Understanding health to care for life: pedagogical hints that undiscipline the science–knowledge relationship to transform learning
Comprender la salud para atender la vida: insinuaciones pedagógicas que indisciplinan la relación ciencia–saber para transformar los aprendizajes
Article Sidebar
PDF (Español (España))
FLIP
La Revista ofrece Acceso Abierto bajo una licencia Creative Commons Attibution License
Esta obra está bajo una Licencia Creative Commons Atribución 4.0 Internacional.
Main Article Content
This reflextion explores the need to rethink health education and research from holistic and multivalent perspectives, challenging the disease-centered paradigm. It argues for an expanded understanding of health that includes, but is not limited to, the negation of disease, promoting a more integrative and holistic approach that recognizes the complexity of living systems. The importance of breaking disciplinary fences and adopting non-classical logical tools to address the inherent complexity of life is discussed. Through the pedagogical insinuation that undisciplines the science-knowledge relationship, it is proposed to transform learning towards an understanding of health that comprehensively addresses life, highlighting traits such as optimism, spontaneity, joy and wisdom. This analysis challenges established disciplinary boundaries, proposing new perspectives that overcome reductionist conceptions of the human body and promote an education in health sciences that prepares professionals to address the challenges of a practice centered on life in its totality.
Downloads
Article Details
Anderson, J., Barnes, E., & Shackleton, E. (2011). The Art of Medicine: Over 2,000 Years of Images and Imagination. University of Chicago Press.
Ardelt, M. (2003). Empirical assessment of a three-dimensional wisdom scale. Research on Aging, 25(3), 275-324.
Arstila, V., Bardon, A., Power, S. E., & Vatakis, A. (2019). The Illusions of Time: Philosophical and Psychological Essays on Timing and Time Perception. Springer International Publishing.
Barış, E., Silverman, R., Wang, H., Zhao, F., & Pate, M. A. (2022). Walking the Talk: Reimagining Primary Health Care After COVID-19. World Bank Publications.
Berti, G. (2011). Deleuze: caos y pensamiento. Instantes y azares. Escrituras Nietzscheanas, 9, 117-137.
Bleakley, A. (2015). Medical Humanities and Medical Education: How the Medical Humanities Can Shape Better Doctors. Taylor & Francis.
Braidotti, R. (2013). The Posthuman. Polity Press.
Bridle, J. (2018). La nueva edad oscura. La tecnología y el fin del futuro. Editorial Debate.
Brown, T., & Williams, B. (2005). Evidence-Based Education in the Health Professions: Promoting Best Practice in the Learning and Teaching of Students. CRC Press.
Capra, F. (1996). The Web of Life: A New Scientific Understanding of Living Systems. Anchor.
Cassell, E. J. (1991). The Nature of Suffering and the Goals of Medicine. Oxford University Press.
Castro-Gómez, S. (2007). Michel Foucault y la colonialidad del poder. Tabula Rasa, 6, 153-172.
Castro-Gómez, S. (2010). La hybris del punto cero: Ciencia, raza e ilustración en la Nueva Granada (1750-1816). Editorial Pontificia Universidad Javeriana.
Deleuze, G., & Guattari, F. (1985). El Anti-Edipo: Capitalismo y Esquizofrenia. Paidós.
Elmore, S. (2007). Apoptosis: a review of programmed cell death. Toxicologic pathology, 35(4), 495-516.
Engel, G. (1977). The need for a new medical model: A challenge for biomedicine. Science, 196(4286), 129-136.
Finn, E. (2018). La búsqueda del algoritmo. Imaginación en la era de la informática. Alpha Decay.
Foucault, M. (1973). The Birth of the Clinic: An Archaeology of Medical Perception. Tavistock.
Fredrickson, B. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218-226.
Gadamer, H. G. (1996). The Enigma of Health: The Art of Healing in a Scientific Age. Stanford Press.
García-Villegas, M., & Ferguson, L. (2021). Educación y clases sociales en Colombia: un estudio sobre apartheid educativo. Editorial Dejusticia.
Grant, A., McKimm, J., & Murphy, F. (2017). Developing Reflective Practice: A Guide for Medical Students, Doctors and Teachers. Wiley.
Greenhalgh, T. (2018). How to Implement Evidence-Based Healthcare. Wiley-Blackwell.
Greiner, A., & Knebel, E. (2003). Health Professions Education: A Bridge to Quality. Academies Press.
Hall, S. (2010). Sin garantías: Trayectorias y problemáticas en estudios culturales. Envión editores.
Heidegger, M. (2021). La pregunta por la técnica. Editorial Herder.
Hooker, C., Gabbay, D., Thagard, P., & Woods, J. (2011). Philosophy of Complex Systems. Elsevier.
Hooks, B. (2014). Teaching to Transgress: Education as the Practice of Freedom. Taylor & Francis.
Klipp, E., Liebermeister, W., Wierling, C., & Kowald, A. (2016). Systems Biology: A Textbook. Wiley.
Leder, D. (2013). The Body in Medical Thought and Practice. Springer Netherlands.
Lewis, D. (2015). Sobre pluralidad de mundos. Instituto de Investigaciones Filosóficas.
Maldonado, C. (2015). Pensar la complejidad, pensar como síntesis. Cinta Moebio, 54, 313-324.
Maldonado, C. (2019). La (buena) ciencia como (un acto de) rebelión. Pacarina del Sur, 11(41). Disponible en: https://bit.ly/3FLOkeM.
Maldonado, C. (2020). Occidente: La civilización que nació enferma. Editorial Desde Abajo.
Maldonado, C. (2021). Pensar: Lógicas no clásicas. Universidad El Bosque.
Marchione, J. (1992). Margaret Newman: Health as Expanding Consciousness. SAGE Publications.
Maturana, H., & Varela, F. (1980). Autopoiesis and Cognition: The Realization of the Living. D. Reidel Publishing Company.
Nietzsche, F. (2016). Obras completas IV. Editorial Tecnos.
Noble, D. (2008). The Music of Life: Biology Beyond Genes. Oxford University Press.
Parodi Saravia, L. U., Pastore Hernández, P., & Silva Balerio, D. (2021). Pedagogía insumisa: Trazos inconclusos. UOC.
Planella, J. (2017). Pedagogías sensibles. Sabores y saberes del cuerpo y la educación. Edicions de la Universitat de Barcelona.
Quijano, A. (2019). Colonialidad del poder, eurocentrismo y América Latina. Espacio Abierto, 28(1), 255-301.
Rakel, D. (2009). Medicina Integrativa. Elsevier Masson.
Restrepo, E., & Rojas-Martínez, A. (2010). Inflexión decolonial: fuentes, conceptos y cuestionamientos. Instituto de Estudios Sociales y Culturales Pensar.
Sandel, M. (2020). La tiranía del Mérito: ¿qué ha sido del sentido común?. Editorial Debate.
Solla Price, D. (1986). Little science, big science. Columbia University Press.
Steinberg, D. (2018). Complexity in Healthcare and the Language of Consultation: Exploring the Other Side of Medicine. CRC Press.
Sweeney, K., & Griffiths, F. (2002). Complexity and Healthcare: An Introduction. Radcliffe Press.
Taleb, N. (2007). El cisne negro: El impacto de lo altamente improbable. Editorial Paidós.
Taylor, E., & Mezirow, J. (2011). Transformative Learning in Practice: Insights from Community, Workplace, and Higher Education. Wiley.
Von Bertalanffy, L. (1968). General system theory: Foundations, development, applications. George Braziller Inc.
Zadeh, L. A. (1965). Fuzzy sets. Information and Control, 8(3), 338-353.
