Biblioteca Digital de VanguardiaNEUROEDUCATION FACING THE CHALLENGES OF EDUCATION FOR HUMAN DEVELOPMENT
The XXI century has been called a century of openness to information and technology innovation, looking to form partnerships of knowledge (Bruner, 2000; Didriksson, 2004; Gazzola & Didriksson, 2008; Didriksson, 2004; Didriksson, 2005; Ferrao, 2012; Ferrao, 2012). From this place of enunciati...
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| Formato: | Artículo |
| Lenguaje: | Español |
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Universidad Pontificia Bolivariana
2020
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| Acceso en línea: | https://revistas.upb.edu.co/index.php/cienciassociales/article/view/4631 |
| _version_ | 1782344946177540096 |
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| author | Botero Carvajal, Alejandro |
| author_facet | Botero Carvajal, Alejandro |
| author_sort | Botero Carvajal, Alejandro |
| collection | Revista |
| description | The XXI century has been called a century of openness to information and technology innovation, looking to form partnerships of knowledge (Bruner, 2000; Didriksson, 2004; Gazzola & Didriksson, 2008; Didriksson, 2004; Didriksson, 2005; Ferrao, 2012; Ferrao, 2012). From this place of enunciation, advances in neuroscience, thanks to technological advances and the infinite possibilities offered by databases to systematize the findings in terms of knowledge production, possible that more national and international researchers different epistemological fields, using what is known about the brain. Thus, when searching from 2004 to 2014 (in 2011 Kuhn & 1989, mentions that the paradigm of science changes every 10 years). In this vein, the article seeks to place the reader in those contributions that neuroscience is targeted to education, particularly on matters pertaining to learning, but trying to propose a reflection on the challenges of education and human development, find the school that require knowledge societies. |
| format | Artículo |
| id | oai:ojs.revistas.upb.edu.co:article-4631 |
| institution | Colección Académica de Ciencias Sociales |
| language | Español |
| publishDate | 2020 |
| publisher | Universidad Pontificia Bolivariana |
| record_format | dspace |
| spelling | oai:ojs.revistas.upb.edu.co:article-46312020-10-03T17:37:35Z NEUROEDUCATION FACING THE CHALLENGES OF EDUCATION FOR HUMAN DEVELOPMENT NEUROEDUCACIÓN ANTE LOS RETOS DE LA EDUCACIÓN PARA EL DESARROLLO HUMANO Botero Carvajal, Alejandro investigación neurociencias educación escuela research neuroscience education school The XXI century has been called a century of openness to information and technology innovation, looking to form partnerships of knowledge (Bruner, 2000; Didriksson, 2004; Gazzola & Didriksson, 2008; Didriksson, 2004; Didriksson, 2005; Ferrao, 2012; Ferrao, 2012). From this place of enunciation, advances in neuroscience, thanks to technological advances and the infinite possibilities offered by databases to systematize the findings in terms of knowledge production, possible that more national and international researchers different epistemological fields, using what is known about the brain. Thus, when searching from 2004 to 2014 (in 2011 Kuhn & 1989, mentions that the paradigm of science changes every 10 years). In this vein, the article seeks to place the reader in those contributions that neuroscience is targeted to education, particularly on matters pertaining to learning, but trying to propose a reflection on the challenges of education and human development, find the school that require knowledge societies. El siglo XXI ha sido denominado un siglo de apertura a la información e innovación tecnológica, buscando conformar sociedades del conocimiento (Bruner, 2000; Didriksson, 2004; Gazzola & Didriksson, 2008; Didriksson, 2004; Didriksson, 2005; Ferrao, 2012; Ferrao, 2012). Desde este lugar de enunciación, los avances en las neurociencias, gracias a los adelantos tecnológicos y las posibilidades infinitas que ofrecen las bases de datos para sistematizar los descubrimientos en cuanto a la producción de conocimiento, posibilitan que cada vez más los investigadores nacionales e internacionales de los diferentes campos epistemológicos, utilicen lo que se sabe acerca del cerebro. En este sentido, al realizar una búsqueda entre el 2004 y el 2014, (Kuhn en 2011 & 1989, menciona que el paradigma de las ciencias cambia cada 10 años). En este orden de ideas, el artículo pretende situar al lector en aquellos aportes que de las neurociencias se direccionan a la educación, particularmente sobre los aspectos concernientes al aprendizaje, pero intentando proponer una reflexión sobre los retos de la educación y el desarrollo humano, para encontrar la escuela que las sociedades del conocimiento demandan Universidad Pontificia Bolivariana 2020-10-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://revistas.upb.edu.co/index.php/cienciassociales/article/view/4631 Colección Académica de Ciencias Sociales; Vol. 1 Núm. 2 (2014): Jul-Dic; 55-68 2422-0477 spa https://revistas.upb.edu.co/index.php/cienciassociales/article/view/4631/4317 |
| spellingShingle | investigación neurociencias educación escuela research neuroscience education school Botero Carvajal, Alejandro NEUROEDUCATION FACING THE CHALLENGES OF EDUCATION FOR HUMAN DEVELOPMENT |
| title | NEUROEDUCATION FACING THE CHALLENGES OF EDUCATION FOR HUMAN DEVELOPMENT |
| title_full | NEUROEDUCATION FACING THE CHALLENGES OF EDUCATION FOR HUMAN DEVELOPMENT |
| title_fullStr | NEUROEDUCATION FACING THE CHALLENGES OF EDUCATION FOR HUMAN DEVELOPMENT |
| title_full_unstemmed | NEUROEDUCATION FACING THE CHALLENGES OF EDUCATION FOR HUMAN DEVELOPMENT |
| title_short | NEUROEDUCATION FACING THE CHALLENGES OF EDUCATION FOR HUMAN DEVELOPMENT |
| title_sort | neuroeducation facing the challenges of education for human development |
| topic | investigación neurociencias educación escuela research neuroscience education school |
| url | https://revistas.upb.edu.co/index.php/cienciassociales/article/view/4631 |