Concepción curricular y enseñanza de las ciencias naturales y la educación ambiental: un punto de vista filosófico. Colombia 1994 - 2022.

Abstract

This research mainly deals with identifying and specifying the philosophical point of view of Baruch Spinoza that call into question the conception of the current curricular teaching of the natural sciences and environmental education in Colombia, according to the perspective of nature and composition, supported in the philosophical conception of Spinoza and in the curricular guidelines of the Colombian education policy. A critical review of the teaching in natural sciences and environmental education in Colombia is made, starting from a philosophical perspective of the World of Life that is the founding soil of the guidelines, contrasting this perspective with the conceptions in relation to life, nature and human-nature relationship.

According to this research, despite the fact that the curricular policy of natural sciences and environmental education seeks a notion of nature, human-nature relationship, and environmental education that contrasts with the approaches of exploitation of nature, is not enough to achieve that educational objective, as it considers nature as capital, resource and means for human survival and to achieve the preservation of life on the planet. Likewise, despite contrasting modern science and placing the teaching of natural sciences and environmental education in the experience of the World of Life, there are policy gaps for that objective and do not allow the development of scientific thought. Therefore, it was necessary that, from the philosophy of Baruch Spinoza, this perspective be questioned and then situating another way of conceiving nature, the human-nature relationship and environmental education.