Narraciones y metáforas en la construcción del pensamiento científico y la epistemología educativa

Content Provider	Semantic Scholar
Author	Faraco, Juan Carlos González Gramigna, Anita
Copyright Year	2010
Abstract	In this article we reflect epistemologically upon the connections and spaces of intersection between the formation of scientific thought and educational theory. To accomplish this we resort, only as a point of departure or as a basic but not unique reference, to the epistemology of Gregory Bateson, given that his contributions to the study of education, albeit indirect, can be very suggestive. The nucleus of the argument of this article revolves around three fundamental considerations. First, that thought, all types of thought, is always narrative, which is to say that it uses metaphors to explain phenomena. Second, that for the construction of scientific thought in general, and educational thought in particular, it is exceedingly useful to acquire good epistemological competency with reference to narrative thought. And, finally, as a result, it is very important to develop an ample semantic spectrum in the metaphors of scientific narratives, especially in those that concern education.
Starting Page	79
Ending Page	94
Page Count	16
File Format	PDF HTM / HTML
DOI	10.14201/ted.7152
Volume Number	21
Alternate Webpage(s)	http://rabida.uhu.es/dspace/bitstream/handle/10272/11333/Narraciones_y_metaforas.pdf?sequence=2
Alternate Webpage(s)	https://doi.org/10.14201/ted.7152
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article