apologies for the delay, we take the periodic publication of the book into chapters by Maria Stefania Dolcino Bolis "Beyond visual confirmation.
I take this opportunity to inform you that given the extremely positive outcome of the course on "Sttimolazioni baseline" will soon be scheduled during the second level and if there are other requests you can also repeat the first. CHAPTER FOUR
The importance of listening to themselves introspective investigation and reconstruction formal and spatial
"Learning is so inherent in man, it's almost involuntary" - says Jerome S. Bruner, and again: "It must be education if the one who learns and progresses." These two observations help me to introduce a new reflection.
I believe that education, especially education and to listen, is the link between observation, research, analysis and interpretation of reality, or "way of life" that reality.
The general perception - or rather the perception of global consciousness - is the first step toward deep introspection that considers "what you hear, not only in perception, but also a subtle level.
This focus, which may be innate, but that is almost always caused or at least developed at different levels, must be cultivated through education, to enable the achievement of full and harmonious development, which, consequently, will lead to creative thinking, and finally to the expression. Through it, the person can reach a standard of living intimately truly free, original and constructive.
Every human being is equipped with a heritage which must be properly oriented from an early age, to achieve awareness of their own way of being.
Here I would simply like to stress the vital importance that education, in bringing the individual to raise awareness of its own emotional and psychological identity, through listening to their inner being subjected to different stimuli, cognitive, environmental, cultural, emotional and relational. Of course, different ways of perception can give rise to different ways of interpreting reality.
This does not mean that reality is subjectivity in practice, it means that the same phenomenon may have more mental images, all conform to the object and all respondents to a certain truth of perception.
For example, I now try to build the description of two different mental images of the same object, the first time identifying with a sensory able-bodied child, who will work hard to tactile investigation after an initial visual assessment satisfactory, and the second time identifying with a blind child, who can assess the shape of an object, only
touching. The object I choose is a ball, or rather to be precise consider two yellow balls, identical to the eye but a hard rubber and foam, and a third ball of green foam.
Mental images of the two children will therefore be:
- yellow balls: yellow object ball, bounce, size
date - soft ball: spherical object, soft and springy, bouncy, date and size
as is evident, both are in accordance with the object and corresponding to different truth of perception of children.
Comparing two by two, before the two yellow balls and then the two soft balls, the two children give conflicting responses: the two yellow balls in fact the child will have an investigation of visual function, say that they are equal, while the tactile child who has operated a survey say that they are different. II will be contrary to the two soft balls, touch both of the same consistency, but the sight of a different color. But in the absence of light - that is forcing the two children to use the same sensory channels in the survey - you will agree responses. All things being equal cognitive, perceptual and attention, you will have very similar mental images, perhaps the same, and in different conditions have different mental images, because the condition is different from where you look at the reality
Listening to him understood as attention to their ability to receive and re-elaboration of the stimuli, it is not conditional, as we have seen, only the quality of sensory channels, but also depends on the quality of cognitive and psychomotor skills of the subject. We
already spoken at length about the bias of visual perception, and we have already explored the discourse on quality of reprocessing perceptual bias in cases of cognitive impairment. The failure is given in such cases, the inability to transform, without adequate mediation, the stimulus to a message that can improve the mental image and the overall observed reality. Here, the educator - the mediator - has the delicate task of identifying the "missing link", ie the type of channel or cognitive or sensory impairment, which is not activated, the process of assimilation of the concept of a learning or different, is orientated
to work so as to allow the access of young gradually and thoroughly to the next level of knowledge.
remember in this connection the case of David, a carrier of a genetic syndrome with features of mental deficiency. The boy, a lively and interested in a particular geometric-mathematical disciplines, had difficulty in spatial orientation and motor coordination, but learned a good skill with the symbolic content and seriation.
reaching the study of plane geometry, I found myself faced with the challenge to make him understand the difference between perimeter and area. A lanyard and meters were useless for him to understand the concept of perimeter, or earned exercises with colored paper and grid of the most simple to make him understand the concept of surface area. To no avail paste colored paper squares and triangles to highlight the area, or serve the same outline shapes with crayons or wire wool, to realize the concept of perimeter. For him, the two separate linear and shallow, adds nothing to what he perceived as triangle, square, hexagon: area and perimeter
were two words that correspond to the two formulas and nothing more. Knowing the difficulties of the boy, clumsy and disorganized in the movement, I considered that the same problem just nell'incompleta maturity of the body schema, and that he could not transfer into the deep, nor the form, called the consistency of the figures that, yes, could store, discriminating against the geometrical, but could not do in their body.
This is, however, for most of us, an almost unconscious mind, and only if we are obliged to clarify it, rationalizing.
I decided to conduct David, to use a different way of perception, enabling him to use the body as a receptor, excluding it to visual stimuli. Prepared tablets of varying geometric shape, - of course already known to him, "and suggested them to him, asking him to close his eyes and
to" guess "the form. He recognized them all. Then I proposed to put the blindfold over his eyes, made him choose a tablet, a square, and then I recommended to use one finger to make an 'experiment. He
do this with some embarrassment, then repeated it several times, slowly brought out of my hand, to dwell on a vertex, then the entire extension of one side, then another on top, until he concluded that there were four vertices and four sides. "This is the perimeter, David, thin, thin, you can tap with your finger." Removed the blindfold, he repeated the same operation on each picture and then wrote, almost without realizing it, the perimeter of the formula in his notebook "is equal to the perimeter side side side ...". So I gave him a bunch of stirrers invite him to compose a strange figure with a strange edge. Without hesitation, he did what I had requested and then patiently and with great joy, each rod measured and calculated the perimeter of the figure. A few days later we repeated the experiment using, for inspecting the figure, no more than a fingertip, but the open palm of the outstretched hand, caressing it, then, in confirmation, David placed the little square on his cheek. The area can be touched for lying. From that day the boy made no more confusion. He made the very concept, through an identification body, which had found its way through the channel tactile-kinesthetic.
It 's a difference between what I understand, in words, and I understand in fact, the concept is recorded as existing, but not as personal enrichment. The attitude of the learner is, despite the apparent attention, passive. Only staff can rework the proposal to transform learning into knowledge. If in the elaboration, discussion is followed unaa reasons why each learner to work in a certain way, here is that learning becomes active, the individual is forced to confront himself with his past experiences, with his new conquest and his cognitive limitations. So to make a first point on his way to learn and understand his way of links and content.
In the case of minorities, this step of quality learning, this approach to "listen", is even more important because it allows you to explicitly exploit the talents of the pupil, to gradually bring the conscious choice of means and methods of study that are more congenial.
adequate education in listening to him, therefore leads to an awareness of their own way of being through the consideration of their mode of reception and transfer of these images in mind. It leads to a maturity decoder, which needs to be undertaken and the attention to the reflection of his own arrangements for its implementation.
conclude my discussion with two other Ausbel thoughts and Bruner, "The learning is significant because it taught actively and dynamically transforms the subject's cognitive structure", "meaningful learning is powered by intrinsic reasons, that is inherent to its own activities."
will soon be published the fifth chapter.
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