On learning and teaching

Detalhes bibliográficos
Autor(a) principal: Reis, Carlos
Data de Publicação: 2013
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10314/2475
Resumo: In this paper, a reflection on teaching and learning is undertaken considering two opposite perspectives that usually show up when debates about education are triggered: cognitivism and constructivism. The later constitute two frameworks that oppose transmission to guidance, explanation to motivation, memory to understanding, effort to play and so forth. We seek to demonstrate that the referred elements are all as well important and part of the educative equation. Hence we propose that educational issues should be addressed by an antinomical approach in order to avoid and surpass the reductionist mode that drives education to unilateral, lopsided or reductionist perspectives and practices.
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spelling On learning and teachingEducationPhilosophyLearningTeachingAntinomical approachIn this paper, a reflection on teaching and learning is undertaken considering two opposite perspectives that usually show up when debates about education are triggered: cognitivism and constructivism. The later constitute two frameworks that oppose transmission to guidance, explanation to motivation, memory to understanding, effort to play and so forth. We seek to demonstrate that the referred elements are all as well important and part of the educative equation. Hence we propose that educational issues should be addressed by an antinomical approach in order to avoid and surpass the reductionist mode that drives education to unilateral, lopsided or reductionist perspectives and practices.2013-01-01T00:00:00Z2016-07-25info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttp://hdl.handle.net/10314/2475http://hdl.handle.net/10314/2475eng2029-9737Reis, Carlosinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-14T02:55:25Zoai:bdigital.ipg.pt:10314/2475Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:42:03.853864Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv On learning and teaching
title On learning and teaching
spellingShingle On learning and teaching
Reis, Carlos
Education
Philosophy
Learning
Teaching
Antinomical approach
title_short On learning and teaching
title_full On learning and teaching
title_fullStr On learning and teaching
title_full_unstemmed On learning and teaching
title_sort On learning and teaching
author Reis, Carlos
author_facet Reis, Carlos
author_role author
dc.contributor.author.fl_str_mv Reis, Carlos
dc.subject.por.fl_str_mv Education
Philosophy
Learning
Teaching
Antinomical approach
topic Education
Philosophy
Learning
Teaching
Antinomical approach
description In this paper, a reflection on teaching and learning is undertaken considering two opposite perspectives that usually show up when debates about education are triggered: cognitivism and constructivism. The later constitute two frameworks that oppose transmission to guidance, explanation to motivation, memory to understanding, effort to play and so forth. We seek to demonstrate that the referred elements are all as well important and part of the educative equation. Hence we propose that educational issues should be addressed by an antinomical approach in order to avoid and surpass the reductionist mode that drives education to unilateral, lopsided or reductionist perspectives and practices.
publishDate 2013
dc.date.none.fl_str_mv 2013-01-01T00:00:00Z
2016-07-25
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv http://hdl.handle.net/10314/2475
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url http://hdl.handle.net/10314/2475
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 2029-9737
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