It is believed that behind or underneath educational practices, there is a previously established educational philosophy, anthropology, a learning psychology or some theory that sustains or gives support to those practices. Nevertheless, theory has been more of a subsequent or simultaneous reflection to those practices. Both theory and class work are open mobile systems due to the reasoning shared with other theories and with the reality. There are no theories or practices chemically pure. Educational practice, regardless of how many solvent and up to date models it attempts to follow, remains attached, or prisoner, to the academic knowledge and its contents. There have been sorts of accommodation to the model towards the practices within the classroom, before those practices have been accommodated to the model. Neuroscience nowadays has a lot to say about how the brain learns, something that can’t be put aside by any educational theory, without neglecting, obviously, the traditional contributions of Psychology, Philosophy and Pedagogy.
|Translated title of the contribution||The Relationship Between Learning Theories and Classroom Work|
|Original language||Spanish (Ecuador)|
|Number of pages||23|
|Journal||Sophía: Colección de Filosofía de la Educación|
|State||Published - 1 Jun 2014|
CACES Knowledge Areas
- 111A Education