<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1390-8626</journal-id>
<journal-title><![CDATA[Sophia, Colección de Filosofía de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Sophia]]></abbrev-journal-title>
<issn>1390-8626</issn>
<publisher>
<publisher-name><![CDATA[Universidad Politécnica Salesiana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1390-86262017000200219</article-id>
<article-id pub-id-type="doi">10.17163/soph.n23.2017.08</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Hannah Arendt y el problema de la educación]]></article-title>
<article-title xml:lang="en"><![CDATA[Hannah Arendt and the problem of education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nieves Loja]]></surname>
<given-names><![CDATA[Gerardo Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Chimborazo  ]]></institution>
<addr-line><![CDATA[Riobamba ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<numero>23</numero>
<fpage>219</fpage>
<lpage>235</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S1390-86262017000200219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S1390-86262017000200219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S1390-86262017000200219&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  El objetivo central del presente artículo es redescubrir la crisis de la educación contemporánea a la luz del pensamiento político y educativo de Hannah Arendt, quien descubre que no se puede separar la educación de la tradición y de la autoridad con el pretexto de innovaciones cuantificables eficaces en el campo educativo. Más bien, hay que educar ciudadanos que sean capaces de ejercer la libertad. Para desarrollar este tema, Arendt, al igual que Heidegger, plantea un retorno a la sabiduría griega para, de esta manera, poder iluminar los tiempos de oscuridad política y de vacío crítico en la educación, consecuencia del advenimiento de lo social en la época de la modernidad, la cual anuló la capacidad de pensar y de actuar. Educar para la libertad, implica recuperar los tesoros que tiene la tradición y comprender lo que corresponde al ejercicio de la autoridad, la cual no se relaciona con la obediencia ciega sino con el reconocimiento del saber. La educación debe, entonces, conducir al encuentro de los otros y del mundo por medio del ejercicio de la libertad en un espacio público y plural. Se puede concluir afirmando que la educación tiene una tarea de resistencia y de reconstrucción frente a la oscuridad de todo sistema educativo y político que atente contra las libertades básicas de los ciudadanos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  The central objective of this article is to rediscover the crisis of contemporary education, in light of the political and educational thinking of Hannah Arendt. She discovered that education cannot be separated from tradition and authority, on the pretext of effective quantifiable innovations in the field of education. Rather, citizens must be educated to be able to exercise freedom. To develop this theme, Arendt, like Heidegger, proposes a return to Greek wisdom in order to illuminate the times of political darkness and critical emptiness in education, a consequence of the advent of the society at the time of the Modernity, which compromised the ability to think and act. Educating for freedom implies recovering the treasures of tradition and understanding what corresponds to the exercise of authority, which is not related to blind obedience but to the recognition of knowledge. Education must then lead to the encounter of others and the world through the exercise of freedom in a public space and plurality. It can be concluded that education has a task of resistance and reconstruction against the darkness of any educational and political system that threatens the basic freedoms of citizens.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[libertad]]></kwd>
<kwd lng="es"><![CDATA[autoridad]]></kwd>
<kwd lng="es"><![CDATA[tradición]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[freedom]]></kwd>
<kwd lng="en"><![CDATA[authority]]></kwd>
<kwd lng="en"><![CDATA[tradition]]></kwd>
</kwd-group>
</article-meta>
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</article>
