Transdisciplinary education: training in skills for the good living

Abstract

The goal of this essay is to research the different formative dimensions that teachers of the 21st century need to transform their socioecological reality, in order to rethink the educational public policies of Ecuador. At first, the epistemological conceptions of transdisciplinary education are presented: self-training, hetero-training, eco-training, and onto-training. Secondly, this pedagogical approach is complemented with absolute and alternative ancestral wisdom. As a result, the education sciences for good living emerges as a transforming pedagogical praxis at ontological, ethical, aesthetic, political, and scientific levels. In conclusion, this article integrates an inter-epistemological dialogue that includes an ecology of knowledge for the articulation of an education for good living that empowers and raises awareness.

Education; Public Policies; Transdisciplinary; Epistemology, Diversity