LEARNING AS A DIALOGUE DISCIPLINE: SOCIAL AND SCIENTIFIC IMPLICATIONS
The article examines the historical and philosophical background of occidental thinking in order to make explicit the tacit beliefs about the nature of knowledge behind the social interactions with emphasis on theacademic and scientific fields. The consequences of the ideas and attitudes inherent in...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2003 |
| País: | Brasil |
| Institución: | Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS) |
| Repositorio: | Estudos de Psicologia (Campinas) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.puc-campinas.edu.br:article/6665 |
| Acceso en línea: | https://periodicos.puc-campinas.edu.br/estpsi/article/view/6665 |
| Access Level: | acceso abierto |
| Palabra clave: | ciência aprendizagem diálogo science learning dialogue |
| Sumario: | The article examines the historical and philosophical background of occidental thinking in order to make explicit the tacit beliefs about the nature of knowledge behind the social interactions with emphasis on theacademic and scientific fields. The consequences of the ideas and attitudes inherent in the philosophical tradition started by Socrates and Plato on the typical mode of thinking and problem-solving of our cultureare analyzed. The task of knowing is described as a discipline of dialogue and social construction. |
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