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This reflection article is part of the theoretical advances of the Doctoral Thesis titled "Scientific Culture in Teacher Training in Sciences. Approach to Intersubjective Models" developed within the framework of the Doctorate in Human Sciences at the University of Talca (Chile). In this paper, epistemological and didactic features that could substantially contribute to scientific culture from the teacher's practice are characterized and analyzed. From a hermeneutical exercise, epistemological elements emerged that assign a transcendent role to the teacher and the educational practice: 1) recognize the latent: educating in sciences, with the purpose of building scientific culture implies overcoming the interactions and experiences that occur on the phenomenological experiential level, and giving greater importance to the deep structures that cultural models contain, interpretive patterns that support didactics; 2) promote Verstehen: the understanding of science and scientific knowledge must occur inductively, that is, starting from reality and not from theory; 3) complexifying and integrating disciplines: it implies overcoming the partial or segmented vision of reality, giving way to complex and interdisciplinary perspectives; 4) valuing uniqueness: it calls for considering the science that is taught as a cognitive component of culture permeated by context and history. These are features that strengthen the relevance of an education where the teacher is a public intellectual who uses dialogic competences, placing scientific knowledge in the framework of current challenges, among them, the construction of scientific culture. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to reflect on psychotherapeutic theory and practice and its relationship with epistemology. An attempt will be made to establish the scientific status of psychotherapy as a producer of knowledge in the field of health and for this, the contributions of epistemology will be used as a science that provides the tools to analyze the ways of constructing scientific knowledge. To respond to these questions, a review of psychotherapy as a scientific practice will be carried out, establishing its definition, its scope of application, object of study, methodological aspects, and the most important problems. Finally, a reflection will be made on the relationship between neurobiology and psychotherapy and how this relationship influences contemporary psychotherapy. [ABSTRACT FROM AUTHOR]

An analysis of the argumentative discourse of postgraduate students of six different cohorts of the Faculty of Psychology of the National Autonomous University of Mexico, shows us a set of obstacles and systematic errors in the process of construction of a hypothesis (the latter being the hypothesis to defend in their thesis). In this paper, we argue that the nature of these errors and obstacles is ontogenetic, psychological, and epistemological. Ontogenetic obstacles are related to the primacy, reinforced through evolution, of natural logic over formal logic in problem solving. . The arbitrariness of language exacerbates difficulties in communicating a hypothesis. The psychological nature of errors has to do with a position of the individual towards evidence and scientific activity. The content of the evidence may be repressed or rejected because it constitutes a destabilization of the subject’s identity or of beliefs that have a function of ego support. We also perceive the subject's epistemic dependence on their thesis advisors that prevents them from affirming their own work. We observe there is a belief that academic work, rather than a process of knowledge building, is an evaluative activity of the self. Other errors and obstacles are related to questions specific to scientific activity. A hypothesis generally manifests causal relationships. The notion of cause and its nature, from the philosophy of science, is debatable. In the present article, we propose these explanations regarding the difficulties in the process of constructing a scientific hypothesis. [ABSTRACT FROM AUTHOR]

This paper discusses the relationship between science, technology and women. Thus, it resorts to the history of science and gender as a theorethical instrument because it provides a new way to interrogate reality, visualizing new analytical categories in order to explain aspects of reality that had not been taken into account. [ABSTRACT FROM AUTHOR]

The concepts of 'paradigm', 'incommensurability' and 'rule' are still widely used. Thomas Kuhn applied them to refer to the way in which science could be organized. The problem is that The Structure of Scientific Revolutions is quoted as a case of epistemological discussion, rather than a case of an historical perspective on science. In this paper Kuhn's use of these concepts is commented upon to show that this position has no other backing than a particular vision of science as exposed in the context of the 1950's and 1960's in the United States. [ABSTRACT FROM AUTHOR]

This paper studies the relationship between science and philosophy in the works of Carlos Vaz Ferreira. The idea of "search of truth" is the key to understand the role played by both science and philosophy in human knowledge, and their respective scopes and limits. According to Vaz Ferreira, science and philosophy are not mutually exclusive, but rather complementary; moreover, they do not exhaust the wealth of ways that humans have of acciesing reality. [ABSTRACT FROM AUTHOR]

One of the main epistemological problems raised by critical theory is discussed in this paper: Must science make an effort to avoid evaluations or must it produce a liberating critique and praxis? In the first section the main lines of the theoretical production of the first generation of the Frankfurt School and of Jürgen Habermas are presented. In the second section a general discussion is found in relation to the importance of the critical character of science in a world that is at risk of destroying itself as a result of technological developments that are no longer means but ends. Lastly, this discussion is applied to the field of communicational science. [ABSTRACT FROM AUTHOR]

In this paper I will try to offer a synthesis between two conflicting epistemological positions on the recent philosophical scene: positivism, whose heritage survives as the belief that science is the most genuine form of knowledge, and the defenders of incommensurability. Overcoming the controversy implies rejecting both the classical conception of knowledge (knowledge as theoria) --which, in fact, both positions presuppose-- and the hierarchical view of knowing in favour of a systemic view permitting epistemological pluralism. [ABSTRACT FROM AUTHOR]