University Pedagogy

From conditioned reflex to scientific thought

Miguel D'Addario, Elizabeth C. Peluso C.

• Publisher: Babelcube Inc.
• Year: 2021
• ISBN:
  9781071591857
• Topic: Education
• Subtopic: Higher Education

The evolution of real education can be reflected when it is no longer considered an object of social status and becomes the elementary component for the creation of analytical individuals and is transformed into an education with a creative, intelligent character, where learning is creative, fun and the knowledge is transmitted in an affective environment.
At present, pedagogy is the set of knowledge that is oriented towards education, understood as a phenomenon that intrinsically belongs to the human species, and that develops socially. Pedagogy, therefore, is an applied science with psychosocial characteristics that has education as its main study interest. In this aspect, the aforementioned discipline is so important that in all educational centers there should be a pedagogue or pedagogue who is not only in charge of supporting the work of teachers but also helps students who need it in certain areas.

1. University pedagogy

Pedagogy as a historical movement is said to originate in the second half of the 19th century. However, general pedagogy, combined with history, has among its missions that of trying a scheme that acts as a compass to guide educators in the labyrinth of pedagogical systems and techniques that furrow our time. Pedagogical thinking can be said to have started its development from the very dawn of humanity. In itself, it is nothing more than a consequence of its historical evolution, in correspondence with the need of the human being to transmit with efficiency and effectiveness to his fellow-men the experiences acquired and the information obtained in his daily confrontation with his natural and social environment. Over the years, pedagogy began to become more technical until it reached the specialized or rigorous university field. The pedagogical ideas advocate at this crucial moment in the history of the human being as a social entity for the separation about the intellectual formation and the development of the abilities and capacities that would have to be achieved in those men in which their main tasks are not were those of thinking, but those required for productive physical effort, such pedagogical ideas they had to insist enough to achieve in practice that the majority or all of the “great labor force” accepted this condition of inequality. It is with these conceptions that the so-called schools for the teaching of knowledge that were possessed until that moment for the exclusive use of select social classes arise, assigning the exploited classes, as the only way out of survival, the leading role of realization of physical labor. Therefore, learning is related intimately with social interaction. Much of human learning occurs through social mediation; that is, we learn from other people or through other people. Much of what we learn is also oriented towards interaction with others: language, which is our main means of communication with others, is eminently social. As social beings that we are, it is inevitable that our learning takes place in the context of interaction with other people. When people collaborate on a learning task, they exchange views, complement their ideas and solutions to problems, contrast them, select the best ideas, help each other, and provide feedback. If we review what we have discussed so far about the constructivism, we see that these ingredients are extremely important to learn. So collaborative learning plays a role as an enhancer of learning for everyone. Freire supports a humanist/ spiritualist pedagogy. Humanist because it focuses on a man all educational problems, the basic objective of which is humanization. Spiritualist because it places in the spirit the feeling that drives man to self-configure, makes the spiritual perceptible; what man speaks, writes, performs is an expression the objective of your spirit. Freire considers that all educational activity must be preceded by a reflection on man, what is he? What is he like? What for? Why? For whom? Against what? Against whom? In favor of what? In favor of whom? There is no neutral education. Critical thinking can be encouraged during lectures in many ways. Here we will consider three of them: the questions before, during, and at the end of the lesson, and the introduction of alternative views or periods of reflection on the assumptions of a topic. In summary, the nature of the university context demands the development of communication skills and interpersonal skills. Companies are looking for people with certain skills that allow them to work as a team, most of the time with professionals from different fields and, in transnational companies, with people from different countries, with different cultures and working styles. Very rarely will future professionals have to fulfill their tasks in isolation. It would seem, then, that participation in collaborative activities, from your university training, constitutes an important experience that will prepare you for the challenges of the world of work. Also, in the university context, there are different ways of teaching and learning using the collaborative scheme. To better understand its applications, model such as the conductivist or constructivist that are related to especially meaningful learning. Pedagogy is, therefore, the foundation of pedagogical practice, it is expresses knowledge about teaching and in this sense not every teacher is a pedagogue but one who gives reasons for his or her job, who builds his identity by articulating his work to pedagogy, who knows its history and therefore appropriates concepts, methods, notions, models, but who also applies and experiments to contribute to the pedagogy that is his knowledge. Hence, it is not enough to know the disciplines, but rather it is necessary to ask about their relevance for training and instructional purposes. "The teacher must know what he teaches and also how to teach it." For the pedagogical training of the teacher, this trend provides an object of reflection and research teaching that as a category calls from a network of relationships with language, values, science and culture, ethics, art, local culture, knowledge of the teachers, the knowledge of the students, the texts, and that opens a fertile field of research for the conceptualization, application and pedagogical experimentation. And it invites us to initiate works of historical reconstruction in education whose “pedagogy” has been diluted in local historiographies without any power to think about what “pedagogy” has existed in them. Pedagogy as a reconstructive discipline defines legitimate and illegitimate ways of teaching and furthermore recognizes that pedagogy is a knowledge that concerns above all the teacher insofar as it tries to make their knowledge explicit. It also allows us to recognize that there may be good teachers without pedagogical discourse since this would only be necessary when the practical mastery of the corresponding competence is incomplete or insufficient. In conclusion, it can be said that pedagogy has been an important contribution that has been made from cognitive psychology, the new epistemology, linguistics, and communicative ethics for the construction of a pedagogy. This approach, better known as "constructivism" allows, from its polysemy, multiple approaches to reconstruct the processes of knowledge and adapt the forms of teaching to them. This current of thought has had a valuable impact in our country to investigate mainly in the teaching of science and the processes of literacy and mathematics education. Constructivism is more an epistemological position with didactic consequences than a pedagogy, but from it, it is possible to build a field of knowledge that tracing the practices of teachers, their methods, learning processes, school knowledge, cognitive and affective development, axiological and aesthetic, allow the elaboration of alternative proposals for the improvement of teaching.

2. Educational pedagogy. Definition

The word pedagogy has its origin in ancient Greek paidogogy. This term was composed of Paidós ("child") and Gogía ("to lead" or "to carry"). Therefore, the concept referred to the slave who took children to school. At present, pedagogy is the set of knowledge that is oriented towards education, understood as a phenomenon that intrinsically belongs to the human species, and that develops socially. Pedagogy, therefore, is an applied science with psychosocial characteristics that has education as its main study interest. In this aspect, the aforementioned discipline is so important that in all educational centers there should be a pedagogue or pedagogue who is not only in charge of supporting the work of teachers but also helps students who need it in certain areas. More specifically, this figure has clearly defined functions in any school or institute, such as the following: school orientation and organization service, programming of specific methodologies, teacher advice, elaboration of specific therapies, study techniques, student diagnosis. It is important to highlight that pedagogy is nourished by contributions from various sciences and disciplines, such as anthropology, psychology, philosophy, medicine, and sociology. In any case, it should be noted that there are authors who argue that pedagogy is not a science, but rather an art or a type of knowledge. Many have been the pedagogues who throughout history have raised their theories about education, however, among all of the figures such as Paulo Freire stand out. This was an educator of Brazilian origin who has become a benchmark within this aforementioned science. Specifically, he established a series of twenty fundamental maxims in the field of Pedagogy from his point of view. We are referring, for example, to the fact that teaching always requires knowing how to listen, that we all always learn, or that studying is not a process by which ideas are consumed, but studying is creating precisely those ideas. However, along with this figure, it should be noted that of many other colleagues who, like him, have exposed their theories and visions about this science-based on education. This would be the case of Robert Gagné, Jürgen Habermas, or Iván Petrovich Pavlov. Pedagogy can be categorized according to various criteria. It is usually spoken of general pedagogy (linked to what is broader within the field of education) or of specific pedagogies (developed in different knowledge structures according to events perceived throughout history). It is important to distinguish between pedagogy as the science that studies education and didactics as the discipline or group of techniques that favor learning. Thus, it can be said that didactics is just a discipline that is part of a broader dimension such as pedagogy. Pedagogy has also been linked to andragogy, which is the discipline of education that is dedicated to training human beings permanently, in all stages of development according to their social and cultural experiences. The Sciences of Pedagogy are intertwined for the formation and improvement of an efficient education system throughout the world. Among its various sciences is Educational Psychology, which comes to the aid of the study of pedagogy and its effect on students as human beings to achieve lasting teaching-learning experiences. Among the various areas that educational psychology studies in this work, you will find a description of the contribution of educational psychology in the classification and implementation of teaching methods. Educational Psychology divides teaching methods into four logical methods:

• Inductive
• Deductive
• Analytical
• Synthetic

Also delimiting the most common strategies in each of these. This classification is extremely useful for the preparation, exercise, and evaluation of teaching-learning experiences. It is worth mentioning that this does not limit the teacher to use one of these exclusively, but rather to analyze the objectives to be achieved and to organize learning experiences to achieve meaningful and lasting learning.

Educational Psychology Theory

As its name suggests, educational psychology is an interdisciplinary science that is identified with two different, but interdependent, fields of study. On the one hand, the psychological sciences, and on the other, the educational sciences. The central nucleus between these two sciences is that which provides educational psychology with its constitutive scientific structure, which is shaped through the study of learning; as the psychological phenomenon that depends on the aptitudes, individual differences, and mental development, and also, as a fundamental factor of education, as a teaching objective or teacher-student relationship. Educational psychology deals with the learning processes of educational topics and the nature of interventions designed to enhance that learning. It is not so much a separate branch of psychology but rather a set of questions and concerns that psychologists with different backgrounds, different methods, and different perspectives on learning and development have been posed in different ways over the decades. However, educational psychology must be treated as an autonomous science, possessing its paradigms that range from the experimental study to the treatment of specifically educational problems that occur in the school environment. We can therefore point out that educational psychology deals with issues such as:

• The learning process and its constituent phenomena such as memory, forgetting, transfer, strategies and learning difficulties.
• The determinants of learning, based on the study of the characteristics of the knowing subject: cognitive, affective and personality dispositions that can influence learning outcomes; the teaching and development of thought, educational implications; and students with special needs.
• The educational interaction between teacher-student, student-student, teacher-student-educational context, as well as education in the family environment, the structure and process of the classroom as a group, and discipline and control in the class.
• The processes of instruction: psychological processes of instruction, instruction and development, objective of instruction, individualized teaching, psychoeducational evolution and the school process.

Later you will find a breakdown of the contributions of educational psychology in the development of educational methods and strategies according to the classification of psychologists Pienkevick and Diego González. In the development of educational psychology, three major trends within cognitive psychology have been essentially relevant. First, there has been a shift towards the study of increasingly complex cognitive behavioral forms, including those that are part of the school curriculum. Second, there has been a growing interest in the role of knowledge of human behavior, with efforts now directed to finding ways to represent the structure of knowledge and to discovering how knowledge is used in different ways of learning. As a natural consequence of this interest, the focus is now on meaningfulness and understanding as a normal part of the learning process. For the moment, educational psychology has been characterized as a highly descriptive science, which analyzes performance, but does not produce suggestions for improvement. Most educational psychologists aim to turn it into a descriptive science capable of guiding teaching processes as well as describing learning processes.

Components of a prescriptive approach to educational psychology

There are four components of a prescriptive theory of learning.

These are:

a. Description of the state of knowledge to be acquired.

b. Description of the initial state with which the student begins.

c. Specification of interventions that can help the student go from his initial state to the desired state.

d. Evaluation of results of specific and generalized learning.

Until now, educational and cognitive psychology has focused mainly on components (a) and (b). Most of the research has been devoted...

Table of contents

• Title Page
• Miguel D’Addario
• European community | 2021 | Index
• Foreword to the edition
• About the author
• 1. University pedagogy
• 2. Educational pedagogy. Definition
• 3. Multiple intelligences
• 4. Learning scale according to Robert Gagné
• 5. Fundamentals and didactic methods | for teaching
• 6. Planning the teaching process
• 7. Teaching methods
• 8. Study of teaching methods
• 9. Design and structure for the work of the university teacher
• 10. Creative and intelligent education
• Bibliography
• University Pedagogy
• Miguel D’Addario
• European community | 2021