1,720,975 research outputs found
Interview with Peter McLaren: “Critical Education Must Transform the World”
Full text linkJavier Collado-Ruano interviews Peter McLaren about his views on critical pedagogy and how to transform traditional formal education away from capitalist structures
Otras Epistemologías nacientes
No full textThis paper deals with the epistemological discussion in the Latin American context around what is considered science, trying to answer a crucial question: can we achieve scientific knowledge, or are we only condemned to be mere reproducers of European thinkers? Emphasizing on two positions, one is Eurocentrism and the other position seeks other notions silenced by the dominant ones; in other words, a position that is canonical in our teachings and another that we could call non-canonical. Within this second position, several authors will be found, such as: Boaventura de Sousa Santos, Aníbal Quijano, Maximiliano Salatino, Javier Collado Ruano and Walter Mignolo. This will end up leading to new ways of making epistemologies that are not strictly dominated by canonical thought.El presente trabajo versa sobre la discusión epistemológica en el contexto latinoamericano en torno a lo que se considera ciencia, intentando responder una pregunta crucial ¿nosotros podemos realizar conocimiento científico, o sólo estamos condenados a ser meros reproductores de pensadores europeos? Acentuando en dos posturas, una es el eurocentrismo y la otra postura busca otras nociones calladas por las dominantes; en otras palabras, una postura que es canónica en nuestras enseñanzas y otra que podríamos denominar no-canónica. Dentro de esta segunda postura se van a encontrar varios autores, como ser: Boaventura de Sousa Santos, Aníbal Quijano, Maximiliano Salatino, Javier Collado Ruano y Walter Mignolo. Esto terminará desembocando en nuevas formas de hacer epistemologías que no estén dominadas estrictamente por el pensamiento canónico
Otras Epistemologías nacientes
No full textThis paper deals with the epistemological discussion in the Latin American context around what is considered science, trying to answer a crucial question: can we achieve scientific knowledge, or are we only condemned to be mere reproducers of European thinkers? Emphasizing on two positions, one is Eurocentrism and the other position seeks other notions silenced by the dominant ones; in other words, a position that is canonical in our teachings and another that we could call non-canonical. Within this second position, several authors will be found, such as: Boaventura de Sousa Santos, Aníbal Quijano, Maximiliano Salatino, Javier Collado Ruano and Walter Mignolo. This will end up leading to new ways of making epistemologies that are not strictly dominated by canonical thought.El presente trabajo versa sobre la discusión epistemológica en el contexto latinoamericano en torno a lo que se considera ciencia, intentando responder una pregunta crucial ¿nosotros podemos realizar conocimiento científico, o sólo estamos condenados a ser meros reproductores de pensadores europeos? Acentuando en dos posturas, una es el eurocentrismo y la otra postura busca otras nociones calladas por las dominantes; en otras palabras, una postura que es canónica en nuestras enseñanzas y otra que podríamos denominar no-canónica. Dentro de esta segunda postura se van a encontrar varios autores, como ser: Boaventura de Sousa Santos, Aníbal Quijano, Maximiliano Salatino, Javier Collado Ruano y Walter Mignolo. Esto terminará desembocando en nuevas formas de hacer epistemologías que no estén dominadas estrictamente por el pensamiento canónico
Reflexiones filosóficas y sociológicas de la educación: un abordaje paradigmatológico
Full text linkLas reflexiones filosóficas del presente artículo tienen el objetivo principal de estudiar las problemáticas
epistemológicas y paradigmáticas inherentes a los procesos de transformación educativa. En el estudio se
combina la metodología transdisciplinar con la Teoría de la Complejidad para organizar el conocimiento de
forma horizontal, sin jerarquizar las diferentes epistemes que co-existen en mismo espacio-tiempo. Desde esta perspectiva epistemológica, la investigación muestra que los individuos conocen, piensan y actúan según los paradigmas inscriptos culturalmente en ellos. De ahí la necesidad de crear una educación libertadora que siembre semillas de emancipación humana en el siglo XXI. En este sentido, el trabajo analiza los condicionamientos paradigmáticos que transcienden la formación humana mediante el estudio de nuestras relaciones humanas y la función social de la educación en el entorno social y natural. El desarrollo sostenible requiere reorientar nuestros modelos de vida dentro de los límites biofísicos de la naturaleza, sin comprometer su regeneración ecosistémica ni el desarrollo digno de nuestras próximas generaciones. Se trata de una investigación que pretende contribuir para el debate entre filosofía y sociología de la educación mediante una visión coevolucionista que integra al ser humano en su contexto cósmico y terrenal. Como resultado, se debate filosóficamente sobre los condicionamientos paradigmáticos que se producen en el campo de la sociología de la educación. Para concluir, se argumenta que la educación representa una herramienta de transformación paradigmática cuando promueve una ecología de saberes que combina la razón científica con otros aspectos epistémicos, espirituales, religiosos, afectivos, emocionales, políticos, retóricos, poéticos, artísticos y filosóficos.// The philosophical reflections of this article aim to study the epistemological and paradigmatic problems inherent in the processes of educational transformation. The study combines the transdisciplinary methodology with Complexity Theory to organize knowledge horizontally,
without hierarchizing the different epistemes that co-exist in the same space-time. From this epistemological perspective, research shows that individuals know, think, and act according to the cultural paradigms inscribed in them. Hence the need to create a liberating education that sows seeds of human emancipation in the 21st century. In this sense, the work analyzes paradigmatic constraints that transcend human training through the study of our human relationships and social role of education in the social and natural environment. Sustainable development requires reorienting our models of life within the biophysical limits of nature, without compromising ecosystem regeneration neither a dignity development of our next generations. This is an investigation that aims to contribute to the debate between philosophy and sociology of education
through co-evolutionary vision that integrates the human being in his cosmic and earthly context. As a result, it is discussed philosophically about the paradigmatic conditions that occur in the field of sociology of education. In conclusion, it is argued that education represents a paradigmatic transformation tool when it is promoted an ecology of knowledge that combines scientific reason with other epistemic, spiritual, religious, emotional, political, rhetorical, poetic, artistic, and philosophical aspects
Interculturalidad y descolonialidad: Retos y desafíos epistemológicos; Interculturalidade e descolonialidade: desafios epistemológicos; Interculturality and Decoloniality: Epistemological Challenges
No full textResumen: El objetivo del artículo es reflexionar sobre los retos y desafíos epistemológicos de la interculturalidad y la descolonialidad. Por eso el trabajo identifica y define las diferentes perspectivas epistemológicas y metodológicas que han emergido desde la mitad del siglo XX: la multidisciplinariedad, la pluridisciplinariedad, la interdisciplinariedad y la transdisciplinariedad. También se aborda la globalización desde un pensamiento fronterizo enfocado en la “epistemología del sur”. Como resultado, se concluye que es necesaria una ecología de saberes para crear “otros mundos posibles” que nos permitan lograr los Objetivos de Desarrollo Sostenible (ODS) pactados por los Naciones Unidas.
Palabras clave: interculturalidad, ubuntu, globalización, descolonialidad, epistemología.
Resumo: O objetivo do artigo é refletir sobre os desafios epistemológicos da interculturalidade e da descolonialidade. Por isso o trabalho identifica e define as diferentes perspectivas epistemológicas e metodológicas que surgiram desde meados do século XX: multidisciplinaridade, pluridisciplinaridade, interdisciplinaridade e transdisciplinaridade. Aborda-se a globalização partir dum pensamento de fronteira focado na "epistemologia do Sul". Como resultado, conclui-se que uma ecologia de saberes é necessária para criar "outros mundos possíveis" que nos permitem alcançar os Objetivos de Desenvolvimento Sustentável (ODS) acordados pelas Nações Unidas.
Palavras-chave: interculturalidade, ubuntu, globalização, descolonialidade, epistemologia.
Abstract: The objective of this article is to reflect about the epistemological challenges of interculturality and decoloniality. For this reason, the work identifies and defines the different epistemological and methodological perspectives that have emerged since the mid-twentieth century: multidisciplinarity, pluridisciplinarity, interdisciplinarity and transdisciplinarity. It addresses the globalization from aborder thinking focused on “south epistemology”. As result, it is concluded that ecology of knowledge is necessary to create “other possible worlds” with the aim to achieve the Sustainable Development Goals (SDGs) agreed by the United Nations.
Keywords: interculturality, ubuntu, globalization, decoloniality, epistemology
Biomimicry: a Necessary Eco-Ethical Dimension for a Future Human Sustainability
Full text linkThis article reflects on the concept of “global citizenship” from a transdisciplinary methodology and a biomimetic approach. A sustainable human image appears with this epistemological symbiosis, that constitutes the DNA of a genuine tool of civilizational transformation. On the one hand, the transdisciplinary methodology is opened to the multi-referential conception of the three pillars proposed by Basarab Nicolescu (2008): levels of reality, logic of the included middle, and complexity. On the other hand, the concept of biomimicry approached by Janine M. Benyus (2012) identifies nine operating principles of life in order to mimic nature in the reformulation of new sustainable human production systems with the biosphere. The aim of this study is to identify international agreements on environmental and sustainable development, to elaborate some contribution in the post-2015 eco-political-educational strategic framework led by the United Nations with the Sustainable Development Goals. With the purpose of strengthening ties between education and sustainability through symbiotic bridges between nature and culture, the work identifies the vital axises that constitute the interdependence of ecosystems to make a biomimetic application in the social, political, and educational structures of human systems. Then, this paper is an innovational research that seeks to integrate the eco-ethics as a practice in the “Global Citizenship Education” proposed for UNESCO for next decade 2015-2025
Big History in the Ecuadorian Educational System: Theory, Practice, and Public Policies of Environmental Education
Full text linkThe main objective of this paper is to describe two eco-pedagogical experiences developed with the Environmental Education Program of Educator, using Big History as theoretical framework. A transdisciplinary methodology is used to integrate scientific knowledge with ancestral wisdom, in order to combine an ecology of epistemes. Hence, the study reflects about the intercultural, plurinational, and multiethnic nature of the Ecuadorian citizenship to understand the environmental practices of those ancient worldviews. As result, the article reflects about the theory, practice, and public policies of the Environmental Education Program ‘Tierra de Todos’ developed by the Ministry of Education in Ecuador. In harmony with the Ecuadorian’s Constitution of 2008, that recognized the Rights of Nature, this program has been implemented in all the Ecuadorian Educational System to raise environmental awareness and to restore the ecosystems. This juridical framework is based in the Good Living, a philosophical and political worldview of kiwicha indigenous peoples of Andean Region, where human beings are interconnected with our planet Earth and the whole cosmos. As the main conclusion, the Environmental Education Program seeks to bio-literate citizens to face the complex civilizing challenges of the Anthropocene, by teaching how to feel-think-act in harmony with the co-evolutionary processes of nature
O desenvolvimento sustentável na educação superior. Propostas biomiméticas e transdisciplinares
Full text linkA natureza do presente artigo tem como objeto de estudo refletir sobre a educação superior no marco dos “Objetivos de Desenvolvimento Sustentável” (ODS) propostos pelas Nações Unidas para o ano 2030. O trabalho tem uma abordagem metodológica transdisciplinar e biomimética com o propósito de reforçar os laços entre a educação superior e a sustentabilidade humana no planeta Terra. O conceito de biomímesis trata de compreender os princípios de funcionamento da vida na natureza com o objetivo de imitá-los e reformular os atuais sistemas produtivos humanos de forma sustentável com a biosfera. O resultado do presente estudo tem sido a identificação de nove princípios biomiméticos que devem ser promovidos nos processos de implementação da sustentabilidade na educação superior. Trata-se, em conclusão, de uma pesquisa que persegue integrar o pensamento complexo como uma prática pedagógica na implementação da sustentabilidade na educação superior
Transdisciplinary Perspectives in Bioethics: A Co-evolutionary Introduction from the Big History
No full textThe main objective of this work is to expand the bioethics notion expressed in the Article 17th of the Universal Declaration on Bioethics and Human Rights, concerning the interconnections
between human beings and other life forms. For this purpose, it is combined the transdisciplinary methodology with the theoretical framework of the “Big History” to approach the co-evolutionary phenomena that life is developing on Earth for some 3.8 billion years. As a result, the study introduces us to the unification, integration and inclusion of the history of the universe, the solar system, Earth, and life with the history of human beings. In conclusion, I consider to safeguard the cosmic miracle that represents the emergence of life we must adopt new transdisciplinary perspectives into bioethics to address the ecosystem complexity of co-evolutionary processes of
life on Gaia as a whole
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