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    The imaginative narrative as a way of accessing solidarity. An educational proposal from pragmatism and neopragmatism

    La narrativa imaginativa como vía de acceso a la solidaridad. Una propuesta educativa desde el pragmatismo y el neopragmatismo;
    narrativa imaginativa como forma de acesso à solidariedade. Uma proposta educacional do pragmatismo e do neopragmatismo

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    Patiño, Martha
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    https://revistas.usantotomas.edu.co/index.php/hallazgos/article/view/4535
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    TY - GEN T1 - The imaginative narrative as a way of accessing solidarity. An educational proposal from pragmatism and neopragmatism T1 - La narrativa imaginativa como vía de acceso a la solidaridad. Una propuesta educativa desde el pragmatismo y el neopragmatismo T1 - narrativa imaginativa como forma de acesso à solidariedade. Uma proposta educacional do pragmatismo e do neopragmatismo AU - Patiño, Martha PB - Universidad Santo Tomás, Bogotá-Colombia AB - This article raises the need to acknowledge the forms of narrative present in educational processes, and also presents the need for taking into account another more subtle form and directed towards education of sensitivity for solidarity, as the main hypothesis of this text argues that individuals are educated in two particularly powerful ways of rationality, which derive in a desensitization towards others and towards nature. This particular situation is evidenced in radical selfishness, in unconscious consumerism, in the exclusion of others and in the destruction of nature. As a method of analysis, the problem is examined under the light of the criticism of objective-positive thinking, from the point of view of Dewey’s classical pragmatism and Rorty’s neopragmatism as well as the corresponding critique of technological-instrumental reason is presented from the Frankfurt School. All of the above in order to offer a proposal of a lexicon, that allows us to integrate an imaginative narrative that is oriented towards the creation of an ethos of empathy and solidarity, which is considered a utopian perspective, possible only to the extent that it makes visible another aspect of humanity ignored most of the time in educational environments, to make possible the moral progress that as humans constitutes our responsibility. ER - @misc{11634_13391, author = {Patiño Martha}, title = {The imaginative narrative as a way of accessing solidarity. An educational proposal from pragmatism and neopragmatismLa narrativa imaginativa como vía de acceso a la solidaridad. Una propuesta educativa desde el pragmatismo y el neopragmatismonarrativa imaginativa como forma de acesso à solidariedade. Uma proposta educacional do pragmatismo e do neopragmatismo}, year = {}, abstract = {This article raises the need to acknowledge the forms of narrative present in educational processes, and also presents the need for taking into account another more subtle form and directed towards education of sensitivity for solidarity, as the main hypothesis of this text argues that individuals are educated in two particularly powerful ways of rationality, which derive in a desensitization towards others and towards nature. This particular situation is evidenced in radical selfishness, in unconscious consumerism, in the exclusion of others and in the destruction of nature. As a method of analysis, the problem is examined under the light of the criticism of objective-positive thinking, from the point of view of Dewey’s classical pragmatism and Rorty’s neopragmatism as well as the corresponding critique of technological-instrumental reason is presented from the Frankfurt School. All of the above in order to offer a proposal of a lexicon, that allows us to integrate an imaginative narrative that is oriented towards the creation of an ethos of empathy and solidarity, which is considered a utopian perspective, possible only to the extent that it makes visible another aspect of humanity ignored most of the time in educational environments, to make possible the moral progress that as humans constitutes our responsibility.}, url = {} }RT Generic T1 The imaginative narrative as a way of accessing solidarity. An educational proposal from pragmatism and neopragmatism T1 La narrativa imaginativa como vía de acceso a la solidaridad. Una propuesta educativa desde el pragmatismo y el neopragmatismo T1 narrativa imaginativa como forma de acesso à solidariedade. Uma proposta educacional do pragmatismo e do neopragmatismo A1 Patiño, Martha PB Universidad Santo Tomás, Bogotá-Colombia AB This article raises the need to acknowledge the forms of narrative present in educational processes, and also presents the need for taking into account another more subtle form and directed towards education of sensitivity for solidarity, as the main hypothesis of this text argues that individuals are educated in two particularly powerful ways of rationality, which derive in a desensitization towards others and towards nature. This particular situation is evidenced in radical selfishness, in unconscious consumerism, in the exclusion of others and in the destruction of nature. As a method of analysis, the problem is examined under the light of the criticism of objective-positive thinking, from the point of view of Dewey’s classical pragmatism and Rorty’s neopragmatism as well as the corresponding critique of technological-instrumental reason is presented from the Frankfurt School. All of the above in order to offer a proposal of a lexicon, that allows us to integrate an imaginative narrative that is oriented towards the creation of an ethos of empathy and solidarity, which is considered a utopian perspective, possible only to the extent that it makes visible another aspect of humanity ignored most of the time in educational environments, to make possible the moral progress that as humans constitutes our responsibility. OL Spanish (121)
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    Abstract
    This article raises the need to acknowledge the forms of narrative present in educational processes, and also presents the need for taking into account another more subtle form and directed towards education of sensitivity for solidarity, as the main hypothesis of this text argues that individuals are educated in two particularly powerful ways of rationality, which derive in a desensitization towards others and towards nature. This particular situation is evidenced in radical selfishness, in unconscious consumerism, in the exclusion of others and in the destruction of nature. As a method of analysis, the problem is examined under the light of the criticism of objective-positive thinking, from the point of view of Dewey’s classical pragmatism and Rorty’s neopragmatism as well as the corresponding critique of technological-instrumental reason is presented from the Frankfurt School. All of the above in order to offer a proposal of a lexicon, that allows us to integrate an imaginative narrative that is oriented towards the creation of an ethos of empathy and solidarity, which is considered a utopian perspective, possible only to the extent that it makes visible another aspect of humanity ignored most of the time in educational environments, to make possible the moral progress that as humans constitutes our responsibility.
     
    Este artículo plantea la necesidad de reconocer las formas de narrativa presentes en los procesos educativos, y plantea la necesidad de integración de otra forma más sutil y orientada a la educación de la sensibilidad para la solidaridad, ya que se parte de la hipótesis que sostiene que los individuos se educan en dos formas particularmente poderosas de racionalidad, que derivan una insensibilización hacia los demás y hacia la naturaleza, evidenciado en egoísmo radical, en el consumismo inconsciente, en la exclusión de los demás y en la destrucción de la naturaleza. Como método de análisis, se examina el problema a la luz de la crítica al pensar objetivo-positivo, desde el pragmatismo clásico de Dewey y el neopragmatismo de Rorty, del mismo modo que se presenta la correspondiente crítica a la razón instrumental-tecnológica desde la escuela de Frankfurt. Todo lo anterior con la finalidad de ofrecer una propuesta de un léxico, una narrativa imaginativa que se oriente hacia la creación de un ethos de la empatía y la solidaridad, el cual se considera una perspectiva utópica, posible solo en la medida en que se haga visible otro ámbito de lo humano, para hacer posible el progreso moral que como humanidad constituye nuestra responsabilidad.
     
    Este artigo suscita a necessidade de reconhecer as formas de narrativa presentes nos processos educacionais, e suscita a necessidade de integração de um modo mais sutil e educativo de sensibilidade à solidariedade, uma vez que se baseia na hipótese que sustenta que os indivíduos são educados em duas formas particularmente poderosas de racionalidade, que derivam uma dessensibilização para com os outros e para com a natureza, evidenciada no egoísmo radical, no consumismo inconsciente, na exclusão de outros e na destruição da natureza. Como um método de análise, o problema à luz do objetivo positivo o pensamento crítico, a partir do pragmatismo clássico de Dewey e neopragmatismo de Rorty, assim como a crítica correspondente trata de razão instrumental-tecnológico é examinado a partir de a escola de Frankfurt. Tudo isso para oferecer uma proposta de léxico, uma narrativa imaginativa orientada para a criação de um ethos de empatia e solidariedade, que é considerado uma perspectiva utópica, só possível na medida em que tornar visível outra área do humano, para possibilitar o progresso moral que como humanidade constitui nossa responsabilidade.
     

     

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