The humanist approach the education of the future
Education forms science and technology, intervening in an adjacent way the term being, person and man; The application of Tics has distorted these terms by the transition of the personality acquired through them; Originating the need for affectation in conscience and social reality. The binomial of...
保存先:
| 第一著者: | |
|---|---|
| フォーマット: | Online |
| 言語: | spa |
| 出版事項: |
Universidad Autónoma de Tamaulipas
2019
|
| オンライン･アクセス: | https://educiencia.uat.edu.mx/index.php/Educiencia/article/view/125 |
| タグ: |
タグ追加
タグなし, このレコードへの初めてのタグを付けませんか!
|
| 要約: | Education forms science and technology, intervening in an adjacent way the term being, person and man; The application of Tics has distorted these terms by the transition of the personality acquired through them; Originating the need for affectation in conscience and social reality. The binomial of learning must generate and support the culture to generate behavior, structuring the philosophical with the theoretical-practical by emanating the integral harmonious development of the man. Soft skills have been limited by tics, it creates a nexus that retakes a human pedagogy that considers emotions, capacity development and expansion of creativity, things relegated by the apps. Nowadays, the human being tends to hostile behaviors, losing the interrelation and emotiveness, giving rise to the influx of emotional intelligence; However, these perceptions are conditioned by contexts in technological networks, affecting subconscious, counteracting it with practices of Sugestopedia. Therefore, the new age in technology links a motivational deficit that deserves reinforcement of personality. ICTs are not above knowledge, hence the generation of best practicesthat consider a distributed cognition through constructivist learning, since social relations become increasingly complex, with influence and dependence Continuous, losing identity, value, affection and therefore direct involvement of the cognitive-emotional field. Thus, the high dynamism of modern life entails increasing requirements of quality of training, originating the reinforced transhumanism of interpersonal relations, as acondition of develop-ment of the student in this educational trajectory. |
|---|
