Browsing by Author "Ayabaca Pineda, Tania Mabel"

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    Concepciones sobre ciencia, enseñanza y aprendizaje de los profesores de la Universidad de Cuenca y la relación con sus prácticas docentes e investigativas
    (Universidad de Cuenca, 2020-09-29) Ayabaca Pineda, Tania Mabel; Ramírez Gallegos, Jacques Paul
    Science, since it became the main way of explaining reality and was socialized through school, has had and continues having a fundamental impact on the development of our history as human beings, since it has been shaping our culture, and, above all, our way of thinking, contributing to the formation of a conception of man, the world and society. In this sense, epistemology, specifically, the conceptions of science are closely linked to teaching. With de purpose of reflecting about the pedagogical task and initiating an educational resignification -from the evident fact that we live in a deep crisis of our certainties and require new methods and instruments of thought and action, in relation to creation, diffusion and application of knowledge- we inquire into the conceptions and practices of university professors about the meaning of science, its teaching and learning. The methodological proposal has a phenomenological qualitative approach. The case study is selected as method, in-depth interviews and documentary analysis are chosen as data production techniques. The results show a profile of teachers defined by an eclectic tendency towards science, and by a constructivist tendency on learning and teaching. It is detected that there is a lack of epistemological coherence between the conceptions of science and the teaching model of teachers.
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    Frankenstein y su proyecto de vida (los principios empíricos de imposibilidad: ética y sujeto desde la perspectiva de Franz J. Hinkelammert)
    (2016) Ayabaca Pineda, Tania Mabel; Narváez Soto, Mauro Rogelio
    Frankenstein, from a visionary way, warns us about the reach of science and technology, and the imminent danger of their irresponsible use. Submerged in a conflict of paradigms between the new science and alchemy, Frankenstein holds his monstrous creation. A view of the monstrous allows a new interpretation of Frankenstein’s identity, creator and creature, in the technological evolution. Postmodern man is a cyborg who arises from the relationship among humans, machines and many species that surround him. Nowadays, Popper’s methodological approach represents the current version of the classic modern science. His theory of falsifiability makes possible the utopia that imagines idealizedrealities to be achieved,which guarantee a truer realism. Transhumanists, guided by the utopia of infinite progress, undertake a project to improve the human condition, by using technology to reach immortality. As we can see, transhumanism generates unexpected possibilities for our species. Hinkelammert takes the principle of impossibility posed by Popper to support an ethic of life that marks limits to this scientific work, which has forgotten and abstracted the eschatological limit that is inserted in reality.
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    Philosophical elements in William Shakespeare’s works (Romeo and Juliet, Hamlet, Othello, king lear, and macbeth)
    (2013) Ayabaca Pineda, Tania Mabel; Youman, Ion
    ABSTRACT This research looks at William Shakespeare’s works (Romeo and Juliet, Hamlet, Othello, King Lear, and Macbeth) from a philosophical point of view, in order to find new interpretations of the characters of his works, and, thus, to get to know man by means of an interdisciplinary approach. To carry out these aims, I developed six main chapters, which are subdivided into twenty- four parts. The first chapter covers Shakespeare’s life, background, works, and the speculation about the authorship of his works. In the second chapter, the passionate love between Romeo and Juliet is interpreted from the point of view of philosophical voluntarism. The next chapter analyzes Hamlet’s indecision from that of existentialism. The fourth chapter examines Othello’s personality from that of psychoanalysis. The following chapter treats King Lear’s tragedy from that of vitalism. Finally, the last chapter explores Macbeth’s ambition, which is stained with nihilism. The interdisciplinary cooperation between Literature and Philosophy displays the rational and irrational elements of human life in a dialectical relationship. Tragedy convulses human life, and at the same time, it calls for man to realize his emptiness. However, this same emptiness motivates man towards building his own being by using reason as a vital tool. Reason gives order to chaos. This dialectical clash of the rational and irrational elements is a process that never ends, but it is always producing new problems that expand our knowledge about reality. These elements are performed in Shakespeare’s theater.
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