Monthly Archives: March 2013

Month: March 2013 Buenos Aries

The backbone of this new paradigm places emphasis on emotional literacy as fundamental aspect in the formation of the human being. Our fundamental premise: most of the problems are based on an emotional illiteracy, and as a result it is a question to reveal if the teachers questioned what place that are granted to the feelings and emotions in education? How they participate, intervene and are present, the emotions and the feelings in the educational process? What structures are mobilizing? How they hinder and help how? Is it true that they are left out when emotions are ignored? Can they understand and assimilate certain concepts, significantly regardless of emotions that arise in every human being? Or is it that the feelings are part of that understanding that, to be ignored, resulting in problems in assimilating them, in living together in the classroom and, above all, phenomena such as: violence, substance, challenging behaviors? When it comes to solving problems or intervene in specific situations is possible, desirable, advisable, ignore or exclude the emotional factors that interfere in all relational process? There are several angles from which this issue can be addressed. What is being proposed, in addition to the above questions are a series of statements that invite reflection and debate on the same. Some authors claim that feelings are a human dimension that not we cannot dispense with, if we want to promote a comprehensive development of the person. (Rogers 1992, Damasio 2005). Education includes the person in their bio-psycho-social and spiritual dimension that at its core is the affective dimension. However, this emotional core, has not considered in its full dimension, especially in the classroom contexts. Perhaps, because the elements conceptual, methodological and attitudinal, not are clear enough to be addressed appropriately, or perhaps by the resistance that this generates. Anyway, be for the reason that, as the approach in this direction is being totally necessary, pursuant to the phenomena that are living in schools. These are times of change and change deserves the revision of old paradigms, especially and in particular, with regard to education. Bibliography of inquiry Cordie, Anny. The retarded there, Buenos Aries Ed.

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Month: March 2013 Inquisition Language

The languages were enriched with all the contributions: the medieval copyists created the Spanish n. Before the current Inquisition of the language we must enrich it with a part of all intellectual effort. If nothing else the heart shreds the idea of reforming the orthography of the language purists (which not even conceive that language is a lively, transformative entity) and that not even conceive one of the large inheritances as culture is the power to transcend the spontaneous generation by the historic will and deep tradition. The spelling reform, would have been a good opportunity because this would open the minds of millions of people to the progress and the future, and it would have facilitated the integration of the Portuguese of Brazil and the Spanish of the Americas. Andres Bello (1781-1865) in its intellectual tasks thought such as facilitating the literacy of the millions of young illiterates in the Americas and in that task the inherited spelling of Spain would have to simplify it; should undergo a reform: today (as of 2009) are million lawyers and professionals who lack of the more minimal spelling trusting their newsrooms to the electronic proofreaders. Because poor guy that has spelling horrors. Sounds and letters should correspond; joins a phonological tradition of the language: to one sound, one letter. Prudent Bello made his proposal to the cultured community; the energetic Domingo Faustino Sarmiento (1811-1888), led to action reformed spelling in Chile in 1844 and won important victories in this field in other countries of the world. With the experiences of these two educators of America, Rodolfo Lenz (1863-1 Victor Manuel Nino Rangel, language comun05-07-2009Revisado06-09-2009 Bologna (Italy Blogs related the language in babies )) I going MOM! Day international disorders specific for the language editing Editing Digital for Dummies Blog Archive Los PROMPERU successfully held the second Thursday of the exporter in ‘Spanish Doctors’: Journal of English for doctors Lab John Dalton and color blindness The second South American country in competitive language laboratory is Chile / I think the political language of the Koran Abdennur Prado Stadium of the plateau more than 40 years later (the plain Stadium the second posthumous number 1 of Janis Joplin

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Month: March 2013 University Institute

Body relaxation exercises. For now, we’ll leave the goals concerning literacy as well as reflection. Area knowledge of self and personal autonomy objectives of the Curricular proposal: 1. identify own feelings, emotions, needs, or references, and be capable of call them, expressing them and communicate them to others, identifying and respecting, also those of the other 4. Increasingly more autonomous way, perform simple tasks to solve problems of everyday life and everyday activities. It increases their self-confidence and initiative. The proposed curriculum contents: Block body and self-image: incidiremos in the exploration of the body itself. Use of the senses: sensations and perceptions. Identification requirements, regulation and control. Identification and expression of feelings, emotions, experiences, themselves and others. Block activity and everyday life: initiatives and progressive autonomy in carrying out everyday tasks. Skills for interaction and collaboration to establish relations of affection with others. Area knowledge of the environment objectives of the Curricular proposal: 1. relate to others, more balanced and satisfactory, progressively internalized patterns of social behaviour and adjusting their behavior to them. The proposed curriculum contents: Block culture and life in society: fostering their sense of inclusion in their first social membership groups. Encourage interaction with their peers, with the mediation of an adult, using physical and verbal aid in the school context (classroom, recess) and your home. Progressive incorporation of patterns of behaviour. We have to take into account the types of aid (physical, Visual and verbal) as well as enhancers that students will need in carrying out the activities, in order to adequately develop the objectives and proposed contents, and start from the easiest to the most difficult. All with the overall approach of contributing to its development process and their quality of life.

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