Reflexiones Filosóficas y Sociológicas de la Educación: un abordaje paradigmatológico

Abstract

The philosophical reflections of this article aim to study the epistemological and paradigmatic problems inherent in the processes of educational transformation. The study combines the transdisciplinary methodology with Complexity Theory to organize knowledge horizontally, without hierarchizing the different epistemes that co-exist in the same space-time. From this epistemological perspective, research shows that individuals know, think, and act according to the cultural paradigms inscribed in them. Hence the need to create a liberating education that sows seeds of human emancipation in the 21st century. In this sense, the work analyzes paradigmatic constraints that transcend human training through the study of our human relationships and social role of education in the social and natural environment. Sustainable development requires reorienting our models of life within the biophysical limits of nature, without compromising ecosystem regeneration neither a dignity development of our next generations. This is an investigation that aims to contribute to the debate between philosophy and sociology of education through co-evolutionary vision that integrates the human being in his cosmic and earthly context. As a result, it is discussed philosophically about the paradigmatic conditions that occur in the field of sociology of education. In conclusion, it is argued that education represents a paradigmatic transformation tool when it is promoted an ecology of knowledge that combines scientific reason with other epistemic, spiritual, religious, emotional, political, rhetorical, poetic, artistic, and philosophical aspects.