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RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo

On-line version ISSN 2007-7467


NAVA BEDOLLA, José. The Logical and Ontological Principles of the Concept Curriculum. An Epistemological Relationship. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2019, vol.10, n.19, e029.  Epub Nov 17, 2020. ISSN 2007-7467.

The main objective of the present investigation was to analyze the epistemological relationship that can be established between the logical and ontological principles of the concept curriculum. It was assumed that these principles are related epistemologically in the different constructions of the aforementioned term, carried out by the main scholars of the subject and, because of this, the conceptualizations about it differ in meanings, meanings and existential consequences.

A second assumption, which derives from the previous one, consisted in estimating that the ontological principles refer to the being and the logical ones, to the reasons on which the reasoning about being is based. To this it was due that, in a first and second moments, the logical and ontological principles of science were analyzed -respectively- to finally try to relate them to the different conceptions of curriculum from their respective circumstances of mode, time and place.

The findings reveal the existence of a relationship or correspondence between the logical and ontological principles of science and between the existential needs of the human being, the faculties with which it aims to solve the problems of knowledge and the philosophical assumptions in which, necessarily, the concept denominated with the expression curriculum.

It can be concluded -among other things- that the construction of this concept is a political problem without definitive solution because it depends on circumstances (emotions, passions and feelings of the human being, their needs and desires) in a way, time and place that influence the will and intentions of the knowing subject putting into action their faculties (their reason and / or their senses) that enable them to act and build a “curriculum” according to their existential needs, from certain related assumptions with them.

Keywords : cognitive faculties; existential needs; principles of science; knowledge problems; philosophical assumptions.

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