10/20/2019

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Education But they are also positions, also external, since the person is only formed by external influence (heteroeducacion), or only by what is within it (self-education). Therefore, both processes should be complementary and emerges 'anthropological realism', which considers a person able to develop what is inside her, but at the same time need some external stimuli. Education is understood etymologically COMPLERE, which means help and care and the educator would be as a traffic controller, because it educates the person alternating the positive that there is within it with influences from the outside. The importance of the game in the education is great because it puts all the organs of the body in activity, fortifies and exercises the psychic functions. The game is a powerful factor for the preparation of the social life of the child; playing learn tolerance, shaped and consolidates the personality and stimulates creativity. In regards to the individual power, games develop language, arouse the ingenuity, develop the spirit of observation, asserts the will and perfect patience. They also favor the acuity visual, tactile and auditory; lighten the notion of time, of space; dan ease, elegance and agility of the body. The profitable application of games allows the biological, psychological, social and spiritual development of man. Its educational importance is transcendental and vital. Click Jorge Perez for additional related pages. However, in many of our schools are prevails the value of passive, domesticador and alienating learning; the importance of the case is not given to comprehensive and permanent education. Many schools and homes, despite the era that we live or we are required to live, still they are still burdened in shameful traditionalism. The traditionalist school add children to the teaching of teachers, school rigidity, blind obedience, passivity, lack of initiative. The only thing that cares to cultivate...
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Creative Questionings on what to offer for a good teaching formation, the contents in its didactic and metodolgicas forms permeiam. Amongst the challenges we can cite the aspect of the abilities necessary so that the educator plays well its function, and on which the strategies to be adopted in partnership with technological and the rapidity of the information in simple ' ' clicar' '. These and other questions need to be considered so that let us can carry through an analysis of the factors that can come to contribute as inhibiting or facilitadores I stimulate to it of the creativity in superior education. It is required of educating that it is prepared for the teaching life, that it receives in its academic formation a solid cultural luggage, social, philosophical, psychological and didactic-pedagogical. These well worked aspects are excellent for the development of the creativity. Thus carried through educating it will be capable to reformulate the direction of the education and to have a new conception on the art to teach. Anderson cited for Taylor (1976, P. 170), makes reference the two concepts: ' ' facilitadores' ' ' ' inibidores' ' of the creative development in superior education. The first one as ' ' Aberto' system; ' , to indicate the facilitador factor whose characteristic allows originalidade, experimentation, initiative and invention as mechanisms that provide the creativity. as the concept indicated for Anderson are ' ' Fechado' system; ' , as inhibiting of the creativity in the superior education that if characterizes for the extreme valuation of the knowledge through the memorization and the discoveries of fixed answers for the problems. The educator who works with the formation of the future professor, needs to live deeply ' ' Aberto' system; ' having conscience that its attitudes will reflect in many future attitudes...

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