Pensamiento, contemplación y acción en pedagogía

Abstract

This article attempts, in the first place, to draw a map of the different cognitive processes in the production of Pedagogical knowledge. To do this, distinctions are made between thinking, contemplation and action and then the different strategies of production of knowledge, characteristic of each of these cognitive activities, are analysed: myth, philosophy, science and dialect with respect to contemplation; seeing, looking, observing, experimenting and simulating with respect to contemplation; and spontaneous, reflexive, technological and comunicative action with respect to practical action. Finally, it is intended, in addition to deepening the essential interrelation between the different cognitive processes, to not exclude any of the aforementioned strategies and their use in function of the singular necessities in the process of the production of Pedagogical knowledge.