Ciencia crítica autocrítica
la mejor validez relativa, por el momento...
DOI:
https://doi.org/10.32335/2238-0426.2021.11.27.5606Palabras clave:
educación, ciencia crítica, estudiantesResumen
La lectura y el estudio del libro de James C. Scott Seeing like a State: how certain schemes to improve the human condition have failed ha demostrado ser una gran fuente de aprendizaje concreto de las limitaciones de la intervención científica lineal, secuencial, matemática y/o algorítmica. Recordemos que el acrónimo STEM (Science, Technology, Engineering, Mathematics) se utiliza casi como un imperativo escolar para el éxito productivo y competitivo, siendo estrictamente seguido en las escuelas asiáticas, especialmente las chinas, que actualmente ocupan el primer puesto en el Programa Internacional para la Evaluación de Estudiantes (Programme for International Student Assessment [PISA]) en términos de lectura, ciencias y matemáticas y defienden la gloria del llamado instruccionalismo global. Varios autores reflejan no solo argumentos pedagógicos pertinentes, sino su propia experiencia: la pedagogía china, por ejemplo, demuestra ser opresiva, domesticadora, brutal y lleva a muchos estudiantes a la desesperación, especialmente cuando se enfrentan a las matemáticas e ignoran que el aprendizaje es un proceso natural y evolutivo y rara profundidad autoral e integral, implica el bienestar físico y mental de los estudiantes
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