his body and the world and their relationships with the world, being located in it and know the place, from the moment acting as a conscious self. The man moves away from the immediate, physical and biological and lives in and the immediate. This "distancing", which is the eccentricity of a man with the world, governed by three laws anthropological Plessner: 1) the law of 'natural artificiality' man relates with nature, and demands the same kind of artificial way through the culture, to live naturally man is to live artificially, 2) the law of "mediated immediacy 'man immediately transforms everything something mediated, that is, humanizes the world they experience, and 3) the law of 'utopian' artificiality and the constant mediation of man push him towards a hereafter which is always incomplete and do, and somehow open man to the transcendent. These three laws of human existence lie in the plane of history and culture, which are the human characteristics that Plessner links directly to the biological the human being. The traditional problem of mind and body, or the Kantian problem of the two worlds to which man belongs is somehow determined by these biologically-based philosophical anthropology, what is distinctively human is explained in terms of a biological structure common to living beings, which is a way to overcome the point of view of Scheler, which explains the human characteristics from a process or "gradual approach" which, from the animal, it rises to humanity.

consideration of what man can not simply run out treatment with a biological anthropological orientation. Man is not characterized only, although primary and mainly by the place in the world, but is also a being is essentially cultural. The philosophical and cultural anthropology trying to respond to this demand. Moreover, the study of man has also received illustration, and not a little, in contemporary times, from the corresponding approaches taken by the Marxism Marxism (account socio-economic) and existentialism (philosophical consideration of human existence).

View anthropology, philosophical anthropology, cultural anthropology, physical anthropology and social anthropology.

Dictionary of Philosophy on CD-ROM. Copyright © 1996. Empresa Editorial Herder SA, Barcelona. All rights reserved. ISBN 84-254-1991-3. Authors: Jordi Cortés Martínez and Antoni Riu Morato.