Biology, knowledge and consciousness: possible links in learning construction
The present paper discusses the contributions of both neurobiology and genetic epistemology to the construction of the knowledge and the consciousness. We also discuss how these construction processes relate to the conservation of the homeostasis mechanisms of living organisms. Here, we rely on the...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2016 |
| País: | Brasil |
| Institución: | Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
| Repositorio: | Educação |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistaseletronicas.pucrs.br:article/20595 |
| Acceso en línea: | https://revistaseletronicas.pucrs.br/faced/article/view/20595 |
| Access Level: | acceso abierto |
| Palabra clave: | Homeostasis. Knowledge. Consciousness. Learning. Homeostase. Conhecimento. Consciência. Aprendizagem. |
| Sumario: | The present paper discusses the contributions of both neurobiology and genetic epistemology to the construction of the knowledge and the consciousness. We also discuss how these construction processes relate to the conservation of the homeostasis mechanisms of living organisms. Here, we rely on the works of Antonio Damásio and Jean Piaget in order to understand the links between the organism and the epistemic subject as protagonists of the acts of to stay alive, to acquire knowledge and to be aware. In spite of the framework adopted, either organic or cognitive, to remain alive requires ongoing interaction between living organisms and the environment. We consider that such interaction is the source of every new imbalance, which leads to new experiences, and those generate in turn new emotional and cognitive development. Insofar, the interaction between living organisms with the environment leads towards a learning journey, including more than only scholar knowledge, which contributes to survival in all levels of the human life. |
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