Contributions of a Holistic Understanding of Science to the Intellectual Formation of Researchers

Abstract

Intellectual training in science, research, and methodology has historically been shaped by diverse currents that have predominantly imposed a single way of conceiving and practicing science such as positivism, mechanistic thinking, physicalism, or realism, among others (Hurtado, 2012; Barrera, 2026). These perspectives have also consolidated a hegemonic operational and methodological model. Nevertheless, it is undeniable that science has produced extraordinary contributions, to the point of giving rise to multiple disciplines, professions, and fields of practice. This development deserves to be recognized and valued. However, the dominance of a single mode of thought has led to the subordination of other forms of knowledge production, which have had to adapt to or resist established frameworks. Despite this, alternative or peripheral approaches have achieved significant contributions. Within this context, the proposal of an integral, syntagmatic, and holistic understanding of science, developed by Professor Jacqueline Hurtado de Barrera, has made it possible to recognize the plurality of ways of doing science and has reaffirmed the logical and methodological processes involved in knowledge generation and in the culture of research. Likewise, theoretical, philosophical, and epistemological developments have been consolidated, strengthening a coherent structure for science and broadening the understanding of ways of thinking and researching, with an impact on academic formation. These advances are grounded in a holistic vision, in the “Eulerization” of scientific processes, and in a robust conceptual and methodological framework that enriches research practice. From this perspective, the authors present these reflections as academics interested in understanding science and contributing to research from their own professional practice.