Abstract
The purpose of this essay is oriented to the exploration of the theoretical
perspectives related to the educational cosmic logic applied in pedagogy. In
this sense, Sagan (1987): defines the cosmos as some point between
immensity and eternity, on whose understanding the future of all life depends.
Likewise, Chopra's prologue in the work of Shrestha (2006): expresses that the
microcosm is directed by the vibration of upper strings with resonance in the
human being in energetic terms within a space-time continuum. In the
educational context, Maturana (2010): proposes that it is vital to create an
ethical and ecological social conscience. Additionally, Chamon (2006):
emphasizes that the pedagogical is complex so it applies a phenomenological
logic for its development and according to Morín (2000): a learning of
coexistence. In this same line of thinking, Niño (1998): recognizes the
conception of human life as a project and an endless pedagogical task. On the
other hand, Gadotti (2002): proposes a Pedagogy of the Earth or
Ecopedagogy. In line with this perspective, Sánchez, Peters, Márquez, Vega,
Portales, Valdez and Azuara (2005): suggest incorporating new practices into
education. To consolidate this vision, experiences with non-human teachers
constitute one of the most innovative pedagogical alternatives. According to
these considerations, it is concluded that the cosmobiological vision of
education is essential to build and flow an empathic understanding among all
sentient beings of the universal network.
Keywords: logic; cosmos; education; pedagogy.
Date Received:
11-08-2018
Date Acceptance:
02-11-2018
308
Date Publication:
05-08-2019
Arbitrado
Educational Cosmic Logic in Pedagogy