Socio-critical method and philosophical argumentation in university students

Abstract

The research aims to determine that the socio-critical method influences the philosophical argument in students of a public university in the Lima Region, based on the socio-critical paradigm, the conception of the socio-critical method is linked to the set of procedures that activates the capacities for reflection and action in pedagogical praxis. This method develops philosophical argumentation in the learning subjects, because the judgment system is obtained through reasoning, a starting point that leads to new knowledge. The study is explanatory, quasi-experimental design, the sample of 137 students from the control group and 130 from the experimental group, the instrument is the survey and the t-Student is used to test the hypothesis. It is concluded that there is a correlation of 0.03 with a significance of 0.7 between the socio-critical method and the philosophical argumentation in university students.