¿Resulta procedente enseñar por CONTRASTE? ¿Ah? / Is it appropriate to teach by CONTRAST? Ah?
En este artículo tratamos un asunto muy curioso... Ocurre que en la tradición propia de los medios académicos en los cuales se produce TEORÍA PEDAGÓGICA existe una notable indisposición a asumir el aprendizaje como un proceso lleno de alumbrantes contradicciones y contrastes. Existe como una alergia a asumir el asunto como un fenómeno lleno de contrastes. Tratamos aquí sin tapujos la cosa. Aludimos en ello, las importantes obras de Bloom y de Bruner...
In this article we deal with a very curious matter ... It happens that in the tradition of the academic circles in which PEDAGOGICAL THEORY is produced, there is a notable unwillingness to assume learning as a process full of illuminating contradictions and contrasts. It exists as an allergy to take the matter as a phenomenon full of contrasts. We treat the thing openly here. We allude in this, the important works of Bloom and Bruner ...
It is extremely curious to observe how the vast majority of theoretical productions that with respect to the subject LEARNING (or better said, TEACHING-LEARNING), militate in a vision subjected to cognitive and linguistic rules of the game far from everything that has to be see with the contradictory, with the contrasting. Yes. According to that ominous and widespread habit of assuming such a transcendental object for all things human, that which somehow carries with it contradiction, contrast, conflicting points, then has to do with nonsense, with the illogical.
This common (and unfortunate) situation in the field of pedagogical theories is like this not only for aesthetic reasons, formality, and writing; no. This is so given that the authors (some brilliant, others not so much) assume the object in reference by activating a model of ordering of thought which assumes, as if it were a traditional mathematical operation in primary and secondary schools, that "it correct "is that which does not legitimize the contradictory but rather condemns it (accepting then that everything is identical to itself and therefore freezes before time and before practice). Seeing the real and the rest of the objects of theoretical doing (1) according to such a myopic approach, is, without a doubt, to fail to notice that for something to move it must necessarily show forces found both internally and externally. .
Ah, but it happens that in order to cognitively move successfully in the CONTRADICTION element, it is necessary to transcend chiaroscuro, diffuse situations, although for that reason they seem profound! We cannot dispatch THE CONTRASTING, THE DIALECTIC with generalities, with smoke screens. Conversely; we have to delve into the object so as to find in it the internal knots (almost always hidden) and the connections of these internal knots with the total determinants (also almost always hidden). The acute psychiatrists and the acute ecologists, for example, know it ... The good psychiatrist (or the good clinical psychologist) helps the patient to self-discover their specific traumatic knots according to the self-awareness of their extensive personal life , so that he can move contradictory in such motley terrain and thus gain health. The good ecologist understands that in order to understand a specific geographical phenomenon, he has to take the pulse of the total determinants; Only in this way can it not only understand but activate solutions that guarantee the desired harmony between the environment and human events.
It is that the richness of the contradictory cannot be the object of generalist dispatches; no. It cannot therefore be the subject of euphemisms or understatements.
Let us bring the case of the fundamental work that with respect to the subject of teaching-learning, remarkably raised decades ago, the American pedagogue and psychologist Benjamin Bloom 1913/1999). As is known, Bloom had the insight to specify that every teaching-learning process should reward three moments (linked) of cognition... 1) Understanding the structure of the material being studied. 2) Submission to synthesis of the material that was structurally processed. And 3) The assessment that the subject makes of the synthesized material. Good. This last point, the evaluation of the material, must be of the utmost importance...
It must be said that Bloom executes through his quite remarkable theoretical work (book "Taxonomy of the Objectives of Education"), a true revolution in twentieth century pedagogy, rewarding -in the teaching / learning process- the EVALUATION factor of the material previously synthesized. Before Bloom we had had good authors, such as Jerome Bruner for example (2), who had contributed significantly to the matter (especially what has to do with what Bloom later identifies with the two learning stages prior to assessment), but it is that this author (Bloom) virtuously places on the table of pedagogical thought, the vision that it is through the assessment that the subject makes of the material that it deals with, that it is possible to learn effectively. Yes. Learn freely, freely, without determining blinders.
At the request of two South American universities, I had the opportunity to administer some chairs which contemplated the subject of moral values in the professional practice of teaching. In 1974 he was at the Venezuelan Universidad Pedagógica Experimental Libertador (3), and in 1998 at the Bolivian Universidad San Bernardo de Tarija (4). When I get my hands on the instructional programs that teachers previous to me had launched, I notice that both the objectives and the explicit contents therein embodied a remarkable normative stamp, of ought-to-be, of linearity. Sure ... Without effort I understood that such an invoice was associated with the good intention of the Chair, which generated satisfaction, but - nevertheless - I immediately made the turn.
I appealed to two books (that) in analysis and evaluation plan. Two books that, now yellowish, I keep with zeal in my personal library today. The first was a novel which dealt with the adventures that a recently graduated teacher experienced in the moral aspect and who in the 1960s worked in a secondary school located in the provincial plains of Venezuela. "Fedorquín" its title and the author Eric Mendoza (Venezuelan, 1945/2019). The interesting novel (published in 1972 by Miguel Ángel García Typographic Workshops, Caracas) shows the attachment to the human-centric values of goodness and social justice that the main character ("the multifaceted and wayward professor Fedorquín Pérez") had in his times as a university student and of the first moments of his teaching work there in that public educational institution located in the Venezuelan plains, and likewise the novel narrates with a lot of hot sauce the growing and sustained process of generalized corruption that Fedorquín Pérez presents vividly to the din of his work. Trafficking of all kinds ... political, sexual, professional, etc. The novel also places in the fore a series of additional characters ... Some, who develop a thousand complicities; others, who confront him and his dark practices.
The second book that I used to assume with a dialectical sense my teaching role in those wonderful professorships of teacher-professional ethics, avoiding linearities and mono-evidences there, was an anthology of essays whose title speaks for itself in terms of the theoretical invoice immersed in its text . "Sadism in Teaching". Among the authors of the essays are the professors Esteban Emilio Mosonyi, Julio Aray ... The publishing house that published was: Monte Ávila, Caracas, 1980.
Well. Regarding the novel "Fedorquín", I urged the students to prosecute each of the characters they considered relevant (given their perversions and given their virtues) and to present the results of those trials to the Chair; this in order to be discussed vividly in class. As for the anthology "Sadismo en la Enseñanza" I did the same, but according to the very interesting testimonies present in corresponding essays.
FUENTE DE LAS IMÁGENES (SOURCE OF IMAGES):
https://pixabay.com/es/vectors/ni%c3%b1o-estudio-libro-infantil-figura-3326960/
https://pixabay.com/es/vectors/profesor-mujer-educaci%c3%b3n-pizarra-6565166/
https://pixabay.com/es/photos/derecho-izquierda-una-noticia-2620946/
https://pixabay.com/es/photos/dar-y-recibir-se%c3%b1ales-de-tr%c3%a1fico-556151/
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Altamente complacido por vuestro apoyo. Un abrazo de compartida militancia en la academia.