La relación de complementariedad entre lenguaje y pensamiento :Su consecuente procesualidad pedagógica
This research seeks to answer the problem in the relationship language and development of thought, the philosophical view, taking into account the mainstreaming of psychology and pedagogy to complement the answers found from the philosophical level. And then apply it to the educational process from...
| Autor Principal: | Veloz Parrales, Diego Fernando |
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| Otros Autores: | Rosero Once, Miguel Ángel |
| Formato: | bachelorThesis |
| Idioma: | spa |
| Publicado: |
2015
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| Materias: | |
| Acceso en línea: |
http://dspace.ups.edu.ec/handle/123456789/9861 |
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| Sumario: |
This research seeks to answer the problem in the relationship language and development of thought, the philosophical view, taking into account the mainstreaming of psychology and pedagogy to complement the answers found from the philosophical level. And then apply it to the educational process from the need to base them on the philosophical and scientific concepts that are involved in the school. It is so; given that the language and thought are fully linked, we can not deny that this relationship inherent in the human being, so, will influence the processes of structuring of knowledge and therefore of great importance to the process education.
The problem of knowledge has been one of the fundamental problems of philosophy, especially from the modern age, as well as psychology and pedagogy, so this work is based on the hypothesis: education must provide development thought, considering its relationship with language, this will allow a more efficient and effective educational intervention to achieve the expected results, both in the development of cognitive, as in procedural, generating significant learning in humans.
Establishing a dialogue between: rationalism, Wittgenstein, Piaget, Vygotsky and neuroscience, structured so that a body of theory from which it may propose methodological and didactic strategies to give substance to the educational process as a generator of knowledge. |
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