Learning to live better transforming being

Abstract:

The present study aims to explore the different trends revealed in recent times about human learning linked to life and being from the role of science education and its mission in the 21st century. A bibliographic review was carried out in specialized literature, managing to identify and describe five trends regarding the conception of scientific teaching: pluralist epistemology or epistemological anarchy, inter and multicultural scientific education, scientific education from its relationship with environmental education, science education from the perspective of citizens and science education from the perspective of new trends in education. Each of the trends was described identifying its key aspects and then contrasting them according to the following criteria: the need to review and transform science education, the very conception of science and finally, the link and effects of science teaching regarding to society; to finally conclude regarding the link between teaching, in this case science, with learning to live. As a conclusion, it is assumed that learning to live is seen in a different way by the trends studied, but they tend to coincide in the demand for respect by official hegemonically positivist science towards knowledge, values, beliefs, experiences, worldviews that are different from it. as well as the incorporation of ethical and political judgments in scientific learning that result in learning to live together and to live together in true freedom.

Año de publicación:

2021

Keywords:

Fuente:

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