Modernity and post-modena: Tensions and Implications for research in education
In this article, the repercussion that debate about overcoming of modernity and assumption of postmodernist are discussed, they bring to education as knowledge field, in especially for research itself. The thesis that we live in postmodern era is discussed in critical way, giving emphasis to this af...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6632
- Fecha de publicación:
- 2010
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13264
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1083
https://repositorio.uptc.edu.co/handle/001/13264
- Palabra clave:
- Modernity
post modernity
education
research
modernidad
posmodernidad
educación
investigación
Modernité
postmodernité
éducation
recherche
Modernidade
pós-modernidade
educação
pesquisa
- Rights
- License
- http://purl.org/coar/access_right/c_abf133
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Modernity and post-modena: Tensions and Implications for research in education |
| dc.title.es-ES.fl_str_mv |
Modernidad/posmodernidad: tensiones y repercusiones en la investigación en educación |
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Modernité/postmodernité: tensions et repercusions de la recherche en education |
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Modernidade/pós-modernidade: tensões e repercussões na pesquisa em educação |
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Modernity and post-modena: Tensions and Implications for research in education |
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Modernity and post-modena: Tensions and Implications for research in education Modernity post modernity education research modernidad posmodernidad educación investigación Modernité postmodernité éducation recherche Modernidade pós-modernidade educação pesquisa |
| title_short |
Modernity and post-modena: Tensions and Implications for research in education |
| title_full |
Modernity and post-modena: Tensions and Implications for research in education |
| title_fullStr |
Modernity and post-modena: Tensions and Implications for research in education |
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Modernity and post-modena: Tensions and Implications for research in education |
| title_sort |
Modernity and post-modena: Tensions and Implications for research in education |
| dc.subject.en-US.fl_str_mv |
Modernity post modernity education research |
| topic |
Modernity post modernity education research modernidad posmodernidad educación investigación Modernité postmodernité éducation recherche Modernidade pós-modernidade educação pesquisa |
| dc.subject.es-ES.fl_str_mv |
modernidad posmodernidad educación investigación |
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Modernité postmodernité éducation recherche |
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Modernidade pós-modernidade educação pesquisa |
| description |
In this article, the repercussion that debate about overcoming of modernity and assumption of postmodernist are discussed, they bring to education as knowledge field, in especially for research itself. The thesis that we live in postmodern era is discussed in critical way, giving emphasis to this affirmation in social though, mainly because that expression is comprehensible that do not have the force and the intensity of philosophical concept, and it will finish empties of sense. One of its first uses is highlighted in the field of the philosophy, it was done by Lyotard, it gave to itself as an adjective and not as a noun, which does a significant difference. Besides the debate on the end or not of the modernity, it is chosen for the notion of hypermodernity, proposed by Lipovetsky, as form of characterization of the contemporary world, it is seeking to understand its implications. On the other hand, the author recognizes the important contributions of the thesis which affirm the postmodern era mainly into its epistemological and political aspects, in the measure that the analysis data spread out the focus of analysis. the present debate is characterized as a tension between two images of the thought that are not absolutely new, but they acquire special relevancy in the contemporaneousness, defending that we must assume this tension, from that one that it presents of creative possibility that does not paralyze the thought. |
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2010-01-032024-07-05T19:03:50Z2024-07-05T19:03:50Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1083https://repositorio.uptc.edu.co/handle/001/13264In this article, the repercussion that debate about overcoming of modernity and assumption of postmodernist are discussed, they bring to education as knowledge field, in especially for research itself. The thesis that we live in postmodern era is discussed in critical way, giving emphasis to this affirmation in social though, mainly because that expression is comprehensible that do not have the force and the intensity of philosophical concept, and it will finish empties of sense. One of its first uses is highlighted in the field of the philosophy, it was done by Lyotard, it gave to itself as an adjective and not as a noun, which does a significant difference. Besides the debate on the end or not of the modernity, it is chosen for the notion of hypermodernity, proposed by Lipovetsky, as form of characterization of the contemporary world, it is seeking to understand its implications. On the other hand, the author recognizes the important contributions of the thesis which affirm the postmodern era mainly into its epistemological and political aspects, in the measure that the analysis data spread out the focus of analysis. the present debate is characterized as a tension between two images of the thought that are not absolutely new, but they acquire special relevancy in the contemporaneousness, defending that we must assume this tension, from that one that it presents of creative possibility that does not paralyze the thought.Se discuten en este artículo, las repercusiones que el debate en torno de una superación de la modernidad y la supuesta instauración de una posmodernidad, traen para la educación como campo de conocimiento, especialmente para la investigación en el mismo. Se discute críticamente la tesis de que viviríamos una posmodernidad, dando énfasis a esta afirmación en el ámbito del pensamiento social, principalmente porque se comprende que esa expresión no tiene la fuerza y la intensidad de un concepto filosófico, acabando vacía de sentido. Se resalta que uno de sus primeros usos en el campo de la filosofía, hecho por Lyotard, se dio como un adjetivo y no como un sustantivo, lo que hace una significativa diferencia. Además del debate sobre el fin o no de la modernidad, se opta por la noción de hipermodernidad, propuesta por Lipovetsky, como forma de caracterización del mundo contemporáneo, buscando comprender sus implicaciones. Por otro lado, el autor reconoce las importantes contribuciones de la tesis que afirma la posmodernidad, principalmente en sus aspectos epistemológicos y políticos, en la medida en que descentra el foco de análisis. Caracteriza el presente debate como una tensión entre dos imágenes del pensamiento que no son absolutamente nuevas, pero que adquieren especial relevancia en la contemporaneidad, defendiendo que debemos asumir esa tensión, desde aquello que ella presenta de posibilidad creativa que no paraliza el pensamiento.Dans cet article, on discute les répercutions du débat autour du fait de surpasser la modernité et la soi-disant instauration d’une postmodernité, et l’effet de tout cela sur l’éducation comme un domaine de connaissance, spécialement pour la recherche en soi. On discute, d’une manière critique, la thèse qui dit que nous vivrions une postmodernité, en emphatisant cette affirmation dans le domaine de la pensée sociale, principalement parce qu’on comprend que cela n’a pas la force ni l’intensité d’un concept philosophique, ce qui lui enlève du sens. On met en relief qu’une de ses premières utilisations dans le domaine de la philosophie, faite par Lyotard, a été donnée comme un adjectif et pas comme un nom, ce qui fait une différence significative. A part le débat sur la fin ou non de la modernité, on opte pour la notion d’hypermodernité, proposée par Lipovetsky, comme une forme de caractérisation du monde contemporain, en cherchant de comprendre ses implications. D’autre part, l’auteur reconnaît les importantes contributions de la thèse qui affirme la postmodernité, principalement dans ses aspects épistémologiques et politiques, dans la mesure qu’elle décentre le focus d’analyse. Elle caractérise ce débat comme une tension entre deux images de la pensée qui ne sont pas absolument nouvelles, mais qui acquièrent spécial relevance dans la contemporanéité, en défendant le fait que nous devons assumer cette tension, dès ce qu’elle présente de possibilité créative qui ne paralyse pas la pensée.Discutem-se nesse artigo as repercussões que o debate em torno de uma superação da modernidade e a suposta instauração de uma pós-modernidade traz para a educaçãocomo campo de conhecimento, mais especialmente para a pesquisa nesse campo. Discute-se criticamente a tese de que viveríamos na pós-modernidade, dando ênfase a esta afirmação no âmbito do pensamento social, principalmente por compreender-se que essa expressão não tem a força e a intensidade de um conceito filosófico, acabando vazia de sentido. Ressalta-se que um de seus primeiros usos no campo da filosofia, por Lyotard, deu-se como um adjetivo e não como um substantivo, o que faz significativa diferença. Para além do debate sobre o fim ou não da modernidade, opta-se pela noção de hipermodernidade, proposta por Lipovetsky, como forma de caracterização do mundo contemporâneo, buscando compreender suas implicações. Por outro lado, o autor reconhece as importantes contribuições da tese que afirma a pós-modernidade, principalmente em seus aspectos epistemológicos e políticos, na medida em que desloca o foco de análise. Caracteriza o presente debate como a tensão entre duas imagens do pensamento que não são absolutamente novas, mas que ganham especial destaque na contemporaneidade, defendendo que devemos tomar essa tensão naquilo que ela apresenta de possibilidade criativa, sem paralisar o pensamento.application/pdfspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1083/1082Praxis & Saber; Vol. 1 No. 1 (2010): Investigación y Pedagogía; 19-42Praxis & Saber; Vol. 1 Núm. 1 (2010): Investigación y Pedagogía; 19-42Praxis & Saber; Vol. 1 No 1 (2010): Investigación y Pedagogía; 19-42Praxis & Saber; V. 1 N. 1 (2010): Investigación y Pedagogía; 19-42Praxis & Saber; v. 1 n. 1 (2010): Investigación y Pedagogía; 19-422462-86032216-0159Modernitypost modernityeducationresearchmodernidadposmodernidadeducacióninvestigaciónModernitépostmodernitééducationrechercheModernidadepós-modernidadeeducaçãopesquisaModernity and post-modena: Tensions and Implications for research in educationModernidad/posmodernidad: tensiones y repercusiones en la investigación en educaciónModernité/postmodernité: tensions et repercusions de la recherche en educationModernidade/pós-modernidade: tensões e repercussões na pesquisa em educaçãoinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6632http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a216http://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/access_right/c_abf133http://purl.org/coar/access_right/c_abf2Gallo, Silvio001/13264oai:repositorio.uptc.edu.co:001/132642025-07-18 11:43:54.958metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |