Aprender a razonar, aprender a pensar by Marcel Giry

By Marcel Giry

Nuevos públicos, nuevas necesidades, nuevas pedagogías. Marcel Giry nos ayuda a ver con claridad que todas esas pedagogías van dirigidas a un objetivo único: aprender a aprender. Desde los tiempos en que period imprescindible l. a. asistencia a los angeles escuela hasta los de los angeles computadora, traza un landscape completo, subrayando sus pr

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Descubre uno entonces esta sencilla regla: demasiadas informaciones, nada de información. Es necesario superar un cierto punto para que la información se convierta en conocimiento.

Esta lista debe permitir que el maestro que desea enriquecer su práctica pedagógica concentrándose en el alumno, tome conciencia del aprender a aprender en dimensiones más variadas de las que reconocen las herramientas cognoscitivas. REACCIONAR ANTE EL ENTORNO Respuestas diferidas ante los estímulos del entorno En los inicios de todo aprendizaje, aparece una pregunta, un deseo, una necesidad provocada por estímulos surgidos del entorno. Si, mediante una acción inmediata, somos capaces de satisfacer esa necesidad, ese deseo, no habrá aprendizaje alguno.

Querer utilizarlos en todas las situaciones es un error que cometen muchos. Es cierto que, después de haberse comprometido intelectualmente y de haber invertido financieramente (rigen leyes del mercado), en ocasiones resulta difícil admitir los límites del propio método nuevo. En pedagogía, como en otros campos, el mundo feliz no existe. Todo método es una respuesta precisa a un proyecto dado, en un particular contexto. Seamos claros, sea cual fuere su calidad, un método no es el único itinerario, sino uno de los itinerarios posibles para realizar ese trayecto del descubrimiento del aprender a aprender, del aprender a pensar.

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