The current times call for reforms in educational processes. The Covid-19 pandemic had an unforeseen impact on the educational system in all countries. This need for change requires new pedagogies and new methods for teaching and learning. Understanding the need for change is essential for the formulation of adaptive proposals, as well as for the generation of training activities to complement the teaching curriculum. New educational practices lead to a vision of educational quality, with new approaches that allow the continuous (...) integration of knowledge and permanent interaction with the student. This paper presents an analysis of the new teaching methodologies in times of confinement due to the pandemic caused by Covid-19. Keywords: Teaching methodologies, educational system, learning process. References [1]É. Tremblay-Wragg, C. Raby, L. Ménard y I. Plante, «El uso de estrategias didácticas diversificadas por cuatro profesores universitarios: ¿qué contribución a la motivación de aprendizaje de sus alumnos?,» Docencia en educación superior, vol. 26, nº 21, 2021. [2]L. Czerniewicz, R. Mogliacci, S. Walji, A. Cliff, B. Swinnerton y N. Morris, «Enseñanza y aprendizaje académico en el nexo: desagregación, mercantilización y digitalización en la educación superior,» Teaching in Higher Education, vol. 26, nº 2021, p. 16, 2021. [3]S. Dogan y A. Adam, «Aumentar el efecto del desarrollo profesional en la instrucción efectiva a través de comunidades profesionales,» Docentes y docencia: teoría y práctica, vol. 26, nº 3-4, pp. 326-349, 2020. [4]I. M. Torres Salas, «La enseñanza tradicional de las ciencias versus las nuevas tendencias educativas,» Educare, vol. 14, nº 1, pp. 131-142, 2010. [5]B. Fabio, J. Antonio Palomino y J. González Henríquez, «Evaluación y contraste de los métodos de enseñanza tradicional y lúdico,» Revista de Educación física y deportes, vol. 13, nº 94, pp. 29-36, 2008. [6]Y. Benítez y C. Mora, «Enseñanza tradicional vs aprendizaje activo,» Revista Cubana de Física, vol. 27, nº 2A, pp. 175-179, 2010. [7]P. Morales Bueno y V. Landa Fitzgerald, «Aprendizaje basado en problemas,» Theoria, vol. 13, nº 1, pp. 145-157, 2004. [8]R. Gil-Galván, I. Martín-Espinosa y F. Gil-Galván, «University student perceptions of competences acquired through problem-based learning,» Educación XXI, vol. 24, nº 1, pp. 271-295, 2020. [9]E. Ortiz Cermeño, «El aprendizaje basado en problemas,» Perfiles Educativos, vol. 41, nº 164, pp. 208-213, 2019. [10]E. Araos-Baeriswyl, C. Moll-Manzur, Á. Paredes y J. Landeros, «Aprendizaje invertido: un enfoque pedagógico en tiempos de pandemia,» Rev. Atención Primaria, vol. 53, nº 1, p. 117, 2021. [11]V. León-Carrascosa, M. Belando-Montoro y S. Sánchez-Serrano, «Design and validation of a questionnaire to evaluate the service-learning methodology,» Rev.Estudios sobre educación, vol. 39, nº 1, pp. 247-266, 2020. [12]J. Collado-Ruano, M. Ojeda, M. Malo y D. Amino, «Educación, arte e interculturalidad: El cine documental como lenguaje comunicativo y tecnología innovadora para el aprendizaje de la metodología I + D + I,» Rev. Texto livre, vol. 13, nº 3, pp. 376-393, 2020. [13]P. M. Bueno y V. Landa Fitzgerald, «Aprendizaje basado en problemas,» Theoria, vol. 13, nº 1, pp. 145-157, 2004. [14]J. A. Martí, M. Heydrich, M. Rojas y A. Hernández, «Aprendizaje basado en proyectos: Una experiencia de innovación docente,» Universidad EAFIT, vol. 46, nº 158, pp. 11-21, 2010. [15]L. Rojas y N. M. Jaimes, «Canvas LMS y el trabajo colaborativo como metodología de aprendizaje en entornos virtuales,» de Congreso Ibérico de Sistemas y Tecnologías de la Información, CISTI, Bogotá, Colombia, 2020. [16]B. Bordel y P. Mareca, «Results and Trends in educational MOOCs in the engineering area with MIRIADAX platform. A case study,» de 15th Iberian Conference on Information Systems and Technologies, CISTI 2020; Seville; Sevilla, España, 2020. [17]K. Vermeir y G. Kelchtermans, «Innovative practice as interpretative negotiation.A case-study on the kamishibai in Kindergarten.,» Teachers and Teaching: Theory and Practice, vol. 26, nº 3-4, pp. 248-263, 2020. [18]B. Tucker, «The Flipped Classroom: Online instruction at home frees class time for learning,» Education Next, vol. 1, nº 1, pp. 82-84, 2012. [19]M. V. Ledo, N. R. Michelena, N. N. Cao, I. d. R. M. Suárez y M. N. Vialart Vidal, « Aula invertida, nueva estrategia didáctica,» Educación Médica Superior, vol. 30, nº 3, pp. 678-688, 2016. [20]Metodologías activas por medio de las TIC, [Online]. Available: https://www.campuseducacion.com/blog/recursos/articulos-campuseducacion metodologias-activas-por-medio-de-las-tic/?cn-reloaded=1. [Last access: February 14, 2021]. (shrink)
Монография представляет собой исследование философских взглядов одного из представителей второй половины XIX века, мыслителя, публициста, литературного критика, переводчика, издателя, Н. Н. Страхова.
Монография представляет собой исследование философских взглядов одного из представителей второй половины XIX века, мыслителя, публициста, литературного критика, переводчика, издателя, Н. Н. Страхова.
Монография посвящена анализу и описанию феномена актуального членения предложения как текстовой и как языковой реальности. Подробно на примерах описывается комплекс языковых средств ремовыделения в португальском и русском языках.
CHAPTER I Introduction The history of mankind can boast not only of its times of fame and glory but also of quieter times with a different kind of heroism. ...
Hegel's Science of Logic is a unique intellectual center of the philosopher's development. In a sense everything that he had done previously was used in his search for a logical principle and in shaping a system of logic and everything he wrote later brought out the theoretical elements that it implicitly contained.
Fonvizin's Mitrofanushka discussed the word "door" in roughly the following way: the word is an adjective as long as and insofar as the object it designates is applied in some task and works well. But when the mentioned door is present to his mind's eye only in its essential potentiality, only in itself, and has not been applied yet in some task, then Mitrofanushka defines such a door as a substantive noun. He makes it clear: "this door is for the (...) time being a substantive.". (shrink)
It is well known that the largest philosophers differently explain the origin of mathematics. This question was investigated in antiquity, a substantial and decisive role in this respect was played by the Platonic doctrine. Therefore, discussing this issue the problem of interaction of philosophy and mathematics in the teachings of Plato should be taken into consideration. Many mathematicians believe that abstract mathematical objects belong in a certain sense to the world of ideas and that consistency of objects and theories really (...) describes mathematical reality, as Plato quite clearly expressed his views on math, according to which mathematical concepts objectively exist as distinct entities between the world of ideas and the world of material things. In the context of foundations of mathematics, so called ‘Gödel’s Platonism‘ is of particular interest. It is shown in the article how Platonic objectification of mathematical concepts contributes to the development of modern mathematics by revealing philosophical understanding of the nature of abstraction. To substantiate his point of view, the author draws the works of contemporary experts in the field of philosophy of mathematics. (shrink)
Purpose. The purpose of the article is to understand the issue of gender strategies of political leadership. Theoretical basis. The works of Ukrainian and foreign scholars helped to find out the specifics of male and female leadership. The article applied the latest methodology of androgyny-analysis. According to this methodology, sex has not only a biological, psychological and social, but also an existential dimension. So, the existential dimension of gender is soulfulness as an existential femininity and spirituality as an existential masculinity. (...) These two beginnings may conflict and may be in harmony. Depending on this, we have constructive or destructive strategies for the development of both the personality and the relations between individuals. Constructiveness here means not only gender equality, but also gender partnership. Originality. In the context of modern gender anthropology and androgyny-analysis, it is found that as a result of the implementation of the strategy of existential sexism and existential hermaphroditism, political leadership becomes authoritarian, and sometimes also totalitarian, while the strategy of androgynism associated with gender partnership gives rise to constructive political leadership. Conclusions. Androgynous personality of a political leader, which balances the existential and psychological qualities of men and women, is able to reform the society and change the country for better. (shrink)
In his book A History of the Culture of the Modern Period, the eminent scholar Egon Friedell wrote concerning Descartes's influence in seven-teenth-century France that all the efforts of the great philosopher's critics notwithstanding, "his school inexorably extended its influence not only through the ‘occasionalists,’ as his closest disciples and followers in philosophy were called, and through the remarkable logic of the Port-Royal school The Art of Thinking and Boileau's tone-setting work The Poetic Art: rather, all of France, headed by (...) the "Sun King," who at one time had banned Descartes's works, became his school. The state, economy, theater, architecture, religious affairs, strategy, and the art of gardening all became Cartesian. Descartes reigned unrestricted, as a sovereign, in all things: in tragedy, where the passions struggled with one another; in comedy, where algebraic formulas were devised for human characters; in the area around Versailles, dominated by the abstract symmetry of gardens; in the analytic methods for waging war and running the economy; and in the so to speak deductive ritual of hairstyles and manners, dances and genteel conversation. One can even say that to this day every Frenchman is a born Cartesian.". (shrink)
It was proved by Odintsov and Pearce that the logic is a deductive base for paraconsistent answer set semantics of logic programs with two kinds of negation. Here we describe the lattice of logics extending, characterise these logics via classes of -models, and prove that none of the proper extensions of is a deductive base for PAS.
