{"id":49600,"date":"2021-04-15T08:23:18","date_gmt":"2021-04-15T08:23:18","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/estudio-critico-sobre-el-pensamiento-pedagogico-de-carl-r-rogers\/"},"modified":"2021-04-15T08:23:18","modified_gmt":"2021-04-15T08:23:18","slug":"estudio-critico-sobre-el-pensamiento-pedagogico-de-carl-r-rogers","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/pedagogia\/estudio-critico-sobre-el-pensamiento-pedagogico-de-carl-r-rogers\/","title":{"rendered":"Estudio critico sobre el pensamiento pedagogico de carl r. rogers"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Ambrosio Pulpillo Ruiz <\/strong><\/h2>\n<p>Los supuestos pedagogicos para una orientacion no-directiva de la educacion y la ense\u00f1anza surgen en carl r. Rogers de su propia biografia y se concretan en lo que el denomina sus experiencias significativas convicciones fundamentales  ideas maestras y nociones-clave  que tienen sus antecedentes en la pedagogia clasica y se han proyectado en numerosos ensayos y reconsideraciones. Todo ello obliga a un analisis critico profundo sobre sus concepciones de la educacion      del homb re y de la vida  asi como tambien a reflexionar sobre la consistencia estructural y la funcionalidad de los factores que convergen en la relacion educativa  para concluir que las teorias permisivas o no-directivas sufren ya su ocaso  pues aunque hay en toda la doctrina pedagogica rogeriana ciertos aspectos positivos los negativos  en cambio    hacen imposible su viabilidad estricta.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Estudio critico sobre el pensamiento pedagogico de carl r. rogers<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Estudio critico sobre el pensamiento pedagogico de carl r. rogers <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Ambrosio Pulpillo Ruiz <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Complutense de Madrid<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 01\/01\/1982<\/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>Victor Garcia Hoz<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: Victor Garcia Hoz <\/li>\n<li>Gonz\u00e1lo V\u00e1zquez G\u00f3mez (vocal)<\/li>\n<li>Ricardo Iba\u00f1ez Marin (vocal)<\/li>\n<li> Iba\u00f1ez Martin Jos\u00e9 Antonio (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Ambrosio Pulpillo Ruiz Los supuestos pedagogicos para una orientacion no-directiva de la educacion y la ense\u00f1anza surgen [&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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