Abstract

GIL, José María. Productive curricular tensions. Virtuous dialectic of Education. Perfiles educativos [online]. 2018, vol.40, n.160, pp.156-173. ISSN 0185-2698.

This text suggests a philosophical analysis of seven paradoxes underlying curricular design. It seeks to explain-often using examples from teaching in Argentina-that these seven paradoxes form part of the overall tension between the needs of the community and personal aspirations, in other words between the common good and individual freedom. The philosophical analysis of this study also attempts to prove that curricular tensions do not imply an irreconcilable conflict of interests and values, but, on the contrary, create a “virtuous dialectic.” Indeed, the phenomena or ideals in tension help identify points of equilibrium in order to cope with what Rudolf Carnap considered one of the most pressing needs of free and democratic societies: to reconcile individual freedom with an efficient organization of the state and the economy.

Keywords : Philosophy of education; Curricular design; Relationship between society and the individual; Equality of opportunity; Freedom; Teaching-learning process.