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La Educación
Número: (114) I
Año: 1993

As we move into a new and confusing intellectual terrain, there is a growing need for cognitive mapping to help us see a shifting theoretical landscape. This paper offers examples of the utility of theory mapping. Using textual analysis, this phenomenographic study seeks not to describe educational phenomena “as they are,” but how they have been presented in sixty exemplar comparative education texts as sedimentations of ways of seeing and thinking about the world. Textual exegesis is used to identify major categories of vision and division. These are presented and mapped as four discursive fields. The first demonstrates how defining characteristics of knowledge have changed over time from the orthodox functionalist/positivist view of the 1950-1960s to the heterodoxy and paradigm wars of the 1970-1980s to the emergent, disputatious heterogeneity of the 1990s. The second is a synchronic mapping of knowledge perspectives today. The third and fourth map ways of seeing—i.e., as intellectual fields of interactive vision both at global and local levels of social reality. These heuristic maps invite comparative mapping based on other ways of seeing. They offer open space to all propositions and ways of seeing in the social milieu. Today, no one world view or way of seeing can claim to fill all the space of truth.