EDUCATION: "Trees do not see the forest."
THE AXIS OF EDUCATION
THE AXIS OF EDUCATION
ARANDA PEDRO ASTUDILLO
Pre Qualification :
The Culture of development focuses on the optimization of the media with a confusion of purpose. Such optimization preference tends to the comfort, comfort in life, ie "save" the maximum effort of human potential. In education this means: that learning is fleeting because not taught to think, reflect, read and write. Inhibit learning Emergencies time to practice, to mature. In general, students say they have serious difficulties to express what they feel they have learned. "It is proven that the traditional system students retain more than 20% of the knowledge acquired in the 12 years of school."
The purpose of education was sung and proclaimed by the Greek poet Pindar, s.iv.ac: "To become who I am."
The UNESCO study on education in the world, decades ago, in his book "Learning to be" lays out the evolution of civilization from homo faber to homo sapiens for his challenge to the oven Concors, the man for coexistence.
"Between teaching and learning the most difficult thing is to teach, because teaching is to let learn '(Heidegger). And, learning involves time and space as any seed that begins its growth.
Educational action piece of the action of learning: Learning "is to join things and feel the intimate nature", in practical terms: what things are, how they interrelate and into their processes. Venture is involved, engage and explain the process of learning itself. Recreates all nature and mankind is recreated with them. Motivational source is identified precisely with the value of what things are in themselves. Things like love people for who they are, which is opposed to the habit of seeing only by comparison. Cause the symbiosis between science and consciousness.
basic requirements of learning:
.- spark interest, an imperative: "I know." Only the person spurred by his interest in knowing the relentless pursuit begins to cry "Eureka", I found it. Study is to discover, solve problems.
.- Provide an environment of trust v / s scary weather, disqualifications or motivations focused on the reward or punishment, which are the primary incentives today. We find it almost impossible to think that there is another motivating factor to reward or punishment. The development of spiritual intelligence transcends the rewards. We're just envisioning emotional intelligence as rational pragmatism dominates in a world contained in the factual and the empirical results.
.- Learn to feel, to read on the inside, "use the flashlight to the inside." Open every way to contact with yourself and with things. "Nothing exists in the intellect that was not first sensed first by the senses" (Aristotle).
.- Learn to think, made all the questions, the questions raised in connection with the things produced research, innovation. Intelligence is to deepen, through appearances. The intelligence is deployed to meet the truth, goodness and beauty. Every object of study is to unravel the truth, its alright, its beauty. This triad values \u200b\u200bshould govern reality, vertebrate program content.
.- The role of error, failure to learn: In fact the error, failure is punished from the warnings given to the pains of hell. It is a reaction "against nature." No one learned to walk without falling, tripping, unsuccessful experiences are inextricably linked to the learning process for they tell us "that there is not the thing," practice makes perfect internalized.
Assessments:
Today it seems unquestionable that there is "that measure to improve." The quantity is the pattern of development. How to evaluate based on "notes", not a dogma in education and should be reviewed in depth as it involves inconsistencies with the nature of learning, and especially if we ponder the importance of the quality of learning. The learning itself is a process autorectificador. Any result or conclusion is a milestone in the process.
When studying, working mainly for evaluation, control, inherently distorts the action of learning. If playing more than watching the score board is decentralizing, etc. Implicitly cultivated the habit "The end justifies the means." The sense of frustration becomes aggression installed which is a faithful representation from more subtle attitudes to the more explosive. Study to go up one point, one-tenth or work to merit a promotion, is it not transform myself into an object?. Confusing dramatically between value and price. Precisely the University of Cambridge looked at its "Primary Review" in depth the situation of schools in England and concludes that the requirements of the system are counterproductive. Pressure on students to achieve excellent results, but do not improve the level of learning. The researchers note that the performance standards in language and mathematics of British schoolchildren have been stable since the 50's. The centralization of education in the tests, and finally Rank facilities has forced so unilaterizar the educational objective: to obtain the highest scores and hence its consecration in the market. (Information obtained in the La Tercera, Sunday, February 10, 2008).
learning is to empower what is learned, but this is irreplaceable relationship between educator and learner. Who does not remember the teacher, the teacher who taught him to learn, who did not give me the fish, but taught me to fish?. The educator is the co-star who is learning learning. The Authority, the Author (actor) lies in the relationship with their students. Is my mirror in my learning, so that I give account of my own learning. It is the judge of my performance or who deposited me and I return them knowledge in tests, examinations.
Learning is to express what they learn and communicate: Education is the primal human action of our existence as "all educate ourselves to all for good or evil of our living." It is personal responsibility, collective. Express
learned is to show what it has set, I felt in my view, what I see, what has been assimilated. To communicate is to "common" your learning, with mine, with the educator, that is re - creates.
Everyone grows in all respects by the relationship with others, mutual service, in dialogue with their peers, and thus is able to respond to their vocation, to give and receive.
(Because of the limitations of this article, I extend to provide guidelines for how to study team, methodology applied in my teaching experience and that I edited in my book "Studying with different eyes" 1974).
only if we agree what is the hub of education, its roots, its epicenter, its radial center can provide all the institutional structure of education. I think, for example, companies, institutions that are organized from the customer service, this starting point has forced even invest the organizational pyramid, its organization chart. The
SIMCE gives us guidelines:
.- There is a clear trend of socioeconomic levels correlate with learning.
.- The inequality is structural:
establishments Distribution of students and 4 th grade:
Low: 20,769
Medium Low:
75,321 Medium: 95,138
Medium High:
46,420 High: 18,392
.- There are few compelling Exceptions to this rule: In the poorest sectors of our society there are schools that achieve effective and high mean scores.
.- Pedagogical Academies are sources of learning. Of them can remove the lights necessary for a radical qualitative change. However, the system will "ignore" are aberrantly calls "extra-curricular." (By the way ... the pleasure is in the courts and not in the classroom, in the classes).
.- The technological culture carries the dizzying changes. Have grown accustomed to the immediacy of "click." We offsets to realize their own consequences such as stress, relationships and more aggressive games.
.- Knowledge is at hand in the Internet. The facility to acquire skills in handling is visible in today's children. In the newspaper La Tercera, Sunday, February 10 2008 is an article: "Virtual Education: a global trend that is now in Chile. The U.S. experience is that the students who work at their own pace better results but obviously not socialized.
.- Therefore: Can education be reduced to the instance of accumulating knowledge, not taught to think?. "Pass area, comply with the program." Emerges as a most distressing imperative, in fact that learning relates to what must be given time and space. And likewise the intellectual development is not unrelated to ongoing educational dialogue.
.- The social uncover every day we are showing that people who achieved stardom in the most diverse and transverse fields do not revert to its vulnerabilities?. Knowledge and skills still do not end up sinking in the sea of \u200b\u200bemotion, in the inner feelings of the spirit?.
.- We have already imposed "as law" of live racing on another law of life that takes place in the share, in the dynamics of the co - operation, the "coordination of coordination"?.
.- I understand to be Professor, being professional means profess, testify to what I know with my actions. Could we profess? : Who has time to train people who learn or teach self-esteem would lead us to rediscover nature to be what we really are, beings who live with the meaning of life, namely that education is more than ready for a PSU, is to reflect that we are created in the image and likeness of the Creator "or, in other words, reclaim our essence, our human condition. We set out to conquer space which company more ecstatic!, And how far we are light years to return to human fulfillment?. Does human fulfillment is only reserved for literature, for speeches?. How can we fail to find what belongs to us as children of this land where the sun shines for everyone .... I believe that in instances of the society is in education where more people can start the journey to what we are.
WORKSHOP QUESTIONS: 1 .-
Consider what aspects influence to an incompatibility between teaching and learning ...
2 .- Specify how development can roll. 3 .-
internalization of learning, is verifiable only in the training of skills and knowledge?. 4 .-
Education is seen as "Easter tree" to be added as need arises (justified to be "integral"). Is it possible to train the person so possessing ductility, adapting to different realities?.
5 ..- If the question sets off a search: How to teach learning to ask for a commitment?.
6 .- How to verify that the dialogue is enriched learning and re-created?. 7 ..-
How should the learning itself, regardless of the rewards of external rewards?.
8 .- To highlight the truth, goodness and beauty in every field of study.
9 .- Relate skills and be trained to be teacher.
10 .- Is it possible to reconcile: the race to share?.
11 .- Identify the essential characteristics of what the human being, and that Pedagogy is congruent and consistent with them. 12 .-
evaluations notes have the decisive role in academic performance, and, since in some countries, even to go to universities and not just the final scores but also other parameters rather value of personality and would not it be timely and appropriate to define those aspects, and what could be?.
13 .- Analyze the advantages and disadvantages of virtual schools, "Homeschooling." Pedro Aranda
Astudillo. Ex
- secondary school and university.
Seminars Workshops Facilitator:
for Life, the Humanization for personal development, organizational Country. Quality
Creative People.
Founder and President of the Corporation Gen.
Pre Qualification :
The Culture of development focuses on the optimization of the media with a confusion of purpose. Such optimization preference tends to the comfort, comfort in life, ie "save" the maximum effort of human potential. In education this means: that learning is fleeting because not taught to think, reflect, read and write. Inhibit learning Emergencies time to practice, to mature. In general, students say they have serious difficulties to express what they feel they have learned. "It is proven that the traditional system students retain more than 20% of the knowledge acquired in the 12 years of school."
The purpose of education was sung and proclaimed by the Greek poet Pindar, s.iv.ac: "To become who I am."
The UNESCO study on education in the world, decades ago, in his book "Learning to be" lays out the evolution of civilization from homo faber to homo sapiens for his challenge to the oven Concors, the man for coexistence.
"Between teaching and learning the most difficult thing is to teach, because teaching is to let learn '(Heidegger). And, learning involves time and space as any seed that begins its growth.
Educational action piece of the action of learning: Learning "is to join things and feel the intimate nature", in practical terms: what things are, how they interrelate and into their processes. Venture is involved, engage and explain the process of learning itself. Recreates all nature and mankind is recreated with them. Motivational source is identified precisely with the value of what things are in themselves. Things like love people for who they are, which is opposed to the habit of seeing only by comparison. Cause the symbiosis between science and consciousness.
basic requirements of learning:
.- spark interest, an imperative: "I know." Only the person spurred by his interest in knowing the relentless pursuit begins to cry "Eureka", I found it. Study is to discover, solve problems.
.- Provide an environment of trust v / s scary weather, disqualifications or motivations focused on the reward or punishment, which are the primary incentives today. We find it almost impossible to think that there is another motivating factor to reward or punishment. The development of spiritual intelligence transcends the rewards. We're just envisioning emotional intelligence as rational pragmatism dominates in a world contained in the factual and the empirical results.
.- Learn to feel, to read on the inside, "use the flashlight to the inside." Open every way to contact with yourself and with things. "Nothing exists in the intellect that was not first sensed first by the senses" (Aristotle).
.- Learn to think, made all the questions, the questions raised in connection with the things produced research, innovation. Intelligence is to deepen, through appearances. The intelligence is deployed to meet the truth, goodness and beauty. Every object of study is to unravel the truth, its alright, its beauty. This triad values \u200b\u200bshould govern reality, vertebrate program content.
.- The role of error, failure to learn: In fact the error, failure is punished from the warnings given to the pains of hell. It is a reaction "against nature." No one learned to walk without falling, tripping, unsuccessful experiences are inextricably linked to the learning process for they tell us "that there is not the thing," practice makes perfect internalized.
Assessments:
Today it seems unquestionable that there is "that measure to improve." The quantity is the pattern of development. How to evaluate based on "notes", not a dogma in education and should be reviewed in depth as it involves inconsistencies with the nature of learning, and especially if we ponder the importance of the quality of learning. The learning itself is a process autorectificador. Any result or conclusion is a milestone in the process.
When studying, working mainly for evaluation, control, inherently distorts the action of learning. If playing more than watching the score board is decentralizing, etc. Implicitly cultivated the habit "The end justifies the means." The sense of frustration becomes aggression installed which is a faithful representation from more subtle attitudes to the more explosive. Study to go up one point, one-tenth or work to merit a promotion, is it not transform myself into an object?. Confusing dramatically between value and price. Precisely the University of Cambridge looked at its "Primary Review" in depth the situation of schools in England and concludes that the requirements of the system are counterproductive. Pressure on students to achieve excellent results, but do not improve the level of learning. The researchers note that the performance standards in language and mathematics of British schoolchildren have been stable since the 50's. The centralization of education in the tests, and finally Rank facilities has forced so unilaterizar the educational objective: to obtain the highest scores and hence its consecration in the market. (Information obtained in the La Tercera, Sunday, February 10, 2008).
learning is to empower what is learned, but this is irreplaceable relationship between educator and learner. Who does not remember the teacher, the teacher who taught him to learn, who did not give me the fish, but taught me to fish?. The educator is the co-star who is learning learning. The Authority, the Author (actor) lies in the relationship with their students. Is my mirror in my learning, so that I give account of my own learning. It is the judge of my performance or who deposited me and I return them knowledge in tests, examinations.
Learning is to express what they learn and communicate: Education is the primal human action of our existence as "all educate ourselves to all for good or evil of our living." It is personal responsibility, collective. Express
learned is to show what it has set, I felt in my view, what I see, what has been assimilated. To communicate is to "common" your learning, with mine, with the educator, that is re - creates.
Everyone grows in all respects by the relationship with others, mutual service, in dialogue with their peers, and thus is able to respond to their vocation, to give and receive.
(Because of the limitations of this article, I extend to provide guidelines for how to study team, methodology applied in my teaching experience and that I edited in my book "Studying with different eyes" 1974).
only if we agree what is the hub of education, its roots, its epicenter, its radial center can provide all the institutional structure of education. I think, for example, companies, institutions that are organized from the customer service, this starting point has forced even invest the organizational pyramid, its organization chart. The
SIMCE gives us guidelines:
.- There is a clear trend of socioeconomic levels correlate with learning.
.- The inequality is structural:
establishments Distribution of students and 4 th grade:
Low: 20,769
Medium Low:
75,321 Medium: 95,138
Medium High:
46,420 High: 18,392
.- There are few compelling Exceptions to this rule: In the poorest sectors of our society there are schools that achieve effective and high mean scores.
.- Pedagogical Academies are sources of learning. Of them can remove the lights necessary for a radical qualitative change. However, the system will "ignore" are aberrantly calls "extra-curricular." (By the way ... the pleasure is in the courts and not in the classroom, in the classes).
.- The technological culture carries the dizzying changes. Have grown accustomed to the immediacy of "click." We offsets to realize their own consequences such as stress, relationships and more aggressive games.
.- Knowledge is at hand in the Internet. The facility to acquire skills in handling is visible in today's children. In the newspaper La Tercera, Sunday, February 10 2008 is an article: "Virtual Education: a global trend that is now in Chile. The U.S. experience is that the students who work at their own pace better results but obviously not socialized.
.- Therefore: Can education be reduced to the instance of accumulating knowledge, not taught to think?. "Pass area, comply with the program." Emerges as a most distressing imperative, in fact that learning relates to what must be given time and space. And likewise the intellectual development is not unrelated to ongoing educational dialogue.
.- The social uncover every day we are showing that people who achieved stardom in the most diverse and transverse fields do not revert to its vulnerabilities?. Knowledge and skills still do not end up sinking in the sea of \u200b\u200bemotion, in the inner feelings of the spirit?.
.- We have already imposed "as law" of live racing on another law of life that takes place in the share, in the dynamics of the co - operation, the "coordination of coordination"?.
.- I understand to be Professor, being professional means profess, testify to what I know with my actions. Could we profess? : Who has time to train people who learn or teach self-esteem would lead us to rediscover nature to be what we really are, beings who live with the meaning of life, namely that education is more than ready for a PSU, is to reflect that we are created in the image and likeness of the Creator "or, in other words, reclaim our essence, our human condition. We set out to conquer space which company more ecstatic!, And how far we are light years to return to human fulfillment?. Does human fulfillment is only reserved for literature, for speeches?. How can we fail to find what belongs to us as children of this land where the sun shines for everyone .... I believe that in instances of the society is in education where more people can start the journey to what we are.
WORKSHOP QUESTIONS: 1 .-
Consider what aspects influence to an incompatibility between teaching and learning ...
2 .- Specify how development can roll. 3 .-
internalization of learning, is verifiable only in the training of skills and knowledge?. 4 .-
Education is seen as "Easter tree" to be added as need arises (justified to be "integral"). Is it possible to train the person so possessing ductility, adapting to different realities?.
5 ..- If the question sets off a search: How to teach learning to ask for a commitment?.
6 .- How to verify that the dialogue is enriched learning and re-created?. 7 ..-
How should the learning itself, regardless of the rewards of external rewards?.
8 .- To highlight the truth, goodness and beauty in every field of study.
9 .- Relate skills and be trained to be teacher.
10 .- Is it possible to reconcile: the race to share?.
11 .- Identify the essential characteristics of what the human being, and that Pedagogy is congruent and consistent with them. 12 .-
evaluations notes have the decisive role in academic performance, and, since in some countries, even to go to universities and not just the final scores but also other parameters rather value of personality and would not it be timely and appropriate to define those aspects, and what could be?.
13 .- Analyze the advantages and disadvantages of virtual schools, "Homeschooling." Pedro Aranda
Astudillo. Ex
- secondary school and university.
Seminars Workshops Facilitator:
for Life, the Humanization for personal development, organizational Country. Quality
Creative People.
Founder and President of the Corporation Gen.
pj.aranda @ gmail.com
Antofagasta, May 13, 2007.
Antofagasta, May 13, 2007.
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