<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1390-8626</journal-id>
<journal-title><![CDATA[Sophia, Colección de Filosofía de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Sophia]]></abbrev-journal-title>
<issn>1390-8626</issn>
<publisher>
<publisher-name><![CDATA[Universidad Politécnica Salesiana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1390-86262023000200073</article-id>
<article-id pub-id-type="doi">10.17163/soph.n35.2023.02</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aportes de la mayéutica socrática a la educación dialógica]]></article-title>
<article-title xml:lang="en"><![CDATA[Contributions of Socratic maieutics to dialogical education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vargas González]]></surname>
<given-names><![CDATA[Carlos Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quintero Carvajal]]></surname>
<given-names><![CDATA[Dora Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Medellín  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Medellín  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<numero>35</numero>
<fpage>73</fpage>
<lpage>96</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S1390-86262023000200073&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S1390-86262023000200073&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S1390-86262023000200073&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La educación tiene una vasta historia que la ha hecho transitar por diferentes posturas epistemológicas, pragmáticas y ontológicas, situación que ha enriquecido su acervo teórico y práctico. La filosofía es, entre otras, una de las ciencias en las que se ha apoyado la educación parar reflexionar sobre su ser y su hacer. Especialmente, uno de estos sustentos actuales es el pensamiento filosófico sobre el diálogo, que ha ayudado a fortalecer la corriente de la educación dialógica tanto desde su aporte como desde su crítica, aspectos inherentes a la reflexión filosófica. Sin embargo, es evidente que esta corriente de la educación no ha considerado lo suficiente la postura de la mayéutica socrática en su reflexión. Por ello, este artículo tiene como objetivo proponer unos elementos a la educación dialógica desde el estudio de la mayéutica socrática, para lo cual se utiliza una metodología de enfoque cualitativo y de corte hermenéutico. Los principales resultados de la investigación muestran que la educación dialógica amplía su horizonte desde los supuestos socráticos de la mayéutica en dos aspectos particulares: en primer lugar, la mayéutica invita a recuperar la pregunta y la capacidad de preguntarse, y, en segundo lugar, demuestra que el conocimiento para ser significativo debe ser una conquista y un descubrimiento del propio estudiante mediado por el diálogo consigo mismo, con los otros y con lo otro.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Education has a vast history that has made it go through different epistemological, pragmatic, and ontological positions, which has enriched his theoretical and practical heritage. Philosophy is, among others, one of the sciences in which education has been supported to think on their being and doing. Especially, one of these currents basis is the philosophical thought on dialogue, that has helped to strengthen the trend of dialogical education both from its contribution and from its criticism, aspects inherent to philosophical reflection. However, it is evident that this trend of education has not sufficiently considered the position of Socratic maieutic in its reflection. For this reason, this article aims to propose some elements for dialogical education from the study of Socratic maieutic, for which a qualitative approach and hermeneutic methodology is used. The main results of the research show that dialogical education broadens its horizon from the Socratic assumptions of maieutic in two aspects: in the first place, maieutic invites to recover the question and the ability to ask oneself, and, secondly, it demonstrates that knowledge, to be significant, must be a conquest and discovery of the student himself mediated by dialogue with himself, with others and with the other.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Mayéutica]]></kwd>
<kwd lng="es"><![CDATA[Sócrates]]></kwd>
<kwd lng="es"><![CDATA[diálogo]]></kwd>
<kwd lng="es"><![CDATA[educación dialógica]]></kwd>
<kwd lng="es"><![CDATA[verdad]]></kwd>
<kwd lng="es"><![CDATA[pregunta]]></kwd>
<kwd lng="en"><![CDATA[Maieutics]]></kwd>
<kwd lng="en"><![CDATA[Socrates]]></kwd>
<kwd lng="en"><![CDATA[dialogue dialogical education]]></kwd>
<kwd lng="en"><![CDATA[truth]]></kwd>
<kwd lng="en"><![CDATA[question]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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