El proceso pedagógico de la imitación (μίμησις) en Ignacio de Antioquía
This present study analyses «imitation» (mímêsis) as a method of learning in the Early Church. Taking as a pattern of study A. Bandura’s psychology of learning, this paper researches the predominant types of family and the educational model which is behind «imitation» in Greek-Roman antiquity. It go...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | Spanish |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
[publisher not identified]
2005
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| In: |
Estudios eclesiásticos
Year: 2005, Volume: 80, Issue: 312, Pages: 3-50 |
| Further subjects: | B
Educación
B imitación B Familia B Cristianismo Primitivo B Ignacio de Antioquía B padres de la Iglesia |
| Online Access: |
Volltext (lizenzpflichtig) |
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| 520 | |a This present study analyses «imitation» (mímêsis) as a method of learning in the Early Church. Taking as a pattern of study A. Bandura’s psychology of learning, this paper researches the predominant types of family and the educational model which is behind «imitation» in Greek-Roman antiquity. It goes through classical Greek, Jewish and New Testament texts where «imitation» appears. Finally, it focuses on the writings of Ignatius of Antioch. Within the final conclusions, some relationships are proposed between domestic and political domains. | ||
| 520 | |a Se analiza en este artículo la «imitación» (mímêsis) como mecanismo de aprendizaje en el cristianismo primitivo a partir de los textos de Ignacio de Antioquía. Está dividido en cuatro fases: 1) modelo educativo (psicología del aprendizaje de A. Bandura, educación en la Antigüedad greco-romana y tipos de familiapersonalidad predominantes). 2) Textos literarios sobre la «imitación» (Grecia clásica, mundo judío y NT). 3) Estudio de la mímêsis en Ignacio de Antioquía. 4) conclusiones. Partiendo del ámbito doméstico se contemplan sus relaciones con el espacio político. | ||
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