Crisis and philosophical practice in education

teaching of philosophy and philosophizing play a fundamental role in the training of human beings capable of thinking rationally, understanding, arguing, evaluating, reflecting, questioning, criticizing and proposing new alternatives to the understanding of knowledge and lived values, from the horiz...

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Tipo de recurso:: http://purl.org/coar/resource_type/c_6543

Fecha de publicación:: 2020

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:: spa

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dc.title.en-US.fl_str_mv	Crisis and philosophical practice in education
dc.title.es-ES.fl_str_mv	Crisis y práctica filosófica en la educación
dc.title.fr-FR.fl_str_mv	Crise et pratique philosophique dans l'éducation
dc.title.pt-BR.fl_str_mv	Crise e prática filosófica na educação
title	Crisis and philosophical practice in education
spellingShingle	Crisis and philosophical practice in education philosophy of education teaching of philosophy pedagogical practice ethics humanities filosofía de la educación enseñanza de la filosofía práctica pedagógica ética humanidades philosophie de l'éducation enseignement de la philosophie pratique pédagogique éthique sciences humaines filosofia da educação ensino da filosofia prática pedagógica ética humanidades
title_short	Crisis and philosophical practice in education
title_full	Crisis and philosophical practice in education
title_fullStr	Crisis and philosophical practice in education
title_full_unstemmed	Crisis and philosophical practice in education
title_sort	Crisis and philosophical practice in education
dc.subject.en-US.fl_str_mv	philosophy of education teaching of philosophy pedagogical practice ethics humanities
topic	philosophy of education teaching of philosophy pedagogical practice ethics humanities filosofía de la educación enseñanza de la filosofía práctica pedagógica ética humanidades philosophie de l'éducation enseignement de la philosophie pratique pédagogique éthique sciences humaines filosofia da educação ensino da filosofia prática pedagógica ética humanidades
dc.subject.es-ES.fl_str_mv	filosofía de la educación enseñanza de la filosofía práctica pedagógica ética humanidades
dc.subject.fr-FR.fl_str_mv	philosophie de l'éducation enseignement de la philosophie pratique pédagogique éthique sciences humaines
dc.subject.pt-BR.fl_str_mv	filosofia da educação ensino da filosofia prática pedagógica ética humanidades
description	teaching of philosophy and philosophizing play a fundamental role in the training of human beings capable of thinking rationally, understanding, arguing, evaluating, reflecting, questioning, criticizing and proposing new alternatives to the understanding of knowledge and lived values, from the horizons of questions for foundations and in the organization of perspectives. The results of an adequate philosophical education are related to the training of autonomous, ethical subjects capable of living in democracy and who are self-conscious of the criteria of knowledge. In this approach, competencies and philosophical practice are defined, forming a heterogeneous group of abilities, experiences and values in which philosophy can be practiced in different places, situations and contexts. A more practical approach to philosophy makes students see this discipline more applicable, increases their taste for study and allows for dialogue and philosophical learning in other disciplines. The aim of this reflective work is to understand this philosophical learning as well as its contribution to the teaching of philosophy.
publishDate	2020
dc.date.accessioned.none.fl_str_mv	2024-07-05T19:04:43Z
dc.date.available.none.fl_str_mv	2024-07-05T19:04:43Z
dc.date.none.fl_str_mv	2020-01-02
dc.type.none.fl_str_mv	info:eu-repo/semantics/article
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dc.identifier.none.fl_str_mv	https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9910 10.19053/22160159.v11.n25.2020.9910
dc.identifier.uri.none.fl_str_mv	https://repositorio.uptc.edu.co/handle/001/13565
url	https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9910 https://repositorio.uptc.edu.co/handle/001/13565
identifier_str_mv	10.19053/22160159.v11.n25.2020.9910
dc.language.none.fl_str_mv	spa
dc.language.iso.spa.fl_str_mv	spa
language	spa
dc.relation.none.fl_str_mv	https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9910/8690 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9910/8864 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9910/9116 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9910/10350
dc.rights.es-ES.fl_str_mv	Derechos de autor 2020 Jorge Anibal Rojas-Devia, Carlos Arturo Londoño
dc.rights.coar.fl_str_mv	http://purl.org/coar/access_right/c_abf2
dc.rights.coar.spa.fl_str_mv	http://purl.org/coar/access_right/c_abf44
rights_invalid_str_mv	Derechos de autor 2020 Jorge Anibal Rojas-Devia, Carlos Arturo Londoño http://purl.org/coar/access_right/c_abf44 http://purl.org/coar/access_right/c_abf2
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dc.publisher.es-ES.fl_str_mv	Universidad Pedagógica y Tecnológica de Colombia
dc.source.en-US.fl_str_mv	Praxis & Saber; Vol. 11 No. 25 (2020): Saberes e interacciones escolares; 153 - 176
dc.source.es-ES.fl_str_mv	Praxis & Saber; Vol. 11 Núm. 25 (2020): Saberes e interacciones escolares; 153 - 176
dc.source.fr-FR.fl_str_mv	Praxis & Saber; Vol. 11 No 25 (2020): Saberes e interacciones escolares; 153 - 176
dc.source.it-IT.fl_str_mv	Praxis & Saber; V. 11 N. 25 (2020): Saberes e interacciones escolares; 153 - 176
dc.source.pt-BR.fl_str_mv	Praxis & Saber; v. 11 n. 25 (2020): Saberes e interacciones escolares; 153 - 176
dc.source.none.fl_str_mv	2462-8603 2216-0159
institution	Universidad Pedagógica y Tecnológica de Colombia
repository.name.fl_str_mv	Repositorio Institucional UPTC
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spelling	2020-01-022024-07-05T19:04:43Z2024-07-05T19:04:43Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/991010.19053/22160159.v11.n25.2020.9910https://repositorio.uptc.edu.co/handle/001/13565teaching of philosophy and philosophizing play a fundamental role in the training of human beings capable of thinking rationally, understanding, arguing, evaluating, reflecting, questioning, criticizing and proposing new alternatives to the understanding of knowledge and lived values, from the horizons of questions for foundations and in the organization of perspectives. The results of an adequate philosophical education are related to the training of autonomous, ethical subjects capable of living in democracy and who are self-conscious of the criteria of knowledge. In this approach, competencies and philosophical practice are defined, forming a heterogeneous group of abilities, experiences and values in which philosophy can be practiced in different places, situations and contexts. A more practical approach to philosophy makes students see this discipline more applicable, increases their taste for study and allows for dialogue and philosophical learning in other disciplines. The aim of this reflective work is to understand this philosophical learning as well as its contribution to the teaching of philosophy.enseñanza de la filosofía y el filosofar juegan un papel fundamental en la formación de seres humanos capaces de pensar racionalmente, comprender, argumentar, evaluar, reflexionar, cuestionar, criticar y proponer nuevas alternativas a la comprensión del saber y de los valores que se viven, desde los horizontes de las preguntas por los fundamentos y en la organización de las perspectivas. Los resultados de una educación filosófica adecuada tienen que ver con la formación de sujetos autónomos, éticos, capaces de vivir en democracia y autoconscientes de los criterios del saber. En este enfoque se circunscriben las competencias y la práctica filosófica que conforman un heterogéneo grupo de capacidades, vivencias y valores en el que la filosofía puede ser practicada en lugares, situaciones y contextos diferentes. Un enfoque más práctico de la filosofía hace que los estudiantes vean más aplicable esta disciplina, aumenta el gusto por su estudio y les permite el diálogo y el aprendizaje filosófico de las demás disciplinas. El objetivo de este trabajo reflexivo es comprender ese aprendizaje filosófico y su contribución a la enseñanza del filosofar.L'enseignement de la philosophie et philosopher jouent un rôle fondamental dans la formation d'êtres humains capables de penser rationnellement, de comprendre, d'argumenter, d'évaluer, de réfléchir, de questionner, de critiquer et de proposer de nouvelles alternatives à la compréhension de la connaissance et des valeurs vécues, à partir des horizons des questions par les fondations et dans l'organisation des perspectives. Les résultats d'une éducation philosophique adéquate sont liés à la formation de sujets autonomes, éthiques, capables de vivre en démocratie et auto-conscients des critères de la connaissance. Dans cette approche, les compétences et la pratique philosophique sont délimitées, formant un groupe hétérogène de capacités, d'expériences et de valeurs dans lequel la philosophie peut être pratiquée dans différents lieux, situations et contextes. Une approche plus pratique de la philosophie fait que les étudiants voient cette discipline plus applicable, en augmentant leur goût pour l'étude et en permettant le dialogue et l’apprentissage philosophique dans d'autres disciplines. Le but de ce travail de réflexion est de comprendre cet apprentissage philosophique et sa contribution à l'enseignement de la philosophie.O ensino da filosofia e filosofar desempenham um papel fundamental na formação de seres humanos capazes de pensar racionalmente, compreender, argumentar, avaliar, refletir, questionar, criticar e propor novas alternativas à compreensão do saber e dos valores que são vividos, desde os horizontes das perguntas por os fundamentos e a organização das perspectivas. Os resultados de uma educação filosófica adequada têm a ver com a formação de sujeitos autônomos, éticos, capazes de viver em democracia e autoconscientes dos critérios do saber. Neste enfoque circunscrevem-se as competências e a prática filosófica que compõe um grupo heterogêneo de capacidades, experiências e valores em que a filosofia pode ser praticada em lugares, situações e contextos diferentes. Um enfoque mais prático da filosofia faz que os estudantes vejam mais aplicável esta disciplina, aumenta o gosto pelo seu estudo e permite-lhes o diálogo e a aprendizagem filosófico das demais disciplinas. O objetivo deste trabalho reflexivo é entender essa aprendizagem filosófico e sua contribuição para o ensino de filosofar. application/pdftext/htmlapplication/epub+zipapplication/xmlspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9910/8690https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9910/8864https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9910/9116https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9910/10350Derechos de autor 2020 Jorge Anibal Rojas-Devia, Carlos Arturo Londoñohttp://purl.org/coar/access_right/c_abf44http://purl.org/coar/access_right/c_abf2Praxis & Saber; Vol. 11 No. 25 (2020): Saberes e interacciones escolares; 153 - 176Praxis & Saber; Vol. 11 Núm. 25 (2020): Saberes e interacciones escolares; 153 - 176Praxis & Saber; Vol. 11 No 25 (2020): Saberes e interacciones escolares; 153 - 176Praxis & Saber; V. 11 N. 25 (2020): Saberes e interacciones escolares; 153 - 176Praxis & Saber; v. 11 n. 25 (2020): Saberes e interacciones escolares; 153 - 1762462-86032216-0159philosophy of educationteaching of philosophypedagogical practiceethicshumanitiesfilosofía de la educaciónenseñanza de la filosofíapráctica pedagógicaéticahumanidadesphilosophie de l'éducationenseignement de la philosophiepratique pédagogiqueéthiquesciences humainesfilosofia da educaçãoensino da filosofiaprática pedagógicaéticahumanidadesCrisis and philosophical practice in educationCrisis y práctica filosófica en la educaciónCrise et pratique philosophique dans l'éducationCrise e prática filosófica na educaçãoinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6543http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a127http://purl.org/coar/version/c_970fb48d4fbd8a85Londoño, Carlos ArturoRojas-Devia, Jorge Anibal001/13565oai:repositorio.uptc.edu.co:001/135652025-07-18 11:43:29.685metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co

Crisis and philosophical practice in education

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