Hanna Arendt and the distinction between knowing and thinking: reflections for science teaching

Detalhes bibliográficos
Autor(a) principal: Flores, José Francisco
Data de Publicação: 2017
Outros Autores: Rocha Filho, João Bernardes da
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Acta Scientiarum. Education (Online)
Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/30440
Resumo: Theoretical contributions are proposed for the formation of science teachers from the distinction between knowledge and thought presented by Hanna Arendt. For the author, the action of knowing, accomplished by science, seeks truths, while the thought, as a action of spirit, seeks meanings. The concept of creative potential is used, suggested by the plastic artist Fayga Ostrower, as a motivational factor of thinking for production of meanings. It can be concluded that science teaching must aim at the development of the ability of not only knowing, but also thinking, promoting the expansion of the creative potential of students and teachers. 
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spelling Hanna Arendt and the distinction between knowing and thinking: reflections for science teachingHanna Arendt y la distinción entre conocer y pensar: reflexiones para la enseñanza de cienciasHanna Arendt e a distinção entre conhecer e pensar: reflexões para o ensino de ciênciasScience and artthinking and knowledgecreative potentialeducation and creativityciencia y artepensamiento y conocimientopotencial creativoeducación y creatividad.ciência e artepensamento e conhecimentopotencial criativoeducação e criatividade.Theoretical contributions are proposed for the formation of science teachers from the distinction between knowledge and thought presented by Hanna Arendt. For the author, the action of knowing, accomplished by science, seeks truths, while the thought, as a action of spirit, seeks meanings. The concept of creative potential is used, suggested by the plastic artist Fayga Ostrower, as a motivational factor of thinking for production of meanings. It can be concluded that science teaching must aim at the development of the ability of not only knowing, but also thinking, promoting the expansion of the creative potential of students and teachers. En este estudio se proponen aportes teóricos para la formación de profesores de ciencias a partir de la distinción entre conocimiento y pensamiento presentados por Hanna Arendt. Para la autora, la acción de conocer realizada por las ciencias, busca verdades, mientras que el pensar, en cuanto acción de espíritu, busca por significados. Fue utilizado el concepto de potencial creativo, propuesto por la artista plástica Fayga Ostrower, como factor motivador del pensar para la producción de significados. Así se señala que la enseñanza de ciencias debe pretender el desarrollo de la capacidad no solo de conocer, sino también de pensar, promoviendo la ampliación del potencial creativo de alumnos y profesores.  Propõem-se contribuições teóricas para a formação de professores de ciências a partir da distinção entre conhecimento e pensamento apresentados por Hanna Arendt. Para a autora, a ação de conhecer, realizada pelas ciências, busca verdades, enquanto que o pensar, como ação do espírito, procura por significados. Utiliza-se o conceito de potencial criativo, proposto pela artista plástica Fayga Ostrower, como fator motivador do pensar para a produção de significados. Conclui-se, apontando que o ensino de ciências deve visar ao desenvolvimento da capacidade não só de conhecer, mas também de pensar, promovendo a ampliação do potencial criativo de alunos e professores. Universidade Estadual de Maringá2017-04-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/3044010.4025/actascieduc.v39i2.30440Acta Scientiarum. Education; Vol 39 No 2 (2017): Apr.-June; 131-140Acta Scientiarum. Education; v. 39 n. 2 (2017): Apr.-June; 131-1402178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporenghttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/30440/18885https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/30440/19564Copyright (c) 2017 Acta Scientiarum. Educationinfo:eu-repo/semantics/openAccessFlores, José FranciscoRocha Filho, João Bernardes da2022-02-20T22:12:17Zoai:periodicos.uem.br/ojs:article/30440Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2022-02-20T22:12:17Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv Hanna Arendt and the distinction between knowing and thinking: reflections for science teaching
Hanna Arendt y la distinción entre conocer y pensar: reflexiones para la enseñanza de ciencias
Hanna Arendt e a distinção entre conhecer e pensar: reflexões para o ensino de ciências
title Hanna Arendt and the distinction between knowing and thinking: reflections for science teaching
spellingShingle Hanna Arendt and the distinction between knowing and thinking: reflections for science teaching
Flores, José Francisco
Science and art
thinking and knowledge
creative potential
education and creativity
ciencia y arte
pensamiento y conocimiento
potencial creativo
educación y creatividad.
ciência e arte
pensamento e conhecimento
potencial criativo
educação e criatividade.
title_short Hanna Arendt and the distinction between knowing and thinking: reflections for science teaching
title_full Hanna Arendt and the distinction between knowing and thinking: reflections for science teaching
title_fullStr Hanna Arendt and the distinction between knowing and thinking: reflections for science teaching
title_full_unstemmed Hanna Arendt and the distinction between knowing and thinking: reflections for science teaching
title_sort Hanna Arendt and the distinction between knowing and thinking: reflections for science teaching
author Flores, José Francisco
author_facet Flores, José Francisco
Rocha Filho, João Bernardes da
author_role author
author2 Rocha Filho, João Bernardes da
author2_role author
dc.contributor.author.fl_str_mv Flores, José Francisco
Rocha Filho, João Bernardes da
dc.subject.por.fl_str_mv Science and art
thinking and knowledge
creative potential
education and creativity
ciencia y arte
pensamiento y conocimiento
potencial creativo
educación y creatividad.
ciência e arte
pensamento e conhecimento
potencial criativo
educação e criatividade.
topic Science and art
thinking and knowledge
creative potential
education and creativity
ciencia y arte
pensamiento y conocimiento
potencial creativo
educación y creatividad.
ciência e arte
pensamento e conhecimento
potencial criativo
educação e criatividade.
description Theoretical contributions are proposed for the formation of science teachers from the distinction between knowledge and thought presented by Hanna Arendt. For the author, the action of knowing, accomplished by science, seeks truths, while the thought, as a action of spirit, seeks meanings. The concept of creative potential is used, suggested by the plastic artist Fayga Ostrower, as a motivational factor of thinking for production of meanings. It can be concluded that science teaching must aim at the development of the ability of not only knowing, but also thinking, promoting the expansion of the creative potential of students and teachers. 
publishDate 2017
dc.date.none.fl_str_mv 2017-04-17
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/30440
10.4025/actascieduc.v39i2.30440
url https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/30440
identifier_str_mv 10.4025/actascieduc.v39i2.30440
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/30440/18885
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/30440/19564
dc.rights.driver.fl_str_mv Copyright (c) 2017 Acta Scientiarum. Education
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Acta Scientiarum. Education
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Maringá
publisher.none.fl_str_mv Universidade Estadual de Maringá
dc.source.none.fl_str_mv Acta Scientiarum. Education; Vol 39 No 2 (2017): Apr.-June; 131-140
Acta Scientiarum. Education; v. 39 n. 2 (2017): Apr.-June; 131-140
2178-5201
2178-5198
reponame:Acta Scientiarum. Education (Online)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Acta Scientiarum. Education (Online)
collection Acta Scientiarum. Education (Online)
repository.name.fl_str_mv Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv actaeduc@uem.br||
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