Scientific paradigms facing the challenges of axiological meaning in education

Whether from an ethical perspective or under the guidelines of social behavior, social values imply a series of contents that, under different rationalities or paradigmatic intentionalities, conform an integrating meaning of individual worth in the world. The purpose of this article is to establish...

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Autor principal:	Mungaray Lagarda, Marcela
Formato:	info:eu-repo/semantics/article
Lenguaje:	spa
Publicado:	Universidad Autónoma de Baja California 2005
Materias:	values axiology paradigm education. Philosophy ethics character virtue Anthropology Intellectual life valores axiología paradigmas educación. Filosofía Ética Carácter Virtud Antropología La vida intelectual
Acceso en línea:	https://ref.uabc.mx/ojs/index.php/ref/article/view/220
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id	repositorioinstitucional-20.500.12930-6569
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spelling	repositorioinstitucional-20.500.12930-65692023-05-09T17:04:23Z Scientific paradigms facing the challenges of axiological meaning in education Los paradigmas científicos frente a los retos del significado axiológico en la educación Mungaray Lagarda, Marcela values axiology paradigm education. Philosophy ethics character virtue Anthropology Intellectual life valores axiología paradigmas educación. Filosofía Ética Carácter Virtud Antropología La vida intelectual Whether from an ethical perspective or under the guidelines of social behavior, social values imply a series of contents that, under different rationalities or paradigmatic intentionalities, conform an integrating meaning of individual worth in the world. The purpose of this article is to establish that the full range of meanings in this field and consequently, the confusion regarding formative statements of value, can be approached through the comprehension of the different paradigmatic fields on which science constructs its own areas of knowledge and intrinsically or extrinsically assigns values to different cognitive processes. Conciliating paradigms is not easy as each body of knowledge implies an understanding of the world under certain cognitive structures, each with its own set of values. These are not necessarily universal insofar as the object of knowledge in itself includes or excludes fields of values by which the scientific statement takes on meaning. Therefore, the theory of value generates comprehensive structures that will be viewed from three paradigmatic perspectives: empirical-analitical, structural-hermenutic and critical-sistemic. Los valores desde la ética o desde las pautas de comportamiento social han implicado una serie de contenidos que, bajo distintas racionalidades o intencionalidades paradigmáticas, conforman un sentido integrador del valor del ser en el mundo. El objetivo de este texto es fundamentar que la polisemia en este campo y, por ende, la confusión de los planteamientos formativos respecto al valor, se pueden abordar desde la comprensión de los distintos campos paradigmáticos en que la ciencia construye sus campos de conocimiento y atribuye valores intrínseca y extrínsecamente a los procesos cognitivos. La conciliación entre los paradigmas no es cosa fácil ya que cada cuerpo de conocimientos implica la comprensión del mundo bajo estructuras cognitivas que dan cuenta de sus propios valores no necesariamente universales, dado que la presentación de sus objetos de conocimiento convoca ya la inclusión o exclusión de un campo valoral donde la cientificidad de cada planteamiento cobra sentido. La teoría del valor genera, pues, estructuras comprehensivas que serán planteadas desde tres ámbitos paradigmáticos: empírico-analítico, estructural-hermenéutico y crítico-sistémico. Palabras clave: valores, axiología, paradigmas, educación. 2005-01-01 2021-06-03T03:34:51Z 2021-06-03T03:34:51Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Understanding the different paradigmatic fields in which science builds their fields of knowledge and attributes intrinsic values and extrinsically cognitive processes Comprensión de los distintos campos paradigmáticos en que la ciencia construye sus campos de conocimiento y atribuye valores intrínseca y extrínsecamente a los procesos cognitivos https://ref.uabc.mx/ojs/index.php/ref/article/view/220 10.21670/ref.2005.11.a03 https://hdl.handle.net/20.500.12930/6569 spa https://ref.uabc.mx/ojs/index.php/ref/article/view/220/384 https://ref.uabc.mx/ojs/index.php/ref/article/view/220/769 Derechos de autor 2014 Estudios Fronterizos Revista de Ciencias Sociales y Humanidades application/pdf text/html Universidad Autónoma de Baja California Estudios Fronterizos Revista; Vol. 6 No. 11 (2005); 57-73 Estudios Fronterizos; Vol. 6 Núm. 11 (2005); 57-73 2395-9134 0187-6961
institution	Repositorio Institucional
collection	DSpace
language	spa
topic	values axiology paradigm education. Philosophy ethics character virtue Anthropology Intellectual life valores axiología paradigmas educación. Filosofía Ética Carácter Virtud Antropología La vida intelectual
spellingShingle	values axiology paradigm education. Philosophy ethics character virtue Anthropology Intellectual life valores axiología paradigmas educación. Filosofía Ética Carácter Virtud Antropología La vida intelectual Mungaray Lagarda, Marcela Scientific paradigms facing the challenges of axiological meaning in education
description	Whether from an ethical perspective or under the guidelines of social behavior, social values imply a series of contents that, under different rationalities or paradigmatic intentionalities, conform an integrating meaning of individual worth in the world. The purpose of this article is to establish that the full range of meanings in this field and consequently, the confusion regarding formative statements of value, can be approached through the comprehension of the different paradigmatic fields on which science constructs its own areas of knowledge and intrinsically or extrinsically assigns values to different cognitive processes. Conciliating paradigms is not easy as each body of knowledge implies an understanding of the world under certain cognitive structures, each with its own set of values. These are not necessarily universal insofar as the object of knowledge in itself includes or excludes fields of values by which the scientific statement takes on meaning. Therefore, the theory of value generates comprehensive structures that will be viewed from three paradigmatic perspectives: empirical-analitical, structural-hermenutic and critical-sistemic.
format	info:eu-repo/semantics/article
author	Mungaray Lagarda, Marcela
author_facet	Mungaray Lagarda, Marcela
author_sort	Mungaray Lagarda, Marcela
title	Scientific paradigms facing the challenges of axiological meaning in education
title_short	Scientific paradigms facing the challenges of axiological meaning in education
title_full	Scientific paradigms facing the challenges of axiological meaning in education
title_fullStr	Scientific paradigms facing the challenges of axiological meaning in education
title_full_unstemmed	Scientific paradigms facing the challenges of axiological meaning in education
title_sort	scientific paradigms facing the challenges of axiological meaning in education
publisher	Universidad Autónoma de Baja California
publishDate	2005
url	https://ref.uabc.mx/ojs/index.php/ref/article/view/220
_version_	1792610086642778112

Scientific paradigms facing the challenges of axiological meaning in education

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