TALKING ABOUT REFLEXIVE AND DEDUCTIVE LEARNING

TALKING ABOUT REFLEXIVE AND DEDUCTIVE LEARNING

BY

OMAR GARCIA

IN THE INDUCTIVE LEARNING MODEL, AS SUGGESTED THE OWN NAME, INTEREST THAT THE STUDENTS ESTABLISH INTERRELATIONS AND INTERCONNECTIONS AND REFLECT ON THEIR OWN KNOWLEDGE. THUS, FOR EXAMPLE, THE STUDENTS START FROM THE OBSERVATION AND ANALYSIS OF A CERTAIN CHARACTERISTIC OF THE LANGUAGE, ARRIVING AT THE FORMULATION OF A RULE THAT EXPLAINS IT. IN THAT WAY, PART OF THE CONCRETE AND OBSERVABLE TO THE GENERAL AND ABSTRACT. ACTIVE STUDENT INVOLVEMENT IS REQUIRED, SINCE IT IS NOT THE ASSIMILATION OF ANY INFORMATION, BUT IT IS LOOKING FOR THE DEVELOPMENT OF ITS REFLECTIVE CAPACITY. IN WHAT IS REFERRED TO THE INDUCTIVE TEACHING, THE STUDENT IS EXPECTED TO INVOLVE IN THE PROCESS, INVOLVE AND PARTICIPATE. IN THAT WAY, TO FACILITATE INDUCTIVE TEACHING, THE TEACHER AND THE MATERIALS EMPLOYED ARE GUIDED SO THAT THE STUDENT REFLECTS CONSCIOUSLY ABOUT THEIR FUNCTIONING, CHECKING IF THEIR ASSUMPTIONS ARE SUCCESSFUL OR NOT AND, IF THEY ARE, APPLY. THIS FORM IS AGAINST DEDUCTIVE LEARNING, IN WHICH THE APPRENTICE PART OF THE UNDERSTANDING OF THE RULE THAT EXPLAINS A CHARACTERISTIC OF THE LANGUAGE, OBSERVES ITS OPERATION BY EXAMPLES AND REACHES ITS PRACTICE SUBSEQUENT. SO, PART OF THE GENERAL AND ABSTRACT AND ARRIVE TO THE CONCRETE. HOWEVER, ALTHOUGH THE TWO WAYS OF LEARNING ARE COEXISTED, IT HAS BEEN NOTED THAT AS OF THE YEARS 80 THEY HAVE GAINED OUT THE INDUCTIVE LEARNING, DUE TO THEIR CONTRIBUTIONS TO THE DEVELOPMENT OF THE LINGUISTIC CONSCIOUSNESS OF THE APPRENTICE. TAKING INTO ACCOUNT THIS PARTICULARITY, IT IS POSSIBLE TO DEDUCT, THAT THE INDUCTIVE METHOD WILL BE THE CORNERSTONE OF OUR EDUCATIONAL FUTURE AND THEREFORE SHOULD BE APPLIED MORE AND MORE FREQUENTLY IN OUR CLASSROOMS, OUR SCHOOLS AND IN OUR EDUCATIONAL SYSTEMS.