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oai:gredos.usal.es:10366/716932025-04-30T21:30:06Zcom_10366_143000com_10366_68678com_10366_4666com_10366_3823col_10366_143032

Puig Rovira, Josep Maria 2010-02-08T10:39:12Z 2010-02-08T10:39:12Z 1991-11-12 Teoría de la Educación. Revista Interuniversitaria, 3 (1991) 1130-3743 http://hdl.handle.net/10366/71693 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. spa https://creativecommons.org/licenses/by-nc-nd/3.0/ info:eu-repo/semantics/openAccess Attribution-NonCommercial-NoDerivs 3.0 Unported Educación Education Pensamiento, contemplación y acción en pedagogía info:eu-repo/semantics/article info:eu-repo/semantics/article