The concept of aesthetic experience in the teaching of logics and in the training of instructors of mathematics
from the concept of rationality, the text discusses the need to have an epistemological shift in the teaching of logics as discussed by several authors, most notably Peirce (2010) and Barrena (2015), whose ideas consider the relationship between art and experience. In its aesth...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Instituto Tecnológico Metropolitano - ITM
2017-12-01
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| Series: | Trilogia |
| Subjects: | |
| Online Access: | https://revistas.itm.edu.co/index.php/trilogia/article/view/176/182 |
| Summary: | from the concept of rationality, the text discusses the need to have an epistemological shift in the teaching of logics as discussed by several authors, most notably Peirce (2010) and Barrena (2015), whose ideas consider the relationship between art and experience. In its aesthetic approach, the latter includes some branches of science such as logics, ethics, hermeneutics, literary studies, pedagogy, pragmatist education, and mathematics. This dialogicity of aesthetic experience is the starting point for the construction of a teaching strategy for 18 instructors in training of mathematics, who have been assigned to the Faculty of Education at the Universidad de Antioquia. The results show that they are drawn to aesthetics, since they see literature as a carrier of emotions and logic elements that allow them to imagine diverse teaching situations and prepare them for reading scientific texts. Thus,art and science train them for the research in the classroom. |
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| ISSN: | 2145-4426 2145-7778 |