PARADIGMS IN EDUCATION

PARADIGMS IN EDUCATION

The professional educator may approach the reality of education from different perspectives and using different models of research, collecting information through a variety of techniques. This diversity is due to the different views and ways of interpreting social reality based on the different responses that can occur in the different answers to the questions can be raised from the ontological and epistemological dimensions and from different conceptions of human nature. Currently within the educational field are handled four paradigms that are considered still in force in accordance with its theoretical foundations, these are: PARADIGM BEHAVIORAL, SOCIAL historical paradigm, the cognitive paradigm and the constructivist paradigm that is described in detail below:

BEHAVIORAL PARADIGM: The study of learning should focus on observable and measurable phenomena. Its foundations speak of learning from a relationship "stimulus - response

The greatest legacy of behaviorism is scientific contributions  human behavior, in their efforts to solve problems related to human behavior and treatment of behavior models

The principles of behavioral ideas can be successfully applied  in the acquisition of rote knowledge, which represent primary levels of understanding such as learning from world capitals and multiplication tables

Behavioral principles also can be used effectively in training adults for certain jobs, where the groom "stimulus-response" is useful and even essential, for example, preparing to train drivers or pilots in an airline to face an emergency situation, in which the speed of response which is one of the requirements for success and carries a stimulus-response training.

COGNITIVE PARADIGM:

Contributes to accurate knowledge of some essential learning skills such as attention, memory and reasoning.

Recognizes the importance of how people organize, filter, code, categorize, and evaluate the information and how these tools, structures or mental schemas are used to access and interpret reality. , In conclusion, cognitive theory states that: "learning" is the synthesis of form and content received by the perceptions, which act as on personal and individual, and that in turn are influenced by their background, individual attitudes and motivations. Learning through cognositivista vision is much more than just observable change in behavior.

PARADIGM SOCIAL HISTORY: In it, the individual is not the only variable in learning. His personal history, social class and consequently their social, their historical era, the tools at its disposal, are variables that learning not only support but are an integral part of it.

Constructivist paradigm, argues that learning is essentially active. A person who learns something new, it will implement their previous experiences and their own mental structures. every new information is assimilated and deposited in a network of knowledge and experience that already exists on the subject, as a result we can say that learning is not passive or objective, however is a subjective process that each person is constantly changing the light of their experiences.

Once cleared each of the paradigms and the development of these in the classroom retake a prime example very graphic film showing how the choir teacher must correct methods of learning and making a real pattern in the knowledge of students driving different situations with great agility andcreativity, making your class interesting and attractive for children and a lot of interaction in which the teacher teaches and learns from his students leaving their mark in this school.

To conclude, I would post a question from my point of view is central to what we are studying this.

The teacher

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