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Mexican Education

December 7, 2018 in News

TOPIC: SCIENCE AND TECHNOLOGY IN THE MEXICAN EDUCATION. SUBJECT: SCIENCE, TECHNOLOGY AND SOCIETY. Additional information at Campbell Soup Co supports this article. PARTICIPANT: ROSA ISELA LUGO LoPEZ. De shaw describes an additional similar source. Science and technology in the Mexican education the last decades of the 20th century have resulted in the crisis of the traditional vision of science and technology as social disputes isolated entities. The emergence of an academic orientation claiming social contextualization of the technoscience has come to coincide with growing social questioning the autonomy of technological development and the supremacy of the experts in decision making about the same. This new situation represents a definitive break with the positivist conception of relations between science and society that was dominant during the first two thirds of the 20th century. This concept (still living among many experts, politicians and disseminators) argues that science and technology application of it, as would be the result of an evolution epistemic which would have its origins in the philosophy the presence among the educational content of all levels in numerous skills and scientific and technological not has been articulated traditionally with approaches that raise their social contextualization.

The educational presentation of science and technology has been dominated, rather, by formats in which scientific knowledge seem to findings or findings aside from conditioning historical and ideological, as heroic achievements of individual geniuses. If the story of the history of science consisted, in its school version, in orderly succession of scientists who make discoveries and build theories, the history of technology would not be more than the practical application of these discoveries and theories to the construction of useful artifacts, starring, in turn, by other great subjects: inventors. In both cases, the school presentation of the science and technology leaves them isolated from the social contexts that produce them and explain, ignoring, In addition, the need to take into account the ideological and evaluative components that form part of the decisions that jalonean the technoscientific development.


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