Viniegra-Velázquez Leonardo
Unidad de Investigación en Medicina Basada en Evidencias, Hospital Infantil de México Federico Gómez, Ciudad de México, México.
Bol Med Hosp Infant Mex. 2023;80(1):15-28. doi: 10.24875/BMHIM.22000090.
This essay begins with an aphorism on education: "forger of the liberating forces towards the progress of the human condition", in its spiritual, intellectual, moral and convivial connotation in harmony with the planetary ecosystem (dignifying progress). It highlights the coincidence of the highest historical levels of professional education with the extreme degradation of Western culture, which reveals the role of education that favors passivity in the face of knowledge and the prevailing order. The characteristics of passive education are contrasted with those of participatory education based on the development of critical thinking. Critical thinking is defined and the type of educational environment that stimulates and channels it is argued, in particular the complex and integrative thinking alluding to the self projected to who we are and where we are, absent in reductionist science. Liberating knowledge is specified and its purpose defined as "to understand ourselves as fraternal humanity and to find our place in harmony with the infinitely diverse concert of the living world". The theoretical revolutions -now dismissed- being seeds of liberating knowledge that revealed anthropocentrism and ethnocentrisms as "prisons of the spirit" are synthesized. It is concluded that liberating knowledge fulfills the utopian role of signaling the endless walking towards dignifying human progress.
“人类状况进步之解放力量的锻造者”，其精神、智力、道德和社交内涵与地球生态系统和谐一致（赋予进步以尊严）。它强调了专业教育的最高历史水平与西方文化极端退化的巧合，这揭示了教育在面对知识和主流秩序时助长被动性的作用。被动教育的特点与基于批判性思维发展的参与式教育的特点形成对比。文中对批判性思维进行了定义，并论证了激发和引导批判性思维的教育环境类型，特别是那种涉及自我投射到我们是谁以及我们身处何处的复杂综合思维，而还原论科学中则不存在这种思维。文中明确了解放性知识，并将其目的定义为“将我们自己理解为博爱的人类，并在与生物世界无限多样的和谐中找到我们的位置”。那些如今已被摒弃的理论革命，作为解放性知识的种子，揭示了人类中心主义和种族中心主义是“精神的牢笼”，文中对这些革命进行了综合阐述。结论是，解放性知识发挥着乌托邦式的作用，为有尊严的人类进步指明无尽的前行方向。
