Entre el agua de Tales y el fuego de Heráclito: una lectura didáctica‐crítica de Historia menuda de la Filosofía y la Civilización Clásica

Alfredo Rodríguez Iranzo; María Elena Del Valle Mejias

doi:10.58479/almanaque.2026.178

Authors

Alfredo Rodríguez Iranzo Universidad Metropolitana de Caracas (Venezuela)
María Elena Del Valle Mejias Universidad Europea de Madrid, (España)

DOI:

https://doi.org/10.58479/almanaque.2026.178

Keywords:

Greek philosophy, classical civilization, instructional design, active methodologies, teaching resources, meaningful learning, history of philosophy

Abstract

This article critically analyzes the work Historia menuda de la Filosofía y la Civilización Clásica by Alfredo Rodríguez Iranzo (2025). Our objective is to explore its potential as a resource for active learning in programs of history of philosophy and classical culture. To this end, the narrative structure of the text—from the Presocratics to Aristotle—is first examined, highlighting the way it articulates anecdote, historical context, and critical commentary. Second, this structure is contrasted with contemporary instructional design frameworks based on cognitive load theory and meaningful learning. Third, a matrix for sequencing activities (Socratic debate, visual thinking, micro-podcasts) is proposed, capitalizing on the book’s “menudez” (brevity and anecdotal style) to foster deep understanding and the transfer of knowledge to current issues. Among the findings, the episodic presentation is shown to support sustained attention, while the abundance of primary sources promotes information literacy. However, the need to enrich the gender perspective and to include references to non-Western philosophical traditions is identified in order to align the work with international standards of inclusive curricula. It is concluded that the book constitutes a valuable resource for problem-based learning experiences, provided that it is accompanied by didactic guides that clearly specify competencies and assessment criteria.

Author Biographies

Alfredo Rodríguez Iranzo , Universidad Metropolitana de Caracas (Venezuela)

Alfredo Rodríguez Iranzo is a Venezuelan professor and researcher devoted to the study of philosophy, the history of classical thought, and humanistic education. His academic work has focused on the rigorous dissemination of ancient philosophical thought and on the analysis of the cultural foundations of Western civilization, with particular attention to the legacy of Greek philosophy. Throughout his career, he has carried out teaching and research activities in the university context, contributing to the education of students in areas related to philosophy, classical culture, and the history of ideas. He is the author of essays and academic and outreach-oriented works aimed at bringing the major debates of the philosophical tradition to a broader audience, combining conceptual rigor with an accessible narrative style. Among his contributions is a strong interest in linking the teaching of philosophy with pedagogical approaches that promote the critical understanding of classical texts and their relevance to contemporary challenges. His work is characterized by a didactic approach that seeks to build bridges between the philosophical tradition and current processes of intellectual and cultural formation.

María Elena Del Valle Mejias, Universidad Europea de Madrid, (España)

Elena del Valle Mejías is a university professor, researcher, and specialist in instructional design and technologies applied to learning. Her professional trajectory lies at the intersection of higher education, pedagogical innovation, and the development of digital learning environments. She has carried out extensive work in the design of training programs, active learning methodologies, and student-centered learning strategies, with particular interest in the pedagogical use of artificial intelligence, microlearning, and corporate learning platforms. Her work combines academic research with professional practice in the field of organizational learning and corporate training, participating in projects aimed at transforming learning in both corporate and university contexts. In this context, she has promoted initiatives focused on the development of learning simulators, AI-based skills coaches, and microcredential programs linked to professional competencies. She is also involved in research and editorial activities in the field of educational sciences and educational innovation, participating in academic projects, scientific publications, and forums that reflect on the future of learning. Her approach is characterized by the integration of pedagogical foundations, critical analysis of educational technologies, and the design of learning experiences oriented toward the transfer of knowledge to real professional practice contexts.