Towards a Gnoseology of Cognoconscious Dialogic Unlearning: Principles to Unlearn in the Context of Complexity

The manner in which knowledge is approached seems to be an issue that inhibits our possibility to change in order to confront uncertainty and complexity, the essential signs of these times. In this respect the following question arises: In complex and uncertain contexts in which knowledge is rapidly...

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Author: Andrade, Raiza
Format: article
Status:Published version
Publication Date:2005
Country:México
Institution:UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA
Repository:Revista Electrónica de Investigacion Educativa
Language:Spanish
OAI Identifier:oai:ojs.redie.uabc.mx:article/189
Online Access:https://redie.uabc.mx/redie/article/view/189
Access Level:Open access
Keyword:Unlearn
cognoconscience
complexity
dialogue.
Desaprender
cognoconciencia
complejidad
dialógica.
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spelling Towards a Gnoseology of Cognoconscious Dialogic Unlearning: Principles to Unlearn in the Context of ComplexityHacia una gnoseología del desaprendizaje dialógico cognoconsciente: Principios para desaprender en el contexto de la complejidadAndrade, RaizaUnlearncognoconsciencecomplexitydialogue.Desaprendercognoconcienciacomplejidaddialógica.The manner in which knowledge is approached seems to be an issue that inhibits our possibility to change in order to confront uncertainty and complexity, the essential signs of these times. In this respect the following question arises: In complex and uncertain contexts in which knowledge is rapidly being discarded, what demands will the new ways of learning establish, that will be required for the emerging paradigms of complex science? The answers to these questions lead us towards a gnoseology of cognoconscious dialogic unlearning. In this paper the activation of cognoconscious subjects as persons capable of learning to unlearn because they have a dialogic type of conscience, is proposed. That is to say, persons capable of realizing the path opposing the route traveled in the process of building their own reality, because they are conscious of themselves, the other and the whole at the same time.El modo como se aborda el conocimiento, pareciera ser una de las cuestiones que inhibe nuestra posibilidad de cambiar para afrontar la incertidumbre y la complejidad que son los signos esenciales de estos tiempos. En tal sentido surge la pregunta: ¿en contextos complejos e inciertos, donde el conocimiento obsolece de manera acelerada, cuáles son las exigencias que establecerán las nuevas maneras de aprender exigidas por el paradigma emergente de la ciencia compleja? Las respuestas a estas interrogantes conducen a pensar en unagnoseología del desaprendizaje dialógico cognoconsciente. En este trabajo se propone la activación del sujeto cognoconsciente como una persona capaz de aprender a desaprender porque tiene conciencia dialógica, es decir, se da cuenta a un mismo tiempo del camino contrapuesto a la ruta que recorre en los procesos de construcción de su propia realidad, porque tiene conciencia de sí mismo, del otro y del todo, a un mismo tiempo.Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo2005-11-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlapplication/pdfhttps://redie.uabc.mx/redie/article/view/189Revista Electrónica de Investigación Educativa; Vol. 7 No. 2 (2005)Revista Electrónica de Investigación Educativa; Vol. 7 Núm. 2 (2005)1607-4041reponame:Revista Electrónica de Investigacion Educativainstname:UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIAinstacron:UABCspahttps://redie.uabc.mx/redie/article/view/189/1098https://redie.uabc.mx/redie/article/view/189/328Derechos de autor 2019 Revista Electrónica de Investigación Educativainfo:eu-repo/semantics/openAccessoai:ojs.redie.uabc.mx:article/1892024-08-22T16:52:54Z
dc.title.none.fl_str_mv Towards a Gnoseology of Cognoconscious Dialogic Unlearning: Principles to Unlearn in the Context of Complexity
Hacia una gnoseología del desaprendizaje dialógico cognoconsciente: Principios para desaprender en el contexto de la complejidad
title Towards a Gnoseology of Cognoconscious Dialogic Unlearning: Principles to Unlearn in the Context of Complexity
spellingShingle Towards a Gnoseology of Cognoconscious Dialogic Unlearning: Principles to Unlearn in the Context of Complexity
Andrade, Raiza
Unlearn
cognoconscience
complexity
dialogue.
Desaprender
cognoconciencia
complejidad
dialógica.
title_short Towards a Gnoseology of Cognoconscious Dialogic Unlearning: Principles to Unlearn in the Context of Complexity
title_full Towards a Gnoseology of Cognoconscious Dialogic Unlearning: Principles to Unlearn in the Context of Complexity
title_fullStr Towards a Gnoseology of Cognoconscious Dialogic Unlearning: Principles to Unlearn in the Context of Complexity
title_full_unstemmed Towards a Gnoseology of Cognoconscious Dialogic Unlearning: Principles to Unlearn in the Context of Complexity
title_sort Towards a Gnoseology of Cognoconscious Dialogic Unlearning: Principles to Unlearn in the Context of Complexity
dc.creator.none.fl_str_mv Andrade, Raiza
author Andrade, Raiza
author_facet Andrade, Raiza
author_role author
dc.subject.none.fl_str_mv Unlearn
cognoconscience
complexity
dialogue.
Desaprender
cognoconciencia
complejidad
dialógica.
topic Unlearn
cognoconscience
complexity
dialogue.
Desaprender
cognoconciencia
complejidad
dialógica.
description The manner in which knowledge is approached seems to be an issue that inhibits our possibility to change in order to confront uncertainty and complexity, the essential signs of these times. In this respect the following question arises: In complex and uncertain contexts in which knowledge is rapidly being discarded, what demands will the new ways of learning establish, that will be required for the emerging paradigms of complex science? The answers to these questions lead us towards a gnoseology of cognoconscious dialogic unlearning. In this paper the activation of cognoconscious subjects as persons capable of learning to unlearn because they have a dialogic type of conscience, is proposed. That is to say, persons capable of realizing the path opposing the route traveled in the process of building their own reality, because they are conscious of themselves, the other and the whole at the same time.
publishDate 2005
dc.date.none.fl_str_mv 2005-11-01
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://redie.uabc.mx/redie/article/view/189
url https://redie.uabc.mx/redie/article/view/189
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://redie.uabc.mx/redie/article/view/189/1098
https://redie.uabc.mx/redie/article/view/189/328
dc.rights.none.fl_str_mv Derechos de autor 2019 Revista Electrónica de Investigación Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Derechos de autor 2019 Revista Electrónica de Investigación Educativa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
application/pdf
dc.publisher.none.fl_str_mv Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publisher.none.fl_str_mv Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
dc.source.none.fl_str_mv Revista Electrónica de Investigación Educativa; Vol. 7 No. 2 (2005)
Revista Electrónica de Investigación Educativa; Vol. 7 Núm. 2 (2005)
1607-4041
reponame:Revista Electrónica de Investigacion Educativa
instname:UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA
instacron:UABC
instname_str UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA
instacron_str UABC
institution UABC
reponame_str Revista Electrónica de Investigacion Educativa
collection Revista Electrónica de Investigacion Educativa
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.811543

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