martes, 28 de septiembre de 2010

Aula Esclava: ¿Dime Quién Eres?



Tres ecosistemas conceptuales estamos analizando en esta síntesis.

El primer artículo pegado en otro post anterior (abajo) sobre el trastorno del déficit de atención.

El segundo artículo sobre la juventud índiga. También pegado. Ambos son los primeros en una búsqueda en el buscador de la casa Google.

El tercero en principio va a ser un mega artículo. Esto es vamos a manejar en principio un conjunto más amplio. De varios artículos. La búsqueda en este caso ha sido: learning "classroom structure", buscando en principio conexiones entre el aprendizaje y la estructura física del aula.

De hecho hay algún artículo en esta tercera búsqueda sobre el déficit de atención. Esos son los puentes que nosotras queremos deseamos trazar. Sobre los puentes ya trazados aquí y allá. Y que Google nos muestra.

La diferencia entre estas tres búsquedas es que las dos primeras son sobre temas, memes, ya bastante trillados. Nuestra hipótesis es que el tercer tema, el aula esclava o no esclava, es un tema aún bastante virginal, a juzgar fenomenológicamente, por el estado global de la cuestión. Si observamos una abrumadora mayoría de aulas donde la estructura es esclava, eso significa que los intentos por cambiarlas, mejor dicho por ampliar las posibilidades manteniendo las anteriores, no han culminado aún en un cambio global significativo y sonado. Por ello nuestra hipótesis es que lo que ocurre en el aula esclava no ha sido descrito aún en términos científicos, físicos, biológicos, ecológicos, comunicacionales, sencillos, claros, y para terminar, evidentes.

Lo que vamos a comprobar en el estudio del tercer ecosistema conecptual, la tercera búsqueda, es en qué medida las investigaciones a las que hemos tenido acceso mediante esta tercera búsqueda, confluyen entre sí, y con nuestras propias investigaciones al respecto.


Haremos mapas conceptuales donde se reflejen los patrones del conocimiento en cada ecosistema. En el primero, segundo y tercero. Y los analizaremos y compararemos con ayuda de la alfa-beta-gamma diversidad, puestas precisamente así, entre guiones, para ya dejar claro nuestra intención inclusiva o inclusional, pues lo más interesante es ver el enriquecimiento mutuo, y colectivo (colectivización, como integración, del conocimiento, estoes, entre conceptos), que resulta de la fusión de las perspectivas que aparecen en cada nivel de los tres, cuando estos se van integrando paulatinamente.

Aplicaremos la ecología del paisaje (Naveh y Zimmerman) cuando hablan de enlaces, corredores y nodos. Conectividad, y circuitaje...


Al fín y al cabo las ideas, los qualias, o los memes, son especies, o tipos vitales, con los que nos relacionamos vitalmente, como seres vivos. Son herramientas, a fin de cuentas, y como son físicas, en cuanto a la construcción de nuevos campos neuronales, pues pueden ser estudiados con la misma tranquilidad y soltura que los biólogos o ecólogos, o geografos, estudian los seres vivos, las poblaciones, los paisajes, o los individuos. Son parte de nuestra vida. Cuando pensamos en ellas estamos gastando energía de los alimentos consumidos. Las ideas, pues, están anidadas en la biología, en nuestras células, de manera tan física y material, que es como si de golpe y porrazo, todo el idealismo se convirtiera, in artiulo mortis, en algo material, físico, cantante y sonante. El materialismo pasa a ser hipermaterialismo. Toda la psicología es engullida salvajemente por la biología. La zoología es depredada olímpicamente por la bacteriología. La sociología grita hacia la bacteriarización del conocimiento sociológico (humano). Los ciegos ven (con la ecolocación). Los taxistas de londres son megacefálicos y gpesenautas. Los autistas dejan de serlo en la naturaleza (que les había sido hurtada). Apocalipsis no es lo que parece. Sino todo lo contrario. Es desvelarse. Es quitarnos los velos de décadas de dominio inquietante de la psicología de masas del fascismo que los nativos digitales han hecho saltar por los aires. Los dueños, jovencícimos, de Google, la empresa más rica del mundo, cobran un dolar al día. Cocacola e IBM, entre otras grandes empresas, se apuntan al anarcocapitalismo. Por fín se han dado cuenta de que haciendo un edificio hortelano de 65 millones de euros, obtienen cada año cinco millones de euros en pimientos y hortalizas varias. ¿Será que por fín se están comiendo los pimientos los dos extremos antes irreconciliables de esta sociedad? El anarquismo, por fín venerado oficialmente por la academia de ciencias del banco de suecia, y que mereció el reciente premio nobel de economía, a Olstrom, que ha estudiado que sí que són eficientes los sistemas colectivamente autogestionados, en muchas partes del mundo, y además en medio de un ambiente capitalismo. Nace, o renace, así, lo que llamamos anarco-capitalismo... Shapó!




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  10. CiteULike: Effects of classroom structure on student achievement ...

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  1. YouTube - Learning Barge: classroom structure lift on June 13, 2009

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  2. Educational Environment and Classroom Structure

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  4. [DOC]

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  6. Education World ® Professional Development Center: Tools for Teaching

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  5. Teachers Network: How To: Adjust Your Teaching Style to Your ...

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  1. | The Dharma School | Classroom Structure

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  2. Inclusion Strategies You Can Use

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  3. Math Forum: Gail Englert: Math Classroom Structure

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  6. [DOC]

    Topic Summary

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    The analysis on Learning Motivation Process of Junior High School ...

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  9. Classroom Structure and Predictability

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  10. Intrinsic motivation and self-determination in human behavior - Google Books Result

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  1. Decision No. 14402

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    Open Space Learning Circle and Active Learning in English ...

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    Microsoft PowerPoint - PBS Classroom Structure

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    1 Christina Carleton ENGL 400 October 30, 2004 Collaborative ...

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  6. mcom520 - Ideal Classroom

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