The Other Side of Syllabi: An Epistemological Analysis of the Ethics, Aesthetics, and Citizenship Program of Civic Education
The production of knowledge depends on social, economic, political, cultural, individual, and even collective factors, and the use of a philosophical theory about the production of knowledge in particular will determine which type of knowledge and which results are to be obtained with its applicatio...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2012 |
| País: | Costa Rica |
| Institución: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Idioma: | español |
| OAI Identifier: | oai:ojs.www.una.ac.cr:article/6019 |
| Acceso en línea: | https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/6019 |
| Access Level: | acceso abierto |
| Palabra clave: | epistemología programas de estudio globalización estudiante docente epistemology syllabi globalization student teacher |
| Sumario: | The production of knowledge depends on social, economic, political, cultural, individual, and even collective factors, and the use of a philosophical theory about the production of knowledge in particular will determine which type of knowledge and which results are to be obtained with its application. In Costa Rica, the Ministry of Public Education (MEP, for its acronym in Spanish), among its functions, must establish the syllabi that each discipline will use and implement. To do this, it must seek support in philosophical theories that respond to the way of teaching, learning, and creating knowledge through school. Nonetheless, there are principles in some of these theories that hide some dark propositions. |
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