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Una norma general no afecta la libertad, apoya la justicia. Por ejemplo: todos los hombres deben ser buenos. Pero luchar por existir, vivir luchando en busca de explicar el mundo, de hallar la verdad. El hombre debe dar con la alternativa correcta.
Elegir y acertar entre los varios seres posibles para que encuentre el que le es propio. El objeto de estudio es un poema de un escritor norteamericano del siglo pasado, Longfellow citado por Bastarrechea, El dardo surca los aires con su punta, pluma y astil hasta perderse en lo desconocido.
Contextos - Por el resultado obtenido. Justifique su respuesta. Esta etapa comprende hasta la segunda mitad del siglo XIX. Propone normas para ordenar etapas de trabajo. Las ideas proceden de las experiencias sensoriales y todo pensamiento es considerado como formando cadenas de ideas que se evocan las unas a las otras mediante principios asociati- vos.
Ello significa que el modelo conductual de entrada-salida precisa de un modelo de caja negra. Skinner 2. Javier M. El aprendizaje Significativo de D. Ausubel 4. La zona de desarrollo Potencial de L. Vigotsky 5. Rogers 6. Consulta a Monroy, Por ello, postulan que cualquier comportamiento superior debe estar basado en conduc- tas simples o elementales.
La trascendencia de identificar las leyes de la conducta estriba en que podremos entonces predecirla y controlarla. A este aumento en la proba- bilidad futura de la conducta se le denomina reforzamiento. Luego de elegida aquella conducta que por supuesto el sujeto debe mostrar dentro de su repertorio, se refuerza consistentemente hasta que se presente con frecuencia.
Si no se cumplen ambos requisitos no podemos hablar de castigo. Se basa en el reforzamiento de otras conductas, incompatibles con la respuesta que se va a suprimir. Es obvio que la mayor parte de la conducta de los organis- mos especialmente de los organismos humanos es operante y no respondiente. La posibilidad de intervalos es grande y hay muchas clases distintas de aparatos. Respuesta activa: el estudiante aprende lo que el programa le induce a hacer. Cuando un estudian- te no tiene la menor certidumbre respecto a lo correcto de su respuesta, el maestro debe proporcionarle el "conoci- miento de los resultados".
En resumen, asigna al profesor un papel directo y controlador del proceso de aprendizaje; se le define como "ingeniero conductual" que moldea comportamien- tos positivamente valorados por la escuela.
El aprendizaje es un cambio paulatino y ascendente. Existe un constante intercambio entre el programa y el estudiante. Por esto es necesario definir el nivel cognitivo de los sujetos antes de las sesiones de aprendizaje.
La inteligencia implica compromiso, desarro- llo y creatividad. Esta etapa sensorio- motora es esencialmente no verbal y es una actividad de pensamientp.
Debe ser un proceso activo, porque el conocimiento se construye desde adentro. Describe las etapas del desarrollo cognoscitivo. La idea central de Ausubel se refiere a que el aprendizaje se inserta en esquemas de conocimiento ya existentes. Es esencialmente activo porque requiere analizar la estructura del nuevo material aprendido y sobre todo, comparar, reconciliar y conjugar el contenido del nuevo con el ya existente. Es preci- samente este aprendizaje, el que ha permitido el avance de la humanidad.
Por otro lado, el eliminar este tipo de contenidos no garantiza necesariamente el aprendizaje significa- tivo. Los alumnos tienen la capacidad de aprender todo de memo- ria, aun cuando solo sea a corto plazo.
La labor del docente es un elemento esencial, pero no suficiente. El significado es producto exclusivo del descubrimiento creativo no verbal. El conocimiento significa- tivo no es un producto exclusivo del descubrimiento creativo no verbal, sino que se debe adoptar una actitud tendiente a relacionar e incorporar de manera deliberada su valor sustancial a su estruc- tura cognoscitiva.
El conocimiento subverbal es la clave de la transferencia, la clave de la transferencia afirma que es un proceso subverbal interno: algo que debe ocurrirle al organismo antes de que tenga un conocimiento nuevo que verbal izar. Una forma d'e apoyar al alumno en el proceso de aprendizaje significativo, consiste en darIe previamente material organizado que le permita identificar aquellos conceptos pertinentes, que se encuentran en su estructura cognoscitiva para relacionar los nuevos significados y propiciar el afianzamiento del sistema ideativo propio del alumno.
Ausubel da gran importancia a lo que se conoce como aprendizaje verbal significativo. Se piden las ideas y respuestas de los estudiantes a lo largo de la clase. Finalmente, es secuen- cial y deben seguirse otros pasos. Explica los procesos que se dan en el aprendizaje significativo 7. De inicio es el adulto quien toma la respon- sabilidad total de la actividad, mientras que los aprendices son simples observadores o espectadores e incluso pueden llevar a cabo otras actividades un tanto distantes.
Describe la ZDP en el aprendizaje 7. Han actualizado la idea de Rousseau de que el hombre es bueno por naturaleza y que si obra mal es por la influencia de la sociedad en que vive. El aprendizaje significativo es de tipo total, ya que abarca integral mente a la persona porque combina lo cognoscitivo y lo afectivo. Este aprendizaje debe ser autopromovido para ser dura- dero y profundo.
Para lograr lo anterior, existen tres condiciones para que el maestro facilite el aprendizaje y todas se relacionen con su forma de ser. De hecho, se les concibe como personas totales y no fragmentadas. Son tres las condiciones que el alumno necesita cumplir para lograr el aprendizaje: 1.
Percibir las condiciones facilitantes: es decir, los estudian- tes deben darse cuenta de que la actitud del profesor es sincera, genuina y facilitante. Conciencia de la existencia de un problema: el educando debe percibir un problema como relevante y digno de estudiarse. Rogers reconoce que algunas veces hay que evaluar a los estu- diantes por medio de pruebas objetivas de rendimiento. Ser gentil, gene- roso, sutil, no moralista, no juzgar a los otros, sino preocuparse por ellos. Desarrollo de la terapia conversacional: la cual consiste en que ha llevado la confianza incondicional en el organismo humano a una forma de terapia de encuentro.
El punto final de nuestro sistema educativo, de acuerdo con Rogers, debe ser el desarrollo de las personas "actuando en plenitud". Son cooperadores, positivos y dignos de confianza. El nombre terapia centrada en el cliente se deriva de esta idea. La meta de la terapia centrada en el cliente es ayudar a los individuos a crecer en sus propias direcciones autodefinidas, actualizar sus potenciales y hacer crecer su autoestima.
Rogers afirma que los pacientes deben escoger su ruta particular de desarrollo. El tratamiento se enfoca en las relaciones y emociones. Para establecer seguridad para que los sujetos puedan explorar viven- cias y emociones de manera abierta, los terapeutas centrados en el cliente se esfuerzan por aceptar todo lo que el paciente ofrece. A los terapeutas centrados en el cliente en ocasiones se les considera como espejos de sentimientos.
El aprendizaje significativo personal, de experiencia es aquel aprendizaje que introduce una diferencia en la persona, o que cambia a la persona, su conducta, sus actitudes y su persona- lidad. Cambia los elementos cognoscitivos con los afectivos-ex- perimentales.
Es un aprendizaje unificado, al mismo tiempo que. Rogers encara el grupo de encuentro como un instrumento de gran potencial respecto de un cambio educativo. Afirma que el efecto de los grupos de encuentro entre maestros y estudiantes puede ser razonable- mente previsto. El aprendizaje significativo ocurre cuando el que aprende recibe la materia de estudio como relevante para sus propios fines, la ausencia de toda amenaza permite al que aprende, explorar, diferenciar, probar nuevas ideas y cambiar.
No siente una cosa y dice otra, no oculta sus sentimientos, y al expresarlos los acepta como suyos sin echar la culpa de sus sentimientos negativos a los estudiantes.
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