Snow Plow For Rc Cars

Education and Architecture 1

Synthesis: The Architect José Beingolea Del Carpio, give the digital copy of the Journal CIEN of July 1, 2010, interview with Dr. Carmen Germain-Palacios about the possibility of teaching and learning architecture. Then he moved the letter.

... (excerpt of the conversation between Socrates and Meno about the deductions made by an illiterate slave up to the formula square area ....)

SOCRATES: These thoughts were on it (the slave) or they were not?
MENON: they were ...
SOCRATES which is ignored both in himself true opinions on just as ignorant.
MENON: apparently ...
SOCRATES: And these opinions, they come to wake up, like a dream ....
"Meno or Virtue" PLATON

Architecture Can it be taught?

The edges of difficulty perceived by students and professional architects in the vicinity of this issue and the inability to understand such difficulties by those who have not participated (even as observers) in the experience of architectural (1) suggest highlight the intrinsic need for architecture-which is traditionally part of the family of the professions (2) - to be treated with discretion not only vocational and functional or Profesiographic. Large and very old university is the disquisition about reconciling the estimate as the human career field and the field itself Profesiographic purpose of structuring the training rationalities of curricula, to be the case that at present the territory of the former discussion is narrowed so much that in some academic circles until it comes dangerously near losing sight of the essential distinction between profession and vocation as well as meaning that this difference is related to vocational training frameworks (3).

This contemporary situation and its context of reference beyond the present essay, and therefore, focused on the topic at hand-rescue as the first point, the vocational dimension understood as essential feature corresponding to exercise and training of students in architecture.

What you learn and from where and how to learn the architectural? Born

participant observation, a critical-about features and complex internal processes that underlie the psychological dynamic of the student professional and architecture, is able to see certain matches, but mostly comes to discover significant dissonance between the way that - at the time of creative practice - are related discursive thought and plastic-symbolic thinking that certain psychological schools often called intelligence Space (4). Of old is known the difference in cognitive processing (thought) between the areas iconic plastic-rhythmic, and the inferential or hypothetical-deductive also called rational discourse, but in this particular case we refer to the special combination that arises between the two modes mainly to the complex challenges of development conceptual design. A closer look, you find that between two ways of thinking, there is a network of references on reality are essentially different from each other, but not excluding all of which in turn, calls into question the principles and forms of conventional learning as applicable or suitable to the case under observation. The eye sheds light on this question the very possibility of teaching something like architecture, is, among other things critical to the approach of teaching-learning scenarios. And we say "teaching something like ..." because without trying to address definitions, or even boundaries about essentially to the fact architectural reliefs only from close observation, the affiliation between the creative act (in this case architecture) and symbolic cognition (non-verbal) of the real (5), and certainly by itself with the artistic fact essential to its plastic-kinetic dimensions and also in the musical. (6) It raised the status of origin, we will discuss in installments in this publication the following issues: the right way to approach the subject, aptitude own network architecture, and finally the affective-emotional correlates of complex learning.

1. Initially interested or clear the appropriate ways to approach this topic, I'll leave it tentatively formulated:

- Is there a cognitive and attitudinal infrastructure that supports the identification, prioritization and dosing own learning content to the architecture? "And if it were, how does the interdisciplinary field between universes open architecture, philosophy and educational psychology can lead to a better insight of the subject?

- Is it possible to establish meaning between these broad codes of meaning?

Currently, the research methodology of human studies, acknowledges the need to approach certain phenomena through alternative procedures than those proposed by also called natural sciences (7). As we know the methods derived from and inspired by the scientist or factual position, are based on certain assumptions as the necessary repeatability and reversibility of the facts for better "control", the representativeness of the samples, on variables constructs and indicators, objectivity and externality of the researcher on the subject of study and the need to obtain records "measurable regularities" that are generalizable to universes represented by the sample under study. For his part, and if it is true that some human sciences schools make use of similar methods and techniques (8), increasingly today, humanist and scientific communities are in the need to develop more appropriate ways of approaching the nature of studying phenomena such as behavior, culture and learning and conventional methods, to come from another sphere of reality (9) and in its effort to obtain regularities tend to reduce distortions, poorer and getting to deny what is not enough to describe. Currently, cognitive psychology, perceptual and imagery, as well as studies of learning and human development potential in different cultural matrices also claim anthropology and social sciences better synergies and most acutely in the descriptions. No exception to this picture the situation of modern neuroscience and its relationship to health studies learning and homeostasis.

In this context the call appears in the SXX as a serious effort to provide ways to approach that respects the complexity of those planes and levels in which reality manifests itself in subtle ways (no tangible or quantifiable) to achieve levels of understanding would be no need to "dissect" the psychological or cultural reality. Behavioral traits, intelligence, learning, interests, feelings, human motivations and different cultural matrices belong among other things to the phenomena studied by the sciences, and it is necessary to emphasize that the qualitative research are addressed, fits and feeds directly into the transcendental philosophical thinking, being able to trace their roots far into the Western tradition. The territory of human consciousness, their properties, attributes and intentionality, are epistemological axis of reflection from the dawn of Western philosophy and is very significant to the topic at hand the contributions of transcendental philosophy from Husserl and further travel thought that the figures of Brentano, Heidegger, Max Shel, Merleau Ponty and Gadamer and Ricoeur in deepening and developing the phenomenological and hermeneutic phenomenology. Questions regarding the relationship between language and thought, thought and action, subjectivity and objectivity, space-time and self-knowledge, are worked from the perspectives offered by the philosophy of transcendental consciousness and the unfolding of interpretation, making contributions to unavoidable research methodology with concepts like epoché (temporary reduction focus and scope of the proposed perception) phenomenon and essence (noumenon), flat (true depth of focus), intentionality and focus, resonance, empathy, and inclusion subjective-objective (abolition of the classical epistemic dichotomy.) The concomitant contributions of hermeneutics and science of meaning (semiotics, semantics) and Orthodox knowledge about the universal archetypal symbolism (10), are completing the complex mosaic that can adequately address the manifestations of symbolic creativity in the analog contextualized case by cross-cutting aspects of space and livability. (11)

splits the delicate fabric of observation and trial as the topic suggests, is framed and on a phenomenological and interpretive framework to empower, in the case of this trial-the presentation of qualitative aspects which will approach the second report: higher cognitive domains and processes of the design space: the interior space of consciousness.

NOTES:

(1) The Experience of Architecture RASSMUSEN, Steen, Editorial Reverte
(2) Profesiographic talking some traditional careers such as architecture, medicine and education connote intrinsic need to comprehensively address the training aspects personnel with the proper academic and are designed to develop skills, abilities and mastery of certain information. This is not the case in other professions purely technical or expressly aimed at solving the problems emerging in contemporary societies. Also be added to the first two professions mentioned, the fact of being able to exercise independently.
See also the independence of the professions SEARA GONZALEZ Luis
(3) http://vocacionprofesional.tripod.com / www.upn011.edu.mx/publicaciones/.../0011.html
(4) The second half the XX century was marked by a tendency to explain the cognitive functions based on topological specialization precise anatomical reference ... In the last 10 years has taken up a more functional view of the subject, whose interior can be found theories of multiple intelligences and emotional intelligence, and more recently still, the modular operation of the mind, language and brain. Carruthers, Peter (2006-2010)
(5) L 'intuition de l'instant BACHELLARD, Gaston Gonthiers, 1966
(6) George Steiner, Real Presences, Ed
Destination 2007 (7) science facts and science ideas is a consistent approach in which thinkers such as Hegel and Wundt, but within science such as Dilthey made a distinction between the human sciences (commonly called human) and natural sciences. In any case this issue shows the difficulties of discrimination and understanding held between the epistemological and ontological levels of reality.
(8) Especially in statistical and possibly in the psychometric although many atingentes ...
(9) The discontinuous, measurable and adaptable to externally built models
(10) I refer particularly to works such as Eliade, Mircea and Durand, Gilbert
now can easily be investigated on the web to confirm the relationship with this interesting subject.
(11) www.monografias.com/trabajos78/glosario-educacion-artistica/glosario-educacion-artistica.shtml Debray, R. Vie et mort de l'image: une histoire du Regard in Occident. Paris: Gallimard, 1992.

Biography of Dr. Carmen Germain - Palacios
Psicopedagoga Seoane and researcher at CCSS. Educating for art and artist

1. Education:
Catholic University of Peru and Ecuador: Humanities. Doctoral of Philosophy Degree in Education, Educational Psychology.
Doctorate in Education.
Universidad Complutense de Madrid Spain, Educational Anthropology.
University of Texas at Austin, Post doctoral studies in Art Education & Studio Art

2. Work experience as a teacher, consultant and researcher: Teaching
teacher training and humanities professorships in Catholic Universities Peru and Ecuador, Universidad de Lima, Universidad Agraria La Molina National University of Engineering and other institutions. Driving
counseling programs and organizational development.
Research and consultancy in education-school education and professional qualification alternative to national and international level.
design and conduct of comprehensive development programs and teacher training for childcare workers and the street.
advice, consultancy and design educational programs for management of basic health and human development oriented rural children and adults. Integration of computer
Mastery intercultural bilingual education in Peru and Bolivia. Departments
psychoeducational higher education level

3. As a freelance, project development
education through art, creating synesthetic approach that integrates itself bioenergetically the universal language of music, dance, theater and visual arts.

4. Research, publications and professional presentations in the following areas: a.
Education, Culture, Self and Freedom:
b. Individual potential college students in the areas of emotional, affective, intuitional and physiotherapy
c. Priority Agenda in Adult Education. D.
Construction of Subjectivity and learning groups in contemporary Peru: diversity, turnover and marginality
e. Intercultural citizenship, power and socio-analysis