Educational Cosmic Logic in Pedagogy

Abstract

The purpose of this essay is oriented to the exploration of the theoretical perspectives related to the educational cosmic logic applied in pedagogy. In this sense, Sagan (1987): defines the cosmos as some point between immensity and eternity, on whose understanding the future of all life depends. Likewise, Chopra's prologue in the work of Shrestha (2006): expresses that the microcosm is directed by the vibration of upper strings with resonance in the human being in energetic terms within a space-time continuum. In the educational context, Maturana (2010): proposes that it is vital to create an ethical and ecological social conscience. Additionally, Chamon (2006): emphasizes that the pedagogical is complex so it applies a phenomenological logic for its development and according to Morín (2000): a learning of coexistence. In this same line of thinking, Niño (1998): recognizes the conception of human life as a project and an endless pedagogical task. On the other hand, Gadotti (2002): proposes a Pedagogy of the Earth or Ecopedagogy. In line with this perspective, Sánchez, Peters, Márquez, Vega, Portales, Valdez and Azuara (2005): suggest incorporating new practices into education. To consolidate this vision, experiences with non-human teachers constitute one of the most innovative pedagogical alternatives. According to these considerations, it is concluded that the cosmobiological vision of education is essential to build and flow an empathic understanding among all sentient beings of the universal network.