From artificial intelligence to conscious attention: the Etievan educational model

Authors

  • Argenis Monroy Hernández Universidad Simón Bolívar, Caracas, Venezuela / Universidad Católica Andrés Bello, Caracas, Venezuela

Keywords:

Etievan Educational Model, artificial intelligence, integral education, posthumanist, digital culture

Abstract

The following article emerged from the meetings, analysis and discussions in the Postdoctoral Program in Sciences and Philosophy of Education at the Andrés Bello Catholic University. The main objective is to analyze the theoretical-practical principles that support the comprehensive education proposed by Nathalie De Salzmann Etievan in dialogue with posthumanist thought and the advance of new technologies in their different manifestations: artificial intelligence, internet, biotechnology, cyberspace, etc. The methodology was based on the documentary analysis of some bibliographic sources and the in-situ observation that the author made in several Etievan schools. It was confirmed that the Etievan Educational Model incorporates AI into the teaching-learning processes as a didactic tool. However, it emphasizes the development of consciousness and the education of feeling as principles for the harmonious evolution of human beings. Therefore, conscious attention and positive feeling synthesize the educational ideology proposed by De Salzmann Etievan in contrast to AI.

Downloads

Download data is not yet available.

Author Biography

Argenis Monroy Hernández, Universidad Simón Bolívar, Caracas, Venezuela / Universidad Católica Andrés Bello, Caracas, Venezuela

Postdoctorado en Ciencias y Filosofía de la Educación, Universidad Católica Andrés Bello (UCAB). Doctor en Letras, Universidad Simón Bolívar. (USB). Magister en Literatura Latinoamericana, USB. Licenciado en Educación, mención Filosofía, UCAB. Profesor Titular de la USB y UCAB. Publicaciones recientes: La orgía imaginaria en Violación en Polanco. El monstruo sexual En sueño matarás de Fedosy Santaella. La novela policial en Venezuela: aproximaciones a un canon criminal. “Sálvese quien pueda”: violencia social y política en la nueva literatura venezolana.

References

Ayuso-del Puerto, D. y Gutiérrez-Esteban, P. (2022). La Inteligencia Artificial como recurso educativo durante la formación inicial del profesorado. RIED Revista Iberoamericana de Educación a Distancia. 25(2), 346-358.

Agamben, G. (2011). Desnudez. (Trad. Mercedes Ruvituso). Anagrama.

Bauman, Z. (2006). Vida líquida. Paidós.

Benjamin, W. (1989). Discursos Interrumpidos I. Taurus.

Buber, M. (1993). Yo y Tú. Caparrós.

Casanovas, X. (2023). De la Inteligencia Artificial a la inmortalidad del alma. Suplemento del Cuaderno CJ. Nº 234.

Chavarría, G. (2015). El posthumanismo y los cambios en la identidad humana. Revista Reflexiones. Nº 94 (1), 97-107.

Descartes, R. (1662/1990). El tratado del hombre. Alianza.

De Salzmann de Etievan, N. (1989). ¡No saber es formidable! Modelo Educativo Etievan. Editorial Ganesha.

De Salzmann de Etievan, N. (2000). Tal como uno hace la cama se acuesta. Editorial Ganesha.

Didi-Huberman, G. (2010). Lo que vemos, lo que nos mira. Bordes Manantial.

Foucault, M. (1991). Tecnologías del yo. Paidós.

Han, B. (2015). El aroma del tiempo. Un ensayo filosófico sobre el arte de domorarse. Herder.

Haraway, D. (1995). Ciencia, cyborgs y mujeres. La reinvención de la naturaleza. Ediciones Cátedra.

Heidegger, M. (1997). El ser y el tiempo. Editorial Universitaria.

Isart, M. (2008). “Hombre, conócete a ti mismo”. La persona de Sócrates. Cuadernos de Pensamiento. Nº 21, 81-93.

Jiménez, A. (2009). La escuela nueva y los espacios para educar. Revista Educación y Pedagogía. 21(54), 103-125.

León, G. y Viña, S. (2017). La inteligencia artificial en la educación superior. Oportunidades y amenazas. Revista de la Universidad Internacional de Ecuador. Vol. 2, Nº 8-1, 412-422.

Moreno, A. (1993). El aro y la trama. Episteme, modernidad y pueblo. CIP.

Morin, E. (2003). El Método 5. La Humanidad de la Humanidad. La identidad humana. Cátedra.

Ouspensky, P. (1995). Fragmento de una enseñanza desconocida. Editorial Ganesha.

Riverón, G. (2016). La cultura digital en la sociedad moderna. RITI Journal.4 (8), 1-6.

Rodríguez, P. (2018). Inteligencia artificial. Cómo cambiará el mundo (y tu vida). Editor digital: Titivillus.

Rojas Parma, L. (2023a). Perspectivas humanísticas sobre la IA. Entrevista hecha por Sofía Avendaño. Comunicación: estudios venezolanos de comunicación, 202, 149-157.

Rojas Parma, L. (2023b). Comprender en lugar de competir. Inteligencias no humanas. Revista SIC, Dossier, 8-12.

Rojas Parma, L. y Valdivieso, H. (2023). Filosofía Cyborg. Primeros apuntes. abediciones.

Sadin, E. (2018). La inteligencia artificial o el desafío del siglo. Anatomía de un antihumanismo radical. Caja Negra Editora.

Tillería, L. (2020). Homo Sloterdijk: filosofía de la tecnología en la posmodernidad. Sophia 28, 67-92.

Valdivieso, H. (2023). Ciencias autónomas. Aquellos que piensan: inteligencia artificial y lo transhumano. Revista SIC, Dossier, 13-16.

Downloads

Published

2024-10-18

How to Cite

Monroy Hernández, A. . (2024). From artificial intelligence to conscious attention: the Etievan educational model. Areté, Doctorate in Education Digital Journal, 10(ee), 195–211. Retrieved from http://saber.ucv.ve/ojs/index.php/rev_arete/article/view/29488

Issue

Vol. 10 No. ee (2024): Special Edition "Education and Artificial Intelligence: Threats, Challenges and Opportunities"

Section

Artículos de Investigación

License

Copyright (c) 2024 Argenis Monroy Hernández

Creative Commons License

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

This journal provides free, immediate access to its content under the principle of making research freely available to the public, which fosters a greater exchange of global knowledge.

Authors who publish in Areté, Revista Digital del Doctorado en Educación, agree to the following terms:

  1. Authors retain copyright and grant the journal the right to be the first publication of the work, as well as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of authorship of the work and initial publication in this journal.
  2. Authors may separately establish additional agreements for the non-exclusive distribution of the version of the work published in the journal (for example, placing it in an institutional repository or publishing it in a book), with an acknowledgement of its initial publication in this journal and not to be used for commercial purposes.
  3. The contents and images included in the articles are the responsibility of the author(s). Areté, Revista Digital del Doctorado en Educación, is not responsible for the information included in them.
  4. Authors agree with the license of use used by the journal, with the self-archiving conditions and with the open access policy.
  5. Authors are allowed to disseminate electronically (e.g., in institutional repositories or on their own website) the published version of their work, as it favors its earlier circulation and dissemination and thus a possible increase in its citation and reach among the academic community.
  6. In case of reuse of published works, the existence and specifications of the license of use must be mentioned, as well as the authorship and original source of publication.