Critical and complex thinking and meaningful learning in Latin American education: A narrative review

Humán E.M.; Álvarez D.J.R.; Muñoz C.W.A. · Sociologia y Tecnociencia (2022) · DOI: 10.24197/st.2.2022.144-164

Resumen

Critical thinking seen in the systematic review of an integrated matrix, with nuances in the narrative, give evidence that epistemology generated alternatives to the democratization of education; therefore the question of the superiority of scientific knowledge means to deny or underestimate. In relation to this, Leopoldo Zea questions, corrects and proposes that for peoples to find their affiliation and develop a genuine judgment, they must assimilate their history. Complex thinking associated with meaningful learning of students is not a problem that is reduced to the process, but the process of knowledge affects the whole being.

Instituciones: Universidad César Vallejo