Abstract

CUADROS ANAYA, Reynaldo. Etica, justicia y educación: Tres conceptos tergiversados por una "academia" impostora, enderezados a la luz de las culturas milenarias. Rev. de Inv. Educ. [online]. 2010, vol.3, n.3, pp.127-138. ISSN 1997-4043.

ABSTRACT This article challenges the concepts of ethics, justice and education for disguising reality to feed the captive mentality that led to modernism. The word "ethics", in its original sense meant simply being. In this sense it was used by Pythagorean school of thought. The word school comes from the Sanskrit word Kula, which reveals the identity of the self with its behavior. From the continuous line of disciples from Thales to Plato, with the exception of Aristotle, education was understood as the process of enabling the development of the inner self, considered the art of self-knowledge. Education is not seen as the act of transferring data, but as the process in which someone who has reached self-development helps someone else to reach that condition through example and self-control techniques. This sets the difference between being and the way of being. Then, we enter the field of habit and habitat, the ashram, the external appearance and the dharma as the inner appearance. In fact, the ashram or the abode of the master is the basic setting for the educational/learning process. The dharma process is an inseparable attribute of the being. So the disciple begins with the behavior of someone who is "engrossed in the study of truth." Where is justice? It is in self-fulfillment, which is to reach the purpose of human life. Therefore the application of justice depends absolutely on a fair view. Hence the need for a new educational paradigm and method results in the rescue of an ancient paradigm, which is really perennial.

Keywords : ethics; justice and education; being; self-knowledge; self-development; habit; habitat; disciple; master; justice.

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