Toward a transdisciplinary educational method Draft-visualization: a didactic methodology

Hacia un método educativo transdisciplinario Draft-visualization, una metodología didáctica

Autores/as

  • Giampiero Finocchiaro Universidad del Museo Social, Buenos Aires, Argentina

DOI:

https://doi.org/10.17081/eduhum.24.43.5682

Palabras clave:

complejidad, educación, método educativo, draft visualization, abordaje transdisciplinario, transdisciplinariedad

Resumen

The predominance of an epistemological paradigm that remains linked to the linear, cumulative, and reductionist form of science highlights the delay with which transdisciplinarity spreads in the educational world.

The debate on the need for a global education reform fails to materialize, which, despite its long-term existence, views the same operators/teachers as only partially aware of the need for change; however, they are never sufficiently involved to give force to this change. The system remains paralyzed due to a dead end for which students are paying.

Therefore, this study proposes a teaching methodology (Draft-Visualization©®). If adopted as a collegiate tool, it is capable of allowing the students to independently work in a transdisciplinary sense regardless of the initial degree of involvement of teachers. Finally, the general operating scheme of a method is proposed (Vetas-Educando©®) as a result of direct experience, which is inspired by the theory of complexity and organized in the principles of transdisciplinarity. The study believes that each educational reality must be capable of conducting its work without renouncing the rigor of a method that enables it to verify and measure results. In this manner, a classic error of the school world is avoided, that is, its self-referentiality.

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Publicado

2022-09-02

Cómo citar

Finocchiaro, G. (2022). Toward a transdisciplinary educational method Draft-visualization: a didactic methodology: Hacia un método educativo transdisciplinario Draft-visualization, una metodología didáctica. Educación Y Humanismo, 24(43). https://doi.org/10.17081/eduhum.24.43.5682