Biopedagogy: a reflexive point of view on learning processes
This article aims to promote the reflection on biopedagogy as a strategy for bringing visibility to the new educational realities, which are the result of different social events. The document also seeks to facilitate progress towards the third culture and towards a humanizing episteme that links kn...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2018
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7862 |
| _version_ | 1801706435297411072 |
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| author | Devia-Cárdenas, Jose Agustin |
| author_facet | Devia-Cárdenas, Jose Agustin |
| author_sort | Devia-Cárdenas, Jose Agustin |
| collection | OJS |
| description | This article aims to promote the reflection on biopedagogy as a strategy for bringing visibility to the new educational realities, which are the result of different social events. The document also seeks to facilitate progress towards the third culture and towards a humanizing episteme that links knowledge to life through the perception of living beings, in other words; an environment in which it is possible to feel, to communicate, to reason, and to build a world open to everyone. The challenge of biopedagogy is to attain complex, holistic, legitimate, and self-organized learning processes through the biology of love and tenderness. This can be achieved if communication, language, and dialogue encourage the genesis of new knowledge in the individual, respond to the changing understanding of reality, and deepen the way we relate to the planet. It is our hope that human beings develop a language of self-organization, uncertainty, and risk, as well as an ability to solve situations through alternative paths based on a universe of biolearning and pedagogies that could become the emergent paradigm. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-7862 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2018 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-78622024-03-15T21:27:52Z Biopedagogy: a reflexive point of view on learning processes La biopedagogía: una mirada reflexiva en los procesos de aprendizaje La biopedagogie: un point de vue reflexif sur les processus d’apprentissage A biopedagogia: uma olhada reflexiva nos processos de aprendizagem Devia-Cárdenas, Jose Agustin biopedagogy education learning life pedagogy biopedagogía educación pedagogía aprendizaje vida biopédagogie éducation pédagogie apprentissage vie biopedagogia educação pedagogia aprendizagem vida This article aims to promote the reflection on biopedagogy as a strategy for bringing visibility to the new educational realities, which are the result of different social events. The document also seeks to facilitate progress towards the third culture and towards a humanizing episteme that links knowledge to life through the perception of living beings, in other words; an environment in which it is possible to feel, to communicate, to reason, and to build a world open to everyone. The challenge of biopedagogy is to attain complex, holistic, legitimate, and self-organized learning processes through the biology of love and tenderness. This can be achieved if communication, language, and dialogue encourage the genesis of new knowledge in the individual, respond to the changing understanding of reality, and deepen the way we relate to the planet. It is our hope that human beings develop a language of self-organization, uncertainty, and risk, as well as an ability to solve situations through alternative paths based on a universe of biolearning and pedagogies that could become the emergent paradigm. El propósito del artículo es promover la reflexión sobre la biopedagogía como una propuesta para visibilizar las nuevas realidades educativas, resultado de diferentes acontecimientos sociales, así como propiciar el avance hacia la tercera cultura y una episteme humanizadora que permita la vinculación del conocimiento a la vida por medio de la percepción del ser vivo, es decir, donde se pueda sentir, comunicar, razonar y construir un mundo posible para todos. El desafío de la biopedagogía es alcanzar, a través de la biología del amor y la ternura, procesos de aprendizaje complejos, holísticos, legítimos y autoorganizados. Esto se logrará si la comunicación, el lenguaje y el diálogo permiten que nuevos aprendizajes surjan en el sujeto, respondan a la transformación en la comprensión de lo real y logren profundizar en la forma como nos relacionamos con el planeta. Esperamos que el ser humano desarrolle un lenguaje de autoorganización, incertidumbre y riesgo, y pueda resolver situaciones a través de vías alternativas desde un universo de bioaprendizajes y pedagogías, que podrían convertirse en el paradigma emergente. L’objectif de cet article est de promouvoir la réflexion sur la iopédagogie comme une proposition pour visualiser les nouvelles réalités éducatives qui sont le résultat de différents événements sociaux. De même, le document vise à favoriser le progrès vers la troisième culture et vers une épistémè humanisante permettant l’établissement d’un lien entre les connaissances et la vie au moyen de la perception de l’être humain, c’est-à-dire, où l’on peut sentir, communiquer, raisonner, et construire un monde possible pour tous. Le défi de la biopédagogie est de parvenir à des processus d’apprentissage complexes, holistiques, légitimes, et auto-organisés, moyennant la biologie de l’amour et la tendresse. Cela sera possible si la communication, le langage, et le dialogue encouragent l’apparition de nouveaux apprentissages chez l’individu, répondent à la compréhension changeante de la réalité, et approfondissent notre mode de relation avec la planète. Nous espérons que l’être humain développera un langage d’auto-organisation, d’incertitude, et de risque, et qu’il pourra résoudre des situations par des voies alternatives á partir d’un univers de bioapprentissages et de pédagogies susceptibles de devenir le paradigme émergent. O objetivo do artigo é promover uma reflexão sobre a biopedagogia como uma proposta para tornar visível as novas realidades educacionais, resultado de diferentes acontecimentos sociais, assim como promover o progresso em direção a terceira cultura e uma episteme humanizadora que permite a vinculação do conhecimento à vida através da percepção do ser vivo, ou seja, onde se possa sentir, comunicar, raciocinar e construir um mundo possível para todos. O desafio da biopedagogia é alcançar, através da biologia do amor e a ternura, processos de aprendizagem complexos, holísticos, legítimos e auto-organizados. Isto será alcançado se a comunicação, a linguagem e o diálogo permitem que novas aprendizagens surjam no sujeito, respondam à transformação na compreensão do real e lograr aprofundar a forma como nos relacionamos com o planeta. Esperamos que o sere humano desenvolva uma linguagem de auto-organização, incerteza e risco e possa resolver situações através de caminhos alternativos desde um universo de bioaprendizagens e pedagogias, que poderiam tornar-se no paradigma emergente. Universidad Pedagógica y Tecnológica de Colombia 2018-09-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/xml text/html application/zip https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7862 10.19053/22160159.v9.n21.2018.7862 Praxis & Saber; Vol. 9 No. 21 (2018): Transformaciones Sociales y Educativas Desde Procesos Investigativos; 179 - 196 Praxis & Saber; Vol. 9 Núm. 21 (2018): Transformaciones Sociales y Educativas Desde Procesos Investigativos; 179 - 196 Praxis & Saber; Vol. 9 No 21 (2018): Transformaciones Sociales y Educativas Desde Procesos Investigativos; 179 - 196 Praxis & Saber; V. 9 N. 21 (2018): Transformaciones Sociales y Educativas Desde Procesos Investigativos; 179 - 196 Praxis & Saber; v. 9 n. 21 (2018): Transformaciones Sociales y Educativas Desde Procesos Investigativos; 179 - 196 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7862/7418 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7862/8901 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7862/8981 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7862/8982 Derechos de autor 2018 Jose Agustin Devia Cárdenas https://creativecommons.org/licenses/by-nc-nd/4.0 |
| spellingShingle | biopedagogy education learning life pedagogy biopedagogía educación pedagogía aprendizaje vida biopédagogie éducation pédagogie apprentissage vie biopedagogia educação pedagogia aprendizagem vida Devia-Cárdenas, Jose Agustin Biopedagogy: a reflexive point of view on learning processes |
| title | Biopedagogy: a reflexive point of view on learning processes |
| title_alt | La biopedagogía: una mirada reflexiva en los procesos de aprendizaje La biopedagogie: un point de vue reflexif sur les processus d’apprentissage A biopedagogia: uma olhada reflexiva nos processos de aprendizagem |
| title_full | Biopedagogy: a reflexive point of view on learning processes |
| title_fullStr | Biopedagogy: a reflexive point of view on learning processes |
| title_full_unstemmed | Biopedagogy: a reflexive point of view on learning processes |
| title_short | Biopedagogy: a reflexive point of view on learning processes |
| title_sort | biopedagogy a reflexive point of view on learning processes |
| topic | biopedagogy education learning life pedagogy biopedagogía educación pedagogía aprendizaje vida biopédagogie éducation pédagogie apprentissage vie biopedagogia educação pedagogia aprendizagem vida |
| topic_facet | biopedagogy education learning life pedagogy biopedagogía educación pedagogía aprendizaje vida biopédagogie éducation pédagogie apprentissage vie biopedagogia educação pedagogia aprendizagem vida |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/7862 |
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