Génesis epistemológica de la crisis planetaria

The text goes through the central thesis of David Bohm, according to which it is necessary to reconstruct a thought orientated to the totality since the fragmentary thought, typical of our time, is a breeding ground for the human contemporary crisis. From there, that the central task of education an...

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Autores:
Riveros Rodríguez, Henry Alberto
Tipo de recurso:
Fecha de publicación:
2014
Institución:
Universidad Santo Tomás
Repositorio:
Universidad Santo Tomás
Idioma:
spa
OAI Identifier:
oai:repository.usta.edu.co:11634/36935
Acceso en línea:
http://revistas.ustabuca.edu.co/index.php/TEMAS/article/view/747
http://hdl.handle.net/11634/36935
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Derechos de autor 2017 Revista Temas
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oai_identifier_str oai:repository.usta.edu.co:11634/36935
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network_name_str Universidad Santo Tomás
repository_id_str
spelling Riveros Rodríguez, Henry Alberto2021-09-24T16:00:31Z2021-09-24T16:00:31Z2014-10-01http://revistas.ustabuca.edu.co/index.php/TEMAS/article/view/74710.15332/rt.v0i8.747http://hdl.handle.net/11634/36935The text goes through the central thesis of David Bohm, according to which it is necessary to reconstruct a thought orientated to the totality since the fragmentary thought, typical of our time, is a breeding ground for the human contemporary crisis. From there, that the central task of education and learning processes implies the deconstruction of the rigid schemes of knowledge transmission and, instead of that, the stand out of the multiplicity of relations involved in the vast spheres of life. The construction of this new epistemological position, whose value, paradoxically, resides in his lack of certainty, turns into the objective of educational processes. But this holistic paradigm, in spite of his comprehensive character, is not a total since it recognizes the primacy of uncertainty as a fuse paradox of its own epistemological status. That inner paradox of not being able to understand anything in its entirety is not a contradiction, but a characteristic, a strength of his own dynamic perception of the world.El texto recorre la tesis central de David Bohm, según la cual es necesario reconstruir un pensamiento orientado a la totalidad, puesto que el pensamiento fragmentario, característico de nuestro tiempo, es caldo de cultivo para la crisis humana contemporánea. De ahí, que la tarea central de los procesos de enseñanza y aprendizaje implique la deconstrucción de los esquemas rígidos de transmisión del conocimiento y, en su lugar, el señalamiento de la multiplicidadde relaciones implicadas en las vastas esferas de la vida. La construcción de esa nueva postura epistemológica, cuyo valor, paradójicamente, reside en su carencia de certeza, se convierte en norte de los procesos educativos. Pero este paradigma holístico, pese a su carácter comprehensivo, no es totalizante pues reconoce la primacía de la incertidumbre como paradoja fundante de su propio estatus epistemológico. Esa paradoja interna de no poder comprender algo en sutotalidad, no es una contradicción, sino una característica, una fortaleza de su propia percepción dinámica del mundo.application/pdfspaUniversidad Santo Tomáshttp://revistas.ustabuca.edu.co/index.php/TEMAS/article/view/747/595Revista Temas; Núm. 8 (2014); 141-1492422-40731692-6226Derechos de autor 2017 Revista Temashttp://creativecommons.org/licenses/by-nc-sa/4.0/http://purl.org/coar/access_right/c_abf2Génesis epistemológica de la crisis planetariaEpistemological genesis of the planetary crisisinfo:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_2df8fbb111634/36935oai:repository.usta.edu.co:11634/369352023-07-14 16:23:05.222metadata only accessRepositorio Universidad Santo Tomásnoreply@usta.edu.co
dc.title.spa.fl_str_mv Génesis epistemológica de la crisis planetaria
dc.title.alternative.eng.fl_str_mv Epistemological genesis of the planetary crisis
title Génesis epistemológica de la crisis planetaria
spellingShingle Génesis epistemológica de la crisis planetaria
title_short Génesis epistemológica de la crisis planetaria
title_full Génesis epistemológica de la crisis planetaria
title_fullStr Génesis epistemológica de la crisis planetaria
title_full_unstemmed Génesis epistemológica de la crisis planetaria
title_sort Génesis epistemológica de la crisis planetaria
dc.creator.fl_str_mv Riveros Rodríguez, Henry Alberto
dc.contributor.author.none.fl_str_mv Riveros Rodríguez, Henry Alberto
description The text goes through the central thesis of David Bohm, according to which it is necessary to reconstruct a thought orientated to the totality since the fragmentary thought, typical of our time, is a breeding ground for the human contemporary crisis. From there, that the central task of education and learning processes implies the deconstruction of the rigid schemes of knowledge transmission and, instead of that, the stand out of the multiplicity of relations involved in the vast spheres of life. The construction of this new epistemological position, whose value, paradoxically, resides in his lack of certainty, turns into the objective of educational processes. But this holistic paradigm, in spite of his comprehensive character, is not a total since it recognizes the primacy of uncertainty as a fuse paradox of its own epistemological status. That inner paradox of not being able to understand anything in its entirety is not a contradiction, but a characteristic, a strength of his own dynamic perception of the world.
publishDate 2014
dc.date.issued.none.fl_str_mv 2014-10-01
dc.date.accessioned.none.fl_str_mv 2021-09-24T16:00:31Z
dc.date.available.none.fl_str_mv 2021-09-24T16:00:31Z
dc.type.coarversion.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.drive.none.fl_str_mv info:eu-repo/semantics/article
dc.identifier.none.fl_str_mv http://revistas.ustabuca.edu.co/index.php/TEMAS/article/view/747
10.15332/rt.v0i8.747
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/11634/36935
url http://revistas.ustabuca.edu.co/index.php/TEMAS/article/view/747
http://hdl.handle.net/11634/36935
identifier_str_mv 10.15332/rt.v0i8.747
dc.language.iso.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv http://revistas.ustabuca.edu.co/index.php/TEMAS/article/view/747/595
dc.relation.citationissue.spa.fl_str_mv Revista Temas; Núm. 8 (2014); 141-149
dc.relation.citationissue.none.fl_str_mv 2422-4073
1692-6226
dc.rights.spa.fl_str_mv Derechos de autor 2017 Revista Temas
http://creativecommons.org/licenses/by-nc-sa/4.0/
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv Derechos de autor 2017 Revista Temas
http://creativecommons.org/licenses/by-nc-sa/4.0/
http://purl.org/coar/access_right/c_abf2
dc.format.mimetype.none.fl_str_mv application/pdf
dc.publisher.spa.fl_str_mv Universidad Santo Tomás
institution Universidad Santo Tomás
repository.name.fl_str_mv Repositorio Universidad Santo Tomás
repository.mail.fl_str_mv noreply@usta.edu.co
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