CRITICAL INPUT FOR AN ENVIRONMENTAL EPISTEMOLOGY FROM THE COSMIC RELATEDNESS

Abstract

The present article seeks to approach the environmental issues from a critique of occidental (Western) epistemology which has supported  the logic of domination, objectification and sub-alternization of what is known. In contrast, indigenous wisdoms propose a relational logic in which things affect each other and interrelate mutually, generating other epistemic paradigms regarding the link between human beings and nature. Hence arise critical elements to support educational activities that exceed the didactic, giving way to an education that bases its knowledge in a mutual relationship with the environment.