Education and anthropology: some brief notes

Abstract

This work aims to promote a brief reflection from an epistemological perspective, on the relationship between human nature and the development of the educational processes of our species, understanding it as a movement that starts on what the human being effectively is, with a destination to what it should be. In this research based on a literature review, it is therefore recognized, that educators make efforts in order to carry out plans of perfection with their students, in a path that creates different models of human learning, which are precisely based on their own convictions and visions of reality, according to an Aristotelian perspective. It also discusses the meaning of the concept of antropagogic cogito, and its relevance in recognizing the imperfection of the human condition, as a way of making room for the improvement of personal and individual character. It is considered that education, as a civilizational process of improvement of present and future generations, cannot only be reflected from strictly positivist forms, liable to be quantified and measured, in a vision that disregards the meanings and interpretations that human beings attribute to their everyday learning and experiences. Finally, it is concluded that either due to questions inherent to the human essence itself, or due to the worldviews of the societies where our species has lived over time, there has never been a definitive answer to the old question of human existence, but, and despite of that, we continue in an ongoing search for improvement, stimulated, mainly, by our educational processes and systems.