On learning and teaching
Autor(a) principal: | |
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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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7160 |
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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 |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10314/2475 http://hdl.handle.net/10314/2475 |
url |
http://hdl.handle.net/10314/2475 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
2029-9737 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799136912375545856 |