The new status of knowledge in the technological era and the challenges for education according to Hans Jonas
The purpose of this paper is to analyze the change in the status of knowledge in the modern era and its impact on education in the twenty-first century, with reference to the philosophy of Hans Jonas. We will analyze how knowledge lost its contemplative value, ontological and politically speaking, t...
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2017 |
| País: | Brasil |
| Recursos: | Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
| Repositorio: | Educação |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistaseletronicas.pucrs.br:article/23856 |
| Acesso em linha: | https://revistaseletronicas.pucrs.br/faced/article/view/23856 |
| Access Level: | acceso abierto |
| Palavra-chave: | Education. Knowledge. Hans Jonas. Competencies. Technology. Educación. Conocimiento. Hans Jonas. Habilidades. Tecnología. Educação. Conhecimento. Hans Jonas. Competências. Tecnologia. |
| Resumo: | The purpose of this paper is to analyze the change in the status of knowledge in the modern era and its impact on education in the twenty-first century, with reference to the philosophy of Hans Jonas. We will analyze how knowledge lost its contemplative value, ontological and politically speaking, to assume a perspective of the world’s exploration, presenting itself as a commodity in the form of information. Opposes, therefore, the homo faber to homo sapiens, with the loss of the second. To education fits face the tension between doing and knowing, refusing a simplistic view of the simplistic idea of competencies and assuming a critical position able to prepare the human being to assume his responsibility in the face of the new powers of technology. |
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