Abstract

LOPEZ ALZATE, María Adelaida. Linkage science and humanism: New perspectives in higher education. Hallazgos [online]. 2014, vol.11, n.22, pp.329-357. ISSN 1794-3841.  https://doi.org/10.15332/s1794-3841.2014.0022.17.

This essay analyzes the fragmentation that occurs in the modern university between science and humanism, in order to see the consequences of modernity in the field of learning and knowledge. Finally, it aims not only to describe this fragmentation, but some proposals to establish escape routes in the approach to new prospects in higher education. To start propose the following questions, which will be resolved during the analysis, or by generating other questions: What are the forces that articulate or dismantle the relationship between science and humanism in the Modern University? What are the ways of relating that generate these forces? What science idea is established in this or these anyway? How do these modes affect, determine or establish different patterns in Higher Education? Along the parallel analysis will approach fragmentation problem and potential solution paths. They begin by stating the problem of fragmentation between science and humanism as if they were two cultures, then reviews the incursion of an element represented in the social sciences, resulting in not two but three cultures. Issues related to knowledge, science model and the concept of reason, are reviewed to continue analyzing fragmentation proposing that science and humanism is another manifestation of the so-called liquid modernity, reported by Bauman as a sociological proposal (2002). Then the fragmentation of science and the humanities in higher education showing some aspects related with the historic complaint about the rescue of the subject installed in the world of life, philosophical and scientific task based on reality, openness to other rationalities in order to maintain contact with life and recognizing the limits of own discipline. Other ways can recognize the hermeneutic character of science, the need for new humanism open not only to reflect on the past, but today's new challenges. Finally the output to overcome or minimize fragmentation within the university, it is proposed to transdisciplinarity and knowledge dialogue as ways of building new epistemes, allowing diversity to face performativity homogenizing action enunciated by Lyotard (1990). At the end of the paper describes a case of real and practical multidisciplinary exercise that has left concrete results on how a revised discipline begins to take shape itself to communication paths to other disciplines.

Keywords : Science and humanism; science-humanism fragmentation; contemporary university.

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