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Mexican educational possibilities of such transformer

are deployed indigenous mother tongues, and their importance in the class struggle of the revolutionary subject in Mexico, being a category to be built in the political-pedagogical praxis for this century to ensure the SPACE and FREEDOM EXPRESSION SOCIETY of being in and of itself, to become human for himself in unity with the international proletariat, national and local hegemonic bloc in the global movement against imperialism and the financial oligarchy that time, de-legitimizing bourgeois culture; to ensure that private property becomes social property, in a sustained struggle to historical reasons and principles of freedom (ethics) against the functionality that enlists the historical subject and educational institutions in the laminating of the privatization process. It is thus necessary

the formation of a Labor Party, to educate the abuse of political power that has had the ruling class through the state slave, the feudal state, the capitalist state and even the socialist state as a transition to communism possible and realistic humanized the class struggle in Mexico today, taking into account the historical experiences suffered in this regard, what will be built with virtuous examples of this struggle in society, is that fighting for its historicity, historical and placing the subject's own specific political totality, ie as an indivisible synthesis of economic production and cultural policy from the source language to face the main enemy, namely the financial oligarchy, as the most finished of the bourgeoisie capitalist, in a context of Critical Pedagogy in any educational area, the challenge for the teacher-student class-conscious proletarian.

The process of abuse of power, has forced the working class exploited to serve the master and slave, the landlord, king or chief as a servant, laborer or day laborer, and as the empresariato proletarian bourgeois today, having been stripped direct work in this historic deployment of all instruments of arbitrary and unfair, in order to produce politically with independence, freedom and autonomy in community recreational and creative education in this sense, socialization is necessary so everything equal place in society, but is focused on private property, it insists, as an inhumane and evil act that must be addressed by Critical Pedagogy.

The financial oligarchy today embodies all the logic of historical exploitation in the concentration and accumulation of large natural and forced labor, the transformation is evident in Capital through the retention of goodwill, unpaid worker and profit is reinvested as extraordinary in the process of exchange and movement of goods, hence the mass educational process, is as necessary to achieve IDENTITY OF THE WORKING CLASS, reaffirming as the proletariat in its multicultural mosaic of diverse possibilities of expression, in the supreme sense of human dignity, which is the unity of working people, to strengthen processes of empowerment in this century, that hegemonizes the imperialist bloc, is vital to confront this thousand-headed monster, with an interdisciplinary education, intercultural, interethnic and gender-like poses Dieterich. Understood in this century

itself as an organic whole in his dialect specific and historical material from the rationality exhibited in this section to express the complexity involved in the class struggle in society, as such all concrete historical-political; so it is vital not in speech and behavior remain isolated and cut off, which has imposed bourgeois culture in the unequal society in Mexico, in this scenario of class struggle, which is both synthesis and differential realization, but is also able to join in the deployment of its historical emancipation, when the working class is politically educated to do so, based on proven human virtues in the act of social historicity; assessing who is affected and how it affects the integrity of the historical subject education in the processes of inclusion and exclusion of the Mexican people, which merits a political pedagogical analysis in a systematic and scientifically rigorous.

Based on the rationale presented, Dr. Francisco Covarrubias Villa notes, "The concrete is not constitutive but condensation INCIDENTAL aggregate total, and this is why, although concrete is apparential joint differential component is not identifying possible ontic content material to articulate an object by multi disciplinary spread Condensatori total. The structural functionalism and systems theory believe the problem using for the differential constitutive structure of the concrete the notion of relatedness and functionality. What I do not think of these concepts is precisely what is most important: the character Condensatori of the many in each functional fragment or articulated " [1] , which contains the insoluble contradiction between capital and labor, which will now be explained in the dialectic of the identity of power in the class struggle according to the laws of capital are exposed to potential to transform education based on awareness of proven virtue by example.

Notes:
[1] Vid. Villa Covarrubias, Francisco. The theorization of social historical processes (volition, ontology and scientific cognition ... Op cit. P. 290.

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EDUCATIONAL OPPORTUNITIES OF EXAMPLE

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between Critical Consciousness and What

note that these words from small babbling conscious-unconscious, have not flourished as illustrated widespread form of communication [1] , but on the contrary, it avoids being widespread among the majority still unconscious, through the long educational process of capacity-developed and mutilated human disabilities, through the work of different generations can be differentiated from each other, according to the degree of social awareness, active participation and a sense of search and satisfaction, which has with art in the unequal struggle of the existence of being and becoming a true human being, in that talk and listen in their otherness, almost poetic as a revolutionary act of guilt or emancipation, which provides the foundation of respect, dignity and shared understanding between mental and manual, which is vital in the artistic act. That

artistic moment is the achievement of Pedagogy as critical scientific disciplinary knowledge, in charge of care in teaching by example aprehendizaje more virtuous education through research, because of what is human relationships in these survival , is being appropriated the work of another, nor despise, to feel inferior, because doing so destroys the other, unable to recognize in the other I, as a lack of meaning, and so will permanently neutering the other as if it were his executioner, in his own death in life of both the victim and the victimizer, the degree of alienation that is madness, objectification and fetishization; while emasculating the subject be educational in that mirror insensitive to stay in condition not only of solitude, but of indifference, of barbarism and cowardice, which can become torture or folly of a life in vain and superfluous, and were formed the basic senses of becoming human in form, content and meaning that being qualified, in the relations of power and abuse of power, namely the main values \u200b\u200bof humanity: prudence, fortitude, temperate search and sign up as a human being just yet unfinished in order to overcome possible political survival in the intuitive, conscious knowledge based on experience acute and virtuous, that is a universal and particular historical subject cult to defend its vital human rights as an effort of his generation does not tolerate injustice.

Just to clarify the implicit relationship between the feeling artistic and educational event in the constitution aware of the historical subject, in that intersection, you must exalt the search context of the subject, according to their needs radical life, assuming complete with kindness, beauty and truth community, being the universal premise educational event processing specific times and spaces, holding a very simple way, which is the good of the majority since the formation of a historical subject that feels and suffers social inequality, while the effort has memory of that authentic participation of the majority in decision-making and responsibilities, although still not have enough strength to go diluting increasingly since the early communities in problem solving social this time, due to the processes of ideological deception [2] and manipulative, so cover up with an apparent sense of democracy, unilateral decisions on behalf of all, using concepts of technocrats officials, classic in the reproduction of capital, it is clear the pressing need to fight for recognition constitutes between master and slave, understanding the be recognized, as can be appreciated, that is the human being and made gradually, with two weapons in the nuances latent multicultural, multicultural and cross-cultural, gender and ethnic groups, in conclusion on the greatness of obeying, "say the indigenous Chiapas.

These two weapons are mentioned, art and conscious educational effort, because these weapons can serve to combat the primitive sense of possession totalitarian hegemonic capitalism, looking for socialization, but actually hides a great violence [3] , remain clear, which will be developed and run out the subjective and objective material conditions for human change entirely artistic, educational and conscious, that is crucial in the international context, based on the ethical example of socializing anything produced through creativity, critical thinking, imagination, mystery, effort, sweat and shared tiredness, which requires a proven method in educational broad processes of social emancipation, without any insurance model to be generalized, as history has shown.

is therefore essential to the subject through the sensibility of art, awakening common sense, the philosophical, political and conscious in the education of working people, being the highest integral condition and worthy of human beings: free, creative, critical content and community, is recognized by the joint effort.

This guy is in a constant search, is a cultural construction of the educational process and it is also transforming itself through his work, what happens in the various modes of production life, given by the creative, has been the fusion of art and historical consciousness, always applied to processes of self-defense survival or coexistence entails intuitive imaginative and sensitive measure of what remains to be done, becoming subject transformer history of the libertarian Large majorities quality and warmth, as if they were marred the needs of the majority, mass, and has been popularized by the media privatized, which is absent in the thinking once and for all, but that happens in the context of living material and concrete acts of social struggle, then focus the meaning between the criticism and denunciation that announces a new future, or draft life and death.

But what becomes the subject of the educational process in such relations of power? Transforms nature into culture, art in various languages \u200b\u200band in languages \u200b\u200bof science and technology and humanism in learning, since this scenario needs and interests in the service of freedom, not corporate slogan, but as something concrete and real human being, rejecting the excesses and debauchery degrading to apprehend his people be reflected by its ability to govern political and philosophical.

When you feel the same need that is their true story of work, your heart indigenous, mestizo and proletarian so that they understand the great political power they have, but that does not recognize the subject of education, because he has shown a fictional world and oblivious to their class interests, that is the educational process of abuse, which has to be emancipated, streaky recreational in nature and free of consciences made 'mass' by the hegemony of dominant power, to recognize or not recognize-is able to govern in fairness, as we know through history that is possible because there are many attempts generational to his credit to be able to carry in his heart, justice, self-government with political skills on the philosophical question concerning the word being and become a politician emancipatory, or organic intellectual committed to working-class say A. Gramsci, "that is able to condense the necessities of life for a large majority.

Because a critical pedagogical approach, being human condition throughout history, try with higher values \u200b\u200bmake the subject conscious and free will so that it can carry explicitly critical of transforming relations unfair between private ownership of means of production, made good, which is nothing but human labor accumulated by the capitalist exploitation in the hands of a minority monopoly empowered by this bad habit historical which requires all state policy, to generalize his decadent lifestyle, without taking into account the steps the man has had to try to achieve this process of emancipation conscious and happy, that makes him worthy of appreciation as working class.

Since the cultural identity of the proletarian class, is the synthesis or condensation of the entire operation process before, where there is joy and sadness, because it is the current state humanized conscious behavior mediated by the art and education about what causes pain and pleasure, and is expressed in melancholy. Since the nature is different in its essence and the attribute of every being, to go becoming a sensitive humanity erased its borders at the same time advancing their structural contexts of political economy and sociocultural superstructure on the behavior so inseparable, this relationship humanized, can happen with the appearance of two arms struggle, art and education at the service of working people, humanizing in their relations of political power, validated in the social struggle in defense of their human rights more authentic.

Thus the historical subject in itself, what it eats, what he thinks, what he suffers, what it lacks and what dies and lives in the context of today's "Roman circus world between master and slave" know how to distinguish the cultural nuances and political economy that stains the specific context, through the cultural screen, its historicity, memory made immortal by the importance of global action in every latitude, from the presence and ingenuity of the child made man, both Animal Generic exploitation of the capitalist market, as the spearhead of civilization in the hegemony of private capital.

This relationship of production and articulation rather than education, is supported necessarily the art itself, which has been deployed from the tribal property, communal property, feudal property and now materialized in the backlog, which increases by exploited child labor, because each child worker, only a combined commodity, an investment and a wage scale for monopolistic moguls, and the human body has become alienated and reified fetish in the commercial logic for be used and disposed of in "Automatic" in the garbage of drug trafficking and prostitution in the world, that figure of private property that has its being and their work in low-intensity war, only to arms sales by "decree international treaties of the capital "hiding his true form and content of education, environmental degradation, loss of energy resources alteration of GM food, or decomposition of the cultural fabric of Mexican national territory in particular, since it is increasingly blur the geopolitical border colonized by capital in the subjugation of the working class, not only in poor countries colonized but also in rich countries settlers. This territory

world and specifically in Mexico, the abuse of military power, economic-financial, cultural, parliamentary and state-hierarchical and violent government, determine what the drug cartels today, suffering the lawlessness of this space and decadent time of crisis, more and more like with the history of Colombia or the war in Afghanistan, this new situation of socio-cultural fabric is a public denunciation of specialists in media, which in many cases has cost the lives of journalists disseminate and socialize the implications of these market relations, and therefore, are not yet popular in conscious values \u200b\u200bsubversive artistic sublimation, in this decadent era of imperialist finance capital, however, is about to awaken the consciousness of present and future generations, due to lack and it is this spirit of humane consciousness, which knows to act in a sensitive and transformative, as a major international force in This no doubt.

Since human reality can only be social, that is educational, so it is necessary that the wish of each of the historical subjects, calculated on different time scales, lead or may lead the wishes of others, on a bridge effective learning, because it is painful and heartbreaking survival scenario and the scenario to make sense of acts of experience, to share their dreams with the other self, from that secure attachment and insecure at the same time, because there are no certainties, but only attempts to humanize the educational process and for a possible historical emancipation of social control in education.

But what about the relationship that makes sense only to the Question of Being: Who affection with my actions from the boundary discussed and agreed with the few words that have to communicate?, unlike the limit has been imposed by the abuse of power institutional political or parliamentary law on the false suffered lawlessness, there is the mosaic art education aware connected to the process of being and becoming human. Since

, an animal desire to be 'natural', living only in the sense of his life and death, not directed at a real object 'positive', but another desire (in a string of desires [4 ] ), because you do not want the other's body, to possess and assimilate, but to recognize, not your desire, but on the other's desire, and collecting at least that human history is the history of unwanted desires, and perhaps understand that fair trade movement is the essence of the proletariat, or the essence of the liberation movement of the yoke of capital, thus eats man wishes to preserve his life, which is attached to your sensitive or grotesque historical memory, naive or acute, in short, subjected the subject of education for freedom and sentenced to death, both moments are scary, because if you know how to die, you also know how to live, ie it is not to be kneeling but standing.

We believe that this is pedagogical task even implied criticism needs to be done explicitly, and this accelerated in the emancipatory process, gestated and developed historically as a vital need of humanity today, in the fierce class struggle and divine caste, to achieve the socialization of what occurred to regain their majorities do with being and happiness, equality, welfare and tranquility, which is why it continues to be more primitive humanizing or more comprehensive capabilities developed through formal education, informal and non-formal, understood as a whole indivisible integrity of the interdisciplinary ethnic, gender and multicultural for human emancipation, based on a global proletarian education, but today only on the condition of monopolistic exploitation, street children and the adults forced to work as slaves for their masters, begin to understand and ask the hard way what the limit such ungrateful injustice, until the revolutionary consciousness with transforming spirit, popularize the reasons for their emancipation in public and do not run as a private matter for the moguls who manipulate the great majority, in favor of capitalist profit.

political criticism and philosophical teaching, indicates differences of meaning and taking off the life of the majority, for that reason has the most knowledgeable, will also have more responsibility, and therefore, in the educational process thanks to their predecessors by their criticism, the way that has worked in broad historical processes of emancipation, ie the recognition of being one and the same all partners in this effort, work and action libertarian-Arendt poses.

Complaint Instead, it puts the ultimate limit determined based on the history and practice, evidence of injustice, and without rebuttal, that must be overcome for the emancipation of the majority, which is a conscious and virtuous in the social struggle and historical reason for most cultivated and found as lack and need at a time, from that generation its own instruments and strategies of struggle to survive with dignity as real human beings with an awareness activist. In this respect Lenin

[5] expressed from the philosophical and political conception of scientific socialism, "Classes are large groups of men differ from one another: 1) the place they occupy in a system of social production determinado.2 historically) by the relationships found with regard to the means of production (relations, in large part, are established and fixed by law) <…> ... 3) in self-recognition of class identity of the movement, organization and social control in shaping the historical subject, ie according to the degree of social and historical consciousness assumed in the educational process of the class struggle ... <…que los unifica como proletariado…> <…> 4) for his role in the social organization of work, and accordingly. 5) by the manner and extent to which obtained the social wealth that disponen.Las classes are groups of people, one of which can appropriate the labor of another by virtue of the different places that either occupy a structure certain social economy. " In the sense between art and technical, historical consciousness as a whole and emancipatory education as a process of humanizing values. In this paper, we tried to focus, some methodological features for a political re-education that falls in this century, through proletarian revolutionary Unit [6] .

[1] For illustration means "the philosophical direction defined by the commitment to extend the criticism and guidance of reason to all areas of human experience. Kant wrote: 'The Enlightenment is the liberation of man from his guilty disability. The failure means the inability to use his intelligence without the guidance of another. This inability is guilty because its cause is not is the lack of intelligence but of determination and courage to serve it by itself ... Have the courage to use your own reason: this is the motto of the Enlightenment '(Was ist Aufklärung?, In op. Cit, Cassirer, IV, P. 169; trad. Eng.: Philosophy of the Enlightenment, Mexico, 1943. FCE, Pp 185-186. (regard) (... Cassirer cites three different and related aspects including the Enlightenment ...) 1) the extent of criticism of any belief or knowledge, without exception, 2 ) conducting an awareness that to be open to criticism, including instruments and organize for self-correction, 3) effective use in all fields the knowledge gained in this way, with the aim of improving individual lives and associate men. These three aspects, or rather the core tasks are, overall, one of relapsing forms of understanding and practice of philosophy and, especially, which has already found expression in the classical age of ancient Greece. (...) For modern Enlightenment is commonly understood the period from the last decades of the seventeenth century to the last decades of the eighteenth century, and this period is often referred to simply as Enlightenment, Enlightenment or Enlightenment ". Abbagnano, Nicola. Dictionary of Philosophy. Editorial Ariel, Barcelona 1994. Pp 648-649.

[2] Ideology is a lucid and external relation of utility or pure guile. When the 'rising class' bourgeois developed in the course of the eighteenth century, a humanist ideology of equality, freedom and reason, brings its own demands the form of universality, as if he wanted, so, enroll in their ranks, preparing them for this purpose, the same men who will not release it to exploit them. Vid. Althusser, Louis et al. Controversy over Marxism and humanism. Ed Siglo XXI, Mexico 1974. P. 22.
[3] violence of an extremely complex network of biochemical factors, social and psychological which, in combination, can lead to a person, group or time violent and aggressive, capable of committing a murder because he gets stuck on one idea and continually returns to it, Freud called fixing or symptom. Journal of popularizing science, UNAM, What do you think? Mexico 2000. No. 17, Year 2. P. 10.
[4] raises Masotta, Oscar, in his book Lessons from introduction to psychoanalysis. Ed Gedisa, Mexico 1991.
[5] Vid. Lenin. A great initiative, Marx, Engels, Marxism. Ed Progress, Moscow. P. 479.
[6] "Communism as the positive transcendence of private property in human self-alienation and, as the appropriation of human nature and man, so as total return, aware and accomplished within the entire wealth of previous development of man for himself as a social man, ie human. " Vid. Dr. Sánchez Vázquez, Adolfo. Of scientific socialism utopian socialism. Ed was, Mexico 1975, reissued book. P. 42.

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Report Member of PRI came out in 1988 to seek the presidency?

I've been asked this question to my students of course, Analysis of the Contemporary World. not know the answer. Born in 1990 or later, I realized then that they have no historical memory. They have Education Policy. Sandra Cantoral, lead author on this blog, understands this better education in a way that I write this note. For me, the simple story of political processes in Mexico and is part of the Education Policy.


The question is even more relevant because the situation is replicated in Guerrero, where my students. Economist Angel Aguirre Rivero, left the PRI to face his cousin, Manuel Anorve Baths, PRI both initially and families in the Costa Chica of Guerrero, the state government. Aguirre is supported by a coalition called, joins us Guerrero, the PRD, PT and Convergence, as in the national PRI in 1988, Mr. Cuauhtémoc Cárdenas Solórzano , broke the hegemony forever that party in Mexico. Now it is likely that Mr. Aguirre, do the same in the PRI Guerrero. Today is advertised in the newspapers, which which will support Aguirre expelled from the PRI.

PRD Taken from: Angel Guerrero Aguirre campaign.

To add a little context I write about my family Guerrero. Natalia
Uriza
My grandmother had four children revolutionaries.



fought with his relatives and countrymen, Mata Figueroa and Figueroa. Andrés was married to my grandfather's sister Juana Manuel, Francisco with Felisa Uriza, cousin of my grandfather and Jane.

His nephews and Ruffo Figueroa Ruben Figueroa, made political career, but not the children of General Andres Arturo (physician and historian) and Froylán. Abraham Castro was president of Iguala.

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The PRI has been crumbling, because the ambitious, have taken the place that took the prudent revolutionaries. Currently

Rubén Figueroa Alcocer, Héctor and Vicar Castrejón. wanted to impose on Manuel Anorve Baths, despising Angel Aguirre Rivera, with more political merits within the PRI, since he was governor, and senator by Guerrero, Manuel Anorve, has only been mayor of Acapulco.

PRI hegemony in Guerrero in 2011, is in danger, as it was in his time that party in Mexico, when it chose the son of General Lazaro Cardenas del Rio, that obviously had more merit than Carlos Salinas de Gortari.

my students because they do not know all this. The lack of knowledge, lack of political education , thus becomes an impediment to correctly choose their rulers.

The answer to the question is then, Cuauhtemoc Cardenas Solorzano.

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ART AS EDUCATION AND AWARENESS OF HUMANITY



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mystery, which nobody understands and speaks as
if you know of time. Anonymous



In conceptions of education [1] , we identified the first human relations, from the most primitive tribe of that milestone were generated power relations in a multitude of nuances in content , form and meaning, according to the times changes occurred, what distinguishes human-inhuman these expressions is, the defense of human rights and intuitive survival instinct that has to do with the promotion of artistic sensibility, and in that sense cultural coexistence and education were developing the abuse of power relations or training as a dominant, initiating the first-born status by their deviation inequality of strength and fear-inspiring destruction, on this human behavior addressed in this letter of educational research.

Because such collective fear that causes the sense of loss of the subject early in their membership and recognition, only the search for self-recognition has been coining the educational process 'integral' as we will reflect, so the fear becomes ever expanding territorially in production processes with increased population, of rapture, of dispossession, reproduction and social transformation of life and death, showing as educational survival instinct incarnate, always returning home, raises the work of Nietzsche, "there lies the recognition of the vital being in its nature and its laws constituted cultural constituents while the subject as a dialectical process-only education, and unique because of its uniqueness nuanced in particular the world of life and death to be defined.

In such tribal kinship and then different conformation families historically objectified material is accompanied by the necessary human values \u200b\u200bin that frame of mind of the subjects according to their mode of production; precisely when the relationship is different from emancipating power and killing power abuse, are developing increasingly more open and polarized, according to the experience, knowledge and insights of the distinct cultural life and death that is conscious, forms survival of conscious and unconscious, and will be a degree of social and historical consciousness, which holds human beings in their world and their world view, by a legendary and current authenticity of political emancipation [2] , but see how the exploitation of man by man, is a historical feature of respect for the earliest forms of private property, to the extent that today, the abuse of political power, is losing territorial borders in the social struggle, to be imposing hegemonic behavior, which to them are foreign dominated, being acculturated, that is imposed in the death struggle for recognition, through the prestige, the dogmas and possession of money, which later becomes irrationally insensitive capital ownership relations of production and appropriation, for this reason, we can explain how today the 'alleged political power is limited by exclusive concern of parliamentary reproductive power of modern societies', because this abuse of origin was castrating through conquest, violence, deceit, sinecures, death and repression in educational, besides the daily enculturation, which is implemented by means of such vital and created confusing and complex mix of social functioning through passion and affections found. Land being the primary means of production defended in this abuse of power, as a generator of life, from there, the abuse of power packs of the work of others, for lack of a truly comprehensive and collaborative dialogue, but rather in change was debasing and cruel wars and intestine with a consciousness of time itself, and from that experience, the law creates hegemonic logic embodied in strong, growing cynicism of brute force and this display of self-consciousness, the humanization of the educational process or according to the material conditions of life from the chaos of home, where so as it is lived socially, is also thought.

In such struggles, it valuesa produced by slave labor, servile and their offspring, ie the working class in the factory today, as sales of products of nature transformed into a culture of domination, they get monopolistic moguls of the financial oligarchy, which is the most complete form of the bourgeoisie, so get that strength Working as a divine gift in the exploitation of the body of the dispossessed of their land by the rulers, to leave without a working tool, then the working class being historically Dam sale of the rulers in that abusive relationship power of the educational process and dogmatic idealist largely mythical-religious, as required by the law of the strongest in nature miracle made manipulable.

Just remember how each specific historical context was happening through the ages, between masters and slaves, feudal lords, kings and serfs divine homeless, to end up as the workers and their families or tribes lumpen-proletarians or vile scum of society ", to not have anything more to sell their labor and their degradation, because the owner of the productive means little by little, every day of its existence, being an educational act ' naturalized 'in the intersubjectivity of the collective insights and individualistic modern and postmodern [3] on divine respect private ownership of means of production, which is reproduced in various forms, contents and significance, this property is only accumulated unpaid work between the haves and have-nots.

These are the first known forms that hold man in his earth-mother, with a sense of shelter safety and abuse at the expense of others' work, or conversely, the content to be life-giving land, food and gratitude in the allegory of the creative work and necessarily shared equity, of which there is a historical roots indestructible, these ties of cultural nuances that are truly a cultural root production and exalted by the sublime values \u200b\u200band may be the traditions and customs, the educational process as satisficing objective material and subjective as consciousness of the subject, According to what the subject is, through the love and care education in the historical-social anti-hegemonic, and could not be seem at first glance, a mechanical movement, but rather is highly contradictory and complex, almost like an endless web of meanings, Geertz poses [4] , so that the historical subject is having memory of his intuitive experience, but is believed that he's losing his memory, but we see that in the control of knowledge and objective experience, knows the subject from the original inspiration embodied in the aesthetic and ethical time, the next step; that only the individual lives in particular, through his own body, which is called constitutively to freedom, to go by human and therefore struggle Classes will not be completed until all historically produced by large majorities are socialized, which means an educational task enhancer; therein lies the historical emancipation of art, education and human consciousness as a social and historical integrity.

also perceived the need of not only religious sense but in the military and artistic display of human sensibility developed or human spirit embodied as a guide, building and constituting the subject, he noted in his first intuitions about right and dominance among unequals as impetus of existence to survive through the repressive state, understood this, like the historic organ of control and oppression of the majority in the search for freedom, being permanently disabled for the sake of corruption for good exclusive privileged minority, it denounces the Marxist theory, through implicit costs, growing symptom of life-death that still inspire awe through the current lawlessness in the executive, legislative and judicial, so you have to put a limit, it takes a presence mainly in sizes: kinship , prestige, property, binding force, among other human-inhuman behavior over the division of labor and the distribution of wealth in a wide horizon of values \u200b\u200bthat form the educational process of a time, to go to meet and overcome the problems in the unfinished desire, knowing that the desire broader in training virtuous of all mankind to this day, is:

"to feel the need of the other in multiple processes of communication open, as space and time for meaningful understanding, which, although situated in a correlation of forces and class interests, relationships, abuse of power, can disrupt dialogue and political-philosophical problematization educational subject, having no historical reasons that argue the need for emancipation of the majority, that is precisely what the artistic sense articulated through the voluntary expression search, sensitive and intellectual, for the lack of understanding rational and dogmatic narrow-mindedness numb, exhausted, the intentions of emancipating power because oppressive abuse of power, hence you bet on the generation of justice, temperance, wisdom and strength to be recognized in this fight to the death conscious or unconscious of the educational learning process, this is the place of finer thread of the artistic act humanized , generated based on prejudice without further discussion of the findings between the formation of social classes that make the inequality is essential and the superfluous. " In that sense it is coining the pedagogical responsibility of the educational act by example, that teaching necessarily, that is required to go through another self, for its possible transformation conscious, creative, liberating, playful and critical, which is only shown with honesty between what is said and what is done for the good of the majority, the strategy of the other self like a mirror which reflects, and feel the vital need in this power struggle to be recognized in the wild, is the shared responsibility of life-death cultivated.

The obvious question is why did we fall into this battle of strength?

In the view of Marx, where it generates scientific socialism that affects critical pedagogy, it has to do with the fact that each person sees only their own interests of survival and vital effort intuitive, not realizing that the very lack human is a difference, but also unifies the educational subject or historical subject stripped of their objects of work, in that the individual human identity settled for their most useful and utilitarian values \u200b\u200bof practical life, only values \u200b\u200bits long history, not reaches even to grasp as a concrete totality inseparable, since the educational subject in the middle of insecurity, just forming their own survival is existential, which is which prompts him to talk about human rights, ie, to exercise real political power from their very young children or temporary space, such training involves conscious historicity of values \u200b\u200bcoined for the sake of the majority, which is undermined by the ruling class or hegemonic meanings of different periods, failing to recognize the working class, to the extent of not even name it, so this right intuitive, facing the emancipatory subject and the resistance of the oppressed, even without knowing clearly, but so does [5] .

Thus the subject is the effect-affect of his words and his actions, showing their love and wishes from the power, which are not merely symbols of meaning and historical memory in this achievement made and desired social communion, such words move gradually due to the referents of human need, who are remembered in times of survival for every historical subject consciously or it not as a person as an individual, group or state-government-people-nation, social class, or finally as an autonomous historical consciousness, for the most comprehensive is the human sense of the context of class struggle [ 6] , who is also a social construction and deliberately becomes the subject under and sublimation of self through the other self, in educational revolutionary emancipation.

Note that these words from small babbling conscious-unconscious, have not flourished as illustrated widespread form of communication [7] , but on the contrary, it avoids being widespread among the majority still unconscious, through of this large-capacity educational process developed and mutilated human disabilities, through the work of different generations can be differentiated from each other, according to the degree of social awareness, active participation and a sense of search and satisfaction, that has to do with art in the unequal struggle the existence of being and becoming a true human being, in this talk and hear in their otherness, almost poetic as a revolutionary act of guilt or emancipation, which provides the foundation of respect, dignity and shared understanding between work intellectual and manual, which is vital in the artistic act.

[1] "Education is thus always an act resulting from a certain social organization, never an individual property." Vid. Canton, Valentina. On behalf of pedagogy. Coord. Fernández and Rivas. Col. Files. UPN. Mexico 2005. P. 48.
[2] Because "The true policy was to Plato a task of a lifetime ... "Vid. Jeannette Ladder Bourillon. Republic and Laws, neoliberalism and globalization, two paradigms in education. . Ed UPN, Mexico 2009.

[3] Burgos Rosa Nidia Bueno, argues that modernity-postmodernity debate revolves primarily around: "The ability or inability to set a transcendental basis, last and final being, politics, ethics, knowledge, etc.. The possibility or not the end of history, the end of ideology and other 'end' going on in that are gone now, once and forever. The overall project viability against the regional, political, economic, cultural, religious, etc. The association of the opposing positions of this debate also antagonistic political positions, eg necessary link between postmodernism and neoconservatism. These controversies do have a lot to do with specific educational projects. It is precisely the philosophy of education, reflective practice that can bring the intermediate to make the bridge between the concerns just mentioned the modernity-postmodernity debate and the specific actions related to the educational orientation "of a country like Mexico. In Philosophy education, postmodernism and educational modernization. Ed CINVESTAV, IPN. N / d. P. 3.
[4] Vid. Geertz, Clifford. Local knowledge. Essays on the Interpretation of Cultures. Ed Polity Press, Barcelona 1994. In this regard a distinction, that cultural representations are by far the sense or meaning of the sign developed between subject and object of knowledge. The sign includes icons (pictures, diagrams, metaphors), the evidence, involving a real connection with their objects, and symbols, which are conventional signs. This makes a triangle between the object, the sign and the subject represented interpretant.
[5] According H. Arendt, "power is basically derived from the ability to act together", ie unity. Vid. The Human Condition, Ed Mexico 2005. P. 14. In this respect the author agrees with Marx, to punish it because democracy is the right the joint action by the majority, so that when the majority have this right, democracy itself will be an asset to achieve.
[6] In the crowning work of Marx, Capital, he adds: "The capitalist process of production plays, therefore, by virtue of their own development, the rift between labor and working conditions , reproduces and perpetuates thus the operating conditions of the worker. Constantly forces him to sell their labor power to live and still enables the capitalist to buy it to get rich ... So, the process of capitalist production of surplus value not only plays but it produces and reproduces the same regime of capital: on one hand the capitalist and the other the wage-worker. " IT Pp 486-487.
[7] For illustration means "the philosophical direction defined by the commitment to extend the criticism and guidance of reason to all areas of human experience. Kant wrote: 'The Enlightenment is the liberation of man his guilty disability. The failure means the inability to use his intelligence without the guidance of another. This inability is guilty because their cause is not lack of intelligence but of determination and courage to avail himself of it ... Have the courage to use your own reason: this is the motto of the Enlightenment '(Was ist Aufklärung?, In op. Cit, Cassirer, IV, P. 169; trad. Eng.: Philosophy of the Enlightenment, Mexico, 1943. FCE, Pp 185-186. (regard) (... Cassirer cites three different and related aspects including the Enlightenment ...) 1) the extent of criticism of any belief or knowledge, without exception, 2 ) implementation of knowledge that, to be open to criticism, including instruments and organize for self-correction, 3) effective use in all fields of knowledge gained in this way, with the aim of improving individual lives and associated men. These three aspects, or rather the core tasks are, overall, one of relapsing forms of understanding and practice of philosophy and, especially, which has already found expression in the classical age of ancient Greece. (...) For modern Enlightenment is commonly understood the period from the last decades of the seventeenth century to the last decades of the eighteenth century, and this period is often referred without as the Enlightenment, Enlightenment or Enlightenment. " Abbagnano, Nicola. Dictionary of Philosophy. Editorial Ariel, Barcelona 1994. Pp 648-649.

How To Heal A Brazillian Wax

Poem critical view.

WAS ALREADY IN MIND

"I want to come into my
thirsty and I in your pool
until you drop and drown me"
She bathes with a shower of suns,
looking for a moan and accompanying lush ,
she always loses,
snake, laughing at herself.

sky bathes
licks your space to dry the moisture
always persistent, always
dye the feet of road,
blistering eyes to see heaven.

From time to see the fucking world,
mystery
nobody understands and speaks as if he knew of time.

Fucking love for oneself alone
culminating
eternal death and eternal death and eternal
one alone.

Fucking brothel life
all sold, and all want

and every purchase. And everything looks


and all
corrupts and all you get without paying the decomposed.

salt in their stubborn appeal of anal intercourse, rectal
orgiastic, communal multitudinal
and pay the price to pull the skin
and sex.

and moisture while they are heading to bed looking
the worst possible
orgasm depravity of mind.

Bahrain Sport Channel Freq

Some political poetry

Used Ice Skate Sharpener Machine

IDENTITY SUBJECT

"The system of equality is not only the biggest advantages
but strict justice ...
Every man is a link, and an indispensable link in the chain
effects
part of an idea to come, perhaps, to produce a piece of cloth
" Karl Marx


in transit from the Eurocentric Enlightenment thinking and leading figures of German romantic thought, will recover some thesis of Frederick Hegel (1770-1831), allowing us to understand the proposed methodology on the culture identity the subject to appreciate the differences and relationships in the constitution to be conscious and unconscious, is exposed with the intent to contextualize this particular historical identity in a given period, which marks the subject concrete, specific space and time. In this sense are taken following references, to distinguish, what are some of the contributions in the Hegelian theory about it, about the debate between Enlightenment and Romanticism illustrated, which accounts for the cultural identity of the subject, developed this concept in the Hegelian dialectic context of German philosophy, which transcends the philosophical conception of the Romantic era on culture [1] .
You must enter before that for Hegel, culture represents the direction of development of consciousness of the subject itself (as a single entity) in one for himself (the collective sense), through the ethical and [2] maximum spiritual expression represented by Lenin and Gramsci, who understand the ideology and culture as "worldview."
[1] Ethics in different fields, means: 'Custom' in the empiricist tradition, virtue ethics in patterns or trends (justice, friendship, courage, etc.) As the mode of being, are also differentiated the virtues of intelligence or reason (wisdom, prudence) and is conceptualized by Aristotle ethics of the culture of a people. that embodies their struggle in the recognition of the right or not, that being as it is. In this framework worth pointing out that Hegel studied theology with Schelling, another romantic of his era, making an educational proposal based on the meaning of art.
What characterizes Hegel as a thinker romantic, to appreciate the particular characteristics of the features of Romanticism, as Hegel's thought represents a strong tendency to and a strong affirmation of the power of thought and reason against the vague nebulous of feeling and intellectual intuition, as cultural sense that focuses the subject's reason. According to Hegel's philosophy is absolute knowledge, but this knowledge is not given only once in its origin but in the end of a finite development (concrete) and infinite (uncertain), which from lower forms rises to the upper dialectically, which refers to the historical subject in the process of self and identity itself, to move to a definition for each other, ie a collective ideal of absolute universality, condensed in the ethics of the subject, as the highest expression cultural, only in the context of ideas.
Importantly, each of the philosophical thoughts of the enlightened age in their production, evaluation, traditions and customs, they realize the cultural, marking a milestone in social representations, but also are more fully synthetic everyday life forms of power relations and social struggle for recognition subject's individual history and especially in the context of romantic culture of the subject, as this definition of individual rights, the spearhead of the achievements of modern times, led by the enlightened bourgeoisie of the time.
The system of Hegelian ideas you want to show the succession of different forms or phenomena of consciousness, to reach absolute knowledge, which is the subject of the Phenomenology of Spirit as an introduction to the total system of science. For science to Hegel is essentially systematic, science concepts is derived from one another in a necessary way into the fabric of culture. Because the only way it can be The truth is, Hegel says, , the logic of modernity that gives meaning to the possessions of individual and collective subject of this totality. The method of this
Hegel, is based on the dialectical method, or method of the internal evolution of the concepts along the lines of 'thesis-antithesis-synthesis', which recovers from Fichte in the sense of identity as a negation and affirmation the historical subject in the dialectic method because the error appears as an evolutionary moment of truth, and therein lies the cultural decentering the subject of modernity, as the truth and yet preserved the error than at the time of self-discovery only as a philosophical idea, but not as transformative praxis of their lives. For Hegel cultural expression, it is only in the world of ideas generated and developed as an internalized ideal, on an assumption, although responsible for the subject, only spirit is embodied in the abstract universal and particular, and raises the Hegel's idealistic thinking, yet a sense of history and philosophy, which embodies the spiritual representation of the thought of his time in the particular representations internalized sense of life and cognitive structures captured and produced in the idealistic culture of the zeitgeist . Because for Hegel talk
Spirit is referred to a supra-authority over all others, but for him the spiritual is referred to the form or forms that have not been established once and for all, but in its continuing ethical development, aesthetic, moral, educational and law, and emancipation capabilities critical culture, from which a well in the world of ideas, as they are subjected to intense dialectical process in the identification of the self, opening a new panorama of the identity of subject based on their difference and relationship, so the spirit evolves into a series of , , or an internal mode, and can not be In other words, because there is nothing that is external to concrete reality, which is man himself through his ideas, as the synthesis and condensation of everything on the subject's consciousness, as Hegel.
The idea becomes a capital notions of Hegel's system (which aspires to be, do not forget, the system of truth as a whole cultural differences and contradictions that are transformed in their denial and overcoming, in which the concept represents the absolute right and, therefore, the system of reality in the thought process itself as the 'be me' Smoked in the spirit of the law, morality, education and culture). So the idea is that when it reaches full development, the process of being as being in itself its own ideal representation, to the extent of his being released, another contradiction, dialectical resolution and overcoming aware of the concept and historical basis of the use of the work, therefore, is on the road towards subjetividadobjetiva, with reference to the integrity of being from the idealist philosophy which gives guidelines for critical reflection of the historical world material.
So the synthesis of subjective and objective spirit is the absolute spirit of being, which in turn is also self-unfolding in the intuition of itself as art, as management, control and processing life in all its splendid contradictions and dialectical transformations, that is, as planted by the ethical nature of the universal and particular subject by assuming their ability to have free will to choose and determine the historicized world in the practical consciousness of the subject rated the idea, through the representation of itself as a religion, and the absolute knowledge of itself as a philosophy, to find the essence of being or humanized specific identity, which is what Hegel manages to seize the political and social environment the time of lights, with their own sense of direction and dialectical understanding of modernity, since that's where art and science forge a bridge of common approaches, although no one has a pervasive consciousness of this, in the socio-historical assumption.
That's why each of the different moments of self-unfolding of absolute Spirit is both the self's own self-unfolding universal and particular, manifested in the expression of the historical horizon of the subject, wrapped in religiosity as identification.
So in the history of art and history of religion reveals the truth about the moments intuitive and representative of the absolute Spirit, in the essence of their existence. And in the history of philosophy is revealed, finally, the full truth of this Spirit, which is the absolute Idea in the great cycle of its evolution as a concept that is as modern Western reason, from that reality has already explained itself through a system of ideas in the dialectical method, which is nothing outside the subject, but such and as the subject and object of knowledge are in full, making the proposal, each party is a synthesis and condensation of all that exists, and universal all at the same time is infinite in the differential expression of its parts as something unique and special, but precise and concrete in the concept as self-recognition in the conceptualization of the identity of the person moves from a historical consciousness to another particular universal and specifically defined in its many culturally determined, yet distinct as life capable of interacting in a multiplicity of meanings attached to human bonds of social historical construction, drawings these links for precise times and spaces, which are expressed by the degree of awareness about just what socially produced.
This meeting of the identity of the historical and universal body and particularly Hegel poses, "is being defined by each of its parts that relate knowable, are identified and contradict many possibilities because of their differences defined in sense of cultural identity of the subject, well defined and differentiated from all universal and particular in the consciousness of the subject, knowing it to himself in his otherness and symbolic representation of it, which is based on the principles of a global total and contradictory particular for his faults, which is contextualized historically romantic thought to through various mediations in change, transformation and social movement of the subject material in a specific time and space, as is the timing that extends from the seventeenth and eighteenth century (Romantic period) as an ideal representation of intuition and the feeling, infinite and finite epochal process for sensitive determination of the subject, perception, understanding, self-awareness, sensible reason itself as conceptual and philosophical ability at that time, incubated and developed in the cultures of the civilizing process, in which the subject is product and producer of both the cultural representation, how significant is the taking of conscience on I realized fully and in contradiction to the time, according to Hegel raised here, as this is what identifies the historical subject.
Based on these epistemological arguments of Hegel's philosophy, the general way the historical subject as a particular subject, is in itself mere sensibility, as being in itself is referred to the possibility of reception of reality through the senses as a hegemonic outset, from an idealistic involving Western logic, demonstrating the context of Enlightenment rationality that pervades the thinking abstract ideal of contemporary times, to reach the end of a fundamentalist bourgeois rationalism to through the world of ideas coming from the conquest eurocents in modern culture that affects the Hispanic American. Hegel
From there lies the historical dimension of identity from the category of spirit, which has to be shaped by conceptual rationality in ethics taking the subject as abstract form of thinking through decision capacity and process improvement in its cultural alienation in particular, this situation is an attitude that Hegel understands the task of cultural display of the spirit or universal concept in taking or development of historical consciousness of the subject is important to clarify at this conception of the Phenomenology of Spirit, that "... the practice of production material (the work) is presented as a human activity as it is the bearer of the Spirit. Under this spiritualization of work, his role was noted, albeit mystified, in the formation of man. Thus, Marx could from the Phenomenology to establish the anthropological significance of the work, although he presented it as a work of Spirit Hegel within the movement and history of consciousness ... " [3] . In this sense Hegel creates the conditions for reflection in the fabric of different cultures, the link between awareness, knowledge and truth, through the idea of \u200b\u200bgood for all, as a principle of identity in a cultural context in educational processes or humanization, which are infinite in its plurality and the specific time for their determination contradictory, as a process of cultural growth and maturation in a healthy identity, ie the subject of dogmas released on the assumption sensitivity of rational thought as a whole dialectically inseparable.
poshegeliana In philosophy seeks to develop the thesis of this German philosopher, referring to the transition between gross sensitivity to other humane, more civilized (germ of a rational sensitivity) as a theoretical and practical unit, which involves a process education aware of the historical subject from the reflection of a critical theory with principles of authenticity, that is, ethics as a process of historical liberation and creative training that defines the behavior of the historical subject, this transition was induced by placing Hegel a system of ideas knowledge of what he meant by truth from the subjective concept that constantly faces the concrete historical reality of universal and particular subject, to activate it in any way possible within the limits typical of the time, which provides the foundations of modernity in its relations of exploitation, domination and extermination, which is what finally stained contextual awareness regarding the subject at the time of self-awareness to be able to reflect their thinking and action accordingly, as a whole, but only the world of ideas, that is as accurate rational concept of human sensitivity to give an accurate answer would also argue the foundation's own conceptual thinking, still lacks consistency with the action.
As the rational expression as a universal historical subject, refers to the location of the singular man in the world, delegating critical thinking and creative performance than basic knowledge in the sense of the sacred and the common good in the field of whatsoever, that besides feeling, is conceptualized and expressed in different symbolic languages \u200b\u200bof culture, as human posture toward life known for its difference in a process of self-recognition and romantic emancipation as unique and unrepeatable identity involved in the subject particular historical to know the necessity of existence in its universal dimension, as comprehensive and abstract, which is a nothing in concrete action, here the interesting thing is not only incomprehensible feeling and defend the sacred in the different cultural expressions, but have the concept need to respect their differences with a sense of principle and common purpose, as an expression of humanized development.
This conception in Hegel, part of an attitude based on the active power, enhanced by the sensitive faculty has been mediated by conscious awareness, forming concepts from a historical, religious and moral education of each universal historical subject and especially now day serves as a thinking tool to locate the relation to the total from the discourse of modernity.
Hegel, as one of the representatives of the Romantic movement, think overcoming the power of the subject as sensitive as particular and universal, that is, transcendence and full and comprehensive cultural transformation, with special features that include the rationality of the Enlightenment era, in the development period of the bourgeois conception of reality, as hegemonic cultural sense of the time, so that the identity of the historical subject positioned according to the degree of social consciousness as subject constituted in particular, in their understanding and ownership universal abstract knowledge, it is important to note that since this is entirely possible to take the thought of a cultural epoch in the social structure as a historical subject, according to the degree of knowledge, experience and intuition developed and cultural skills, identifying recognized in its otherness through his own existential and human contradiction, in the death struggle for recognition between master and slave, idealized cultural era of Hegel in the sense of human rights, sovereignty, autonomy and dignity.
As this cultural hegemony of rationalism and the Enlightenment movement, located between the seventeenth and eighteenth centuries in Europe connoting is these principles of knowledge and culture with a higher status than human reason, when it came to reflect on the work created historically, and that speaks of world culture as a whole, hence an essential structure is outlined in the logic of thought, centered by reason put forward by Kant, as a break with the metaphysical conception of reality, where God was all but clarify, while it was not 'owner' of anything or anyone from his strips material and spiritual.
Thus in Hegel's theory are united by methods of induction and deduction, as a whole in the process of understanding, although the meaning in the understanding of the human will be erased from the birth of new ideas, concepts and general notions of what was essential and valuable, in the forms of appropriation of these cultural and ideological processes of the time.
We can distinguish how the category of cultural identity in its multiplicity of expressions is possible in the period shown in context, understood as what to do-that man must necessarily be taken in a historical time-sensitivity based on rational function; thinking here of the historical-idealist Hegelian conception from a political context of specific practices, which highlights the generation art, literature and religion, as points of reflection and historical social sublimation, to decisively shape new forms of art or cultural setting, where high culture is an expression of philosophical thought as a landmark of history and the age of enlightenment.
speaks Hegel's Phenomenology of Spirit, which is the work here has recovered "from an evolutionary history, philosophical and anthropological, which is based on the process and outcome of both original and creative content that is accomplished the philosophical synthesis of theory, which represents the practice of the subject, wherein the transformative praxis, not es especulación ni retórica, ni tampoco reflexión ni conocimiento ensimismados, sino que es justo la necesidad del conocimiento a partir de la experiencia y de la intuición más aguda, para alcanzar la conciencia social, asumida sobre la necesidad del otro Yo, en su diferencia, en un proceso de autoconciencia o autoreconocimiento, que necesariamente se fundamenta en el reconocimiento de los otros en mi como otredad significativa; sujeto propiciado por la autenticidad y la fuerza espiritual acuñadas en el romanticismo, siendo este movimiento social tan importante como la revolución francesa o la inglesa, plantea Isaiha Berlin; por esa auténtica búsqueda de identidad cultural del otro en su plena diferencia como sujeto particular in particular the vagaries and excesses of the feeling of love with life, ie within a wider social dimension and comprehensive universal exceeding the materialistic Western rationality, methodologically, and captured by the subject as general abstract representation in the process knowledge and social experience, shedding around the size of the insights of historical subject constituted, which is what sets the debate between Enlightenment and Romanticism, to be expressed mainly in Germany, England and France through various modern writers like Cervantes and Shakespeare.
[1] worth noting that the cultural identity of subject, refers to his own situation from the perspective of the subject, distinguishing between forms of internalized and objectified forms of culture, Bourdieu regards as today. The concept of culture from the 70, broke with the sense of absolute spirit of idealism and traditional anthropological approaches Clifford Geertz, who sees culture as a "web of meanings", ie structures of meaning as socially structured (1973) and later for the years 80-90, James Clifford refers you to the post-modern interpretation, between the deconstructionist critique of the concept of culture. This work is recovering the position Marxist John Thompson, who defines culture in a structural design, referred ado by Lenin and Gramsci, who understand the ideology and culture as "worldview."
[1] Ethics in different fields, means: 'Custom' in the empiricist tradition, virtues to specific historical contexts and socially structured psycho-emotional expression in the sensitivity of the subject. In this sense takes over the work, the concept of culture that developed under the scientific basis of Marx's historical materialism in the Marxist vein, represented by Lenin and Gramsci, who understand the culture as ideology and as "worldview."
[2] Ethics in different fields, means: 'Custom' in the empiricist tradition, virtue ethics in patterns or trends (justice, friendship, courage, etc.) As the mode of being, is also distinct virtues intelligence or reason (wisdom, prudence) and ethics is conceptualized by Aristotle. Ethics has also come to mean actual science that deals with moral objects in all its forms, ie, moral philosophy as a historical-philosophical and social and moral attitudes can be studied from different peoples in their various cultural expressions (mode of production, ethical-moral values \u200b\u200band traditions, customs, as required Gramsci-), in this sense, ethics is not only the exercise of power as the right to choose what to do and what to think freely and voluntarily the historical subject, and that exercise of power is consistent with the degree of consciousness developed in an epochal process of experiences, insights and knowledge.
[3] Vid. Sánchez Vázquez. Philosophy of praxis. Editorial Grijalbo, Mexico 1980. P. 82. Emphasis added.

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HISTORICAL SURVEY OF THE EDUCATION

The crisis of the capitalist system "responds to a deeper and more fundamental contradiction of the economic system: the contradiction between the social character of production and the private character of appropriation "Karl Marx



1. National situation in mass education:

As an intellectual humanist scientist in the field, it is Marx who called for unity of human beings: Workers of the world unite!, How? forming professional revolutionaries, disciplined and determined on a sustained basis in a multidisciplinary and multifaceted, in any space humanized, to address the privatization process and apprehend organize political power acute in an autonomous and independent of itself travels to for himself, thus ending the regime of exploitation, charrismo association with international financial imperialism, becoming an independent proletarian consciousness in the seizure of political power and education, to establish a provisional government formed by workers, peasants and popular sectors of the working class with an acute political-philosophical training, with these tasks, the sense of history in the educational process or humanization, as required Gramsci and Freire in the situation specific to emancipate the Mexican capitalism, through mass education.

required therefore, this training humane working-class values \u200b\u200bplaced on the virtuous act, which is fighting for its ultimate emancipation (beyond one's own existential contradictions, which are secondary as part of the difficulties and behavior of human existence from the uniqueness and equivocation of the class struggle), not only in economic or individual claiming struggles, but above all political and philosophical assumption and collectively, in which to understand the deeper meaning from the hermeneutic interpretation of the human being because the alleged "ideological neutrality" that appeals petty or scientistic conception in For pedagogical theory, and implies but does not recognize the subject of education, a political stance in defense of specific interests.

objective conditions for such education among the masses, the struggle can not be isolated or scattered, but they will progress in the alliance of organized class with a defined strategy and tactics in their differences and meeting points between the various forms of the working class, in streams of thought, fronts, unions, groups, etc. in a broad united front and working class to guide the interests and needs as historical subjects, with an organization that needs to be built in education sensible policy, making use of art, humanism, cybernetics, robotics, science, religions more authentic and intimate, and technology (being all of this social historical work condensate production in this period , offered marketplace as private ownership of means of production).

As you may appreciate, it takes us a self-education as proposed in his philosophy Lenkersdorf Tojolabal-a-political and educational philosophy to be aware of the socio-economic (objective conditions), political and cultural (conditions subjective) based on training articulated dialectical and historical sense of concrete reality, not fantasy or mystical or dogmatic, but as a whole constitutes politics and education on the subject be aware of its proletarian membership, including human development such as a concrete totality humanized. "We as the point where we see the character of systems and structures that developed capitalism and the ways to beat the masses to end their resources to crush" (1), in this vein, see the following analysis about life situation in Mexico, and concepts necessary in the educational field for teaching new meaning:

Salary and daily average Mexican family


Date Food Basket Price Purchasing Power

Recommended Real Wage Index
necessary labor time hours-minutes

15-Dec-87 3.95 0.49 100.00
31-Dec-94
-72.38 32.57 28.62 07.04 31-Dec-00 64.58 35.83 07.08 -64.17
31-Dec-06 36.72 10.10 80.83 -63.24
31-Dec-06 103.22 29.90 12.90 -70.10
15-Aug-08 115.69 27.75 14.46 -72.25

Source: Center for Multidisciplinary Analysis UNAM School of Economics. September 2008. Apud. Proletarian vanguard, the Central Organ of the Communist Party of Mexico (Marxist-Leninist). Year XXXI No. 314 weekly from 02 to 08 February 2009.


logic operation directly affects the worker proletarianized, having to work it more and more, with less pay and fewer opportunities for consumption and growth humanized, as the capitalist system in decay and in clear degradation in a crisis of over-imperialist imperialism as the final phase of capitalist development, based on private ownership of means of production is itself the social inequality between nations that emerged from the 1 st. and 2 nd. World Wars of prey, so the main enemy of the proletariat is the financial oligarchy and the bourgeoisie, to be a matter of an educational-political ie anthropomorphic philosophical but also existential as this oligarchy is the most complete expression of the bourgeois industrial, commercial, agricultural and usurious international imperialism in Mexico, in that reason, we are interested in mass education itself, self- and other (us) to meet with whom to work, why fight and to exist alongside the majority of the working class, identifying any human that historical era unfolded, in that educational process, can be evaluated on the assumption concrete historical role, the most visible obstacles monopoly in the development of capitalism and its laws extermination, to overcome this crisis of capitalism Mexican (2).

valuesa now the international situation that impedes the process of humanization sensitive for analysis and improvement, through political and educational development: Obstacles

monopoly to end the crisis

* Act preventing the maximum gain full use of
available resources * Control of economies through the financial centers of imperialism
* Management of our interest from the superpowers
* Deindustrialization of our economy
* Fixed to imperialism industrial complex patent
* Business and dependence technological
* Decrease the domestic market
* Importing large scale of obsolete equipment and cheap goods
* Theft of resources: external debt payments, capital flight and profits * Debris Field


important thing in the pedagogical dialogue the class struggle, is to consider the nuances and contradictions of the historical complex social traveled, who have been given in this educational process, which is historical and dialectical in aprehendizaje, through the grotesque and degrading example of bourgeois culture as hegemonic era, due to other similar struggles in its essence of abuse of power, so it must be built now objectively action-theoretical revolutionary proletarian class consciousness, freedom and will, that is a consistent practice, believes in the ethics of critical pedagogy, in a scientifically sound sensible rational sense in the context of class struggle, where highlight and identify the proletarian power as real power in mass education.

Resignifying humanized the process by the capacity of attention, respect and sincere dialogue alongside the workers, peasants and grassroots organized and unorganized, too, in a wide area multicultural empowered proletarian spirit possible reason for his sensitive, decreasing processes existential exploitation in the heat of battle, that the worker in general just feel like something wrong, but still can not explain with clear concepts and expressions planned in the future of revolutionary emancipation for himself, which is still representative images to the dominant ideology and its discourses of modernization, covering the life situation as something "funny" from the mythic-religious to the magic-imaginative, being inherited forms of religious education and military.

"The content of modernization, seen from the state, is to give a new rationale to the social relations in all fields of national life and the relationship with the outside, on the basis of resource savings and increased productivity.

To achieve this purpose there are, as Marx in Chapter VI novel, two alternatives:

1) Increase labor productivity by way of intensifying the use of machines (by increasing the productive forces), or
2) For through the devaluation of the labor force, ie the worker to produce more while keeping their income level, in the best-or as at present, reducing the level. "(3)

valuesa now in the process changing social historicity traveled an example of the deployment of the dialectic of the identity of power in the class struggle, which is itself the subject's behavior at that time historical hegemonic neo-fascist, as all concrete policy, to be pedagogically appreciate the need for counter-hegemony proletarian, in the articulation of the historical dialectic with the formation of critical and creative educational and historical subject:

"When Luther saw that the masses went further than he thought, the betrayed, not only reduced its war of extermination against Rome but entered the negotiations that have imposed on the princes who had adhered to the Reformation. Their server increasingly Luther even stated in his letter to the princes of Saxony against the rebellious spirit that Munzer was an instrument of Satan, and should therefore be cast from the same country, given that not only disclosed teachings harmful, but because inciting armed revolt and resistance against the authorities "(4). This accounts for the multicultural fabric between two cultures in the relations of political power abuse of political subjugation and counter-hegemonic resistance, between owners of the means of historical production and deprived of these means, through violence and injustice presented as the "law of the majority", and their class interests and needs in and of itself as isolated and static, in acts of manipulation and silencing the historicity of the ages. Differential

the fabric of human existence, is itself a condensation of educational events in the constitution of the subject along social historicity with regard to the political-pedagogical training, which is implicit, and that today is a task ethics to make it explicit in the framework of critical pedagogy, for this attitude can be enhanced vital human rights (5).

2. Correlation of forces in the educational process:

sensitivity in the process of educational policy, it is important "three general elements that support the struggle for socialist revolution in our country:

1. Are multiplying all the conditions so that in the imperialist countries, it generates control, organization, and resistance of the working class and the masses. The recent general strikes in France are just a sample of what is looming around.

are not all the problems of the banking and industrial monopolies, but also the proletarian struggle within the imperialist countries.

2. Inevitability of developing the inter-imperialist struggles in the fight for markets, now in a different way to the previous period, but equally acute, because they are generating neo-protectionist economic policies and even 'mixed economies', and the emergence of new economic blocs, with the decline of the EU bloc, Japan, Western Europe in some branches of production, finance and investment, in contradiction with the rise of China, Russia, India, Brazil. Realizing the struggle at other levels, a local landscape of new inter-imperialist wars is developed.

side of town But there is resistance to maintain sovereignty over natural resources raw materials and energy, giving new impetus to the anti-imperialist flags and anti-fascists, who are ultimately the task of revolutionary working class, the bourgeoisie has thrown these flags. In this respect are linked with goals and tasks, anti-imperialist and socialist revolution.

3. Progress on a set of neo-colonial countries outrage and mass struggle, growing organization in a better position, but in the current context of economic crisis and its impact on the working class and the masses.

not be ruled out that in the coming period to unfold pre-revolutionary phase, and particularly in Latin America are creating the conditions for breaking the weak link in the imperialist chain, toward the proletarian revolution What will take place in Mexico in the coming years? The answer lies in the working class and the mass movement, the international context in our favor "(6), these moments are examples vital to be accompanied and enhanced by the critical teacher education.

3. The policy of imperialism as an educational problem:

The abuse of political power imposed by the imperialist regime, we have consciousness, and must be translated into a process of human, that "of course imposes a tendency to use all reserves to shore up group monopolistic areas that allow positioning on existing conditions, sometimes with activity productive or unproductive, reactivating other production, or lowering it as appropriate to the satisfaction of their benefits integration of capital present and the proposed objectives. Particularly

monopoly group, which is joining forces in a series of monopolies in almost all economic branches, becomes the element further exacerbation of the problem related to the crisis mode of regulation of capital flows and system of internal relations and the laws of profit and its distribution.

Under such provisions at the end of the financial capital operated continuously constricts consumption of the majority with wage cuts and reduction of public resources that were once reciprocated in services such as health, housing or other, and are now transferred mainly to solve the problems of financial capital.

This was also the point at which the majority could no longer have the previous purchasing power, companies stockpile goods (so-called stored stock: overproduction of goods), or reduced their production and services until they pass economic stagnation and industrial and financial oligarchy had to discard their targets before and act more fully in mutual predation.

Ultimately overproduction, could not pay more for banking monopolies came the mortgage crisis, agricultural and industrial. An attempt was made in 2007 and 2008 contain the crisis by addressing the interests of banks and speculators in the stock, as is public knowledge, were employees of $ 700 billion budget gringo to bail out the speculators of the mortgages in America "( 7). In the specific context of the structural situation in Mexico is necessary to refer to last their respective socio-cultural thinking in the area to combat the ideology (8) key.

4. Mass education:

Finally as a conclusion and proposal on the recognition of the proletariat in mass education, is set to debate the purpose of making an appreciable voice in the political-philosophical and pedagogical culture for the proletariat, it is clear that abuse of political power in the logic of capital at the expense of the lives of the working class will continue with the example increasingly violent and grotesque outburst of illegal and unconstitutional free public education in the crisis of capital and main laws, explained in summary form in this paper to assess specifically the categories of political power, class struggle and political sensitivity in human development pedagogical or educational.

As for the privatization of education, states that it is becoming more widespread in Mexico, supported the privatization of the charrismo union, so you can see politically, that is to defend human rights of the proletariat, how privatization of higher education, was halted so stoic in the 99-2000 student movement at UNAM in the context of all contemporary concrete policy as a pedagogical example vital, ie as an international icon in mass education, embodied in each of the historical and educational subjects participating in it as a individualcolectivo (9) for self-conscious working class, the proletariat assumed all the facts differences and nuances in this process of transition from the behavior of the historical subject and trained there to build up its own historical and social emancipation, against all kinds of dispossession imposed by the bourgeois. But today

exerting great violence, dispossession as is happening in other areas of knowledge generation and production in general, supported this unjust dispossession coast direct work with only their labor to put it on sale, as an exploited class against their oppressors, as the ruling class is facing a fight to the death, because their goal is to privatize everything is privatized, such as energy, since water to oil, minerals, food, housing, health, entertainment, media and now quietly and gradually turn to free public education at all educational levels in this period of capitalist decadence international and global imperialism, understood as the last stage of existence of this system of capitalist exploitation. So goes

leaving such a transition period of reform in a strong learning, with specific examples of neo-colonial and neo-fascist tone to bring the worker proletarianized, examples of this repression were the Alliance for Quality Education (ACE), the Plan Puebla Panama (PPP) or justification for militarization of the country with the Merida Initiative, that have a high resistance to its imposition by subject self organized resistance and vital human rights.

So the first thing to expropriate humane education in the nuances of sound sensitivity, are the means of communication and information of the working people, with a pedagogical-educational to continue dialogue and meaning to the humanization process based on scientific training from the human condition is more primitive than the survival of their sensitivity, their offspring for himself, because "need blind only when it is not understood. Because freedom is not simply the knowledge of necessity. "(10) In this categorical framework for the critical dialectic in the historical context of language education among the masses, is vital to understand, significantly the meaning of human work, thinking in the educational process in question, built by the social relations of production prevailing in the recognition of the class struggle, in other words built on the confidence of proletarian unity.

"This concept of education as a spontaneous function of society in which the offspring resembles the adult, exactly in the primitive community, ceased to be in the primitive community was slowly turning into a society divided into classes. <…> Such a transformation has great importance for us. In primitive society collaboration among men was based on common ownership and ties of blood fell to the new link that slavery opened: the one that generates the power of man over man. From that moment the purpose of education ceased to be implicit in the overall structure of the community.

Or to put it another way: with the disappearance of the common interests of all equal members of a group, and their replacement by different interests, little by little antagonistic, the educational process until then split single, the economic inequality between "organizers", increasingly more operators, and "enforcers", increasingly exploited, necessarily brought in their respective educational inequality. " (11)

What historical accounts from the different needs and interests of life, between the proletarian culture and bourgeois culture, it is clear that their values \u200b\u200babout freedom and responsibility for processing, are expressed in different terms, so it must be permanently resignified education of new languages.

For these reasons it is important dialogic communication, teacher training militant, with and for the masses, allowing charge to proletarian class consciousness itself against private ownership of means of production.

Notes:

(1) Vid. Arenas, Cesar. The cohesion of the process. About the organization of mass work. Editorial PCM (ml), Mexico 2008. P. 9.
(2) Vid. Cuevas, Felipe. Crisis of the foundations of capitalism. Mexico 2009. Mimeographed. P. 6.
(3) Cf Valqui Cachi, Camilo (Coord.). Marx's thought on the threshold of XXI century. By Mario Aguirre Beltrán. Editorial Commune, UAG. 1995 Mexico. P. 107.
(4) Vid. Ponce, Anibal. Education and Class Struggle. Editorial Quinto Sol, Nd Mexico. P. 112.
(5) According to Heinz Dieterich, state terrorism is as old as class society itself, and although it is one of the main modes of operation of many contemporary nation states, has not been well analyzed. Many of the issues and legalities of this sinister phenomenon are to be investigated and require further study. Among them is the dimension legal problems from lack of adequate definitions in international law for the phenomenon of 'disappearances', for example, to the absence of a legal institution of supranational executive. " Vid. EU and international terrorism. Noam Chomsky, Edward S. Herman, Heinz Dieterich, James Petras, Jan Pieterse Nederveeen. Ed UAM and Plaza y Valdes, México1988. P. 31.
(6) Cf proletarian vanguard. No. 318 of 02 to 08 March 2009, Mexico. P. 3.
(7) Vid. Cuevas, Felipe. Crisis of the foundations of capitalism. Mexico 2009. Mimeographed. P. 7.
(8) To Luis Villoro, ideology is sized as follows: 1. Set of statements feature: a) show products of work as separate things or qualities of that work. b) Explain the production process for these products reified. 2. Set of statements presented as fact or objective quality that is subjective quality: a) Statements which present particular class interests as general interests. b) Statements of value are presented as statements of fact. 3. Set of statements expressing beliefs ultimately conditioned by the social relations of production. 4. Set of statements expressing beliefs that serve a social function. The ideology is a form of concealment in which the interests and preferences own of a social group are disguised by posing as universal values \u200b\u200band interests and thus become acceptable to all. See The concept of ideology. Ed FCE, Mexico N / d. From this conception is possible to distinguish science-based ideology for both oppression and for social emancipation.
Vid. Louis Althusser et al. Controversy over Marxism and humanism. Ed Siglo XXI, Mexico 1974. Pp 18-19. "Just knowing very schematically that an ideology is a system (which has its own logic and rigor) of representations (images, myths, ideas or concepts, as applicable), endowed with an existence and a historical role within society given. Without entering into the problem of the relations of science with his past (ideology), we can say that the ideology and system of representation differs from science in that practical and social function is more important than the theoretical function (or knowledge ). "
(9) Valentina Canton concerning category individualcolectivo to clarify" the conception of the subject as a subject off center, to be renounced and therefore deprived of certainty, comfort and truth, a subject in constant search and movement, are at the same time, its products and other strangeness about himself and things he knows; alienation that leads him the need and the recognition of what is missing, what they want, at least as good 'material' and may explain, create your definition with words like! even 'interest', then be consistent with them in their action ", so it involves the collective individual and the collective individual, which is synthesized in particular from the notion of Hegelian-Marxist conception, methodologically speaking. The category of Canton, through all the logic of the research presented. Cf Valentina Canton, 1 +1 +1 does not equal 3. A proposal for teacher training based on the recognition of the individual. Ed UPN Texts Collection No. 6, Mexico 1997. 173 pp. P. 140.
(10) Vid. Lenin, IV The Three Sources and Three Component Parts of Marxism. Progress Publishers, Moscow 1974. P. 20.
(11) Vid. Ponce, Anibal. Education and class struggle. Editorial Quinto Sol, Mexico N / d. Pp 12, 16 and 17. In this work our author, argues that "Marx was right then, when he said that 'at the beginning of civilization are not individuals, but families, tribes, etc., which are opposite each other." Apud. The Capital, TIP 269, although it is wrong to believe the family predated the tribe, as he himself later acknowledged. "