Palabras clave
Conocimiento; explicación; ciencia; filosofía; habilidades metacognitivas; habilidades cognitivas.
Resumen
Para el presente artículo se utiliza un modelo epistemológico (Khalifa, 2017) que proporciona definiciones abiertas de conocimiento y explicación para contrastar la versión científica de estos conceptos con la versión filosófica —conocimiento específicamente científico con conocimiento específicamente filosófico—. A través del contraste se obtienen las particularidades de la explicación en ambas disciplinas, así como los tipos de pregunta que buscan responder —cerradas o abiertas— y los recursos que utilizan para hacerlo —empíricos o conceptuales—. Basado en esto, el argumento central concluye que hay fuertes razones para asumir que la filosofía facilita la enseñanza de habilidades cognitivas y metacognitivas que la enseñanza de la ciencia no cubre, y que son igual de relevantes que las que sí cubre. Además, se evidencia la falta de estudios cuantitativos para respaldar esta conclusión y la importancia de que se efectúen en adelante.
Citas
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