Los problemas de la universidad liberal según Alasdair MacIntyre

  1. José Manuel Giménez Amaya
  2. Sergio Sánchez-Migallón Granados
Journal:
Scientia et fides

ISSN: 2300-7648

Year of publication: 2020

Volume: 8

Issue: 1

Pages: 99-121

Type: Article

DOI: 10.12775/SETF.2020.008 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Scientia et fides

Abstract

The university that Alasdair MacIntyre defines as liberal is that which rejects the tradition as something pre-modern and with an impediment for the progress, including the pedagogic one. This university model has been extended in all instances, giving priority to the technical education in a pragmatic way. Thus, the global and sapiential vision of the university has been relegated. This last approach is the key for unifying the knowledge and to pass it onto other people and, therefore, to educate and mold intellectually and morally. However, the professionalization of the philosophy and the criteria of the modern liberalism seem to dominate and inspire most universities in the present day. This situation has plainly shown an inability to become aware of their incompetence to properly educate professors and students alike, in a sapiential and moral manner, threfore deceiving themselves with a naive rhetoric.

Bibliographic References

  • Aristóteles. 1989. Política. Madrid: Centro de Estudios Políticos y Constitucionales.
  • Becker, Gerhold K. 1994. “Unity and the University: The Neo-Humanist Perspective in the Age of Post-Modernism.” International Philosophical Quarterly 34:177–189.
  • Bell, Daniel. 1992. Las contradicciones culturales del capitalismo. Madrid: Alianza.
  • Bello Rodríguez, Hernando José, y José Manuel Giménez Amaya. 2018. Valoración ética de la modernidad según Alasdair MacIntyre. Pamplona: Eunsa.
  • Bloom, Allan. 1987. The Closing of the American Mind. New York: Simon & Schuster.
  • Bowen, James. 1986. Historia de la educación occidental: t. II: la civilización europea, siglos VI a XVI. Barcelona: Herder.
  • Giménez Amaya, José Manuel. 2012. «La fragmentación y “compartimentalización” del saber según Alasdair MacIntyre». En Sapienza é Libertá: studi in onore del Prof. Lluís Clavell, a cura di Miguel Pérez de Laborda, 193–202. Roma: Edusc.
  • Giménez Amaya, José Manuel, y Sergio Sánchez-Migallón. 2011. Diagnóstico de la Universidad en Alasdair MacIntyre. Génesis y desarrollo de un proyecto antropológico. Pamplona: Eunsa.
  • Kerr, Clark. 1963. The Uses of University. Cambridge, Massachusetts: Harvard University Press.
  • Long, Edward LeRoy. 1992. Higher Education as a Moral Enterprise. Washington, D. C.: Georgetown University Press.
  • Lutz, Christopher S. 2009. Tradition in the Ethics of Alasdair MacIntyre: Relativism, Thomism, and Philosophy. Lanham, Maryland: Lexington Books.
  • Llano, Alejandro. 1988. La nueva sensibilidad. Madrid: Espasa Universidad.
  • MacIntyre, Alasdair. 1983. “The Indispensability of Political Theory.” In The Nature of political Theory, edited by David Miller, and Larry Siedentop, 17–33. Oxford: Clarendon Press.
  • MacIntyre, Alasdair. 1984. After Virtue: A Study in Moral Theory (2nd Edition). Notre Dame, Indiana: University of Notre Dame Press.
  • MacIntyre, Alasdair. 1987a. Tras la virtud. Barcelona: Crítica.
  • MacIntyre, Alasdair. 1987b. “The Idea of an Educated Public.” In Education and Values (The Richard Peters Lectures, delivered at the institute of Education, University of London, Spring Term, 1985), edited by Graham Haydon, 15–36. London: London University Press.
  • MacIntyre, Alasdair. 1989. “The relationship of Philosophy to History: PostScript to the Second Edition of After Virtue.” In After Philosophy: End or Transformation?, edited by Kenneth Baynes, James Bohman, and Thomas McCarthy, 381–422. Cambridge, Massachusetts: MIT Press.
  • MacIntyre, Alasdair. 1991. “Incommensurability, Truth and the Conversation Between Confucians and Aristotelians About the Virtues.” In Culture and Society East-West Philosophic Perspectives, edited by Eliot Deutsch, 104–122. Honolulu: University of Hawaii Press.
  • MacIntyre, Alasdair. 1992. Tres versiones rivales de la ética. Madrid: Rialp.
  • MacIntyre, Alasdair. 1994. Justicia y racionalidad. Pamplona: Eiunsa.
  • MacIntyre, Alasdair. 2012. Dios, filosofía, universidades: historia selectiva de la tradición filosófica católica. Granada: Editorial Nuevo Inicio.
  • MacIntyre, Alasdair. 2017. Ética en los conflictos de la modernidad: sobre el deseo, el razonamiento práctico y la narrativa. Madrid: Rialp.
  • Martínez-Echevarría Castillo, Íñigo. 2010. La relación de la Iglesia con la Universidad en los discursos de Juan Pablo II y Benedicto XVI: una nueva aproximación jurídica. Roma: Edusc.
  • Pieper, Joseph. 1983. El ocio y la vida intelectual. Madrid: Rialp.
  • Rodríguez Duplá, Leonardo. 2000. «Las aporías del liberalismo». En Las ideologías al final de siglo: perspectivas desde el pensamiento cristiano, 31–43. Salamanca: Ediciones Universidad de Salamanca.
  • Romero Cuadra, José Luis, y María Jesús Hermoso Félix. 2005. «Entrevista al prof. Juan Bautista Fuentes: filosofía, política y metapolítica». NEXO. Revista de Filosofía 3:181–199.
  • Ruiz Arriola, Claudia. 2000. Tradición, universidad y virtud: filosofía de la educación superior en Alasdair MacIntyre. Pamplona: Eunsa.
  • Saranyana, Josep-Ignasi. 2007. La filosofía medieval: desde sus orígenes patrísticos hasta la escolástica barroca, Pamplona: Eunsa.
  • Winchester, Ian. 1986. “The Future of a Mediaeval Institution: The University in the Twenty-first Century.” In Universities in Crisis: A Mediaeval Institution in the Twenty-first Century, edited by William A. W. Neilson, and Chad Gaffield, 269–290. Montreal, Québec: The Institute for Research on Public Policy.
Data source: Dialnet