EDITORIAL
Abstract
Formar a los docentes es una tarea de la modernidad. El mundo antiguo se preocupó por formar pensadores, intelectuales, sacerdotes y nobles; no especialmente docentes. Los maestros, que no necesariamente docentes a la moderna, surgían de la práctica gremial cuando los sujetos se distinguían por lo que ahora llamamos “calidad” de sus resultados. Las universidades medievales se preocuparon por el proceso de “búsqueda de la verdad” y el pensamiento formal necesario para tan difícil labor. Los catedráticos universitarios lo eran por su capacidad de explicar problemas y resolver las dudas, no por su capacidad de enseñar según hoy lo significamos. De algún modo se privilegiaba la sabiduría.
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