Publicación: What's the role of humanities in academic reading and writing processes? Martha Nussbaum and François Rastier
| dc.contributor.author | Torres Perdigón, Andrea | |
| dc.date.accessioned | 2017-08-10T00:00:00Z | |
| dc.date.accessioned | 2026-02-18T14:25:15Z | |
| dc.date.available | 2017-08-10T00:00:00Z | |
| dc.date.issued | 2017-08-10 | |
| dc.description.abstract | This article presents a reflection on the role that the humanities could play in supporting possible reading and writing difficulties that are currently experienced by university students in a global context. It begins by examining the issues emerging in the Spanish-speaking world and proposes a possible change in our concept of knowledge in universities. This transformation is explored in two essays, one by Martha Nussbaum (2010) and the other by François Rastier (2013). A comparative analysis of these two texts allows to establish a common basis on the role that these sciences can have in a university facing the consequences that the changes in the conception of knowledge could generate in the higher education. | spa |
| dc.description.abstract | This article presents a reflection on the role that the humanities could play in supporting possible reading and writing difficulties that are currently experienced by university students in a global context. It begins by examining the issues emerging in the Spanish-speaking world and proposes a possible change in our concept of knowledge in universities. This transformation is explored in two essays, one by Martha Nussbaum (2010) and the other by François Rastier (2013). A comparative analysis of these two texts allows to establish a common basis on the role that these sciences can have in a university facing the consequences that the changes in the conception of knowledge could generate in the higher education. | eng |
| dc.format.mimetype | application/pdf | |
| dc.identifier.eissn | 2745-2697 | |
| dc.identifier.issn | 2145-1494 | |
| dc.identifier.uri | https://hdl.handle.net/10882/17398 | |
| dc.publisher | Universidad Ean | |
| dc.relation.bitstream | https://journal.universidadean.edu.co/index.php/revistai/article/download/1763/1676 | |
| dc.relation.citationvolume | 7 | |
| dc.relation.ispartofjournal | Comunicación, Cultura y Política | |
| dc.relation.references | Andrade Calderón, M. C. (2009). La escritura y los universitarios. Universitas Humanística, 68(68). Retrieved from http://revistas.javeriana.edu.co/index.php/univhumanistica/article/view/2277 | |
| dc.relation.references | Carlino, P. (2005). Escribir, leer y aprender en la universidad. Una introducción a la alfabetización académica. Buenos Aires: Fondo de Cultura Económica. | |
| dc.relation.references | Carlino, P. (2013). Alfabetización académica diez años después. Revista Mexicana de Investigación Educativa, 18(57), 355-381. | |
| dc.relation.references | Carlino, P., & Fernández, G. (2010). ¿En qué se diferencian las prácticas de lectura y escritura de la universidad y las de la escuela secundaria? Lectura y Vida, 31(3), 6-19. | |
| dc.relation.references | Carrasco Altamirano, A., Encinas Prudencio, M. T. F., Castro Azuara, M. C., & López Bonilla, G. (2013). Lectura y escritura académica en la educación media superior y superior. Revista Mexicana de Investigación Educativa, 18(57), 349-354. | |
| dc.relation.references | González Pinzón, B. Y., Salazar-Sierra, A. M., & Peña Borrero, L. B. (2015). Formación inicial en lectura y escritura en la universidad. Bogotá, D. C: Pontificia Universidad Javeriana. | |
| dc.relation.references | Nussbaum, M. C. (2012). Not for Profit. Why Democracy needs the Humanities [e-reader version]. Princeton, NJ: Princeton University Press. | |
| dc.relation.references | Pérez Abril, M., & Rincón Bonilla, G. (Eds.). (2013). ¿Para qué se lee y escribe en la universidad colombiana? Un aporte a la consolidación de la cultura académica del país. Bogotá, D. C.: Pontificia Universidad Javeriana. | |
| dc.relation.references | Rastier, F. (2013). Apprendre pour transmettre. L’éducation contre l'idéologie managériale. París: Presses Universitaires de France. | |
| dc.relation.references | Russell, D. R. (2013). Contradictions regarding teaching and writing (or writing to learn) in the disciplines: What we have learned in the USA. Revista de Docencia Universitaria, 11(1), 161-181. | |
| dc.relation.references | Russell, D. R., Lea, M., Parker, J., Street, B., & Donahue, T. (2009). Exploring notions of genre in “academic literacies” and “writing across the curriculum”: Approaches across countries and contexts. In C. Bazerman, A. Bonini, y D. Figueiredo (Eds.), Genre in a Changing World (pp. 395-423). Fort Collins and West Lafayette: The WAC Clearinghouse and Parlor Press. | |
| dc.rights | Comunicación, Cultura y Política - 2017 | |
| dc.rights.accessrights | info:eu-repo/semantics/openAccess | |
| dc.rights.coar | http://purl.org/coar/access_right/c_abf2 | |
| dc.rights.uri | ||
| dc.source | https://journal.universidadean.edu.co/index.php/revistai/article/view/1763 | |
| dc.title | What's the role of humanities in academic reading and writing processes? Martha Nussbaum and François Rastier | spa |
| dc.title.translated | What's the role of humanities in academic reading and writing processes? Martha Nussbaum and François Rastier1 | eng |
| dc.type.coar | http://purl.org/coar/resource_type/c_6501 | |
| dc.type.coarversion | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |
| dc.type.content | Text | |
| dc.type.driver | info:eu-repo/semantics/article | |
| dc.type.redcol | http://purl.org/redcol/resource_type/ARTREF | |
| dc.type.version | info:eu-repo/semantics/publishedVersion | |
| dspace.entity.type | Publication |