GET TO KNOW THE SCHOOL
Institutional
Academic Levels
Educational Outreach
Institutional Development
Graduates
Follow us!

IDEARIO - Martin Buber, the philosopher.

Our school is named after the Jewish thinker Martin Buber.

Its philosophy guides our work and marks our positions in the face of multiple problems. Its humanistic ideas palpitate in our school life and in our conception of the world: in the respect for the child and in the importance we give to his/her socialization; in the quality of interpersonal relationships, in the valuation and in the approach to each student in a personalized work. We seek that each student achieves the delicate balance of feeling unique and at the same time one more.

In our daily work we highlight history,
tradition and ethics intertwined in the challenges
presented today by the construction of scientific and social knowledge.

We are a bilingual, pluralistic, democratic Jewish school with strong roots in our country and committed to the State of Israel. In our daily work we emphasize history,

tradition and ethics intertwined in the challenges presented today by the construction of scientific and social knowledge. Our students grow and develop their identity with contents that are nurtured in the millenary sources and values of our people and that invite them to commit themselves ethically as active participants in their social reality. We promote respect for the diverse cultural manifestations of Jewish identity and we recreate and re-signify traditions so that our students experience and appropriate the millenary values of our people.

As a pluralistic Jewish school we think of Judaism from its humanistic values and cultural heritage and are committed to respecting the unique ways in which each individual constructs and lives his/her Jewish identity. Jewish holidays, memorial days and traditions are approached from their cultural values and heritage, not from a religious perspective. Our school does not follow the rules of Kashrut. It offers families who do so the possibility for their children to bring their own food.

The theory that underlies our pedagogical work has shown that the learner is active in the construction of knowledge. He does not learn alone but in a group, interacting and confronting his ideas with others.

We offer our students the possibility of conquering knowledge on their own through research and experience, and through personal effort that allows them to acquire study methods that will serve them for life. This way of working at the same time awakens new interests and curiosity in them.

Beyond learning content, they learn to learn, to think, to reason; this includes building identity, the capacity for questioning and critical thinking. In this sense, we understand that personality development is inseparable from the set of affective, cognitive, social and moral relationships that constitute the life of the school.

02

Martin Buber, the philosopher.
(1878-1965)

Martin Buber was born in Vienna in 1878 and died in Jerusalem in 1965.

Buber firmly believed in the educational link that acts slowly, but in which the real influence lies: "Education is not a question of what but of how: how things are taught, how they are presented"

His philosophical thinking is based on the notion of dialogue, on openness towards the other, not to persuade him or reach a consensus, but to listen to his voice and reflect.

Buber's humanism is a conjunction of understanding and practicing; it is not possible to understand without concrete doing.

Some of his works:


PATHS OF UTOPIA. Fondo de Cultura Económica, Mexico, 1955.
¿QUÉ ES EL HOMBRE? Fondo de Cultura Económica, Mexico, 1973.
IAND YOU. Nueva Visión, Bs. As. 1977.
EL HUMANISMO HEBREO Y NUESTRO TIEMPO. Ed. Porteñas-AMIA, Bs. As., 1977.
SIONISMOY UNIVERSIDAD. Ed. Porteñas-AMIA, Buenos Aires, 1978.