Scientistic Education

This so-called pre-modern period home along with humanity and end in the 17TH century with the rise of science. This was the great dogmatic paradigm. With the rise of science, a second period called modernity was present, during this period arose and dominance the science, technology and the economy, specific aspects of human materialism, focused on the satisfaction of material needs human based on the exploitation of natural resources. The teachers and priests no longer had absolute control of reality, now scientists gained ground with his theories and methods that demonstrated the validity of knowledge, which in this case was mathematical logic, thinking then ceased to be contemplative and became rational, generating a very dehumanised education concerned and occupied in the technical control of the world. Power was in the hands of the most developed nations, those who exploited and were focused on destroying those who had less. On the other hand the areas of value that previously differed commented, also causing problems, since this differentiation did society to perceive them as contradictory. Within the first half of the mechanistic paradigm this period that term is having resolved the material needs of the human being, awakening in him a new interest, to resolve the social problems that afflict the community now. Thus, he began the third period, postmodernism that points to humanity as a product of culture, to making this assertion had to work in raising awareness to tackle the problems of consumerism that the scientistic period had left, that is why work in the promotion of values such as respect for diversity, social justiceequity in education, etc., then offering an education geared to the values and the environment. Even though the thought remains rational, language takes force for the construction of reality, moving but not quite to the scientistic knowledge.

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