2024-03-28T13:47:15Zhttp://dspace.ups.edu.ec/oai/requestoai:dspace.ups.edu.ec:123456789/86872015-04-15T21:46:12Zcom_123456789_5417com_123456789_5394com_123456789_5388col_123456789_5474
Sánchez, Rafael
2015-04-15T21:46:12Z
2015-04-15T21:46:12Z
2013-06
http://dspace.ups.edu.ec/handle/123456789/8687
The various events in the world today, particularly those having to do with the negative, sharp, dark, and
scary side of human actions, have arisen and posed a disturbing question: What may be the “mismatch” or “break”
that is perceived between the scientific and technological development and the human perfection? The question
immediately refers to pedagogy and, thus, its epistemological status. No doubt the significant and unavoidable role
that pedagogy has upon human history. In this article, we will deal with the binomial pedagogy-human perfection,
based on four vectors: the human being, the process of socialization (family and society), project-history, education.
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openAccess
PERFECCIÓM HUMANA
EVOLUCIÓN
INDIVIDUO
EDUCACIÓN
PROYECTO-HISTORIA
SOCIALIZACIÓN
Pedagogía y perfección humana / Pedagogy and human perfection
Article
oai:dspace.ups.edu.ec:123456789/86842015-04-15T21:40:42Zcom_123456789_5417com_123456789_5394com_123456789_5388col_123456789_5474
Sanmartín, Rómulo
2015-04-15T21:40:42Z
2015-04-15T21:40:42Z
2013-06
http://dspace.ups.edu.ec/handle/123456789/8684
La cognición incorporada entra en la visión epistemológica del realismo mínimo, es decir de cómo es el
mundo independientemente de nosotros. Aquel enfoque implica la participación activa del sujeto, evitando
el regreso al aristotelismo, con la adecuación del sujeto al objeto. El sujeto antes que inferir, que es un acto
de impresión cognitiva, se informa, por lo que las entradas, a través de los sentidos, preforman el conocer.
La metodología que sostiene y describe este proceso de entrada e inferencia, se la llama Botton-up y Topdown;
el primero es ascendente y aferente y el segundo es descendente y eferente. Con esta metodología se
afirma que la cognición incorporada es un realismo moderado, cuya categoría fundamental es la relación.
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openAccess
THE METHOD EMBODIED COGNITION
INPUT
IMPRESIÓN
REPRESENTACIÓN
INFERENCIAL
REALISMO
PERTINENCIA
RELACIÓN
El método de la cognición incorporada / The method embodied cognition
Article
oai:dspace.ups.edu.ec:123456789/86862015-04-15T21:43:46Zcom_123456789_5417com_123456789_5394com_123456789_5388col_123456789_5474
Di Caudo, María Verónica
2015-04-15T21:43:46Z
2015-04-15T21:43:46Z
2013-06
http://dspace.ups.edu.ec/handle/123456789/8686
The text presents the difficulties and at the same the challenges for the epystemological construction of the
pedagogy in a complex and global context in which education needs integrative and interdisciplinary understanding
of the theories and of the practices, the coherence between vanguard speeches and reality, and different pedagogical
subjects cooperating and building knowledges.
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openAccess
PEDAGOGÍA,
EDUCACIÓN
CULTURA
EPISTEMOLOGÍA
TEORÍA - PRÁCTICA
La ciencia pedagógica: construcciones, disputas, desafíos/ The pedagogical science: constructions, disputes, challenges
Article
oai:dspace.ups.edu.ec:123456789/86912015-04-15T21:52:57Zcom_123456789_5417com_123456789_5394com_123456789_5388col_123456789_5474
Merchán Arízaga, Xavier
2015-04-15T21:52:57Z
2015-04-15T21:52:57Z
2013-06
http://dspace.ups.edu.ec/handle/123456789/8691
This article progressively deals with the problem of theory and educational practice, pointing out an epistemic
rupture in educational practice. It starts by defining what epistemology, pedagogy, and pedagogical knowledge is; to
ask itself about the coherence between theory and the implementation of it.
The document ends by criticizing the Ecuadorian pedagogical proposal.
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openAccess
ESPISTEMOLOGÍA
PEDAGOGÍA
PRAXIS EN EL AULA
PROPUESTA PEDAGÓGICA
SABER PEDAGÓGICO
Ruptura epistémica en la praxis pedagógica / Epistemic rupture in the pedagogical praxis
Article
oai:dspace.ups.edu.ec:123456789/86932015-04-15T21:57:57Zcom_123456789_5417com_123456789_5394com_123456789_5388col_123456789_5474
Schutijser, Dennis
2015-04-15T21:57:57Z
2015-04-15T21:57:57Z
2013-06
http://dspace.ups.edu.ec/handle/123456789/8693
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openAccess
Valiente intento de popularizar la filosofía
Article
oai:dspace.ups.edu.ec:123456789/86892015-04-15T21:50:04Zcom_123456789_5417com_123456789_5394com_123456789_5388col_123456789_5474
Higuera Aguirre, Édison Francisco
2015-04-15T21:50:04Z
2015-04-15T21:50:04Z
2013-06
http://dspace.ups.edu.ec/handle/123456789/8689
This article aims to discuss the relevance of the questions raised so far by the philosophy of education, and
if it reaches its essence. To do this, once the author has defined the core emerging anthropological Philosophy of
Education, and its etymological origin, has the urgency of a definition of its subject matter and its central problem as
part of their own epistemological foundation. The subject material is noted in the man as being an educable entity,
and its formal object, in education (or better, in the educational act). Finally, the conclusion by setting the central
problem of the philosophy of education in the education of men, as soon as an educable entity.
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openAccess
ESENCIA
OBJETO MATERIAL
OBJETO FORMAL
PROBLEMA CENTRAL
ENTE EDUCABLE
FUNDAMENTACIÓN EPISTEMOLÓGICA
Pre-requisitos epistemológicos de la Filosofía de la educación / Epistemological pre-requirements of the Philosophy of Education
Article
oai:dspace.ups.edu.ec:123456789/86922015-04-15T21:56:26Zcom_123456789_5417com_123456789_5394com_123456789_5388col_123456789_5474
Balladares Burgos, Jorge
2015-04-15T21:56:26Z
2015-04-15T21:56:26Z
2013-06
http://dspace.ups.edu.ec/handle/123456789/8692
Is it possible to think about an education that responds to contemporary needs? Is there a new way to think for
an emerging education? This paper invites the reader to reflect philosophically about the educational challenges from
a new emerging rationality. Besides the logic and instrumental reason of Modernity, the emerging rationality appears
in education as an inclusive, colloquial and integrative new way to think.
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openAccess
RACIONALIDAD
EMERGENTE
INCLUSIVO
DISERNIMIENTO
EDUCACIÓN
Una racionalidad emergente en la educación / Emerging rationality in education
Article
oai:dspace.ups.edu.ec:123456789/86822015-04-15T21:37:19Zcom_123456789_5417com_123456789_5394com_123456789_5388col_123456789_5474
Araujo Frías, Jaime
2015-04-15T21:37:19Z
2015-04-15T21:37:19Z
2013-06
http://dspace.ups.edu.ec/handle/123456789/8682
Our education systems are heirs from the paradigms conceived under the interests of the Industrial Revolution.
Know has been the certain from which were managed all educational systems. However, this point seems not to have
achieved its purpose, many of our citizens are still sailing into the limbo of superstition and our people continue
prisoners in the clutches of injustice, hunger, corruption. Knowing is not enough, we also need the urgent desire to
make the known to reject evil and wants to live in the well-known.
Only then the education will be an instrument of emancipation and individual social development.
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openAccess
PARADIGMA
EDUCACIÓN
CONOCIMIENTO
NEUROCIENCIA
SENTIPENSANTE
Aproximación hacia una educación sentipensante / Aproach to sense thinking education
Article
oai:dspace.ups.edu.ec:123456789/86812015-04-15T21:32:42Zcom_123456789_5417com_123456789_5394com_123456789_5388col_123456789_5474
Lacerda Junior, José Cavalcante
2015-04-15T21:32:42Z
2015-04-15T21:32:42Z
2013-06
http://dspace.ups.edu.ec/handle/123456789/8681
The paradigm shifts occurring in our time interfere in the condition of being a philosophy teacher. Historically,
the relation between school and education waves to the economic system, which, in turn, establishes a strong influence
on their teaching practices. Thus, this paper aims to present some discussion around the professional work of a high
school philosophy teacher and today’s situations. As to the development of this article, he sits on two topics. At first,
seeks to provide a link between school and education, highlighting the social context in which our contemporary
society sits. In the second topic, highlights some reflections about being a teacher of Philosophy at today. Eventually,
this article is not intended to exhaust the subject, but establish itself as a possible contribution to this field reflective.
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openAccess
FILOSOFIA
EDUCAÇÃO
PROFESSOR
Algumas considerações em torno do ser professor de filosofia no ensino médio / A few words around the philosophy of teacher be in school
Article