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...
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| פורמט: | Online |
| שפה: | spa |
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Universidad Autónoma de Tamaulipas
2019
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| גישה מקוונת: | https://educiencia.uat.edu.mx/index.php/Educiencia/article/view/125 |
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oai:educiencia_uat:article-125 |
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EDUCIENCIA |
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spa |
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Online |
| author |
Garza Puente, Diana Guadalupe |
| spellingShingle |
Garza Puente, Diana Guadalupe The humanist approach the education of the future |
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Garza Puente, Diana Guadalupe |
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Garza Puente, Diana Guadalupe |
| title |
The humanist approach the education of the future |
| title_short |
The humanist approach the education of the future |
| title_full |
The humanist approach the education of the future |
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The humanist approach the education of the future |
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The humanist approach the education of the future |
| title_sort |
humanist approach the education of the future |
| description |
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. |
| publisher |
Universidad Autónoma de Tamaulipas |
| publishDate |
2019 |
| url |
https://educiencia.uat.edu.mx/index.php/Educiencia/article/view/125 |
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1712116159238635520 |
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oai:educiencia_uat:article-1252021-03-08T18:09:01Z The humanist approach the education of the future Necesidad del enfoque humanista en la educación del futuro Garza Puente, Diana Guadalupe 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. La educación conforma ciencias y tecnología, interviniendo de manera adyacente el término ser, persona y hombre; la aplicación de Tics ha desvirtuado estos términos por la transición de la personalidad adquirida a través de ellas; originando la necesidad de afectación en conciencia y realidad social. El binomio de aprendizaje debe generar y apoyar la cultura para generar conducta, estructurando lo filosófico con lo teórico-práctico al emanar el desarrollo integral armónico del hombre. Las habilidades blandas han sido limitadas por tics, se origina un nexo que retome una pedagogía humana que considere emociones, desarrollo de capacidades y expansión de creatividad, cosas relegadas por las apps. Actualmente el ser hu-mano tiende a conductas hostiles, perdiendo la interrelación y emotividad, dando origen a la afluencia de inteligencia emocional; sin embargo, estas percepciones son condicionadas por contextos en redes tecnológicas, afectando subconsciente, contrarrestándolo con prácticas de sugestopedia. Por tanto, la nueva era en tecnologías vincula un déficit motivacional que amerita refuerzo de personalidad. Las Tics no están por encima del conocimiento, de ahí la generación de mejores prácticas que considere una cognición distribuida a través de un aprendizaje constructivista, ya que las relaciones sociales se vuelven cada vez más complejas, con influencia y dependencia continua, perdiendo identidad, valor, afectividad y por tanto afectación directa del ámbito cognitivo-emocional. Así pues, el alto dinamismo de la vida moderna conlleva requisitos cada vez mayores de calidad de formación, originando el transhumanismo reforzado de relaciones interpersonales, como condición de desarrollo del alumno en esta trayectoria educativa. Universidad Autónoma de Tamaulipas 2019-01-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://educiencia.uat.edu.mx/index.php/Educiencia/article/view/125 10.29059/educiencia.v4i1.125 EDUCIENCIA; Vol 4 No 1 (2019): January-June; 40-51 EDUCIENCIA; Vol. 4 Núm. 1 (2019): Enero-Junio; 40-51 2683-1791 spa https://educiencia.uat.edu.mx/index.php/Educiencia/article/view/125/88 https://educiencia.uat.edu.mx/index.php/Educiencia/article/view/125/91 |
