{"id":12521,"date":"2024-04-30T08:30:01","date_gmt":"2024-04-30T06:30:01","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=12521"},"modified":"2024-04-12T11:18:47","modified_gmt":"2024-04-12T09:18:47","slug":"la-imprescindible-sinergia-entre-ciencies-i-humanitats-per-a-una-formacio-integral","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/la-imprescindible-sinergia-entre-ciencies-i-humanitats-per-a-una-formacio-integral\/","title":{"rendered":"La imprescindible sinergia entre ci\u00e8ncies i humanitats per a una formaci\u00f3 integral"},"content":{"rendered":"<h1>La imprescindible sinergia entre ci\u00e8ncies i humanitats per a una formaci\u00f3 integral<\/h1>\n<p>Ambdues formen part del nostre programari b\u00e0sic com a \u00e9ssers humans<\/p>\n<figure id=\"attachment_12507\" aria-describedby=\"caption-attachment-12507\" style=\"width: 701px\" class=\"wp-caption aligncenter\"><img fetchpriority=\"high\" decoding=\"async\" class=\" wp-image-12507\" src=\"http:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/01\/brain-7803654_1280-1.jpg\" alt=\"\" width=\"701\" height=\"467\" srcset=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/01\/brain-7803654_1280-1.jpg 1280w, https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/01\/brain-7803654_1280-1-300x200.jpg 300w, https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/01\/brain-7803654_1280-1-1024x682.jpg 1024w, https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/01\/brain-7803654_1280-1-768x512.jpg 768w\" sizes=\"(max-width: 701px) 100vw, 701px\" \/><figcaption id=\"caption-attachment-12507\" class=\"wp-caption-text\">L&#8217;esp\u00e8cie humana \u00e9s l&#8217;\u00fanica capa\u00e7 de generar, utilitzar i transmetre coneixements de manera conscient. \/ Pixabay<\/figcaption><\/figure>\n<p><a style=\"display: inline-block;\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/deed.ca\" target=\"_blank\" rel=\"license noopener noreferrer\">Llic\u00e8ncia Creative Commons<img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/cc.svg?ref=chooser-v1\" \/><img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/by.svg?ref=chooser-v1\" \/><img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/nc.svg?ref=chooser-v1\" \/><img decoding=\"async\" style=\"height: 22px!important; margin-left: 3px; vertical-align: text-bottom;\" src=\"https:\/\/mirrors.creativecommons.org\/presskit\/icons\/nd.svg?ref=chooser-v1\" \/><\/a><\/p>\n<p><img decoding=\"async\" class=\"alignleft wp-image-12493\" src=\"http:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/01\/David-Bueno-150x150.jpg\" alt=\"\" width=\"70\" height=\"70\" \/><\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/twitter.com\/DavidBueno33\" target=\"_blank\" rel=\"noopener\"><strong>David Bueno<\/strong><\/a><\/p>\n<p>&nbsp;<\/p>\n<p>L&#8217;alt grau d<strong>&#8216;especialitzaci\u00f3<\/strong> assolit per totes les disciplines acad\u00e8miques ha portat, massa sovint, al seu a\u00efllament progressiu, des de la separaci\u00f3 cartesiana entre ci\u00e8ncies i humanitats que es va iniciar despr\u00e9s de la publicaci\u00f3 de <em>El discurs del m\u00e8tode<\/em> de Ren\u00e9 Descartes, el 1637. Per a aquest assaig partir\u00e9 d&#8217;una proposici\u00f3 que penso que \u00e9s fonamental: l&#8217;objectiu principal tant de les humanitats enteses en sentit ampli (arts pl\u00e0stiques, filosofia, literatura, m\u00fasica, etc\u00e8tera) com de les ci\u00e8ncies en tots els seus vessants \u00e9s contribuir al benestar i la dignitat humans. I una societat formada per persones que es desenvolupen en benestar i dignitat pot ser m\u00e9s justa i lliure. La formaci\u00f3 secund\u00e0ria, tant l&#8217;obligat\u00f2ria com la postobligat\u00f2ria, i ha de contribuir, fomentant tamb\u00e9 l\u2019esfor\u00e7 recompensant i la capacitat de superar els entrebancs, dos aspectes que estan estretament vinculats al benestar i la dignitat. Ara b\u00e9, si tant les ci\u00e8ncies com les humanitats formen part d\u2019aquest conjunt, fins a quin punt una educaci\u00f3 excessivament compartimentada en disciplines acad\u00e8miques gaireb\u00e9 estanques pot complir aquests objectius?<\/p>\n<p>L&#8217;esp\u00e8cie humana \u00e9s l&#8217;\u00fanica capa\u00e7 de generar, utilitzar i transmetre coneixements de manera conscient. Els mateixos mecanismes evolutius que han modelat la resta de les esp\u00e8cies, a la nostra han perm\u00e8s la g\u00e8nesi progressiva d&#8217;un cervell complex, capa\u00e7 de generar una rica, plural i complexa activitat mental. Aquesta activitat inclou molts aspectes diversos i complementaris, des dels m\u00e9s instintius, com ara el <strong>grupalisme i la sociabilitat<\/strong>, fins als m\u00e9s elaborats, que inclouen el <strong>raciocini i la creativitat<\/strong>, que generen la poesia, l&#8217;art, la filosofia i la ci\u00e8ncia, entre moltes altres manifestacions. Tamb\u00e9 ens han dotat d&#8217;una curiositat que ens empeny a la cerca de novetats. Tot aix\u00f2 ens ha perm\u00e8s desenvolupar m\u00faltiples sistemes per con\u00e8ixer i interpretar el m\u00f3n i per \u00a0canviar-lo en benefici nostre. L&#8217;art, la filosofia, la hist\u00f2ria, la literatura, la poesia, la ci\u00e8ncia i la t\u00e8cnica en les seves m\u00faltiples especialitats van n\u00e9ixer amb el nostre llinatge, i els hem anat especialitzant tant que, necess\u00e0riament, els hem hagut de classificar de forma dicot\u00f2micament cartesiana com a ci\u00e8ncia i humanitats. Dins del sistema educatiu ho subdividim en mat\u00e8ries molt concises.<\/p>\n<p>Aquesta subdivisi\u00f3 t\u00e9 la seva l\u00f2gica. \u00c9s impossible assimilar tota la quantitat enorme de coneixements que hem anat acumulant en una sola vida. I tamb\u00e9 \u00e9s impossible aprofundir-hi prou en tots ells. No obstant aix\u00f2, si, com deia a la introducci\u00f3 l&#8217;<strong>objectiu principal de les humanitats i de la ci\u00e8ncia<\/strong> ha de ser contribuir conjuntament al benestar i a la dignitat humans, \u00bf\u00e9s possible fer-ho sense un m\u00ednim d&#8217;interrelacions entre elles que ens permetin veure m\u00e9s enll\u00e0 d\u2019all\u00f2 que ens aporta cada mat\u00e8ria?<\/p>\n<p>Partint de la proposici\u00f3 anterior, seria f\u00e0cil dir que <strong>la ci\u00e8ncia necessita les humanitats<\/strong> <strong>ja que precisa de les reflexions filos\u00f2fiques i art\u00edstiques<\/strong>, i tamb\u00e9 \u00e8tiques i morals, del context social i hist\u00f2ric, etc\u00e8tera. I, de la mateixa manera, tamb\u00e9 seria f\u00e0cil dir que <strong>les humanitats no poden viure d&#8217;esquena a la ci\u00e8ncia<\/strong> ja que aquesta impregna tots els aspectes de la nostra vida, fins i tot de la mateixa investigaci\u00f3 human\u00edstica, per exemple en les t\u00e8cniques d&#8217;an\u00e0lisi qu\u00edmica, f\u00edsica i gen\u00e8tica que es fan servir en historiografia, o els aven\u00e7os en neuroci\u00e8ncia per comprendre millor l&#8217;ess\u00e8ncia de l&#8217;\u00e9sser hum\u00e0 en filosofia, per citar un parell d&#8217;exemples.<\/p>\n<p>Tamb\u00e9 seria f\u00e0cil discutir si als plans d&#8217;estudi hi ha un equilibri adequat entre ci\u00e8ncies i humanitats. Els cient\u00edfics tenim la tend\u00e8ncia a pensar, i dir, que les ci\u00e8ncies estan poc representades als estudis de secund\u00e0ria, en comparaci\u00f3 amb les humanitats. I si analitzem els horaris, sens dubte \u00e9s aix\u00ed. I els humanistes tendeixen a pensar, i a dir, que caldria refor\u00e7ar encara m\u00e9s les humanitats per aconseguir que els estudiants tinguessin un nivell cultural adequat. Dues visions contraposades la soluci\u00f3 a les quals \u00e9s complexa, ja que els horaris dels estudiants ja estan, sovint, massa saturats. Quina pot ser la soluci\u00f3?<\/p>\n<p>Tot i l&#8217;aparent, i de vegades interessada, <strong>contraposici\u00f3 entre ci\u00e8ncies i humanitats<\/strong>, ambdues formen part del nostre programari b\u00e0sic com a \u00e9ssers humans<strong>.<\/strong> Malgrat aquesta separaci\u00f3 cartesiana ha perm\u00e8s grans aven\u00e7os en cadascuna de les m\u00faltiples disciplines acad\u00e8miques i, per tant, fins a cert punt s&#8217;han de mantenir aix\u00ed, la q\u00fcesti\u00f3 \u00e9s si cal mantenir aquesta impermeabilitat entre les diferents \u00e0rees acad\u00e8mics en els estudis de secund\u00e0ria. O si s&#8217;hauria de facilitar d&#8217;alguna manera la interacci\u00f3 sin\u00e8rgica entre humanitats i ci\u00e8ncies i entre ci\u00e8ncies i humanitats, per a l&#8217;enriquiment mental dels estudiants. I per evitar tamb\u00e9 aquesta sensaci\u00f3 tan estesa que fan poca ci\u00e8ncia i, alhora, que necessiten m\u00e9s humanitats.<\/p>\n<p>El cervell funciona constantment a aquests dos nivells. S&#8217;ha vist, per exemple, que els nens fan servir el m\u00e8tode cient\u00edfic de manera instintiva i preconscient com a part del programari b\u00e0sic del cervell per descobrir i adaptar-se a l&#8217;entorn. Per\u00f2 tamb\u00e9 utilitzen raonaments filos\u00f2fics de forma igualment instintiva per discernir els diferents aspectes de la realitat. I l\u2019art com a forma d\u2019expressi\u00f3. Les seves diferents estructures, encarregades de processar les informacions que ens arriben de l\u2019exterior i els pensaments propis i de generar respostes conductuals, es troben tamb\u00e9 interconnectades entre elles, i fan servir tant raonaments cient\u00edfics com humanistes.<\/p>\n<p>Aix\u00f2 vol dir que hem de barrejar ci\u00e8ncia amb humanitats, o humanitats amb ci\u00e8ncia? La fusi\u00f3 completa de sabers, com passava abans del Renaixement, ja no \u00e9s possible, ni tan sols desitjable, ja que l&#8217;especialitzaci\u00f3 \u00e9s massa alta. A m\u00e9s, podria generar una amalgama de <strong>coneixements pseudocient\u00edfics i pseudohumanistes, que cal evitar<\/strong>. Per\u00f2 aix\u00f2 no treu que sigui \u00a0important, jo diria que imprescindible, que les diferents \u00e0rees del coneixement es comuniquin entre elles, en una cooperaci\u00f3 sin\u00e8rgica pluridisciplinar formalment equiparable a la que es produeix al cervell de qualsevol persona, durant la seva activitat mental.<\/p>\n<p>Dit d&#8217;una altra manera, en lloc d&#8217;una amalgama cientificohumanista es tractaria, utilitzant les paraules del fil\u00f2sof, enginyer i escriptor <strong>Salvador P\u00e1niker<\/strong>, \u00abque els paradigmes cient\u00edfics fecundin realment els discursos filos\u00f2fics\u00bb, on jo afegiria les humanitats en general. I tamb\u00e9 afegiria que els paradigmes humanistes tamb\u00e9 fecunden les ci\u00e8ncies i els aven\u00e7os cient\u00edfics, conservant tots ells la seva identitat diferencial i les seves estrat\u00e8gies d&#8217;aven\u00e7 i descobriment.<\/p>\n<hr \/>\n<p><strong>Bibliografia<\/strong><\/p>\n<p>Bueno, D. (2019) <em>Neurociencia aplicada a la educaci\u00f3n<\/em>. Madrid: Editorial S\u00edntesis. <a href=\"https:\/\/www.sintesis.com\/libro\/neurociencia-aplicada-a-la-educacion\">https:\/\/www.sintesis.com\/libro\/neurociencia-aplicada-a-la-educacion<\/a><\/p>\n<p>Bueno, D., Casanovas, J., y Garc\u00e9s, M. (2019). <em>Higher Education in the World 7: Humanities and Higher Education: Synergies between Science, Technology and Humanities.<\/em> Global University Network for Innovation (GUNi). <a href=\"https:\/\/www.guninetwork.org\/higher-education-in-the-world-7\/\">https:\/\/www.guninetwork.org\/higher-education-in-the-world-7\/<\/a><\/p>\n<p>Bueno, D. (2022) Science and humanities during infancy and adolescence. <em>Science of Learning Portal (IBE-IBRO)<\/em>. <a href=\"https:\/\/solportal.ibe-unesco.org\/articles\/science-and-humanities-during-infancy-and-adolescence\/\">https:\/\/solportal.ibe-unesco.org\/articles\/science-and-humanities-during-infancy-and-adolescence\/<\/a><\/p>\n<p>Descartes, R. (1636) <em>Discurso del m\u00e9todo<\/em><em>.<\/em> Madrid: Alianza Editorial (2011) <a href=\"https:\/\/www.alianzaeditorial.es\/libro\/filosofia\/discurso-del-metodo-rene-descartes-9788420674421\/\">https:\/\/www.alianzaeditorial.es\/libro\/filosofia\/discurso-del-metodo-rene-descartes-9788420674421\/<\/a><\/p>\n<p>P\u00e1niker, S. (2007) A prop\u00f3sito de un nuevo humanismo. En: <em>El nuevo humanismo<\/em> (John Brockman, ed.). Barcelona: Editorial Kair\u00f3s. <a href=\"https:\/\/www.editorialkairos.com\/catalogo\/p\/el-nuevo-humanismo?rq=El%20nuevo%20humanismo%20\">https:\/\/www.editorialkairos.com\/catalogo\/p\/el-nuevo-humanismo?rq=El%20nuevo%20humanismo%20<\/a><\/p>\n<p>Redolar, D. (ed.) (2022). <em>Neurociencia cognitiva 2\u00aa Ed.<\/em> Madrid: Editorial M\u00e9dica Panamericana. <a href=\"https:\/\/www.medicapanamericana.com\/es\/libro\/neurociencia-cognitiva-2e\">https:\/\/www.medicapanamericana.com\/es\/libro\/neurociencia-cognitiva-2e<\/a><\/p>\n<hr \/>\n<p>Font:\u00a0<strong>educational EVIDENCE<\/strong><\/p>\n<p>Drets:\u00a0<strong>Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"<p>L&#8217;alt grau d&#8217;especialitzaci\u00f3 assolit per totes les disciplines acad\u00e8miques ha portat, massa sovint, al seu a\u00efllament progressiu, des de la separaci\u00f3 cartesiana entre ci\u00e8ncies i humanitats que es va iniciar despr\u00e9s de la publicaci\u00f3 de El discurs del m\u00e8tode de Ren\u00e9 Descartes, el 1637. Per a aquest assaig partir\u00e9 d&#8217;una proposici\u00f3 que penso que \u00e9s fonamental: l&#8217;objectiu principal tant de les humanitats enteses en sentit ampli (arts pl\u00e0stiques, filosofia, literatura, m\u00fasica, etc\u00e8tera) com de les ci\u00e8ncies en tots els seus vessants \u00e9s contribuir al benestar i la dignitat humans. I una societat formada per persones que es desenvolupen en benestar i dignitat pot ser m\u00e9s justa i lliure.<\/p>\n","protected":false},"author":4,"featured_media":12507,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_FSMCFIC_featured_image_caption":"","_FSMCFIC_featured_image_nocaption":"1","_FSMCFIC_featured_image_hide":"","footnotes":""},"categories":[219,224],"tags":[673,675,674],"class_list":["post-12521","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-ciencia-ca","category-neurociencies","tag-ciencies","tag-formacio-integral","tag-humanitats"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>La imprescindible sinergia entre ci\u00e8ncies i humanitats per a una formaci\u00f3 integral - Educational Evidence<\/title>\n<meta name=\"description\" content=\"L&#039;alt grau d&#039;especialitzaci\u00f3 assolit per totes les disciplines acad\u00e8miques ha portat, massa sovint, al seu a\u00efllament progressiu, des de la separaci\u00f3 cartesiana entre ci\u00e8ncies i humanitats que es va iniciar despr\u00e9s de la publicaci\u00f3 de El discurs del m\u00e8tode de Ren\u00e9 Descartes, el 1637. 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