Problems and alternatives to the anthropocentric paradigm: biocentric communication and education
The objective of this research is to identify and discuss perspectives and concepts related to the concept of biocentrism and its relation to the contexts of communication and education. In order to write this article, methodology based on literature review was used, thus defined as a bibliographic...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
2023
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| Acceso en línea: | https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/786 |
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I15-R208-article-786 |
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ojs |
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Universidad Nacional de Rosario |
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I-15 |
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R-208 |
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Revista de la Escuela de Ciencias de la Educación |
| language |
Español |
| format |
Artículo revista |
| topic |
Pedagogía Biocentrismo Antropocentrismo Comunicación Educación Pedagogy Biocentrism Anthropocentrism Communication Education |
| spellingShingle |
Pedagogía Biocentrismo Antropocentrismo Comunicación Educación Pedagogy Biocentrism Anthropocentrism Communication Education Coveña Mejías, Fran Antonio Niebles Gutiérrez, Angela Problems and alternatives to the anthropocentric paradigm: biocentric communication and education |
| topic_facet |
Pedagogía Biocentrismo Antropocentrismo Comunicación Educación Pedagogy Biocentrism Anthropocentrism Communication Education |
| author |
Coveña Mejías, Fran Antonio Niebles Gutiérrez, Angela |
| author_facet |
Coveña Mejías, Fran Antonio Niebles Gutiérrez, Angela |
| author_sort |
Coveña Mejías, Fran Antonio |
| title |
Problems and alternatives to the anthropocentric paradigm: biocentric communication and education |
| title_short |
Problems and alternatives to the anthropocentric paradigm: biocentric communication and education |
| title_full |
Problems and alternatives to the anthropocentric paradigm: biocentric communication and education |
| title_fullStr |
Problems and alternatives to the anthropocentric paradigm: biocentric communication and education |
| title_full_unstemmed |
Problems and alternatives to the anthropocentric paradigm: biocentric communication and education |
| title_sort |
problems and alternatives to the anthropocentric paradigm: biocentric communication and education |
| description |
The objective of this research is to identify and discuss perspectives and concepts related to the concept of biocentrism and its relation to the contexts of communication and education. In order to write this article, methodology based on literature review was used, thus defined as a bibliographic study where published information on a topic was both analyzed and discussed and which may include a critical examination of the state of knowledge reported in the specific literature (Fortich, 2013). The communicative principles that prevail in biocentric communication are the generation of affective communicative networks and the controversy in the debate that generates critical thinking. Pedagogical strategies in a biocentric perspective are based on human relationships centered on care for life, respect for nature, care for oneself and the world, and the co-construction of a world permeated by integrative values. These methodological strategies interact with dialogue with attentive listening, collaborative play, action-research and Biodanza within educational spaces. |
| publisher |
Facultad de Humanidades y Artes de la Universidad Nacional de Rosario |
| publishDate |
2023 |
| url |
https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/786 |
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I15-R208-article-7862023-07-01T10:38:13Z Problems and alternatives to the anthropocentric paradigm: biocentric communication and education Problemas y alternativas al paradigma antropocéntrico: comunicación y educación biocéntrica PROBLEMAS E ALTERNATIVAS AO PARADIGMA ANTROPOCÊNTRICO: COMUNICAÇÃO E EDUCAÇÃO BIOCÊNTRICAS Coveña Mejías, Fran Antonio Niebles Gutiérrez, Angela Pedagogía Biocentrismo Antropocentrismo Comunicación Educación Pedagogy Biocentrism Anthropocentrism Communication Education The objective of this research is to identify and discuss perspectives and concepts related to the concept of biocentrism and its relation to the contexts of communication and education. In order to write this article, methodology based on literature review was used, thus defined as a bibliographic study where published information on a topic was both analyzed and discussed and which may include a critical examination of the state of knowledge reported in the specific literature (Fortich, 2013). The communicative principles that prevail in biocentric communication are the generation of affective communicative networks and the controversy in the debate that generates critical thinking. Pedagogical strategies in a biocentric perspective are based on human relationships centered on care for life, respect for nature, care for oneself and the world, and the co-construction of a world permeated by integrative values. These methodological strategies interact with dialogue with attentive listening, collaborative play, action-research and Biodanza within educational spaces. El objetivo de esta investigación es identificar y discutir perspectivas y conceptos afines al biocentrismo relacionados a los contextos de la comunicación y la educación. Para escribir este artículo, se utilizó la metodología basada en la revisión bibliográfica definida como un estudio bibliográfico en el que se analiza y discute información publicada sobre un tema, que puede incluir un examen crítico del estado de los conocimientos reportados en la literatura (Fortich, 2013). Los principios comunicativos que priman en la comunicación biocéntrica son la generación de redes comunicativas afectivas y la controversia en el debate generadora de pensamiento crítico. Las estrategias pedagógicas en perspectiva biocéntrica se basan en relaciones humanas centradas en el cuidado de la vida, el respeto por la naturaleza, el cuidado de sí y del mundo y la co-construcción de un mundo permeado por valores integrativos. Estas estrategias metodológicas interactúan con el diálogo con escucha atenta, el juego colaborativo, la investigación-acción y la Biodanza dentro de los espacios educativos. O objetivo desta pesquisa é identificar e discutir perspectivas e conceitos relacionados com o conceito de biocentrismo e sua relação com os contextos de comunicação e educação. Para escrever este artigo, foi utilizada uma metodologia baseada na revisão da literatura, assim definida como um estudo bibliográfico onde as informações publicadas sobre um tema foram analisadas e discutidas e que pode incluir um exame crítico do estado do conhecimento relatado na literatura específica (Fortich, 2013). Os princípios comunicativos que prevalecem na comunicação biocêntrica são a geração de redes comunicativas afetivas e a controvérsia no debate que gera o pensamento crítico. As estratégias pedagógicas numa perspectiva biocêntrica se baseiam nas relações humanas centradas no cuidado com a vida, no respeito à natureza, no cuidado consigo mesmo e com o mundo, e na co-construção de um mundo permeado por valores integrativos. Estas estratégias metodológicas interagem com o diálogo com escuta atenta, jogo colaborativo, ação-pesquisa e Biodanza dentro dos espaços educacionais. Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2023-07-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/786 Revista de la Escuela de Ciencias de la Educación; Vol. 2 Núm. 18 (2023); 134-154 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/786/703 Derechos de autor 2023 Fran Antonio Coveña Mejías, Angela Niebles Gutiérrez https://creativecommons.org/licenses/by-nc-sa/4.0 |