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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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2020
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9910 |
| _version_ | 1801706452764590080 |
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| author | Londoño, Carlos Arturo Rojas-Devia, Jorge Anibal |
| author_facet | Londoño, Carlos Arturo Rojas-Devia, Jorge Anibal |
| author_sort | Londoño, Carlos Arturo |
| collection | OJS |
| 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. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-9910 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2020 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-99102021-07-13T04:01:41Z Crisis and philosophical practice in education Crisis y práctica filosófica en la educación Crise et pratique philosophique dans l'éducation Crise e prática filosófica na educação Londoño, Carlos Arturo Rojas-Devia, Jorge Anibal 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 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. 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. Universidad Pedagógica y Tecnológica de Colombia 2020-01-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/epub+zip application/xml https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9910 10.19053/22160159.v11.n25.2020.9910 Praxis & Saber; Vol. 11 No. 25 (2020): Saberes e interacciones escolares; 153 - 176 Praxis & Saber; Vol. 11 Núm. 25 (2020): Saberes e interacciones escolares; 153 - 176 Praxis & Saber; Vol. 11 No 25 (2020): Saberes e interacciones escolares; 153 - 176 Praxis & Saber; V. 11 N. 25 (2020): Saberes e interacciones escolares; 153 - 176 Praxis & Saber; v. 11 n. 25 (2020): Saberes e interacciones escolares; 153 - 176 2462-8603 2216-0159 spa 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 Derechos de autor 2020 Jorge Anibal Rojas-Devia, Carlos Arturo Londoño |
| spellingShingle | 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 Londoño, Carlos Arturo Rojas-Devia, Jorge Anibal Crisis and philosophical practice in education |
| title | Crisis and philosophical practice in education |
| title_alt | Crisis y práctica filosófica en la educación Crise et pratique philosophique dans l'éducation Crise e prática filosófica na educação |
| 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_short | Crisis and philosophical practice in education |
| title_sort | crisis and philosophical practice in education |
| 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 |
| topic_facet | 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 |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9910 |
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