Feelings and learning

Some authors consider that when thoughts are registered on the basis of certain feelings, at first, details aren’t taken into account but later they are located in locations of the brain, which means, in different neuronal areas of the central nervous subsystem that function as a network, in order to shape or build parts of entities or patterns organized according to meaning by the student.

Then the individual builds, as a result of his/her superior nervous activity, cognitive structures and patterns of the objective reality, of the knowledge acquired from different features of that reality; so when faced with solving a specific issue, thanks to his/her ability to think critically, he/she compares possible patterns and comes up with a solution for the situation at hand.

Likewise, others consider that thought is where learning occurs, that isn’t nothing but the consequence of the action of a collection of mechanisms the organism puts in motion in order to adapt to its environment and that it permanently evolves. The individual assimilates first and then arranges what was assimilated.

It’s as if the organisms would explore the environment, take some of its parts, change them and later fit them into the existence of mental assimilation schemes or actions that had taken place in the past, concepts learnt beforehand which build mental schemes that enable the learning of other concepts and development of new schemes.

In turn, through these arrangements, the organism changes its own structure, mostly regarding the central nervous system, in order to adapt properly to the nature of the new aspects of the objective reality to be learnt. This is Jean Piaget’s concept of learning within a genetic psychology framework.

Currently in Didactics, there’s enough systematization, regarding its categories, which has caused failure, in some cases, to provide teachers with a theoretical and methodological approach to guide their daily tasks.

A current definition of Didactics should acknowledge its contribution to a scientific theory of teaching and learning, based on laws and principles; the bridge between instruction and education; the importance of an comprehensive diagnosis, the role of activity, communication and socialization within the process; its holistic approach on the unity of cognition, emotions and will power which prepare a human being for life and the reaction to specific social and historical conditions.

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