Towards a Gnoseology of Cognoconscious Dialogic Unlearning: Principles to Unlearn in the Context of Complexity

Towards a Gnoseology of Cognoconscious Dialogic Unlearning: Principles to Unlearn in the Context of Complexity

The manner in which knowledge is approached seems to be an issue that inhibits our possibility to change in order to confront uncertainty and complexity, the essential signs of these times. In this respect the following question arises: In complex and uncertain contexts in which knowledge is rapidly...

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Autor principal: Andrade, Raiza
Format: Online
Idioma:spa
Publicat: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2005
Accés en línia:https://redie.uabc.mx/index.php/redie/article/view/189
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spelling redie-article-1892017-04-19T01:07:16Z Towards a Gnoseology of Cognoconscious Dialogic Unlearning: Principles to Unlearn in the Context of Complexity Hacia una gnoseología del desaprendizaje dialógico cognoconsciente: Principios para desaprender en el contexto de la complejidad Andrade, Raiza Unlearn cognoconscience complexity dialogue. Desaprender cognoconciencia complejidad dialógica. The manner in which knowledge is approached seems to be an issue that inhibits our possibility to change in order to confront uncertainty and complexity, the essential signs of these times. In this respect the following question arises: In complex and uncertain contexts in which knowledge is rapidly being discarded, what demands will the new ways of learning establish, that will be required for the emerging paradigms of complex science? The answers to these questions lead us towards a gnoseology of cognoconscious dialogic unlearning. In this paper the activation of cognoconscious subjects as persons capable of learning to unlearn because they have a dialogic type of conscience, is proposed. That is to say, persons capable of realizing the path opposing the route traveled in the process of building their own reality, because they are conscious of themselves, the other and the whole at the same time. El modo como se aborda el conocimiento, pareciera ser una de las cuestiones que inhibe nuestra posibilidad de cambiar para afrontar la incertidumbre y la complejidad que son los signos esenciales de estos tiempos. En tal sentido surge la pregunta: ¿en contextos complejos e inciertos, donde el conocimiento obsolece de manera acelerada, cuáles son las exigencias que establecerán las nuevas maneras de aprender exigidas por el paradigma emergente de la ciencia compleja? Las respuestas a estas interrogantes conducen a pensar en unagnoseología del desaprendizaje dialógico cognoconsciente. En este trabajo se propone la activación del sujeto cognoconsciente como una persona capaz de aprender a desaprender porque tiene conciencia dialógica, es decir, se da cuenta a un mismo tiempo del camino contrapuesto a la ruta que recorre en los procesos de construcción de su propia realidad, porque tiene conciencia de sí mismo, del otro y del todo, a un mismo tiempo. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2005-11-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/189 Revista Electrónica de Investigación Educativa; Vol. 7 No. 2 (2005) Revista Electrónica de Investigación Educativa; Vol. 7 Núm. 2 (2005) 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/189/1098 https://redie.uabc.mx/index.php/redie/article/view/189/328 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Andrade, Raiza
spellingShingle Andrade, Raiza
Towards a Gnoseology of Cognoconscious Dialogic Unlearning: Principles to Unlearn in the Context of Complexity
author_facet Andrade, Raiza
author_sort Andrade, Raiza
title Towards a Gnoseology of Cognoconscious Dialogic Unlearning: Principles to Unlearn in the Context of Complexity
title_short Towards a Gnoseology of Cognoconscious Dialogic Unlearning: Principles to Unlearn in the Context of Complexity
title_full Towards a Gnoseology of Cognoconscious Dialogic Unlearning: Principles to Unlearn in the Context of Complexity
title_fullStr Towards a Gnoseology of Cognoconscious Dialogic Unlearning: Principles to Unlearn in the Context of Complexity
title_full_unstemmed Towards a Gnoseology of Cognoconscious Dialogic Unlearning: Principles to Unlearn in the Context of Complexity
title_sort towards a gnoseology of cognoconscious dialogic unlearning: principles to unlearn in the context of complexity
description The manner in which knowledge is approached seems to be an issue that inhibits our possibility to change in order to confront uncertainty and complexity, the essential signs of these times. In this respect the following question arises: In complex and uncertain contexts in which knowledge is rapidly being discarded, what demands will the new ways of learning establish, that will be required for the emerging paradigms of complex science? The answers to these questions lead us towards a gnoseology of cognoconscious dialogic unlearning. In this paper the activation of cognoconscious subjects as persons capable of learning to unlearn because they have a dialogic type of conscience, is proposed. That is to say, persons capable of realizing the path opposing the route traveled in the process of building their own reality, because they are conscious of themselves, the other and the whole at the same time.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2005
url https://redie.uabc.mx/index.php/redie/article/view/189
_version_ 1715723516501819392

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