Epistemological genesis of the planetary crisis

Abstract

The text goes through the central thesis of David Bohm, according to which it is necessary to reconstruct a thought orientated to the totality since the fragmentary thought, typical of our time, is a breeding ground for the human contemporary crisis. From there, that the central task of education and learning processes implies the deconstruction of the rigid schemes of knowledge transmission and, instead of that, the stand out of the multiplicity of relations involved in the vast spheres of life. The construction of this new epistemological position, whose value, paradoxically, resides in his lack of certainty, turns into the objective of educational processes. But this holistic paradigm, in spite of his comprehensive character, is not a total since it recognizes the primacy of uncertainty as a fuse paradox of its own epistemological status. That inner paradox of not being able to understand anything in its entirety is not a contradiction, but a characteristic, a strength of his own dynamic perception of the world.