International Journal of Education, Culture and Society

2023; 8(3): 149-155

Education as a Way of Promoting Human Dignity

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Received: January 29, 2023; Accepted: March 1, 2023; Published: June 9, 2023

Abstract: Education as a way of promoting human dignity – is the theme that embodies this reflection and points to the need
to adopt a more open education, combined with the union of synergies for a broad educational alliance aimed at training
mature people, capable of overcoming fragmentations and oppositions and reconstruct the fabric of intersubjective
relationships. The metamorphoses of the present time are responsible for the throwaway culture, which even relegates to
history what is essential in man, that is, his dignity. This article aims to reflect on the promotion of human dignity through
education, since the first and last purpose of education is to guarantee that dignity is materialized in the community and carried
out in institutions. Dignity is a philosophical value, founding the subjectivity that gives meaning to the diversity of people who
inevitably tend towards the universal values of democracy and social justice. Human dignity recognizes the eminent position of
the human being in relation to other species, as a being endowed with reason and feelings; it is an attribute that does not
depend on personal or social merit, as it is inherent to life and, therefore, is a pre-state right. Through education, it is
understood that it is possible to prepare an adult society, a humanized society capable of placing the human person at the center
of attention. The desired education and training must be read in the sense of a polycentric training system represented by a
formal training system, a non-formal training system and an informal training system. Ultimately, education as a way of
promoting human dignity, must educate not only in content and skills, but in values such as peace, equity, respect, democracy,
solidarity, dialogue, sustainability. To guarantee this elaboration, the method of bibliographic review was used, as well as the
phenomenological one in order to confront the existential situation of man.
Keywords: Metamorphoses, Education, Interaction, Value, Dignity

this problem.
1. Introduction Rocha [15] advocates that respect for oneself, for others
Symptomatically, the world is experiencing an epochal and for the common good is a way of promoting human
change, that is, a cultural and anthropological metamorphosis dignity and good coexistence with all people, because it
which generates new languages and discards, without eliminates all prejudices, all forms of discrimination and in
discernment, the paradigms that history has produced. this way promotes peace.
Hodiernly society is experiencing a deficit in human In the field of human dignity, however, what we have seen,
relations characterized by a lack of respect for others. To face is that we seem to have forgotten though and imaginative
this reality, it is necessary to operate transformations in abilities that allow humans to have humanly rich
individuals; and these transformations can only be made relationships instead of mere utilitarian ties [17].
brought education. The deprivation of human dignity that is Man finds himself exposed to situations of various kinds
experienced today leads to violence, marginalization, and which endanger his life and dignity. Think of the spread of
lack of healthy coexistence among humans. The difficulty of armed conflicts around the world, environmental
building a unified vision of oneself is strongly emphasized by catastrophes, climate change, endemic diseases, systematic
psychologists and educators, who find, in particular, in the violations of human rights, in short, these scenarios require a
new generations a growing presence of suffering linked to paradigm shift that is only possible through education, which
 International Journal of Education, Culture and Society 2023; 8(3): 149-155 150

is the instrument capable of implanting a culture aimed at importance, does not allow the transcendence and does not
safeguarding human dignity. make the subject a person [22]. Since for Ortiz, García,
If one don't educate to see the person him/herself and the Ramos [13], to educate is not to fill the head of students with
other, imagining the capacity of thought and emotion of each multiple contents. True education leads us to commitment, to
one, society is condemned to enter into crisis, since it is personal transformation and transformation of the contexts
based on respect and attention to the other; and these feelings where we live 1 . The school today, the new educational
are based on the capacity to see the other as a human being principles and current methodologies place the focus on the
and not as an object. Through education, it is understood that other, on the community, on nature; allowing the construction
it is possible to prepare an adult society, a humanized society of knowledge and experiences from others, leaving behind
capable of placing the human person at the center of individualism, competition and exclusion.
attention. This process presupposes methodological paths Rodriguez [16] states that it is in Greece, in its city-states
capable of promoting reflection and problematization of known as polis, around the 5th century BC, where we found
reality [9]. the first records of educational theories linked to sets of
This study is of great interest and actuality because of its values of religious nature that were taken as the basis of
focus on the onto-anthropological question (human dignity), educational processes transmitted to the generations.
which must be protected throughout the life of the human With a polysemic mining, education presents several
person. Thus, this study seeks to answer the question of the concepts and definitions. Thus, there are understandings
centrality of education in the debate on the subject of human which point out that education is responsible for spreading
dignity, through awareness of the value of the human person, the legacy of past generations to new generations. This
which today is reduced to a mere object. approach attributes to education the role of ensuring the
The subject in question–“Education as a way of promoting continuity of situations and processes [16].
human dignity” - beyond the introduction and conclusion, is Rodriguez [17] considers that education is not the simple
developed in four points: 1) Education, 2) Dignity, 3) Spaces transmission of the ancestors’ heritage to new generations,
for Educational Interaction, 4) Contribution of Education for but a process by which it also becomes possible the gestation
Human Dignity. of the new and the break with the old.
For Saviani [18], education is a phenomenon proper of
2. Education human beings, creative source of means that remove barriers
to existence, either by directing the process of extracting and
Education or the formation of the person is a process processing natural resources or even by the transformation of
through which man is formed and led to perfection, and it is a nature (and human nature itself), adapting it to more
fact that has never ceased to exist. It is a fundamental comfortable conditions, not only for survival, but also for
requirement of man who is born with certain capacities to supplementary interests of man. This representation includes
act, but without the ability to put them into practice [12]. He the aspect of knowledge of the properties of the real world
must learn from others how to exercise his capacities, that is, (science), valuation (ethics) and symbolization (art).
how to feed himself, how to walk, how to speak, how to read, There are conceptions that qualify education as primarily
how to write, how to work [12]. Through the educational responsible for the economic, financial and material growth
work, man specializes and, consequently, individualizes and of a society, from certain purposes delegated to it. In this
shapes his own Self. formulation, education is seen as an appropriate instrument
Education is essential to avoid the disintegration of the for the preparation of people, enabling them to meet the
identity of a person who, in order to grow and mature, needs demands of an economic and social development model
to rely on a community of people, various subjects and focus preferably on material progress in its various
institutions to refer to. configurations. Because, according to Zenni & Felix [22], to
In the common experience lived in community, there must educate is to awaken the human being to all his capacities
be models and points of reference to erase the discrimination and to enable the transformation of a hypothesis into a
which contaminate relationships and introduce relationships concrete case, a phenomenon that would correspond to the
based on trust and fraternity, on a journey of maturity that transfusion of human to person.
must respect at least three objectives: 1) to place the person In the Socratic period it is observed a qualitative leap in
to be formed at the center, according to a healthy the increment of education, when methods and systems that
anthropological vision; 2) to invest with professional quality, advocated the transformation of human beings through
implementing long-term plans; 3) to form persons disposed education are developed [22].
to place themselves at the service of the community. In this To reaffirm the educational commitment to the
way it will be possible to compose a new humanism aimed at “rehabilitation” of man - a project in dignity - it is of vital
the renewal of the whole society [21]. importance to launch into phenomenological and
To suppose that this formation consists of basic,
1
fundamental or medium learning, as the norms and directives This understanding refers to the shaping character that the educational process
of education adduce, is to incur in manifest error, because exerts on individuals, concerning the purposes that society chooses as ideals to
pursue the most adequate conditions to foster social progress, cf. Libâneo, 1985
such proposal, although paradigmatic and of capital
apud Rodriguez, 2021.
151 Isabel Hoguane and Anselmo Orlando Pinto: Education as a Way of Promoting Human Dignity

metaphysical theories that seek to present it in the all lead to the isolation and marginalization of many groups
consideration of specific differences [22]. and individuals, both in developed and developing countries.
Through education, the cognitive capacity of human being The social crisis in today's world combines with a moral
expresses the metaphysical entity, and this allows him to crisis, and is accompanied by the development of violence
glimpse ends and build his dignity; such phenomenon starts and crime. The breakdown of neighbourhood ties is
to exhaust crime, to stanch violence, to channel energy to the manifested in the dramatic increase in inter-ethnic conflicts,
good and the ethical, to make coexistence a fair and humane which seems to be one of the characteristic features of the
union, giving meaning to the democratic principles of late twentieth century [19].
building a just, fraternal and solidary society [22]. Education Education can be a factor of cohesion if it takes into
in Kant’s view takes on a special significance, since it is on account the diversity of individuals and human groups, and
the basis of education that man can emerge from his minority, avoids becoming a factor of social exclusion2. Respect for the
so that he can think beyond what his selfish interest merely diversity and specificity of individuals is a fundamental
dictate. In this way, in his pedagogical lucubrations, he principle that should lead to the proscription of any form of
states: standardized education [19].
“Man cannot truly become a man except through According to Eras [4], in many countries, as soon as one
education. Kant indicates in education a primary need of becomes aware of public facts, one encounters constant
man: he becomes what education makes him. It is a path violations of people's dignity through the violation of human
that continues from generation to generation until the rights. It is a fact that, in the political and civil field, equality
ideal fulfillment of the full realization of humanity. is legitimized. However, in the field of lived experience, this
Education provides this by developing human potential is not enough to achieve the right to identity, cultural
and adding new knowledge. The Königsberg philosopher plurality and values; one does not experience social inclusion
identifies in man’s nature an instinctive animality that must in its immense variety and fullness is not lived [4].
be disciplined from the outside in order to later submit to Klein [9] & Rocha [15], indicate that the concept of human
reason. Discipline has the negative function of subduing dignity was adopted at the end of the late eleventh century,
instincts, while education has the positive function of meaning honour. But it was from the 18th century, and
teaching how to think and achieve its goals [16]. especially after the Second World War, that the dignity of the
person comes to refer to a condition that is essentially proper
3. Dignity to the human person. Human dignity recognizes the eminent
position of the human being in relation to other species, as a
Dignity is a philosophical, foundational value of being endowed with reason and feelings; it is an attribute that
subjectivity that gives meaning to the diversity of persons does not depend on personal or social merit, since it is
who inevitably tend towards the universal values of inherent to life and, therefore, is a pre-state right.
democracy and social justice [6]. Dignity, therefore, Human dignity, as a principle of state organization, implies
characterizes the meaning of education in democracy, a the adoption of inclusive public policies capable of correcting
humanistic education that is linked to the sense of historical distortions that deepen inequalities and result in
universality. unjust and oppressive relationships. Among the sectors to
The category Dignity can be understood as quality of the which the State must devote itself is education, which stands
one who is worthy, superior, deserving of respect and out as an essential and necessary route for the development
consideration [5]. of human potentialities and as a condition for the realization
According to Hickenbick; Ramos & Rosa [6], the notion of of other rights, since education is both a right and a path to
human dignity has permeated numerous discussions the defense, promotion and vindication of economic, social
involving problems related to ethics and, especially, to and cultural rights [9].
human rights. The intrinsic value that is attributed to a being The desired education presupposes the organization of
just for being human has been considered an essential spaces in such a way as to make reflection possible, that is,
advance for the establishment of rights that place disputes the possibility of debating and understanding different
about cultural, religious, racial, gender, class, political rights, visions of the world and the recognition of the rights of
etc. civil rights, among others, on a higher level. However, others (with all its differences). In this sense, it is necessary
taking as established the prevalence of the notion of human to adopt appropriate languages and methodologies that
dignity over all forms of prejudice is still a serious social
2
problem because there are still cases of violence based on Social exclusion is both a phenomenon of the past and the present and, if not
discrimination and lack of real opportunities for those who resolved, will also belong to the future. It falls on millions of people who try to
survive, in the hardest conditions of life and work. Throughout history, forms of
continue to be discriminated because of their race, their
social exclusion have evolved, both in terms of their characteristics and their
creed, their sexuality, the social class to which they belong, conception. Currently, it has different forms in the various continents, and within
their little schooling [7]. these, there are also differences according to regions and countries, cf. Diop, A.
The prooting linked to migrations and the rural exodus, the Prologue. In Estivill, J. (Org.). Overview of the fight against social exclusion.
breaking-up of families, uncontrolled urbanization, the Concepts and strategies. Geneva, International Labour Office, Program Strategies
and Techniques against Social Exclusion and Poverty, 2003. ISBN 92-2-813652-
breakdown of traditional forms of neighbourhood solidarity,
9.
 International Journal of Education, Culture and Society 2023; 8(3): 149-155 152

favour the active and reflective participation of students in knowledge, a more tacit training that is transmitted through
the problematization of human rights [9]. To approach the other instances. However, school must continue to be the
theme of human rights brings several challenges, among place and time when the generations meet, the space where
them the need to stir the sensibility of the student, to go young people have the opportunity to stay for several years,
beyond simple contents and to provoke reflection and the the appropriate environment to be able to increase education
awakening the feeling of humanity [9]. quantitatively and its widespread possession qualitatively. All
these conditions are essential if young people are to find their
4. Spaces for Educational Interaction own identity in a constantly changing world.
The way learning must be structured today is part of an
Today it can be said that every space can be potentially education and training attentive to the human being; an
educational, because the processes of formation and growth education and training that must place the problem of
happen everywhere: on the street, in neighbourhoods, in peer complexity alongside that of meaning, that is, the question of
groups, in moments of play and leisure, through reading the meaning of being and action brought to the fore in a
newspapers, magazines, in discos, in the cinema, through process of hermeneutic-type. It is to be noted that:
radio, television, computer, social networks. Therefore, every each element of the human species is not worth for what
place can become an educational place in relation to the he has, but for what he is; that his first title of nobility
fragmentation of opportunities of learning and growth and does not derive from race, religion, wealth, sex, but from
the plurality of situations [11]. his simple being a man and that this title is so great that it
Space assumes enormous importance insofar as it is makes him worthy of the highest esteem at every moment
permeated with behaviours and imagination, generates of his existence: when he is healthy as when he is sick,
experiences and receives attributions of meaning that are when he is weak as when he is strong, when he is wise as
decisive for the development of the subject. when he is ignorant today he does not struggle to find a
For this reason, education and training must now be read unanimous personal and social consensus [11].
in the sense of a polycentric training system represented by: Therefore, whether one accepts the theological explanation
a) a formal training system, b) a non-formal training system, to the effect that man is an absolute value, or whether one
and c) an informal training system. accepts the philosophical explanation which also leads one to
a) The formal training system, according to a semantic- affirm that man is not merely matter, the new global culture
symbolic meaning diachronically shared by society, recognizes the value of man above all values [11].
represents the hierarchical education that goes from The need to reaffirm the subjectivity of the individual, the
nursery school to university. It is characterized by particularities that distinguish him from others, the right to be
educational times and spaces intentionally created and respected in his individual dignity regardless of his
structured according to an educational purpose. membership of a particular group, has led to a review of
b) The non-formal training system represents all those training processes [11].
courses alternative to the school system but Finally, an ethics appropriate to our time must combat that
intentionally oriented towards education or training. man can emancipate himself, come of age, reflects on
School of dance, cooking, sports, etc. himself, without being guided by reason, beyond good and
c) The informal training system concerns everything that evil [15].
is learned in life (media, newspaper, group of friends,
television) [11].
It is necessary, therefore, to establish a pact that 5. Contribution of Education to Human
encourages formal and informal educational processes, which Dignity
cannot ignore the fact that everything in the world is
intimately connected and that it is important to find, on the The purpose of education in the 21st century is to maintain
basis of a healthy anthropology3 other ways of understanding and enhance the dignity, capacity and well-being of the
the economy, politics, growth and progress. In a journey of human person in relation to others and to nature [20]. To this
integral ecology, the value of each human being must be end, one must educate not only in content and skills, but in
placed at the center, in relation to individual and the reality values such as peace, equity, respect, democracy, solidarity,
that surrounds them, proposing a lifestyle that rejects the dialogue, sustainability [13]. For, it is through education that
culture of the disposable [21]. the individual is integrated into society and becomes
As mentioned above [11], although the school is an organ man/human “saving him from the animal conditioning of the
that is intentionally specialized and geared towards the species, raising him to the higher plane of the spirit” [14].
formation of the younger generations, we can no longer Messias [10] considers that human formation is a perennial
ignore the fact that there is also a more widespread movement, in such a way that one should not think of
education only from its formal perspective, but also in a
diffuse way, that is, by the educational simplicity that
3
The three forms of education (formal, informal and non-formal) must contribute emanates from socially existing, without formalized training
to the construction of human dignity, despite recognizing that the three moments intentionality.
do not occur synchronously.
153 Isabel Hoguane and Anselmo Orlando Pinto: Education as a Way of Promoting Human Dignity

Education is so present in people's lives that it may seem formation of individuals with a new vision of the world
too obvious to be thought about, although the obviousness aimed at valuing the collective over individualism. Education
are part of the group of things that most need reflection, so must promote the spirit of fighting for life and honest work,
that they do not suffocate the real exercise of the subject's thus avoiding the spirit of easy life that leads to serious moral
autonomy [10]. deviations. Thus, the educational project must form thinking
When we speak of education, we refer directly to the and active subjects in the construction of a dignified life for
formation of the human being; to think about the foundations themselves and for others. It is important that young people
of education is to think about the human and his possibilities be taught that goods acquired or built through the
of being. What is at stake, in the educational process, is the exploitation of others are not something to be proud of and,
consideration of the degree of importance that is attributed to because it has not been acquired fairly, they belong to the
each human person who develops himself or herself in the other [15].
plots and dramas of education. In this sense, when we Respect for others creates bonds of friendship, brings those
educate the human being, we must ask the question about the who are different together, promotes social interaction and
type of humanity that one wants to promote through the generates peace, despite different ways of being, thinking,
model of educational process that is promoted, questioning acting and feeling4.
and revealing, as much as possible, its intentionalities. This is To education is attributed the function of promoting human
a fundamental question and, as such, all others depend on it development; as a social phenomenon, it integrates the ideal
[10]. that each society establishes for itself [16]. It is therefore
The indispensable principle for building a new humanism possible to deduce that education is present in any society
has to be educating to a new way of thinking, that reconciles throughout its history, however, its purposes and unfoldings
unity and diversity, equality and freedom, identity and in strategies, procedures, methodologies and techniques
otherness. differ. In this formulation, education is a complex process,
Education does not have an end in itself; for Aristotle materialized through the economic, political, sociocultural
writes in Book I of his Nicomachean Ethics, that there must conception of a dominant group in a society, being a field of
be some good that is desired for its own sake and not for impositions and resistance, associated with the historical
what it may offer. Note, however, that education, ultimately, circumstances in which it is established.
is not itself a good in itself. On the contrary, it is a good that Respect for human dignity cannot in any way disregard
leads us to another good, that is, it is a leading path, a means this principle: we must consider our fellow human beings,
to reach something that is not itself. Aristotle goes on to say without exception, as other selves, taking into account above
that the only good desired by itself is happiness [1]. all their lives and the means necessary to live them with
What kind of education is necessary for the construction of dignity [3]. The dignity of the human person implies two
human dignity? It is considered, therefore, that there are corollaries: the freedom and equality of each individual. The
political supports in each educational project and practice; it truly free man seeks and appreciates freedom and wants it
is always a project that ispolitical-pedagogical, which strongly because thanks to it, he can shape and direct his
establishes certain coherence with certain political values personal and social life by his own free initiative, directly
[10]. assuming responsibility for it - in this way man generates
For Cardoso et al [2], the human being is a reality in himself by becoming father of his own being.
development, and always develops as a human complex, that Everyone's commitment must be to educate young people
is, all of its dimensions are developed in the process of its to respect the dignity of the human person, through
formation. In this way, also education, whether in human, awareness of rights and duties, through the acquisition of
exact, applied social, biological, technological sciences..., to knowledge and the internalization of the values that are the
contribute fruitfully to human development, needs to develop basis of civil coexistence [8].
and be planned in an integral perspective; considering that Education contributes to human development; basic
each human being is a person with an individual structure education for everyone is, therefore, absolutely vital insofar
that develops throughout growth and in social interaction. as development aims at the fulfilment of the human being as
Hence, education must reach each and everyone, that is, each such, and not as a means of production, and it is clear that
learner in particular. this basic education must include all the knowledge required
Moreover, it should be the function of education (formal, to be able to have access to other levels of training [19].
non-formal and informal) to forme individuals capable of
fighting for the defense of human rights and human dignity
4
[9]. To this end, aspects of dignity and human rights could be It is very important and can bring good results the investment in an education
based on human values, which prioritizes virtues as constitutive elements of the
addressed in all forms of education, which would allow
organization of the pedagogical action. Around love, peace, correct action, non-
discussing concrete elements that derive from social violence and truth, activities and contents linked to concepts, procedures and
dynamics. For, according to Freitas & Demarchi [5], “the attitudes of different areas or disciplines are structured. In this sense, values
conditions of life and the requirements for a life with dignity become the support of the entire educational project, cf. Ostrowski, L.. Education
vary in each era and in each society”. in human values: Educating with the heart. Graduate Institute of Santa Catarina.
In https://docplayer.com.br/15751867-Educacao-em-valores-humanos-educar-
The debates on human dignity can, therefore, guarantee the
com-o-coracao.html.
 International Journal of Education, Culture and Society 2023; 8(3): 149-155 154

Moving on to the discovery of the other, necessarily, As training is an interpretative category whose task is not
through self-discovery education, whether be provided by the only to describe, explain and predict, but to understand and
family, the community or the school, must first of all help to interpret the sphere of the chosen object, as well as to
discover oneself. Only in this way can one put oneself in the consider events that are neither simple, nor evident, nor
place of others and understand their reactions. Developing empirical, but complex and systemic linked to the dialectic
this attitude of empathy is very useful for social behaviours relationship between subject-knowledge-reality, between
throughout life [19]. culture-consciousness-world, is characterized differently in
An articulated dialogue between the educational sphere of different historical times and intends to be thought in this
reference is indispensable, because the harmonious relational context [11].
development of the child implies a complementarity between In the West, therefore, education is training as acquisition
school education and family education5; therefore, the school of an inner form, and as such an open, self-regulating process
institution is not be confused with the community but, while of that form of acquisition. It is the model of paideia
preserving its specificity, it must avoid being detached from understood precisely as human formation that takes place
the social environment [11]; since the school has the function through cultural maturation, which corresponds an ethical
of educating, while discipline and moral formation must be and cognitive growth of the subject, who tends to coordinate
dealt with in the private and domestic sphere [11]. himself more and more according to a harmonious and
Education must imbue young people with attitudes of love, functional aesthetic model for himself and his own
solidarity, compassion, listening, forgiveness, social justice, development. This model presents itself with an underlying
equality, cooperation, peace, tolerance and fraternity [9]. It is unit that incorporates a free and aristocratic human subject
the family that must help to transform these attitudes into the capable of self-control and self-development. We are faced
daily practices, habits and behaviours of young people in with an ethical-anthropological model of education that
order to create a new way of being in society. Education highlights the aspects of completeness, balance, projection in
should form individuals with orderly habits and character. the domain's cultural objectivity as qualifiers of its becoming
Hence, this educational process must be done in a a person [11].
coordinated way between the school and the family [14].
Educating for purposes does not mean moulding according 6. Conclusion
to a purely pre-established model, but rather initiating a
radical availability which is continuous adaptation and The project of education in the 21st century is to maintain
readaptation, creative, personal invention, free in reference to and increase the dignity, capacity and well-being of the
the essential traits of being human, individually and socially human person in relation to others and to nature. This
[11]. thought subscribes to the central premise of this paper which
It is important to start from the fact that education always holds that education is a determinant path for the promotion
happens hic et nunc: it is the placement of space-time that of human dignity.
sizes up education and makes man an educator who is always Through this study, we tried to demonstrate the connection
in a situation. This does not mean his being, but he wants to between education and human dignity. Education is,
clarify that his trip is not made according to an ideal itinerary, therefore, essential to avoid the disintegration of the identity
a model to which everyone always adapts [11]. of the person who, in order to grow and mature, needs to rely
Education takes place in the order of being, which means on a community of people, various subjects and institutions
to say in the order of values, because values constitute so to refer to. The indispensable principle for building a new
many other implementations of being. Educating in the order humanism must be that of educating to a new way of
of being means sensitization to the human, that is, to that thinking, which reconciles unity and diversity, equality and
inner experience, to that way of knowing so attentive to the freedom, identity and otherness.
person [11]. Educating in the order of being means that In the common experience lived in community, there must
education goes hand in hand with truth, moral good, justice, be models and points of reference to erase the discrimination
beauty, peace, the human person, always considered as an that contaminate relationships and introduce relationships
end and never as a means. based on trust, in a path of maturation that must respect at
Whoever places himself in a personalist perspective least three aspects: 1) place the person to be formed in the
immediately link education to the conception of man as a center, according to a healthy anthropological vision; 2)
person and give credit to the human potential that the person invest with professional quality, implementing long-term
contains within himself, and which is the potential for plans; 3) train people willing to put themselves at the service
motivations, needs, perceptiveness, motor skills, instructions, of the community.
imagination, affectivity, sociability and which develops Education, whether in human, exact, applied social,
throughout life [11]. biological, technological sciences..., to contribute fruitfully to
human development, needs to develop and be planned in an
5
The family, which is the first and indispensable subject of education, is the integral perspective.
fundamental cell of society and, as such, must be able to fulfill its mission as a Everyone's commitment must be to educate young people
generating and constitutive source of personal relationships, to which all other
to respect the dignity of the human person, through
subjects must contribute, cf. Vademecum.
155 Isabel Hoguane and Anselmo Orlando Pinto: Education as a Way of Promoting Human Dignity

awareness of rights and duties, with the acquisition of Pensamiento Actual - Vol 17 - No. 28, University of Costa
knowledge and internalization of the values that are the basis Rica - Headquarters of the West. Printed ISSN: 1409-0112 /
Electronic ISSN: 2215-3586.
of civil coexistence.
Education takes place in the order of being, which means [7] Human Rights Watch (2023). World Report. In
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