Publication: La carga cognitiva del lenguaje: Convergencia entre filosofía del lenguaje y neuroeducación
Loading...
Official URL
Full text at PDC
Publication Date
2017-06
Authors
Advisors (or tutors)
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Citations
Exportar
Abstract
La carga cognitiva del lenguaje hace converger Filosofía del lenguaje y neuroeducación, abriendo la posibilidad a una nueva vía de investigación para desarrollar una didáctica de las áreas filosóficas, en la enseñanza secundaria, donde lectura y escritura adquieren una dimensión nuclear dentro de un contexto de aprendizaje activo. Así, se propone una metodología plural, un pluri-método, en el sentido de una caja de herramientas pedagógicas donde existan diversos útiles para abordar de manera dinámica el correcto desarrollo del acto educativo: una síntesis de aquellos elementos metodológicos que son recogidos de los diversos modelos pedagógicos que han ido sucediéndose a lo largo de nuestra historia reciente haciéndolos concurrir con una suerte de pegamento neuroeducativo. En suma, recuperar el objeto de la Filosofía, esto es, los textos filosóficos; y rescatar la escritura, particularmente la disertación, en un intento de simular la actividad filosófica sirviendo como punto de encuentro con la emoción intelectual.
The cognitive load of language converges the Philosophy of language and the neuroeducation that they opening the possibility to a new way of investigation to develop a didactic of the philosophical áreas, in the secondary education, where reading and writing acquire a nuclear dimension within a context of active learning. Thus, a plural methodology is proposed, a pluri-method, in the sense of a pedagogical toolbox where there are various tools to dynamically address the correct development of the educational act: a synthesis of those methodological elements that are collected from the various pedagogical models that have been happening in our classrooms making them concur with a kind of neuroeducative glue. In sum, to recover the object of Philosophy, that is, philosophical texts; and to rescue writing, particularly dissertation, in an attempt to simulate philosophical activity by serving as a meeting point with intellectual emotion.
The cognitive load of language converges the Philosophy of language and the neuroeducation that they opening the possibility to a new way of investigation to develop a didactic of the philosophical áreas, in the secondary education, where reading and writing acquire a nuclear dimension within a context of active learning. Thus, a plural methodology is proposed, a pluri-method, in the sense of a pedagogical toolbox where there are various tools to dynamically address the correct development of the educational act: a synthesis of those methodological elements that are collected from the various pedagogical models that have been happening in our classrooms making them concur with a kind of neuroeducative glue. In sum, to recover the object of Philosophy, that is, philosophical texts; and to rescue writing, particularly dissertation, in an attempt to simulate philosophical activity by serving as a meeting point with intellectual emotion.