Contribuciones para unaontoepistemología de lavivencia en educación

The aim of this paper is to contribute to the articulation of the concepts  of cognition and life in educational practice, through the concept of experience. The  theoretical corpus includes philosophical, psychological, biological, physical and  neuroscientific basis, until rooting it in the concrete practice. Our ontoepistemological  perspective is based on doing historical tour about the split of the concepts of doxa  and episteme in the field of philosophy. Subsequently, it was developed the concept  of experience. The relevance of this development is showed, as well as its scientific  underpinnins, to propose an educational biocentric perspective, where the integration  between knowledge and life is recovered. Finally it is presented the research results, from  the setting in motion of this approach.

“Siento, existo y luego… pienso”:contribuciones para la construcción del conocimiento científico

This article is a theoretical-methodological work, product of more than 20 years of empirical research in education. It presents an onto-epistemological reflection on the construction of scientific knowledge. In the introduction, concepts are developed around knowing and living, based on the biological theory of knowledge. A historical development of the concept of experience is presented. Next, underestimation of the concept of experience in the scientific field, in the sense of what one has lived through (vivencia), is reviewed, in relation to overvaluation of the concept of experience, in the sense of what one has learned from living. The need to give new meaning to experience and incorporate vivencia as integrated methods in the process of constructing knowledge are pointed out. Finally, specific contributions are made to the field of research from a perspective that integrates reflexivity, the emotions and the body on a methodological level.

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