Max Stirner and G. W. F. Hegel on the “Struggle for Recognition” in education

Tony Burns

doi:10.51896/easc.v2i2.712

Autores/as

Tony Burns Centre for the Study of Social and Global Justice (CSSGJ) https://orcid.org/0000-0003-2259-499X

DOI:

https://doi.org/10.51896/easc.v2i2.712

Palabras clave:

Anarquismo, autoridad, historia de la educación, Hegel, esclavitud, Stirner, filosofía de la educación, política educacional

Resumen

En este artículo comparo y contrasto lo que Max Stirner tiene que decir sobre la filosofía y la política de la educación en dos de sus obras, un texto no tan conocido titulado El falso principio de nuestra educación (1842), y el mucho más conocido El único y su propiedad, que se publicó tres años después. En ambas obras, Stirner aborda críticamente la filosofía de G. W. F. Hegel. Sin embargo, la relación de Stirner con Hegel es ambivalente. Aunque en varios aspectos su pensamiento es reconociblemente hegeliano, sin embargo, rechaza tanto a Hegel como lo acepta. Esto es especialmente cierto en lo que respecta a las opiniones de Stirner sobre la educación. Dos aspectos del pensamiento de Hegel son relevantes para comprender la teoría de la educación de Stirner. El primero es lo que Hegel tiene que decir sobre el dominio y la esclavitud y la "lucha por el reconocimiento" en su Fenomenología del espíritu (1807). La segunda es la teoría de la educación que Hegel expone en su Filosofía del espíritu, o en el tercer volumen de su Enciclopedia de las ciencias filosóficas (1817), y que repite cuatro años después en su Filosofía del derecho (1821). Hegel no relaciona por sí mismo estas dos cosas. Son pensadores posteriores, incluido Max Stirner, quienes lo han hecho. Mi argumento es que, aunque las opiniones expresadas en ambas obras de Stirner se inspiraron en una lectura particular de Hegel, sin embargo, en El falso principio de nuestra educación, la lectura en cuestión es muy diferente y superior a la de El único y su propiedad, porque no es nihilista. La teoría de la educación que se expone en El falso principio de nuestra educación es un relativo término medio significativo entre la filosofía de Hegel, y los enfoques mucho más críticos de la pedagogía, que surgieron en el siglo XX, especialmente en los escritos de Paolo Freire e Ivan Illich.

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