Knowing and being in the constructivist paradigm

Abstract

All learning theory is based on an interpretation of knowledge, which is, in turn, linked to a certain conception of "being". It will not be possible to truly assimilate any such theories if ignored or considered with due care, the ideas to meet and "being" that underlie it. Sc features of this constructivism, in contrast to the transmisionista theory of teaching and learning, predominantly in traditional pedagogy, is founded on the interpretation that knowing is a human activity in which, as quo known The man builds "being". Before all knowledge, things do not have a "being"; They are there, but no one knows what they are. The "being" quo is the subject of all knowledge, what the subject pursued through knowledge, not toes given beforehand, or you come from outside, but quo is an elaboration quo it performs through its activity cognitive, a content of their own conscience. So there is a certain paradox between ideas to meet and "being" that underlie the constructivism, whose reflection is proposed in order to gain a better understanding of this paradigm to find meaning beyond the pedagogy and didactics .