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VivianHat
   | Giovedi 20 Gennaio 2022 - 12:43
Education is everyone's job! Let's teach people to think!:
Education is everyone's job! Let's teach people to think!
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п»їEducation is everyone's task! To educate is to socialize, to incorporate into culture, to orient. To educate for society and for culture is, at the same time, to orient for life and to incorporate functional learning that is in connection with the environment.
Each individual comes into this world in a given society and internalizes, "apprehends" the culture of that place. The human being, from his earliest childhood, builds his own identity from the experiences and evaluations he receives from his social environment: parents, teachers, peers....
The self-concept has as its content the representations, evaluations and attitudes that each person has about him/herself. The experiences in the family environment contribute to the formation of this identity. This is due to the characteristics of the child when he/she is born and the type of relationships he/she establishes with parents. Later on, the school will provide the individual with a new scenario with a broader and more complex social organization and new experiences with adults and peers.
The importance of educationTeaching to live together and create social skills is one of the essential functions of the school, which contributes to the socialization of students. To educate is to socialize. One way to teach how to live together is to teach social skills. Social skills or abilities are ways of knowing how to know what to do in relation to others. Sociability is not something innate.
It is something that is learned and that learning comes to be considered as skills, abilities or social capacities that education must contribute to develop. Through this socialization process, the person acquires the patterns of behavior, norms and beliefs that are dominant in society and that are valued and accepted by society as such. It is a process related to the development of other capacities: intelligence, affectivity, personal identity. The affective, social and cognitive aspects of behavior are inseparable.
Knowing how to function in a social environment is very important for the psychic development of the person. Social skills have to do with the relationships between the child and adults: parents and relatives, teachers, adults in general, who will constitute for the child a source of educational, linguistic, cultural and social transmission. On the other hand, there are the social relations between the children themselves, in which the aspects of cooperation and equal relationships stand out.
Assessment of social behavior is done by direct observation in the usual situations. Therefore, it will be necessary to guide the student by presenting him with models explaining step by step how he develops his behavior; to simulate situations in which the students have to repeat the model; to provide adequate feedback on their own behavior, offering appropriate suggestions.
This learning of general strategies reaches its culmination in learning to think and even more, in learning to learn: an instruction that can and should be carried out through the different areas. The ability to think is a complex skill that does not coincide with knowledge. Knowledge and thinking are interdependent but distinct.
Skillful thinking would be the ability to apply knowledge effectively. Thinking skill is subject to modification and improvement with training. Effective learning requires that these skills and strategies can be transferred and adapted to new situations or problems not previously experienced. Learning to think will help to improve intellectual performance in abstract subjects, and to raise school performance and competence in social situations.
Teaching to thinkTherefore, we could conclude that sometimes human behaviors depend as much on people wanting to know as on people wanting to think. The prior knowledge with which we approach learning and the context in which it takes place will be other relevant factors.
We must be able to extrapolate learned behaviors to real-life situations, and above all we must be able to make inferences to situations in which we have never found ourselves, knowing how to solve them satisfactorily. In short, any activity aimed at teaching people to think must prepare them to:
Know how to solve problems, through the presentation of problem-situations, applying a model for their solution with several phases: understanding the problem, devising a plan, executing that plan and verifying results.
Learning to be creative, by means of strategies that favor creative thinking: analysis of assumptions, brainstorming...
Apply deductive and inductive reasoning, through the ability to reason according to the principles of inference.
Metacognition, that is, knowledge about one's own knowledge, linked to thought control strategies. Metacognitive or cognitive control abilities make possible the planning and regulation of the effective use of knowledge, strategies and cognitive resources available to the subject. Each person should be encouraged to learn more about his or her own abilities and limitations.
Education and teaching of basic skillsA variety of programs for teaching how to think are study skills programs. However, the study techniques to be encouraged are those that predispose to better and more functional learning, not those that prepare for exams. The following should be highlighted:
1. Techniques or basic instrumental skills
They are adequate to know how to understand and assimilate the information object of study:
Reading comprehension, underlining techniques, making summaries and outlines, concept maps.
Techniques for gathering information on a subject, use of dictionaries, notes...
Techniques to improve retention and recall
2. Motivational factorsTo learn it is necessary to be motivated. Sometimes an extrinsic motivation, unrelated to the task itself, such as rewards or punishments, can be used. However, the ideal is to achieve an intrinsic motivation, that is, a motivation related to the task or activity itself, which is then performed for its own sake, for its own value, and not for consequences that may be contingently linked to its result.
3. Other strategies and circumstances in educationTeaching students to plan their work time and to know what the necessary conditions of the study environment are: place, light, temperature...
In spite of all the above, it will be necessary to take into account individual differences and to observe the characteristics of the disabled thinker in order to locate the deficient cognitive functions and to observe whether he/she is in the input, elaboration or output phase of thinking (information processing).
The individual must be the object of a specific intervention for its correction and improvement. The assumption is always that the functioning of intelligence can be modified and improved, but obviously, it is necessary to identify at what stage the dysfunctions occur in order to correctly apply the educational procedure to remedy them.
The collaboration of parents and teachers, the exchange of information with them and their participation in the education of their children are basic elements in the configuration of a true educational community, within which the younger generations grow and develop. It is within this community that the most personalized processes of education take place.
The tasks of the teaching staff together with the guidance teams are related to the personalization of teaching and, in addition, the work of cooperation with mothers and fathers is one of the essential nuclei of the teaching function and is at the heart of all educational action.
In short, the school is a place for coexistence and a place where people live together. Learning to live together at school will be produced not so much by explicit instruction but rather by the way in which people live together. Communicating, cooperating, showing solidarity, respecting the rules... is something that, in addition to being the object of teaching, must constitute the framework of school life and the socializing function.
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