{"id":138002,"date":"2026-01-12T17:09:59","date_gmt":"2026-01-12T17:09:59","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/naturaleza-y-relevancia-de-la-comunicacion-existencial-en-educacion\/"},"modified":"2026-01-12T17:09:59","modified_gmt":"2026-01-12T17:09:59","slug":"naturaleza-y-relevancia-de-la-comunicacion-existencial-en-educacion","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/pedagogia\/naturaleza-y-relevancia-de-la-comunicacion-existencial-en-educacion\/","title":{"rendered":"Naturaleza y relevancia de la comunicacion existencial en educacion"},"content":{"rendered":"<h2>Tesis doctoral de <strong>  Montiel Salas Antonio  Luis <\/strong><\/h2>\n<p>En este trabajo late la negacion de una teoria educativa reducida al uso de tecnicas. Las tecnicas educativas son, ciertamente, utiles, pero no son lo unico ni lo mas importante. Concediendo crucial relevancia a la comunicacion objetiva, estamos apuntando a la necesidad de trascender la rigidez de los esquemas tecnocraticos.  para decirlo de modo positivo, se quiere destacar la importancia que tiene la persona del profesor y del alumno en educacion: se quiere destacar la importancia de las relaciones humanas (personales) en educacion. En resumen, este trabajo se orienta a la elaboracion de una teoria de la comunicacion educativa. A partir de las sugerencias de jaspers y marcel, a quienes se dedican los dos primeros capitulos, se sistematizan las caracteristicas esenciales de la comunicacion existencial. Esta se define como el concreto trato que se da entre los hombres cuando cada uno se presenta en su mismidad personal y trata al otro-yo personal, como sujeto autemtocp p \u00abtu\u00bb.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Naturaleza y relevancia de la comunicacion existencial en educacion<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Naturaleza y relevancia de la comunicacion existencial en educacion <\/li>\n<li><strong>Autor:<\/strong>\u00a0  Montiel Salas Antonio  Luis <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Navarra<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 01\/01\/1991<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Francisco Miguel Altarejos Masota<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: Emilio Redondo Garcia <\/li>\n<li>Juan Cruz Cruz (vocal)<\/li>\n<li> Gonzalez-simancas Lacasa Jos\u00e9 Luis (vocal)<\/li>\n<li>Francisco Javier Vergara Ciordia (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Montiel Salas Antonio Luis En este trabajo late la negacion de una teoria educativa reducida al uso [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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