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Pedagogía de la incertidumbre: Desarrollo teórico y prueba de concepto de un modelo unificado cognitivo, didáctico y ético
No full textTesis Doctoral inédita leída en la Universidad Autónoma de Madrid, Facultad de Formación del Profesorado y Educación, Departamento de Pedagogía. Fecha de Lectura: 20-05-2024El presente estudio tiene como objetivo desarrollar una pedagogía de la incertidumbre en
base a la constitución de un modelo teórico y prueba de concepto basado en tres niveles
(cognitivo-didáctico-ético) derivados de la compilación de artículos publicados en
revistas indexadas durante el proceso de tesis doctoral. Estos niveles constituyen gran
parte de la evidencia actual sobre enfoques contemporáneos de la cognición y el cerebro
denominados 4E (embodied-enacted-embedded-extended), la didáctica descentralizada
con proyectos STEAM (Science, Technology, Engineering, Art and Math) y la
incorporación de problemáticas ecosocioambientales que generan incertidumbre en las
comunidades. La pedagogía de la incertidumbre se interroga sobre ¿cómo educar para la
incertidumbre? Es por esto, que se adhiere al enfoque radical inclusivo que sustenta la
pedagogía de la muerte, en que la consideración de la conciencia de finitud resulta
fundamental para el diseño de entornos educativos interdisciplinarios STEAM, que a
través del aprendizaje basado en proyectos, se busca proporcionar soluciones a
problemáticas reales que amenazan la calidad de vida de las personas. Los fundamentos
teóricos y filosóficos adhieren a una ontología relacional que articula enfoques
epistemológicos de la cognición y el aprendizaje basado en las 4E que celebran el papel
del cuerpo y el contexto para la generación de una educación auténtica y ética. A su vez,
la pedagogía de la incertidumbre se opone a la educación transmisiva que tiene raíces en
el cognitivismo, la centralización de los procesos educativos y la desarticulación de las
problemáticas ecosocioambientales, reduciendo la complejidad de la enseñanza y el
aprendizaje ante los encomiables desafíos del Siglo XXI. La pedagogía de la
incertidumbre celebra la emergencia cognitiva, el papel del cuerpo y la falta de control,
al incorporar problemas desafiantes de las comunidades a los procesos educativos, a
través del aprendizaje basado en proyectos STEAM, que impulsa la creatividad, la
colaboración y el desarrollo de competencias digitales con tecnologías emergentes. La
metodología empleada corresponde a la de tipo ensayística que, a través de un diseño de
prueba de concepto, se discuten y exponen en profundidad los fundamentos teóricos y
filosóficos que constituyen una pedagogía de la incertidumbre utilizando casos empíricos
para encarnar estas ideas. El presente estudio es la confección original de una elaboración
teórica que ha incorporado a la incertidumbre para problematizar la educaciónThe present study aims to develop a pedagogy of uncertainty based on the constitution of
a theoretical model and proof of concept based on three levels (cognitive-didactic-ethical)
derived from the compilation of articles published in indexed journals during the process
of doctoral thesis. These levels constitute much of the current evidence on contemporary
approaches to cognition and the brain called 4E (embodied-enacted-embedded-extended),
decentralized didactics with STEAM (Science, Technology, Engineering, Art and Math)
projects and the incorporation of eco-socio-environmental problems that generate
uncertainty in communities. The pedagogy of uncertainty asks how to educate for
uncertainty? This is why, it adheres to the radical inclusive approach that supports the
pedagogy of death, in which the consideration of the awareness of finitude is fundamental
for the design of interdisciplinary STEAM educational environments, which through
project-based learning, seeks provide solutions to real problems that threaten people's
quality of life. The theoretical and philosophical foundations adhere to a relational
ontology that articulates epistemological approaches to cognition and learning based on
the 4Es, that celebrate the role of the body and the context for the generation of authentic
and ethical education. At the same time, the pedagogy of uncertainty opposes
transmissive education that has roots in cognitivism, the centralization of educational
processes and the disarticulation of eco-socio-environmental problems, reducing the
complexity of teaching and learning in the face of the commendable challenges of 21st
century. The pedagogy of uncertainty celebrates cognitive emergence, the role of the body
and the lack of control, by incorporating challenging community problems into
educational processes, through STEAM project-based learning, which promotes
creativity, collaboration and development of digital skills with emerging technologies.
The methodology used corresponds to the essay type that, through a proof of concept
design, discusses and exposes in depth the theoretical and philosophical foundations that
constitute a pedagogy of uncertainty using empirical cases to embody these ideas. The
present study is the original preparation of a theoretical elaboration that has incorporated
uncertainty to problematize educatio
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Análisis de la reflexión de profesores de Biología en formación desde una perspectiva rizomática
No full textTeaching and reflection on it are complex cognitive activities. For this reason, it is necessary to explore new theoretical and methodological frameworks that address this complexity. That is why it is important to begin to abandon the status quo of binary understandings, which prevents notices the subtle configurations of thought and teaching actions. In this plane, research with a rhizomatic approach of a single case study was developed with two Biology teachers the training for a study continuation program, who individually and as a pair, reflect on one of their teaching explanations. The results indicate that teaching reflection is a rhizomatic activity; flexible and open, wandering through related ideas -assemblies-, decentralized and not hierarchical. Additionally, we show that individual reflection is descriptive and allows teachers to be situated. Meanwhile, reflection as a pair offers greater conditions to elaborate causal foundations, being the projection of the study under the rhizomatic theoryLa enseñanza y la reflexión, que de ella se hace, es una actividad cognitiva compleja. Por esta razón, es necesario explorar nuevos marcos teóricos y metodológicos que atiendan dicha complejidad. Es importante comenzar a abandonar el status quo de comprensiones binarias, que impiden advertir las configuraciones sutiles del pensamiento y de las actuaciones docentes. Así, se diseñó una investigación con perspectiva rizomática de estudio de caso único cuyo objetivo fue analizar la reflexión de profesores en formación sobre una microenseñanza para enriquecer las comprensiones acerca de la reflexión como proceso complejo. Los participantes fueron dos profesores de Biología en formación de un programa de prosecución de estudio, quienes individual y en dupla, reflexionaron sobre la forma de explicar, como futuro profesor de Biología, el tema de la división celular. Los resultados indican que la reflexión docente es una actividad rizomática; flexible y abierta, que deambula por ideas relacionadas -ensambles-, descentradas y no jerarquizadas. Adicionalmente, se evidencia que la reflexión individual es descriptiva y permite situar al profesorado. Se concluye que las descripciones, cuestionamientos, valoraciones o explicaciones sobre lo que se hace, no causan la reflexión, sino que la constituyen.
Análisis de la reflexión de profesores de Biología en formación desde una perspectiva rizomática
No full textTeaching and reflection on it are complex cognitive activities. For this reason, it is necessary to explore new theoretical and methodological frameworks that address this complexity. That is why it is important to begin to abandon the status quo of binary understandings, which prevents notices the subtle configurations of thought and teaching actions. In this plane, research with a rhizomatic approach of a single case study was developed with two Biology teachers the training for a study continuation program, who individually and as a pair, reflect on one of their teaching explanations. The results indicate that teaching reflection is a rhizomatic activity; flexible and open, wandering through related ideas -assemblies-, decentralized and not hierarchical. Additionally, we show that individual reflection is descriptive and allows teachers to be situated. Meanwhile, reflection as a pair offers greater conditions to elaborate causal foundations, being the projection of the study under the rhizomatic theoryLa enseñanza y la reflexión, que de ella se hace, es una actividad cognitiva compleja. Por esta razón, es necesario explorar nuevos marcos teóricos y metodológicos que atiendan dicha complejidad. Es importante comenzar a abandonar el status quo de comprensiones binarias, que impiden advertir las configuraciones sutiles del pensamiento y de las actuaciones docentes. Así, se diseñó una investigación con perspectiva rizomática de estudio de caso único cuyo objetivo fue analizar la reflexión de profesores en formación sobre una microenseñanza para enriquecer las comprensiones acerca de la reflexión como proceso complejo. Los participantes fueron dos profesores de Biología en formación de un programa de prosecución de estudio, quienes individual y en dupla, reflexionaron sobre la forma de explicar, como futuro profesor de Biología, el tema de la división celular. Los resultados indican que la reflexión docente es una actividad rizomática; flexible y abierta, que deambula por ideas relacionadas -ensambles-, descentradas y no jerarquizadas. Adicionalmente, se evidencia que la reflexión individual es descriptiva y permite situar al profesorado. Se concluye que las descripciones, cuestionamientos, valoraciones o explicaciones sobre lo que se hace, no causan la reflexión, sino que la constituyen.
Filosofía del nacimiento: aproximación desde la fenomenología corporeizada e intersubjetiva de Merleau-Ponty
No full textThe present study approaches birth as a philosophical problem from an intersubjective and embodied perspective derived from the analysis of the Body and the Other present in the Phenomenology of Perception of Merleau-Ponty. Based on the foregoing, the limitations of the Being-with-the-other (Mitdasein) of Heidegger and the Otherness of Levinas framed in the relationship of the face in its attempt to approach a philosophy of birth from an approximation of shared world (mother-father-son). In addition, there is a need to incorporate the three stages of pregnancy into the philosophical problem: pregnancy-birth-puerperium, since these are fundamental to illustrate in a profound way the relational and embodied dimension of this process that exhibits temporality and historicity.El presente estudio aborda el nacimiento como problema filosófico desde una perspectiva intersubjetiva y corporeizada derivada del análisis del Cuerpo y el Otro presente en la Fenomenología de la Percepción de Merleau-Ponty. A partir de lo anterior, se discuten las limitaciones que tendría la coexistencia (Mitdasein) de Heidegger y la Otredad de Lévinas enmarcada en la relación del rostro en su intento de aproximarse a una filosofía del nacimiento desde una perspectiva de mundo compartido (madre-padre-hijo). Además, se plantea la necesidad de incorporar al problema filosófico sobre el nacimiento tres etapas: embarazo-nacimiento-puerperio, ya que estas son fundamentales para ilustrar de manera profunda la dimensión relacional y corporeizada de este proceso que exhibe temporalidad e historicidad
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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