Published: 2023-01-13

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Editorial

Floralba del Rocío Aguilar-Gordón
590
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33-37

Monographic articles

Human development and social media. Towards a democratic and intercultural ethos in media societies

Vicent Gozálvez-Pérez, Gemma Cortijo-Ruíz
6501
PDF (Spanish) 2695 Downloads
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41-64

Anthropological perspective of forgiveness from Hannah Arendt and Leonardo Polo

Elda Millán-Ghisleri, Josu Ahedo-Ruiz
2414
PDF (Spanish) 1158 Downloads
EPUB (Spanish) 375 Downloads
HTML (Spanish) 400 Downloads
PDF 497 Downloads
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65-86

Philosophical and anthropological contributions of Sumak Kawsay for the pedagogies of the arts in Ecuadorian Higher Education

Diana Patricia Pauta-Ortiz, Alexander Mansutti-Rodriguez, Javier Collado Ruano
2640
PDF (Spanish) 1482 Downloads
EPUB (Spanish) 354 Downloads
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PDF 570 Downloads
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87-115

Contributions in the philosophy of the young Friedrich Nietzsche for the formation of the individual in contemporary society

Gilbert Hernán García-Pedraza
2141
PDF (Spanish) 1034 Downloads
EPUB (Spanish) 374 Downloads
HTML (Spanish) 376 Downloads
PDF 632 Downloads
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117-157

Philosophical approach to paidocentric pedagogy

Antonio Gutiérrez-Pozo
2545
PDF (Spanish) 1060 Downloads
EPUB (Spanish) 361 Downloads
HTML (Spanish) 370 Downloads
PDF 474 Downloads
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159-179

Elements of Byung-Chul Han’s work for ethical training in the performance society

Wilmer Hernando Silva-Carreño, Carlos Hernando Zamora-Jiménez, Manuel Alejandro Guerrero-Aponte
2125
PDF (Spanish) 1143 Downloads
EPUB (Spanish) 358 Downloads
HTML (Spanish) 363 Downloads
PDF 487 Downloads
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183-205

Becoming subject in the inclusive pedagogical practices configuration

Jonathan Cepeda-Sanchez
1524
PDF (Spanish) 943 Downloads
EPUB (Spanish) 368 Downloads
HTML (Spanish) 392 Downloads
PDF 501 Downloads
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207-236

Sociological contributions of Durkheim and Bernstein to sociocultural diversity in school

Juan Antonio Carrasco-Bahamonde
2013
PDF (Spanish) 1041 Downloads
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237-263

Epistemological reflections derived from transdisciplinary research praxis

María Alejandra Marcelín-Alvarado
1662
PDF (Spanish) 1034 Downloads
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265-289

There is relevance in the integration of the knowledge of a natural science, predominantly material such as chemistry, with the world of ideas such as philosophy, and more specifically with epistemology. The central objective of this article is to make a contribution about the epistemology of chemistry, in the consideration of philosophy within the thought of diversity and its educational importance. The methodology focused on a non-experimental type of exploratory level, with a qualitative method and a historical-interpretative approach through document analysis. The theoretical development allows us to glimpse the participation of chemistry in multidisciplinary, interdisciplinary and transdisciplinary dimensions; to be used in secondary and higher education institutions, avoiding continuous and dogmatic monodisciplinary learning. As research finding, it was established that history and chemistry have a fundamental and convergent dimension, the epistemological dimension. The historical evolution of chemistry accounts for the ways of accessing knowledge and categorizing it as valid knowledge. Therefore, it is concluded that the epistemology of chemistry has a causal relationship with the corresponding paradigm, and at the present time, chemistry is part of the logical positivist paradigm, by complying with the epistemological and epistemological characteristics of the same and in the prevalence of the empirical contrast.

Dolores Vélez-Jiménez, Celso Obdulio Mora-Rojas
2652
PDF (Spanish) 1187 Downloads
EPUB (Spanish) 383 Downloads
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PDF 571 Downloads
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291-313