The Inventive Schoolmaster: Simón Rodríguez by Walter Omar Kohan

By Walter Omar Kohan

"A consistent trust turns out to provide lifestyles to Kohan's theoretical paintings and philosophical perform. A supposition that you may by no means end up, or disprove, motivates Kohan's ceaseless erring and essaying, his efforts to invent institution. We learn it in-between the traces of the majority of his released paintings, and those that have had the opportunity to participate in his demeanour of philosophical askēsis believe it in his perform. it's a trust that he stocks with Rodríguez: All youngsters, youngsters, and adults, from all walks of lifestyles, from any nook of the globe, irrespective of their fiscal prestige, profession, gender, race, or ethnicity, can philosophize. yet might be extra profoundly, and it's the following the place i believe Kohan's written paintings and perform replicate the pedagogy and textual content of Rodríguez, philosophizing, dwelling philosophically, with an individual, for somebody, we will invent institution. The artistic Schoolmaster: Simón Rodríguez is certainly in regards to the artistic Simón Rodríguez. extra importantly, in spite of the fact that, it's an essay which indicates us how a lifetime of philosophical essaying and errantry can invent tuition. And during this regard it's also an advent to the singular kind of Walter Kohan's philosophy of education." - Jason Thomas Wozniak

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Soon after there separation, Rodríguez wrote Bolívar affirming that he had to abandon the Education Plan launched in Bolivia. Amongst the difficulties that led to Rodríguez’s problems in Bolivia was his constant dispute with Mariscal Sucre and others he had to work with. Confrontations between opposite interests repeatedly erupted. And after six months, taking advantage of Rodríguez’s absence on a trip to Cochabamba to create new schools, Sucre, under the influence of the clergy, decided to close the model school created by Rodríguez in Chuquisaca.

9 The “Plan” does not contain a specific proposal for the creation of schools for pardo children. Remarkably, existing school institutions were to remain restricted to white children. 10 The legal representative also concurred with the suggestion in the proposal, and this would be something that Rodríguez himself would later be less bothered by, that one school be opened for whites (which would bring the total number of schools to four) and two for pardos. The dispute between the appellate court and the municipality remained concentrated on pardos’ access to schools.

In the rest of the text Rodríguez’s complete works will be cited by volume and page number. The text, entitled “Reflexiones Sobre Los Defectos Que Vician La Escuela De Primeras Letras En Caracas Y Medios De Lograr Su Reforma Por Un Nuevo Establecimiento” is published in I, pp. 195–222. I, p. 208. For a more in depth analysis of Simón Rodríguez’s theoretical and pedagogical inspiration, from a historical-institutional analysis from the Escuela Pública de Caracas and other documents prior to this, see J.

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