BOLIVARIAN REPUBLIC OF VENEZUELA

MINISTRY OF POPULAR POWER FOR HIGHER EDUCATION

NATIONAL EXPERIMENTAL UNIVERSITY OF SAMUEL TEACHING
ROBINSON
INITIAL PNF UNEM

The Subject Relationship -

Object

Level: High School

Environment or group: Marcano
Starting amount:
Facilitator: Anais Quijada

Members:
Carlis Rojas ID: 19.142.027
Lyliam Moreno
 Introduction

Undoubtedly, man is a social being and it is biologically impossible

a human being outside of society. Learning, customs, habits,
behaviors or relationships lead man to the life that is understood as
human, importance that varies a little, according to recognized psychologists, with the little
attention that has been paid to the context of this analysis.

Therefore, in light of the above, it is requested that the invited participants

this discussion leads to reasoning on this topic that
approaches Man as a Social Being, so that later, at the end of the reading, they proceed
to the requirements of the chair

In this order, a series of information is presented next.

assists in the required analysis:

Man and Society

This combination is inseparable; man needs society.

In this regard, there are two (2) fundamental ideas of the theory of evolution.
from Darwin, which help to better understand the social role of man.

On one hand, the idea of balance between living beings and nature, which implies a
ecological balance and an adaptation to the environment around it.

On the other hand, the thought that the process of evolution has
produced under a dynamic of constant adaptations and
maladaptations.

Man can be considered as the result of a double process of

biological evolution and social evolution. The adoption of an upright position
led to a greater development of manipulative skills and
makers of the hands giving rise, in turn, to the use of increasingly useful tools.
suitable for obtaining food and especially for hunting.
 The Subject-Object Relationship

The subject-object relationship is a relationship of knowledge. In truth, it is a

correlation. There is no subject without an object, nor object without a subject (of knowledge). I insist.
in this, since outside this relationship of knowledge, there exists the object 'in
yes" and the subject "in itself".

Knowledge is the product of a relationship between two elements: the subject

cognoscente (who is able to know) and the cognoscible object (which can be known)
to know oneself). Subject and object form a unity. There is no subject without objects, although
Objects exist independently of subjects.

Hessen says about this: "In knowledge, they find themselves face to face,
the consciousness and the object, the subject and the object. Knowledge manifests itself as
a relationship between these two elements that remain in it and are
eternally separated from one another.

The Stages of the Knowledge Process

The stages of the process of knowledge are expressed with different

schemes by various authors, varying in the number of steps although they keep
certain similarity in the general sequence.

A model of the research process, pointed out by the researcher Carlos

Sabino, it is the one we list below:

1st Stage: The thematic area refers to the selection of a field of

work.

2nd Stage: Refers to the formulation or statement of the problem and that
it is fundamental in the entire research process, differentiating itself from the
literature review and collection of information.

3rd Stage: Limiting the research, which consists of the task of setting
the specific objectives for the work and the possible ends to be achieved.

4th Stage: The Theoretical Framework, is a conceptual framework that is linked to

framing of the problem, as it requires knowledge of the subject to be addressed.

5th Stage: Concrete design, which serves as a complementary function to the framework
theoretical and indicates the way in which the problem should be verified.
 6th and 7th Stage: They are the operational continuation of the theoretical framework and of
design. The operation or obtaining of indicators aims at the search for
concrete, empirical elements that facilitate translating and measuring in practice the
variables that have been defined theoretically. The data collection techniques
are the implementation of the selected design. The previously indicated elements are
they synthesize in the data collection instruments (questionnaire,
observations, etc.) that have a form and content. Data processing
carry out the classification and sorting of the previous data and finally it is
It is necessary to critically analyze the information, systematize it, and synthesize it.
to thus reach general conclusions with the obtained data

The Coherence Between Knowledge Principles, The Instruments Of

Knowledge And The Results Of The Knowledge Process.

The coherence theory originates from the philosophy of Hegel (1770-

1832), "the concept suggests that a statement must be coherent
firstly with other statements with which that affirmation is related.
refers to the descriptions of real phenomena. A description must
always be consistent with the observed phenomenon.

Coherence is one of the three theories of truth and it is related to

between the observed and perceptible facts. If a concept presumes to be
true but not coherent in the context of realistic ideas related to
this concept should be discarded as a false notion, it would not be in
correspondence with reality would not be proven because it would have no effect
plausible of certainty. In general terms, scientists must follow a
systematization to have a real statement about something is
Systematization summarizes the steps of the scientific method.

For Nicholas Rescher, the conception of coherence or coordination

Internal is one of the most characteristic conceptions in idealist gnoseology.
contemporary with the conceptions of truth. Its essence consists of
Next: the theses that integrate a unique system are true.
knowledge whose elements are interconnected; the truth appears as
integrated intercoordinated system of affirmations; perfect truth and reality
perfect as the ideal of knowledge are identical.

Instruments of Knowledge.

The experience.
Kant said that all knowledge begins with experience. This is not always
it has been accepted because on many occasions it has been thought that we are born with
innate knowledge. In any case, this discussion does not affect us much for what
what we are going to see, because we can all agree that we know things about a
immediate mode through the experience offered to us by the external senses and
internally: I smell a flower, I see a landscape, or I feel hungry. The experience understood
In this simple way, it gives me news of the world and of myself and allows me to have
a knowledge.

However, experience comes with a series of problems that are not easy.
solution and that we will analyze when we face the topics about reality.
For the curious, here it goes: certain drugs, situations, etc. can produce for me
visions and experiences that are of a purely subjective nature. And without resorting
Many times my senses deceive me: I think I know someone on the street.
And when I greet him, I realize that I had made a mistake.

Other instruments

The reflection.

Now, we cannot always have direct experience of things and also

the experiences we have can offer us information that is not available
contained in the immediate moment. This is easy to understand: I do not have
direct experience of what would happen to me if a truck ran over me.
However, I do have experience of a moving truck, of objects.
heavy and different objects impacting. From all these experiences I can
deduce new knowledge approximately, enough so that it does not
I think of doing the test to see what happens when I'm run over by a truck. What
no one thinks that this is something simple and natural, a child is incapable of doing this
deduction and run the risk of not moving away when a vehicle comes. The reflection
about my own experiences is a source, therefore, of new knowledge.

The experiment:

A special type of experience is one in which the subject controls it.

experience, its variables, its mechanics, even causes something that by itself does not
it would have happened. This form of experience that is subject to certain conditions
ideals is what we call an experiment. Precisely in this type of
experience what is sought is the subsequent reflection on the process and the
obtained results. The experiment cannot be separated, therefore, from the
reflection.

Even so, there are things about which I have no experience and, nonetheless, I have of
they have a certain type of knowledge: I have not been to Tibet, but I do have
knowledge about him. How? Through the experiences of others that tell me
have been transmitted in some way. Here we have a good number of
problems that arise from the environment: if someone shares an experience with me or another
type of knowledge must be done through some means: images, texts,
explanations, etc. The medium is what allows me to capture your information, but in
Sometimes it can be a source of misunderstandings.

Analyzing what types of media exist, how they behave and interact, is quite
complex, we cannot do it exhaustively, but we can review those
ways of transmitting knowledge that we consider most decisive in
our learning: verbal communication, through images and written.

Verbal communication.

Although the gesture may have preceded the word, at the point of evolution in
that the human species is the genuine form of
communication. It occurs when at least two subjects establish a
exchange of information through words. This exchange can take place
in various ways: from the sermon where one has the word and the rest
just listen (the coach who comes out to the press conference says what he wants and
At the end, he stands up and says: no questions), until the dialogue where through
mutual contributions are advancing in content over the
conversation. The intermediate form would be the explanation with questions and clarifications
in the end.

Quickly a nuance: although verbal communication is fundamentally

verbal, it is not just verbal. Depending on the circumstances, other components will interfere.
which will modify or complete more or less the meaning of what was said: gestures,
contexts, tones, volumes, etc. To a large extent, verbal communication will be
conditioned by the way this communication takes place. It is not the same
a face-to-face conversation than a distance one. It's not the same to see the speaker than
hearing it on the radio, for example. In both cases you hear the same thing, but when you see
directly to the speaker, their gestures support or refute what they say, their attitude you
let me know if what you are saying is interesting or trivial.

The images.

The Greeks used the term Logos to mean both word and reason. And the
It is true that word and reason are intimately connected. The visual image, by the
On the contrary, it communicates with us in a much more direct way. This justifies the saying.
that an image is worth a thousand words. But we are also more
defenseless in front of it. Advertisers seek an image, a logo, that
condense your campaign. If they also associate it with a good motto, a slogan,
they are guaranteed sales, votes, or whatever they are looking for. This power of
The images are what has repeatedly justified the idiotized power it holds.
the television.

Written communication.

And if verbal communication is the most genuine of our species, written communication is the
more definitive: what is written, is written. It is already known, words are carried by the wind.
but what is written remains. And yet what is written has many more limitations than
any other form. Throughout history, writing has been the heritage of
a few, and, although there are hardly any illiterates in Spain now, there are still
a lot of people who don't really understand what they read. And if the reading has a little bit of
complication, much worse. But also, apart from the difficulties inherent to the
personal training of each one, limitations that are of a subjective type, there are
difficulties that arise from the very writing, objective limitations. One must take into account
Keep in mind that when reading, we do not have the visual support that indicates what the
the speaker wants to tell me.

The Wiki

These instruments for transmitting traditional knowledge remain

shaded by new technologies (we already saw the example of the mobile) special
the importance of the so-called Web 2.0. As we are in Philosophy, it is
impossible to stop at this moment in its diverse and changing
modalities, but we will refer to the Wiki as a tool
very powerful collective information transmission with certain characteristics
very special: it is able to combine the image with the text, it is built
collectively and keep memories, this is very important, of each one of its
moments.

The process of Knowledge

The process of Knowledge is defined as a mechanism of knowledge

within organizations as a knowledge process, dividing it into
three stages:

Generation of Knowledge.
Knowledge Coding.
Knowledge Transfer.

The discovery of knowledge is the process by which we expand the

quantity and quality of our knowledge warehouse. This can be taken to
cable through a series of processes that include reading, writing,
conferences, teamwork, daily dreams or working in an executive team.
The purpose of coding is to place knowledge in some readable form.
understandable and organized, so that it can be used by all people who
they need him.

Explicit knowledge is encoded more easily. Because of its

complexity and because they reside in people's minds, having been developed
and assimilated basically by experiences, the encoding of tacit knowledge
it is not always possible. One way to provide greater access to this type of
knowledge is the creation of a knowledge map where it is located,
within the organization, the knowledge that is needed. This map points to the
people, documents, databases, etc., can be used as an index of
knowledge or as a tool to assess corporate stock of
organizational knowledge.

The dissemination of knowledge consists of sharing schemes through a

process of collaboration interactions and challenges. It is the process of sharing
knowledge aimed at expanding or improving the value and quality of the content
and not to trade and commercialize its value in the open market.

According to some authors, there are formal and informal means for the
knowledge transfer

The idea of unity in contrast to the fragmentation of reality.

Multidisciplinarity, from an etymological point of view, means

many disciplines, that is to say several disciplines addressing the same object of
study but with no apparent connection or relationship between them.

Interdisciplinarity is the relationship or integration between disciplines.

integration or exchange between disciplines is of intrinsic relationship of its
methods, that is, when approaching a problem and study objects their
methods are common.

Transdisciplinarity has contents that are broad and complex.

meaning, since in a relatively short history there has been no room for accumulation
theory and practice that allow us to refer to the specificity of the term without
danger of mutilating or oversizing what it currently connotes. The perspective
Transdisciplinary approaches propose long-term strategies that tend to emphasize
in qualitative studies and social engagement. The prefix 'trans', which means
"beyond" is predominantly used to indicate events in which there are no
borders between disciplines.
Philosophy of Education
It is one of the branches of Philosophy that exclusively deals with the topic of the
education. Education itself constitutes a philosophical problem, therefore,
the biggestphilosophersof all time, since the earliest antiquity,
they have focused both on raising the issue of education and on its approach in
the most different situations and levels.
Although the content of education is very complex and presents great
variations of onecultureto another, he finds unity precisely in
themanbecause of all theanimals, is man the only one capable of being
educated. If a human being is not educated, they would only have the
physical aspect, in turn, what distinguishes it from the animal, which are thetechniques,
thelanguageand customs, man has learned it from teachings
received. So, it is precisely this bond that is established with the
humanity is what makes education something more than a
simpletrainingor maturation.
It is also said to be the branch of philosophy that reflects on education and
its problem; analyzespedagogical theories; makes the criticism of
thetheorieseducational; deduceprinciplesgeneral education. Analyzes
the purposes of education, thelawsrelated to education; studies
theepistemologyon the subjects on which it reflects; delves into the
specific aspects of pedagogy, such as methodologies, theories ofcurriculum;
analyze the ideologies that underlie thepolicieseducational, as in the
Christian or Marxist philosophy; guides principles, purposes andmethodsfrom the
pedagogy. Studies and establishes the relationships with otherssciences of the
education, like thepsychology, sociology, anthropology andeconomyof the
education. In the search for explanation of the educational phenomenon, philosophy
education is related to political philosophy, social philosophy, philosophy
anthropological and that of law. Sometimes, it is observed that the authors
they confuse the philosophy of education with thetheoryof education, although it is
it is also true that many times the writings and texts have been written by
philosophers who have not undertaken specific studies in education and therefore do not
they possess sufficient epistemological autonomy. Among the tasks of philosophy of
we have education:
Epistemological research
Analysis of thelanguageeducational
Anthropological orientation of education
Purposes of education
Values in education
Integrating function of all scientific contributions to education
Given the scope of the field of philosophy of education, therefore
theproblemsparticular issues it addresses, due to its extensive historical tradition.
since the very beginning of philosophy, due to the large amount of material
ofresearchproduced, by the academic hierarchy of those professionals, is
It is clear, then, that this discipline has its own epistemological status.
Unfortunately, and despite the contribution that our discipline can make, it is
generally misinterpreted, confusing it withhistoryof education or theory of
education and what is more lamentable, in very few faculties of education or
An important place has been reserved for the so-called Educational Sciences;
in many other faculties shares space with disciplines such as the
sociology and anthropology, and, generally, when taught as philosophy of
education is not taught by specialists in the discipline. If the reader has
It is noted that both pedagogy and the philosophy of education share the
same problems to reflect on, which is why the scope
epistemological is similar in the theoretical part of pedagogy and not so in the
aspects of practical application. In other words, both disciplines share the
gnosis and not thepractice.
Philosophy and its relationship with other Sciences

Relation With Other Sciences

Thescienceand philosophy are so closely related to each other.Scienceand the
philosophy maintains very complex relationships with each other for the following
Reasons: 1° The relationship between philosophy and science is of a historical nature: the
philosophy has been and will continue to be the mother of the sciences, for being that
discipline that deals with the formation of problems, which are then taken up
for science to solve them.
2° Philosophy is not only the mother of the sciences throughout history, but the
queen of the sciences in absolute terms, whether by knowing through the highest degree
of abstraction, whether by dealing with being in general, or by addressing the
assumptions of the sciences.
3° Science or the sciences constitute one of the objects of philosophy alongside
the others; there is therefore a philosophy of science, just as there is a philosophy of
thereligion, ofart, etc.
4° Philosophy is in a state of constant mutual exchange regarding
science; provides it with certain general concepts (or certainanalysis)
while this provides to philosophydataabout which he/she develops such
general concepts (or carries out such analyses).
5° Philosophy examines certain statements that science assumes, but that do not
they belong to the language of science.
Philosophy is a universal science because it encompasses the entirety of what is real, and
penetrate to its ultimate reasons or rather, to the absolutely reasons
latest. Knowing how beings are integrated corresponds to the scientist
empirical, it is the philosopher's task to understand the origin and the why. Consequently, one can
to say that all sciences are related to philosophy since it is the origin
of all of them.
Pedagogy
Pedagogy and philosophy are sciences that serve man or the teacher to
to explain situations in different ways, pedagogy seeks foundation
provable, through experimentation and verification through alawy
philosophy explains situations from being and its environment.
Pedagogy as a science structures the role of the teacher through
someprocessesdetermineddidacticsthat, when put into practice, change
thememorysemanticsof the student, allowing him to be included in a society.
Pedagogy as philosophy explains the role of the teacher from being and itspractice,
it relates to the varied onesmodelsand the environment.
The relationship between the two is very close because pedagogy reflects on the
teaching andthe learning in being using philosophical arguments, from the
epistemology, sociology, psychology, etc.
These two sciences are of great importance in the field of education since
both support the study of human beings, in understanding their different
ways of life, their way of understanding the world and theirdevelopmentwith society.

The Ontological
Ontology deals very specifically with existentials. It refers to the
study of the 'essences', the possibilities of the 'existences', to 'What is there?'
defining, through it, the conception one has of "Reality", is
to say, the "Being" of things. This is why in a scientific research it points
to the analysis of its basic assumptions.

From the Epistemological perspective, every researcher must, from the very beginning, do
An Ontological Epistemological Act through which he identifies with a
of the two conceptions whose axis refers to whether the realities that are the object of
human knowledge exists, or not, regardless of whether some human
try to get to know them. These positions are:

Realist: The stance of Realism defends the existence of a world

exterior that continues its unchanging course regardless of whether we represent it or not in
our thought. Indeed, it believes that there is a real reality that presents itself
in two ways of existence: Those of material things (or entities), such as
the atoms, the organisms, or the people, whose study corresponds to
the Factual Sciences, and on the other hand the abstract (or ideal objects) whose
study is characteristic of logic and/or mathematics. That reality is external to
our own consciousness, and it is present in a nature that is always
cognizable, although our abilities to examine that reality are
completely limited. The subject "builds" the knowledge of that reality.

Idealist: Idealism demands the mental reconstruction of that world,

whose object realities may or may not exist, what man does as a member
from a specific sociocultural context. Indeed, it argues, as a postulate
central, that there is no reality beyond the subject's consciousness, that is,
those objects cannot have existence apart from a mind that is
aware of them. That is to say, the world is associated with the consciousness of a
subject that builds his reality. For this reason, prominence is given to consciousness,
the subject, in the process of knowledge.

Let’s clarify these points using the story of "Metaphysics", today Ontology.
through the lens of Professor Gustavo Romero:

The origin of the metaphysics hay what track it in

the pre-Socratics (mainly Heraclitus and Parmenides), who began to
speculate on the following metaphysical problems:

Those questions, which science is trying to answer today, were at that time
essentially philosophical questions were part of the broader framework that
were needed to try to understand reality. It was with Parmenides in
And the metaphysics acquires a category, since it raises some questions.
really important issues about reality, such as: How
Can something become if it wasn't before? How can something change and continue?
being the same thing? This type of studies leads to Parmenides, through the
observation and reason, to conclude that what is, cannot cease to be, and the
what is not, can never become. And that change is an illusion

Those words would be ideas that the following philosophers have had over two thousand years.
is discussing. Ultimately, the great problems of metaphysics are
they originated in those questions posed by Parmenides.

Likewise, today scientific philosophers face a great variety of

deeply ontological problems, many of them originate in the
incredible advances in science that have put us in front of situations that in the
the time of the Greeks was unimaginable.

Some particularly important ones can be mentioned: What is the nature

of space and time? What is spacetime? Does the past exist? Does it exist
The future? Does only the present exist? What is probability? What type of
entities, if it corresponds, can we preach the probability?
Does it make sense to talk about the probability of a proposition? Can we talk
Is it only about the probability of occurrence of events? What is it really about?
probability?, and its counterpart What is chance? What is a law of the
Nature? The universe seems to be legal in the sense that there are things that
things happen and there are things that do not happen. And the things that happen, happen for
in a certain way and not in another. That is, there seem to be regularities that
we call them legal. What is the origin of that? Why is it like this and not
another way? Other interesting ontological questions are, for example, if there are
mental substances, or if there is only one type of substance, it is the one we call
"materials". If there are different types of substances, how do they interact with each other?
What are the most basic budgets we can make in science? And the
Mathematics refers to some kind of objects that exist in the world.
Or are they just mere formal languages that we construct? ... And a very long one
etcetera.

These few examples are enormously important problems for the

scientists. Specifically, most scientists spend their lives talking
of laws, of principles, that are supposedly in nature and that they
they find themselves, they talk about properties, they talk about individuals, they talk about
changes.

Now, if we ask a scientist what is an individual? what is a change?

What is a law?, what is space?, what is time? Probably not.
I can answer. And insofar as I do not have at least some hypotheses
plausibility about those important problems that had already been identified
five hundred years before Christ, I believe it is unlikely to penetrate
deeply into the structure of reality, which is what every scientist wants
to do. Hence, Ontology, perhaps of all the branches of Scientific Philosophy,
one of the most important.

EPISTEMOLOGICAL APPROACHES
We can conclude that these three Dimensions that we have just seen,
they underlie all scientific research, and show us three dichotomous axes:

a) Empiricism vs Rationalism (Epistemology)

b) Dogmatism vs Skepticism (Gnoseology)
c) Realism vs Idealism (Ontology)

The first conceptual pair obeys the criterion of what the genuine source is of
knowledge, the second pair obeys the criterion of what the possibility is of
to achieve such knowledge while the third conceptual pair obeys to
criteria of what role the 'subject' plays in relation to the 'object'.

We can assume these criteria as variables that define a criterion of

organization within which a coherent context is established to offer a
I support both the empirical basis of research work and the
explanations that are derived from it.

In this sense, we will adopt the structure proposed by Professor Padrón, which
organizes the epistemological positions based on these criteria: the one that
conceives as the source of knowledge, and the others that conceive the possibility
to acquire knowledge, as well as the valid methods to produce them.
These conceptions give us the foundation for the entire discourse.
Epistemological, and taking into account the coherence relationships between the
the same originate three groups of Investigative Epistemological Approaches well
differentiated that stand out, namely:

I) Empirical - Inductive Approach:

Epistemologically based on Empiricism and Dogmatism, and

Ontologically based on Realism.

Knowledge is conceived as a true representation of an objective world,

with the basic assumption that the events of the world, no matter how dissimilar and
disconnected as they may seem, follow certain patterns whose regularity can be
established by its repetitions, which, in turn, will allow inferences
probabilities of their future behaviors.

In this approach, the function of science is explanation, using,

preferably, a numerical language, oriented towards things. Knowledge is
an act of discovery, evaluated through verifiability. Use
the Inductive method, supported by the value of data from experience. Therefore,
the access routes to knowledge, as well as the mechanisms for its production
and validation can only be the senses and their extensions
(observation-measurement instruments).

Its mechanisms most used are: Measurement, Graphing, the

Operationalize Variables, Experimental Design, Experimentation, the
Instrumentation and Statistical Treatments.

II) Experiential-Interpretive Approach:

Epistemologically based on Empiricism and Skepticism, and

Ontologically based on Idealism.

More than apprehending an external reality, knowledge is interpretation of

a reality as it appears within the spaces of consciousness
subjective of each researcher.

In this approach, the function of science is to understand the world, as well as

also as a mechanism of transformation, through contact of the
researcher with the manifestations of the phenomenon. Preferably, use a
verbal language, oriented by events. Knowledge is, therefore, an act of
understanding, evaluated through credibility. Uses the inductive method,
interpreting the sociocultural symbols through which the actors of
a certain social group addresses reality. The most appropriate way to
accessing knowledge is a kind of symbiosis between the research subject and
its object of study.

Its most commonly used mechanisms are: Hermeneutic Interpretation, Analysis

Dialectical, Phenomenological Studies, Case Studies, Research
Action, Participatory Observation, among others.

III) Rationalist - Deductive Approach:

Epistemologically based on Rationalism and Skepticism, and

Ontologically based on Realism.

Knowledge is conceived as a plausible and provisional explanation of a world.

to which access is granted through references. Therefore, it prioritizes the mechanisms of the
argumentation and reasoning in the production of knowledge. It
they are interested in the rigorous mechanisms of deduction, through thought
rational, and of inter-subjective validation.

In this approach, the function of science is explanation, using,

preferably, a logical language, process-oriented. Knowledge is
an act of design and invention, evaluated through refutation. It uses the method
deductive, based on the power of reasoning, which is the system of
privileged operations. Both the avenues to access knowledge and the
mechanisms for their production and validation are provided by reason.

Its most commonly used mechanisms are: mathematical models, models

Logical-Formal, Reasoning Systems, Simulations.

AXIOLOGY.

Axiology is a philosophical discipline placed by some in metaphysics, because

values are referred to the supreme being, by others in ethics, because they are used
exclusively from ethical values. Educational axiology, as a discipline of
the sciences of education or as part of a monographic treatise includes
various themes framed with greater or lesser accuracy, in the manuals of
philosophy and theory of education.

Educational goods must be studied at a philosophical and scientific level.

Educational values are the core of educational axiology and are often reduced.
to cultural values.
Values have been present since the beginnings of humanity. For the being
humanity has always existed, good, truth, beauty, happiness, virtue,
However, the criteria for valuing them has changed over time.
It can be valued according to aesthetic criteria, social schemes,
customs ethical principles, for the cost, utility, well-being, pleasure or the
prestige.
Values are the product of changes and transformations throughout history.
They emerge with special significance and change or disappear in different eras.
For example, virtue and happiness are values; but we could not teach to the
people of the modern world to be virtuous according to the conception they had
Greeks of antiquity. It is precisely the social meaning that is attributed to
the values, one of the factors that influence the differentiation of values
traditional, those who guided society in the past of principles
religious and modern values shared by people in today's society.

TELEOLOGY.
Teleology is a set of techniques and methods of a human nature,
philosophical that aim to achieve particular knowledge about the entities
divine. Etymologically, it comes from the Greek theo 'God' and logos 'study,'
"science" meaning the study of God, the study of things or facts
related with God.
Thus, teleology can be translated as the 'reason for something based on a'
end.
Teleology explains the response of a system that is not determined by
previous causes but by subsequent causes that can be delegated to a future
not immediate in time and space, that is to say, it assumes that the whole world and beyond
is interconnected and there is a higher cause that is above and
far of the cause immediate.
The teleological character is that human action has an end, for example, the end of
the seed is to become a tree, as the end of a child is to become a man.
Humans are endowed with a desire to achieve goals and a
aversion to the opposite, a love for life, and a fear of death, a desire for
to continue and perpetuate the species and a fear of the idea of its total extinction.
Therefore, through the study of axiology and teleology, we must adopt a
philosophy with an end, which is to educate a human being in a comprehensive way, that is to say
humanize it and not just create a data machine, it has to be a being
sensitive human to what happens around him, and maintain a respect for life
and by their peers in the practice of values, which we have talked about so much
respect, responsibility, honesty, etc.
 Conclusion

Human life is social life. Evolution implies a transition from the simple to
the complex, from the unique to the plural, a trend towards aggregation inscribed in the
logic of life. This aggregation plays an adaptive role that increases the
possibilities of surviving and multiplying. Some species that have survived
they have achieved it through their sociability which increases as we get closer to the
a man who needs learning or socialization for a deployment
normal ideological. Wilson sees kinship as the main generative force of
society and the phenomenon of altruism, thus the higher the coefficient of
greater kinship is the disposition towards altruism. This culture can even lead to
the transformation of certain physical traits.

In the history of evolution, human development represents a beginning of

self-regulation and an autonomous production of artificial environments and this must
to explain in relation to how far it influences or is a condition for development
human. All this complemented by the skill of the language itself,
creativity, a willingness to cooperate and work with tools. In the
In primate societies, there are certain very elementary protocultures that exist.
they develop in group behaviors which can be observed with the
comparative anthropology. With this, one can find a certain line of
continuity towards us. Man throughout his cultural evolution has made
of society its ecological niche within which it not only creates but also
manufactures in a more complex way than the other species through its
brain and the utility of its hands. Hand - Brain. This manufacturing is a
group task whose culture is passed down from generation to generation, which
enables the improvement of tools. Man has been reshaping himself as
social species, such as 'being of praxis' (Marx). Another of the basic aspects is that of
the communication between human beings. The social formation of men
It eventually influences its own evolution as a species; the social aspect is part of the
human nature.

Bibliography

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Political Science: A Brief Reflection on Power, Order, and the Common Good