Racionalismo emergente: Principio activo en la humanización de la docencia universitaria
University teaching requires flexibility in generating ideas, by reasoning that they are not intended as absolute truths, but as emerging thoughts that produce dynamic to forge new knowledge interactions, as referred (Kuhn, 1986), (Morin, 2009), (Villalobos and Palencia 2013). The research purpose w...
- Autores:
-
Hernandez Malpica, Pedro Emilio
Caridad Faria, Migdalia Josefina
Bernardo Sukier, Harold
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2015
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/826
- Acceso en línea:
- https://hdl.handle.net/11323/826
https://repositorio.cuc.edu.co/
- Palabra clave:
- Racionalismo emergente
humanización de la docencia
innovación educativa
saberes
Emerging rationalism
humanization of teaching
educational innovation
knowledge
- Rights
- openAccess
- License
- Atribución – No comercial – Compartir igual
| Summary: | University teaching requires flexibility in generating ideas, by reasoning that they are not intended as absolute truths, but as emerging thoughts that produce dynamic to forge new knowledge interactions, as referred (Kuhn, 1986), (Morin, 2009), (Villalobos and Palencia 2013). The research purpose was approaching etnometodológicamente understand this reality at universities in Colombia, Venezuela and Mexico; the results derived from reductions and axial coding reveal prevailing analytical reasoning conceived as absolute reality, hindering innovative educational processes to guide teaching and scientific humanization by combining reason and experience (emerging rationalism). |
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