{"id":62733,"date":"2026-08-29T00:33:00","date_gmt":"2026-08-28T22:33:00","guid":{"rendered":"https:\/\/www.omnesmag.com\/?p=62733"},"modified":"2026-08-29T00:46:04","modified_gmt":"2026-08-28T22:46:04","slug":"oikos-or-the-issue-of-education-in-spanish-politics","status":"publish","type":"post","link":"https:\/\/www.omnesmag.com\/en\/foco\/oikos-o-el-tema-de-la-educacion-en-la-politica-espanola\/","title":{"rendered":"\u00abOikos,\u00bb or the Issue of Education in Spanish Politics"},"content":{"rendered":"

Pope Speech by Pope Leo XIV<\/a> Before the Spanish Parliament, he reignited the long-standing debate between the naturalist approach and collectivism in the classroom, highlighting the disparities in the regional agreement model.<\/p>\n\n\n\n

Since the dawn of Greek philosophy, the concept of the \u201coikos\u201d\u2014the home or household\u2014has been the fundamental pillar upon which the structure of the \u201cpolis\u201d is built and sustained.<\/p>\n\n\n\n

Far from being merely a source of emotional support, the family was originally understood as the basic unit of society and the economy. However, interpretations of its role have historically divided thinkers into two opposing schools of thought that still resonate strongly in contemporary political debate.<\/p>\n\n\n\n

The Clash of Two Historical Perspectives <\/strong><\/h2>\n\n\n\n

On the one hand, Aristotle advocated a naturalistic view in his work *Politics*, defining the family <\/a>as the first community created for day-to-day survival, with the union of these communities forming the organic origin of society. A worldview that is firmly aligned with the principles of a democratic society.<\/p>\n\n\n\n

On the other hand, in *The Republic*, Plato espoused a utilitarian and collectivist vision, proposing the abolition of the traditional family for rulers and guardians on the grounds that private ties fostered selfishness. His alternative was a communal upbringing managed by the state.<\/p>\n\n\n\n

In the view of various analysts, this Platonic perspective foreshadows the logic of totalitarian and authoritarian regimes\u2014such as those in the Marxist sphere\u2014where the individual and his or her family are subordinated to the absolute control of the state apparatus. As a historical counterpoint, it is worth noting the stance of many of the states that suffered Soviet occupation, which today prioritize subsidizing educational projects spearheaded by family groups to bring them to fruition.<\/p>\n\n\n\n

The Role of Schools and Subsidiarity <\/strong><\/h2>\n\n\n\n

Common sense dictates that a completely isolated family cannot ensure the full development of its members, limiting their human dignity by confining them to a restrictive environment. There has been a consensus for millennia that the family is the living cell of society, granting parents the fundamental right and inescapable responsibility to raise and educate their children within their loving household.<\/p>\n\n\n\n

However, given the complexity of the contemporary world, it is practically impossible for an isolated family to provide a high-quality academic, sociopolitical, and religious education on its own. It is from this reality that the requirement for compulsory schooling through age 16 and the need for educational institutions with different philosophies\u2014all of which respect the Constitution\u2014stem; these institutions are conceived as a support mechanism rather than a substitute for the family.<\/p>\n\n\n\n

In this delicate balance, the principle of subsidiarity comes into play; it establishes that matters should be resolved by the nearest and most competent authority before being delegated to higher authorities. This principle operates in two dimensions: <\/p>\n\n\n\n