Considerations on the school I want!
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The school teaches the contents of the study, but is not able to provide students with useful information on the functioning of their mind. This failure inevitably condemned to failure many of its members, fostering the long-standing and seemingly incurable plague mortality scolastica.Le reforms of recent years have had no positive effects on educational quality nor on the containment of mortality and school dropout. In practice, teaching teachers continue to use procedures and behaviorist or cognitivist / constructivist. While the former are applied in teaching techniques / automatic (learning to read and write, of tables, numbering etc.), The latter seem more likely to promote learning "significant." However, for pedagogical objective, we must stress that these procedures do not allow all students an assimilation of the deep topics of study. In fact, even in strict procedural protocols required by different methods, teachers may find that many students fail to pay attention, to understand, to store and reprocess in a personal content grammatical, literary, historical, geographical and mathematical science. Clearly something is not working in these practices that have developed mainly within the psychological research. The limits that seem to characterize them due to the experimental method of psychology. In short, it applies the principles of the isomorphism of two "reality" other than (a cultural object and subject in learning) as if their "mapping" were perfectly superimposable. This leads to the inevitable negative consequences of the action in setting the curriculum and teaching in general and specific objectives that incorporate the subject in learning. Since the sixties, the French educator and philosopher Antoine de La Garanderie has developed the method of "Mind Management" according to a phenomenological approach that enhances the learning styles of students and "mental gestures" (attention, memory, reflection, understanding , creative imagination) at the base of human thought. On this basis, in recent years in the province of Massa-Carrara was carried out action research on management Mind which has been enriched and articulated in the "Teaching mentality" (www.didatticamentalista.it) whose main points are: • the pedagogical and philosophical demonstration of the existence of the mind interacts with the brain (interactionism or epiphenomenalism) with the thereby leading to theoretical monism of psychology according to which between the brain and reality there is a gender difference but not of substance (thesis eliminativista) • the promotion of mental images (thought image) for learning purposes, • the mental rework evocations of reality through auditory and / or visual as opposed to the concept that considers the cognitive language only means of processing of events (logical-propositional theory) • logical argument demonstrating that there is no direct relationship between perception and understanding that is between doing and knowing how is underpinned by pedagogical. Learning is rather the product of the summons hearing, and / or visual are among the visual, auditory, tactile, kinesthetic and olfactory and the corresponding representations; • the teaching of "mental operations" functional learning: WARNING - STORE - REFLECTION - UNDERSTANDING - REASONING - IMAGINATION directing thought, • the possibility of using active communication in the classroom (pedagogical dialogue) to delineate the profile of mental mentalist alunni.La Education is therefore an innovative method to provide tools for teachers to help students in difficulty in order to strengthen the capacities of the best pupils.
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And what do you think!
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