Epistemological and Ontological Foundations for a Transdisciplinary Teacher Training
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Abstract
The article aims to reflect on the epistemological and ontological foundations to improve teacher training in a transdisciplinary way. Framed in the field of the philosophy of education, the work seeks to contribute to the social sciences debate on teacher training from an innovative perspective that integrates epistemic and ontological complexity. The research uses a qualitative, analytical, exploratory and descriptive methodology to identify the characteristics of the historical evolution of
science. First, this evolution is explored and described with the advances of modern science based on the logical postulates derived from classical or Newtonian physics. Subsequently, the epistemic and ontological postulates of the sciences of complexity, based on the Quantum Revolution, are addressed. Then, the formative dimensions of transdisciplinary education are presented as an opportunity to rethink pedagogical theories from a critical educational philosophy. As a result, the construction and management of knowledge resulting from the dialogue between the pedagogy of complexity and transdisciplinary education is discussed. This philosophical dialogue allows theorizing the practice and practicing the theory about the challenges of teacher training in the 21st Century. Finally, it concludes with humanist and educational philosophical perspectives that promote the development of educators through the exercise of critical, complex, philosophical and creative thinking.
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