PERSONAL DEVELOPMENT

Personal Development

Personal Development

Question 1

The learning cycle of Kolb explains how to understand a problem by a single cognitive process. Cognition is important for awareness and learning. In the school context, cognition related to problem solving is more important if the people involved in the problematic situation are involved cognitive processes. Subjective experiences of the learner have shutters cognitive, emotional and social development that are linked with each other in a continuous process.

The learner must be actively present and aware of his interactions in the situation. Learning from experience is subjective, concrete, interactive and complex. The project methods Prosolv take account of all the subjectivity involved. Moreover, the subjective experiences are seen as a forum for learning with others. We learn by making ourselves visible to each other, creating spaces with an open mind to new perspectives (Armstrong, 1973, 137).

The civic education, commitment to society to eradicate injustice, daily analysis of the circumstances that show the consequences of uneven development and inequality, form a moral curriculum, spontaneous, which enters and exits, surely, with more or less frequently and focus on each of these issues, as ages of children or young people, regardless of the disciplinary fields or issues that develop.

The development of knowledge

The discoveries, technological advances, the news that show the development of technology or unique experiences that come notoriety, must have a place in the life of the school or university organisations. Can be analysed and recognised its value to show how these developments impact, modify, expand or rewrite the contents already selected. The vitality of a curriculum is expressed by the way it permeates the developments of science and technology perspectives (Armstrong, 1973, 150).

Building experience

In summary, different levels of the system can distinguish how the knowledge that we are more interesting, expressing the development of science and technology or that we refer to the most serious and complex problems of society curricular change proposals. In each case it is undeniable that document the added issues, approaches, the strategies, activities, or inclusion in the assessment, the curriculum builds lived and displays a document referred to practices testifies what happens in organisations.

Learning from experience will include comparison with other curricular experiences; recognise the value of lived experience and how it could incorporate cognitive processes, strategies or proposals for a curriculum to another. The construction of knowledge about teaching practices requires an analysis of these different practices, its consequences and meanings including those that develop spontaneously or outside the official curriculum. Both proposals make up and put back everything that happens in the organisation, including informal and spontaneous conversations with the aim of building an encyclopedia of the teaching staff.

Knowledge depends on the nature of the object and the manner and means used to play. So there is a perceptual knowledge (if the object is grasped by the senses), it is found in humans and animals, and rational knowledge, intellect, or intellectual, if for any reason is captured directly. We could cite a few examples: a book, sound, smell is captured ...