Una  visión transdisciplinaria para reformar la educación. Autonomía y currículo nuclear

Giampiero Finocchiaro

doi:10.48204/j.orbis.v9n2.a6994

Submitted March 15, 2025

Published 2025-07-31

Artículos

Vol. 9 No. 2 (2025): Revista Científica Orbis Cognita

A transdisciplinary vision for reforming education. Autonomy and core curriculum

Giampiero Finocchiaro⁺⁻

DOI https://doi.org/10.48204/j.orbis.v9n2.a6994

PDF (Español (España))

References

DOI: 10.48204/j.orbis.v9n2.a6994

Published: 2025-07-31

How to Cite

Finocchiaro, G. (2025). A transdisciplinary vision for reforming education. Autonomy and core curriculum . Revista Científica Orbis Cógnita, 9(2), 52–78. https://doi.org/10.48204/j.orbis.v9n2.a6994

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Abstract

This article discusses the need for transdisciplinary educational reform to adapt education to contemporary needs, promoting identity-based processes based on a transdisciplinary approach linked to complexity theory. The article examines the aspects most frequently receiving reform attention: the curriculum that defines the curriculum and teaching methodologies. It is suggested that a change of mentality be fostered by updating education according to a transdisciplinary perspective that allows for a revolution in the concept of curriculum by reducing it to a central core. An innovative core curriculum model is proposed. This model involves concentrating on two languages and two disciplines characterized by their universal nature and the use of a polyglot approach necessitated by contemporary complexity. To achieve this profound change, it is absolutely necessary to grant, introduce, and promote strong autonomy to educational institutions that must carry out pedagogical action centered on identity. Furthermore, it is necessary to change the way universities train and make school teams more complex to create a new common language among disciplines.

Downloads

Download data is not yet available.

References

Baudrillard, J. (1970). La Société de Consommation: Ses Mythes, Ses Structures. Denoël. Bauman, Z. (2007). Consuming Life. Polity Press.
Bauman, Z. (2012). Conversazioni sull’educazione. Erikson.
Bialystok, E. (2001). Bilingualism in Development: Language, Literacy and Cognition.
Cambridge University.
Bialystok, E. (2011). Bilingualism: Consequences for Mind and Brain. Trends in Cognitive Sciences. 15(4), 240-250.
Bordieau, P. (1996). Sur la television. Liber/Raisons d’agir
Bustos, K. Delgado, C. Finocchiaro, G. Godoy, M. Navarra, J. Pérez Bruno, M. (2021).
Complejidad y transdisciplinariedad: el desafío de los métodos centrados en la identidad.
Revista Orbis Cognita. 5(1), 66-88. https://doi.org/10.48204/j.orbis.v5n1a5
Bustos Vinci , K. A., y Finocchiaro Vinci , G. (2023). Complejidad y transdisciplinariedad en educación; la necesidad de un método centrado en la identidad. Revista Científica Orbis Cógnita, 7(1), 11–35. Recuperado a partir de https://revistas.up.ac.pa/index.php/orbis_cognita/article/view/3605
Bustos, K, y Finocchiaro, G. (2023b). El desafío de la complejidad: la respuesta de la Transdisciplinariedad anclada en la identidad. En J. Haidar. (Ed.), Miradas transdisciplinarias a procesos transculturales contemporáneos (206-247). Analéctica.
Bustos, K, y Finocchiaro, G. (2023c). Estilos de personalidad de docentes en el área metropolitana de Buenos Aires. Conceptos. 98(519), 43-78.
Castoriadis, C. (2008). El mundo fragmentado. (Ed. or. Le Monde morcelé, 1990). Terramar. Ceruti, M. y Bocchi, G. (2004). Educazione e globalizzazione. Raffaello Cortina.
Ceruti, M. (2018). Il tempo della complessità. Raffaello Cortina. Ceruti, M. y Bellusci, F. (2020). Abitare la complessità. Mimesis.
Ceruti, M. y Bocchi, P.L. (2004). Educazione e globalizzazione. Mondadori. Debord, G. (1967). La Société du spectacle. Buchet-Chastel.
Finocchiaro, G. (2009). Autonomia e Innovazione (Rist. 2014). Carlo Saladino. Finocchiaro, G. (2012). Autonomia e disabilità. Carlo Saladino.
Finocchiaro, G. (2014). Autonomia 2.0. Carlo Saladino.
Finocchiaro, G. (2016). La scuola di chi: Come realizzare la centralità degli alunni. Carlo Saladino.
Finocchiaro, G. (2018). Per una scuola poliglotta. https://giampierofinocchiaro.com/per- una-scuola-poliglotta/
Finocchiaro, G. (2023). Espacio-tiempo en educación desde la perspectiva transdisciplinaria.
La autonomía para la descolarización. Tejidos Sociales, 5(1), 1-20.
Fisher, M. (2009). Capitalist realism: Is There No Alternative. Zer0 Books.
Fortunato, E. (2019, 9 de enero). Insegnare filosofia a bambini e ragazzi, come? [Intervista a Nicola Zippel]. Orizzonte Scuola. https://www.orizzontescuola.it/insegnare-filosofia- a-bambini-e-ragazzi-come-intervista-a-nicola-zippel/
Freire, P. (1993). Pedagogia degli oppressi (Ed. or. Pedagogia do oprimido, 1968). Gruppo Abele.
Galimberti, U. (2007). L’ospite inquietante. Il nichilismo e i giovani. Feltrinelli.
Gardner, H. (1993). Educare al comprendere (Ed. or. The unschooled mind: How children think and how schools should teach, 1991). Basic Books.
Han, B. C. (2012). La società della trasparenza (Ed. or. Die Transparenzgesellschaft, 2012).Nottetempo.
Han, B. C. (2014). Psicopolitica: Neoliberalismo e le nuove tecniche di potere (Ed. or.Psychopolitik: Neoliberalismus und le nächsten Formen der Macht, 2014). Nottetempo.
Herman, E. y Chomsky, N. (1988). Manufacturing Consent: The Political Economy of the Mass Media. Pantheon Books.
Husserl, E. (2002). Idee per una fenomenologia pura e una filosofia fenomenologica (Ed. or. Ideen zu einer reinen Phänomenologie und phänomenologischen Philosophie, 1913) Einaudi.
Husserl, E. (2015). La crisi delle scienze europee e la fenomenologia trascendentale (Ed. or. Die Krisis der europäischen Wissenschaften und die transzendentale Phänomenologie, 1954). Il Saggiatore.
Irvine, J. J. (2003). Educating Teachers for Diversity: Seeing with a Cultural Eye. Teachers College Press.
Jung, C. G. y Pauli, W. (1952). The Interpretation of Nature and Psyche. Pantheon Books. Kuhl, P. K. (2004). Early language acquisition: cracking the speech code. Nature Reviews
Neuroscience, 5, 831–843. https://doi.org/10.1038/nrn1533
Lenneberg, E. (1967). Biological Foundations of Language. Wiley.
Lodolo D’Oria, V. (2010). Pazzi per la scuola: Il burnout degli insegnanti a 360 gradi. Alpes.
Maturana Romesìn, H. y Varela Garcìa F. J. (1984). El Árbol del conocimiento: las bases biológicas del entendimiento humano. Ed. Universitaria.
Maturana Romesìn, H. (1994). Emociones y lenguaye en educación y política. Dolmen. Maturana Romesín, H. López Melero, M. Pérez Gómez, A.I. Santos Guerra, M.A. (2003). Conversando con Maturana de educación. Aljibe.
Meirieu, P. (1987). Apprendre… oui, mais comment?. ESF. Meirieu, P. (2007). Pédagogie: Le devoir de resistir. ESF.
Morin, E. (1999). La tête bien faite: Repenser la réforme, réformer la pensé. Seuil.
Morin, E. (2015). Insegnare a vivere: Manifesto per cambiare l’educazione (Ed. or. Einsein à vivre, 2014). Raffaello Cortina.
Naranjo, C. (2007). La civiltà, un male curabile. Franco Angeli. Nicolescu, B. (1996). La Transdisciplinariedad. Manifiesto. Du Rocher.
Nicolescu, B. (2007). Transdisciplinarity as Methodological Framework for Going Beyond the Science-Religion Debate. Global Spirit. https://metanexus.net/transdisciplinarity- methodological-framework-going-beyond-science-religion-debate/
Palmer, P. J. (1997). The Courage to Teach: Exploring the Inner Landscape of a Teacher’sLife. Bass.
Pioneer Works (4 de octubre de 2021). Ten Arguments for Deleting Your Social Media Accounts Right Now [Archivo de Vídeo]. Youtube. https://www.youtube.com/watch?v=xFsSRu1Krys
Popper, K. (1994). Televisione: Una minaccia per la democrazia (Ed. or. Das Fernsehen: Eine Gefahr für la Demokratie, 1994). Marsilio.
Postman, N. y Weingartner, C. (1969). Teaching as a Subversive Activity. Delacorte Press.
Postman, N. (1985). Amusing Ourselves to Death: Public Discourse in the Age of Show Business. Viking Penguin.
Weil, P. Crema, R. Leloup J.Y. (2003). Normose: a patologia de la normalidade. Verus. Zippel, N. (2017). I bambini e la filosofía. Carocci.
Zippel, N. (2018). C’era una volta la filosofía. Carocci.