Published: 2023-01-13

Full Issue

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Editorial

Floralba del Rocío Aguilar-Gordón
417
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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
4820
PDF (Spanish) 1924 Downloads
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41-64

Anthropological perspective of forgiveness from Hannah Arendt and Leonardo Polo

Elda Millán-Ghisleri, Josu Ahedo-Ruiz
1618
PDF (Spanish) 867 Downloads
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PDF 357 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
1676
PDF (Spanish) 1150 Downloads
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PDF 406 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
1405
PDF (Spanish) 828 Downloads
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PDF 401 Downloads
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117-157

Philosophical approach to paidocentric pedagogy

Antonio Gutiérrez-Pozo
1842
PDF (Spanish) 834 Downloads
EPUB (Spanish) 251 Downloads
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PDF 366 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
1481
PDF (Spanish) 857 Downloads
EPUB (Spanish) 239 Downloads
HTML (Spanish) 252 Downloads
PDF 374 Downloads
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183-205

Becoming subject in the inclusive pedagogical practices configuration

Jonathan Cepeda-Sanchez
977
PDF (Spanish) 727 Downloads
EPUB (Spanish) 244 Downloads
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PDF 380 Downloads
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207-236

Sociological contributions of Durkheim and Bernstein to sociocultural diversity in school

Juan Antonio Carrasco-Bahamonde
1356
PDF (Spanish) 788 Downloads
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237-263

Epistemological reflections derived from transdisciplinary research praxis

María Alejandra Marcelín-Alvarado
1110
PDF (Spanish) 748 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
1852
PDF (Spanish) 916 Downloads
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291-313