RESUMEN El artículo sostiene que el consenso no es un tema de primer orden en la filosofía política de Charles Taylor, pero una lectura orientada al problema puede ofrecer los elementos para establecer una teoría sobre dicha noción e identificar los argumentos para su justificación. Además, se enfatiza en el contexto de discusión que permite introducir la filosofía de Taylor como un modo de pensar sobre el consenso, alternativo al constructivismo. ABSTRACT The article argues that although consensus is not a (...) first-order issue in Charles Taylor's political philosophy, a reading oriented toward that problem can provide the elements for a theory of that notion, as well as for the identification of arguments to justify it. It also highlights the context of discussion that makes it possible to present Taylor's philosophy as a way of thinking about consensus and as an alternative to constructivism. (shrink)

No obstante la importancia que actualmente se le reconoce al desarrollo de habilidades metacognitivas para facilitar el dominio de destrezas vinculadas al aprendizaje de habilidades escriturales, son pocos, en nuestro país, los antecedentes que dan cuenta de investigaciones de este tema en estudiantes pertenecientes a las universidades de regiones. El presente trabajo corresponde a un estudio cuasi experimental que tuvo como objetivo central constatar si el desarrollo de destrezas metacognitivas incide en la mejora de la calidad de textos argumentativos escritos (...) por estudiantes universitarios. Para ello se desarrollaron seis talleres en los cuales los estudiantes revisaron aspectos de la teoría de la enseñanza escritural en el marco de una metodología metacognitiva. Participaron dos grupos de estudiantes: uno de control y otro experimental, los que fueron sometidos a un test de entrada y otro de salida. De los resultados obtenidos es posible concluir que, efectivamente, aquellos estudiantes que dominan una metodología metacognitiva producen textos argumentativos de mejor calidad. (shrink)

This article exposes four arguments on the debate about the nature and conceptual range of social intervention, understanding it equally as action, interpretation, distinction and finally as a discursive dispositive. This debate has relevance for social sciences disciplines in which intervention notion has an important place in its theoretic-methodological structure. This review sets a counterpoint with technological perspectives that reduce intervention to action’s execution. In this way, there is a discussion about epistemic and ontological social sciences communities’ subordination in which (...) intervention is a hallmark. En este artículo se presentan cuatro argumentos expresados en el debate sobre la naturaleza y alcance conceptual de la intervención social, entendiéndola indistintamente como actuación, interpretación, distinción sistémica y finalmente como dispositivo discursivo. Este debate es relevante para disciplinas de las ciencias sociales en las que la noción de intervención ocupa un lugar importante en su configuración teórico-metodológica. La revisión de estas perspectivas establece un contrapunto con las perspectivas tecnológicas que sostienen que la intervención se reduce a la ejecución de acciones. De este modo, se discute la subordinación epistémica y ontológica de las comunidades de las ciencias sociales, en las cuales intervenir constituye su sello de identidad. (shrink)

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...) field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink)

O objetivo deste trabalho é discutir criticamente o empreendimento denominado de Abordagem Epistemológica a Argumentação. De modo a satisfazer minimamente esse objetivo, o artigo introduz algumas distinções conceituais mínimas para se entender o problema da função e do objetivo da argumentação, cuja a solução é disputada pelas três alternativas principais em seu estudo, abordagens essas que apresentamos na seção a seguir desta. Como a abordagem epistemológica é o nervo deste trabalho, argumenta-se que para se compreender minimamente, mas de forma rigorosa, (...) a natureza de uma abordagem epistemológica, deve-se entender a tese da função epistêmica da argumentação. Por fim, a discussão sobre a abordagem epistemológica é então introduzida, começando com uma discussão da razão pela qual seus defensores estariam justificados em assumir que uma teoria epistemológica da argumentação é superior à suas concorrentes; apresentamos então alguns desafios fornecidos à abordagem epistemológica por parte de seus críticos e algumas das respostas que os defensores da abordagem epistemológica tem dado a estas objeções. (shrink)

This chapter aims to revisit the notion of argumentation that is currently used in science education. After acknowledging a consolidated tendency of linguistics-based approaches to the study of ‘school scientific argumentation’, the chapter proposes to shift the interest towards an examination of the epistemic aspects of argumentation, i.e. those that derive from its central participation in science as a process and as a product. The premise of the chapter is that the contributions of the philosophy and history of science and (...) of other science studies and metatheoretical perspectives –which are here collectively called ‘HPS’– constitute a fruitful theoretical background to understand scientific arguments and arguing in educational settings. Based on this premise, five possible ‘bridges’ between argumentation and HPS are proposed; such bridges are identified through a ‘theory-directed’ literature review. (shrink)