No abstract

El objetivode este trabajo consiste en analizar el vínculoentre educación ydesarrollo partiendo de una visión crítica del enfoque antropológico bajo el cual se ha venido orientando la educación en Latinoamérica. Como alternativa al actual modo de enfocar dicha relación, se propone una visión humanista de la educación que reconoce como premisa fundamental la índole espiritual del ser humano, la comprensión de la libertad como liberación de sí mismo y la capacidad de la persona para abordar su propia vida y ayudar a orientar la de los demás según un modo de pensar y de vivir profundamente humano gracias al cultivo de las virtudes intelectuales yéticas. El humanismocívico sirve como trasfondo filosófico-político de esta propuesta humanista de educación.

No abstract

Cognitive health is necessary for human development. However, the hyperconsumption of biotechnologies (smartphones, internet, video games, social networks, virtual reality) can cause damage to cognitive health and, therefore, to human health and development. Consequently, such research focuses on limiting the consumption of specific technologies in minors in order to protect their health. This research is divided in five parts: the contextualization on the colonization of biotechnological consumption; a diagnosis of neuronal violence and consequences for human development; a review of the cognition sequelae due to the abuse of biotechnologies, based on selected medical research; an exposition on the necessary relationships between the moral order and the legal one, from philosophical realism and natural law approaches; proposal of minimum fundamental rules, based, in turn, on a biojuridical specification of principles to protect cognitive health, which serve as preliminary support to elaborate a future Universal Declaration for the Protection of Cognitive Health, as an essential biological basis for human development.

No abstract