Epistemología
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2018-06-19
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
En el presente trabajo monográfico daremos un vistazo que la epistemología está ampliamente vinculada a la filosofía y a las concepciones del mundo, cada ser humano es un ente que mantiene una creencia que la sostiene como verdad más de lo que se trata es que este conocimiento, etc. está expuesta a cambios constantes, es por ello que tiene que debe someterse a la comprobación o al rigor científico. La ciencia es una actividad esencialmente conservadora. Sin embargo, ha experimentado cambios profundos y radicales a lo largo de su historia. Son estas características de la ciencia realmente tan paradójicas como parecen. Hasta qué punto el desarrollo científico (y una posible visión del progreso) los presupone. Nuestra intención aquí, evidentemente, no podría ser responder a estas preguntas en detalle, pero, en primer lugar, pretendemos esbozar un concepto de ciencia a partir del análisis de algunas posibles respuestas. Este ejercicio epistemológico también pretende "problematizar" determinadas visiones sobre la ciencia, explícita o implícitamente presentes en los textos didácticos y, por tanto, en las aulas. Es evidente que las afirmaciones realizadas inicialmente ya serían, por sí mismas, objeto de una profunda reflexión. Ni siquiera tendrían sentido dentro de otras concepciones epistemológicas. Por tanto, no se trata de “probarlos”, sino de justificarlos y defenderlos a la luz de un concepto epistemológico que no pretende ser único ni definitivo. Es dentro de él donde buscaremos, al principio, nuestras respuestas. Tomando como punto de partida lo que podría denominarse epistemologías históricas de la ciencia, se esboza un concepto de ciencia que se inserta, de manera más amplia, en una teoría dialéctica del conocimiento, en contraposición a una mirada metafísica.
In this monographic work we will take a look that epistemology is widely linked to philosophy and world conceptions, each human being is an entity that maintains a belief that sustains it as truth, but what is involved is that this knowledge, etc. . it is exposed to constant changes, that is why it has to be subjected to verification or scientific rigor. Science is an essentially conservative activity. However, it has undergone profound and radical changes throughout its history. Are these features of science really as paradoxical as they seem. To what extent scientific development (and a possible vision of progress) presupposes them. Our intention here, obviously, could not be to answer these questions in detail, but, first, we intend to outline a concept of science from the analysis of some possible answers. This epistemological exercise also aims to "problematize" certain visions about science, explicitly or implicitly present in didactic texts and, therefore, in classrooms. It is clear that the statements made initially would already be, by themselves, the subject of deep reflection. They would not even make sense within other epistemological conceptions. Therefore, it is not a question of "testing" them, but of justifying and defending them in the light of an epistemological concept that does not pretend to be unique or definitive. It is within it that we will seek, at first, our answers. Taking as a starting point what could be called historical epistemologies of science, a concept of science is outlined that is inserted, more broadly, in a dialectical theory of knowledge, as opposed to a metaphysical view.
In this monographic work we will take a look that epistemology is widely linked to philosophy and world conceptions, each human being is an entity that maintains a belief that sustains it as truth, but what is involved is that this knowledge, etc. . it is exposed to constant changes, that is why it has to be subjected to verification or scientific rigor. Science is an essentially conservative activity. However, it has undergone profound and radical changes throughout its history. Are these features of science really as paradoxical as they seem. To what extent scientific development (and a possible vision of progress) presupposes them. Our intention here, obviously, could not be to answer these questions in detail, but, first, we intend to outline a concept of science from the analysis of some possible answers. This epistemological exercise also aims to "problematize" certain visions about science, explicitly or implicitly present in didactic texts and, therefore, in classrooms. It is clear that the statements made initially would already be, by themselves, the subject of deep reflection. They would not even make sense within other epistemological conceptions. Therefore, it is not a question of "testing" them, but of justifying and defending them in the light of an epistemological concept that does not pretend to be unique or definitive. It is within it that we will seek, at first, our answers. Taking as a starting point what could be called historical epistemologies of science, a concept of science is outlined that is inserted, more broadly, in a dialectical theory of knowledge, as opposed to a metaphysical view.
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Villarreal Salomé, N. Y. (2018) Epistemología (Monografía de pregrado). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.