Ciència y género : autoridad y medida en la enseñanza
Susi, E.

Data: 1994
Resum: The report begins with the division which exists between teaching and rcsearch, which is considered to be a result of science's incapacity for speaking about itself and transmitting the sense c~fk nowledge which it develops. Attention is drawn to the negligible relationship between those who carry out research and those who teach and the lack of authority which this causes. It is the root of the problem which many teachers encounter in establishing proper limits for themselves and for their own teaching of disciplinary knowledge. As a result of this lack of mediation, there is on the one hand an oscillation between blind subjection and impotent criticism ufhich characterizes the relation of those who are not scientifically qualified, and the other hand the dual excess of arrogance and silence on the part of those who are qualified and who thus severely limit communication between science and society. In this situation, one sees a condition shared by many women with rega~dto work, politics and science. It is in the political practice of female relationships and in the theoretical elaboration of how authority is formed and evolves that the place where appropriate questions have found order and meaning is revealed. From information regarding the need for mediation efforts to encourage communication between teaching and research, the report goes on to evaluate those which already exist, discussing the conditions under which a science of education might unite the nurturing of such a relation with the objectivitg which is necessary.
Drets: Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades. Creative Commons
Llengua: Castellà.
Document: article ; recerca ; publishedVersion
Publicat a: Enseñanza de las Ciencias, V. 12 n. 2 (1994) p. 200-205, ISSN 0212-4521

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