Education, Philosophy and Human Freedom. Pedagogical Strokes From Nietzsche, Freire and Zuleta

Abstract

Objective: This Reflection article examines the relationship of philosophers Friedrich Nietzsche, Paulo Freire and Estanislao Zuleta regarding their positions on the interaction between education, philosophy and human freedom.

Methodology: a critical-philosophical approach was applied, which allowed for an interpretative and critical reflection on the object of study. For this, part of the literature, ideas and approaches of these three thinkers that coincide in the possibility of expressing the problem of education as liberation were examined. Based on the theoretical arguments and positions clearly identified in these thinkers, the valuations and interpretations of the present work emerged; that is, a critical interpretation that is based on what is stated in this theoretical triad.

Results: for the three authors, education and its relation to human freedom implies the permanent openness towards the critical attitude, the construction-transformation and the ethical-political start towards other human relations with knowledge and values (Nietzsche); persist in the fight against all kinds of oppression and the invisibility of alternativeness (Freire); find in philosophical education, from the recognition of the Other and the development of critical thinking, a possible source to achieve the affirmation of life (Zuleta).

Conclusions: freedom in education is knowing in order to dissent, choose, co-create with the Other, to achieve a way of being and be more disturbing; an attitude that allows us to feel or give off thinking about society, to understand what information, methods, stories are consumed, accepted and transgressed and learn to criticize and criticize them, perhaps pointing towards another
ethic and other ways of thinking.