La Docencia Universitaria hoy: Metas, técnicas y desafíos

this essay attempts to place current university teaching in an epistemological and methodological context that emphasizes academic variants that distinguish it from its orientation in the past. to do this, starting from the ？state of question？ in our time, the essay illustrates the main topics of the new approach to science, the importance of transdisciplinarity and complex thinking, the systemic paradigm, the dialogic and its challenges and the ？new university teaching？. in this sense, it concludes that the knowledge we convey and the methods we use to search for new ones, need to overcome mental inertia, which governs much of our behavior, and creating a permanent climate of mental freedom that encourages and promotes divergent thinking and values, reasoned discrepancy, logical opposition and founded criticism.