In English. From the Myths of Positivism to Scientific Education

In essence, this book proposes a critical review of the history and epistemology of science, questioning positivist dogmas to support new educational models. Specifically, the work explores how epistemological crises act as catalysts to overcome reductionist and fragmented visions of knowledge. The first chapter examines the epistemological bases and the need to recover a holistic perspective inherited from Antiquity. In turn, the second section breaks down modern scientific evolution, analyzing German philosophy, Marxism, and critical anticipations of non-linear reality in the face of classical positivism and Neopositivism. Likewise, the third chapter introduces Science, Technology, and Society (STS) studies and Actor-Network Theory as interdisciplinary tools to dismantle scientific reductionism. From this perspective, the text grounds these theoretical discussions in practical experiences, evaluating the impact of the STS approach in the Cuban context. In short, the volume integrates a transdisciplinary scaffolding where science education ceases to be a static dogma to become a dynamic, contextual and complex process. In short, the text tries to provide certain heuristic keys to overcome the myths of the classical-positivist ideal of knowledge still rooted in the field of education, through a more integrative assessment of its antecedents, foundations and impacts on academic life.