La noción de conocimiento sostenible: una perspectiva filosófica para la educación del siglo XXI

Abstract

International organizations, such as the United Nations Organization for Education, Science and Culture (UNESCO), the Organization for Economic Co-operation and Development (OECD), the European Council (EC) and the Organization of Ibero-American States (OEl) indicate the need for 21st century education to focus on training people who assume the role of actors and not only spectators in a complex and changing society, to the extent that they achieve a high degree of reflection and are capable of impacting their personal growth and influencing social improvement because they have developed sustainable knowledge. In other words, they have gained knowledge that develops in an endless and recursive spiral in which the desire to know more and improve oneself takes place continuously throughout life as an expression of self-possession since all knowledge implies acertain level of possession and mastery and taking responsibility for life itself. In this way, sustainable knowledge can be maintained by itself based on certain characteristic principles.