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      Uso de las paradojas como recursos didácticos que desarrollan el pensamiento crítico en los estudiantes Translated title: Use of paradoxes as didactic resources that develop critical thinking in students

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          Abstract

          Resumen Últimamente, la educación se ha visto desafiada por el contexto digital que beneficia a las plataformas virtuales que contienen creaciones de youtubers o influencers, los cuales se enfocan en entretener más que en formar integralmente al estudiante. En este sentido, este artículo considera a las paradojas como recursos didácticos que pueden ayudar al desarrollo del pensamiento crítico del estudiante durante su formación. Esta investigación es documental y se basa en la consulta de fuentes escritas y de internet. Comienza aclarando los conceptos de falacia y reducción al absurdo, pues las paradojas han sido vistas como falacias muy sutiles por algunos estudiosos como Bertrand Russell y, además, hay quienes utilizan las paradojas para realizar deducciones, como ocurre en la reducción al absurdo que se aplica en el argumento ontológico de San Anselmo de Canterbury. Enseguida, se analiza una lista de paradojas, pero con el objetivo de que puedan ser utilizadas en un aula de clase. Así, se trata sobre algunas paradojas como la paradoja de Aquiles y la Tortuga, la de Galileo, la del hotel de Hilbert, la de Tristam Shandy, la de Protágoras, etc. Este trabajo se cierra tratando de explicitar el aspecto afectivo y emocional que un estudiante experimenta cuando trata con esta clase de problemas.

          Translated abstract

          Abstract Lately, education has been challenged by the digital context that benefits virtual platforms that contain creations of youtubers or influencers, which focus on entertaining rather than comprehensively educating the student. In this sense, this article considers paradoxes as didactic resources that can help the development of students’ critical thinking during their education. This research is documentary and is based on the consultation of written sources and the Internet. It begins by clarifying the concepts of fallacy and reductio ad absurdum, since paradoxes have been seen as very subtle fallacies by some scholars such as Bertrand Russell and, in addition, there are those who use paradoxes to make deductions, as occurs in the reductio ad absurdum applied in the ontological argument of St. Anselm of Canterbury. Next, a list of paradoxes is analyzed, but with the objective that they can be used in a clssroom. Thus, some paradoxes such as the paradox of Achilles and the Tortoise, Galileo’s paradox, Hilbert’s hotel paradox, Tristam Shandy’s paradox, Protagoras’ paradox, etc. are discussed. This work closes by trying to make explicit the affective and emotional aspect that a student experiences when dealing with this kind of problems.

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          Metodología de la investigación

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            Teoría de la justicia

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              In search of understanding: The case for constructivist classrooms

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                Author and article information

                Journal
                sophia
                Sophia, Colección de Filosofía de la Educación
                Sophia
                Universidad Politécnica Salesiana (Cuenca, Azuay, Ecuador )
                1390-3861
                1390-8626
                December 2023
                : 35
                : 249-279
                Affiliations
                [1] Lima Lima orgnameUniversidad Nacional Federico Villarreal Peru rmora@ 123456unfv.edu.pe
                Article
                S1390-86262023000200249 S1390-8626(23)00003500249
                10.17163/soph.n35.2023.08
                2b267d5f-8ba1-4252-875d-b75f154fda35

                This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

                History
                : 29 December 2022
                : 20 April 2023
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 39, Pages: 31
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                education.,criticism,didactics,fractals,fallacy,Paradox,educación,crítica,didáctica,fractales,falacia,Paradoja

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