Francis Bacon: teory, method and contributions to the education

Detalhes bibliográficos
Autor(a) principal: Galvão, Roberto Carlos Simões
Data de Publicação: 2007
Tipo de documento: Artigo
Idioma: por
Título da fonte: INTERthesis
Texto Completo: https://periodicos.ufsc.br/index.php/interthesis/article/view/620
Resumo: In the present article, we propose a brief analysis of Francis Bacon’s thought (1561-1626) and his contributions to the Education. With Bacon, the old religious or metaphysical character of knowledge was substituted by the objectivity of the experimental science, something unknown until then. The science started to represent a means in search of an end, i.e., man’s control over nature. The desire of Bacon to promote a reorganization of the power of the human knowledge, not based on the old scholastic knowledge, but in the new scientific knowledge, was shared by educators, philosophers and statesmen of his time. The role of the school would be to assure the dissemination of this new knowledge which, properly unified, would be within reach of all the children
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spelling Francis Bacon: teory, method and contributions to the educationFrancis Bacon: teoría, método y contribuciones para la educaciónFrancis Bacon: teoria, método e contribuições para a educaçãoIn the present article, we propose a brief analysis of Francis Bacon’s thought (1561-1626) and his contributions to the Education. With Bacon, the old religious or metaphysical character of knowledge was substituted by the objectivity of the experimental science, something unknown until then. The science started to represent a means in search of an end, i.e., man’s control over nature. The desire of Bacon to promote a reorganization of the power of the human knowledge, not based on the old scholastic knowledge, but in the new scientific knowledge, was shared by educators, philosophers and statesmen of his time. The role of the school would be to assure the dissemination of this new knowledge which, properly unified, would be within reach of all the childrenEn el presente artículo nosotros proponemos un breve análisis del pensamiento de Francis Bacon (1561-1626) y sus contribuciones para la educación. Con Bacon el antiguo carácter religioso o metafísico del conocimiento fue sustituido por la objetividad de la ciencia experimental, algo hasta entonces desconocido. La ciencia empezó a representar. un medio en busca de una finalidad que es el dominio del hombre sobre la naturaleza. El deseo de Bacon en promover una reorganización del dominio del conocimiento humano, basado en el nuevo conocimiento científico y no en el antiguo conocimiento escolástico, era compartido por educadores, filósofos y estadistas de su tiempo. La educación escolar aseguraría la diseminación de este nuevo conocimiento que, con su unificación, estaría al alcance de todos los niños.No presente artigo, propomos uma breve análise do pensamento de Francis Bacon (1561-1626) e suas contribuições para a educação. Com Bacon o antigo caráter religioso ou metafísico do conhecimento foi substituído pela objetividade da ciência experimental, algo até então desconhecido. A ciência passou a representar um meio em busca de um fim, qual seja, o domínio do homem sobre a natureza. O desejo de Bacon de promover uma reorganização do domínio do conhecimento humano, baseando-se não no antigo conhecimento escolástico, mas no novo conhecimento científico foi partilhado por educadores, filósofos e estadistas de seu tempo. À educação escolar caberia assegurar a disseminação deste novo conhecimento que, devidamente unificado, estaria ao alcance de todas as criançasUniversidade Federal de Santa Catarina2007-04-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionRevisão de literaturaapplication/pdfhttps://periodicos.ufsc.br/index.php/interthesis/article/view/620Interdisciplinary International Journal - INTERthesis; Vol. 4 No. 2 (2007); 32-41Revista Internacional Interdisciplinaria INTERthesis; Vol. 4 Núm. 2 (2007); 32-41Revista Internacional Interdisciplinar INTERthesis; v. 4 n. 2 (2007); 32-411807-1384reponame:INTERthesisinstname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/interthesis/article/view/620/10859Copyright (c) 2007 Roberto Carlos Simões Galvãohttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessGalvão, Roberto Carlos Simões2017-08-15T18:37:01Zoai:periodicos.ufsc.br:article/620Revistahttp://www.periodicos.ufsc.br/index.php/interthesis/indexPUBhttps://periodicos.ufsc.br/index.php/interthesis/oaiinterthesis@gmail.com||interthesis@cfh.ufsc.br||cimbalista@uol.com.br1807-13841807-1384opendoar:2017-08-15T18:37:01INTERthesis - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Francis Bacon: teory, method and contributions to the education
Francis Bacon: teoría, método y contribuciones para la educación
Francis Bacon: teoria, método e contribuições para a educação
title Francis Bacon: teory, method and contributions to the education
spellingShingle Francis Bacon: teory, method and contributions to the education
Galvão, Roberto Carlos Simões
title_short Francis Bacon: teory, method and contributions to the education
title_full Francis Bacon: teory, method and contributions to the education
title_fullStr Francis Bacon: teory, method and contributions to the education
title_full_unstemmed Francis Bacon: teory, method and contributions to the education
title_sort Francis Bacon: teory, method and contributions to the education
author Galvão, Roberto Carlos Simões
author_facet Galvão, Roberto Carlos Simões
author_role author
dc.contributor.author.fl_str_mv Galvão, Roberto Carlos Simões
description In the present article, we propose a brief analysis of Francis Bacon’s thought (1561-1626) and his contributions to the Education. With Bacon, the old religious or metaphysical character of knowledge was substituted by the objectivity of the experimental science, something unknown until then. The science started to represent a means in search of an end, i.e., man’s control over nature. The desire of Bacon to promote a reorganization of the power of the human knowledge, not based on the old scholastic knowledge, but in the new scientific knowledge, was shared by educators, philosophers and statesmen of his time. The role of the school would be to assure the dissemination of this new knowledge which, properly unified, would be within reach of all the children
publishDate 2007
dc.date.none.fl_str_mv 2007-04-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Revisão de literatura
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/interthesis/article/view/620
url https://periodicos.ufsc.br/index.php/interthesis/article/view/620
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/interthesis/article/view/620/10859
dc.rights.driver.fl_str_mv Copyright (c) 2007 Roberto Carlos Simões Galvão
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2007 Roberto Carlos Simões Galvão
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Catarina
publisher.none.fl_str_mv Universidade Federal de Santa Catarina
dc.source.none.fl_str_mv Interdisciplinary International Journal - INTERthesis; Vol. 4 No. 2 (2007); 32-41
Revista Internacional Interdisciplinaria INTERthesis; Vol. 4 Núm. 2 (2007); 32-41
Revista Internacional Interdisciplinar INTERthesis; v. 4 n. 2 (2007); 32-41
1807-1384
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repository.name.fl_str_mv INTERthesis - Universidade Federal de Santa Catarina (UFSC)
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