The Holopraxic Method as a Didactic Resource for Science Education

Abstract

The aim of this article is to examine some implications of the holopraxic method as a resource in the didactics of researcher training. The holopraxic method (from holos: totality, globality and praxis: action, practice, process) is based on the principles of the holistic understanding of science, conceived as a syntagm of the different methods of epistemic models, and allows a global appreciation of the research process through the stages of the holistic spiral. This method articulates the historical, operational, transcendent, and chaological dimensions of the research process and is presented as an innovative alternative for doing science at a time when the processes of training researchers present persistent contradictions: while science demands greater complexity, training programs do not achieve the purpose of achieving efficient training. The article details some didactic implications of the holopraxis method, highlighting its potential to develop research competencies, foster creativity and promote a culture of quality research. In addition, the differences between traditional didactics based on their particularities and holopraxis didactics, which proposes a model centered on the human being and on the integrality of knowledge, are contrasted. As a didactic resource, the holopraxis method not only overcomes the limitations of conventional methods, but also cultivates an epistemological sensitivity and a transcendent vision of the research process, essential for the training of researchers in the twenty-first century.