Earth and freedom.

Earth and freedom. 

The first and last reason for his rebellion. 

The earth is the mother that maintains and takes care of us. 

The earth is the origin and destiny. 

It is the mother who keeps the mystery of time. 

is the one that transforms the dead woman into life, 

the eternal house of the ancestors, 

the mystery of time 

nourishes, maintains, provides, shelters, secures, regenerates, 

comfort ...

https://www.youtube.com/watch?v=CSqpQJWrfmc Realización: Mario Diez de Urdanivia Investigación: Edgar Rojano García Año: 1999

Justo Sierra main contributions:

The one on the Education of women, patent of the female labor schools,

Sierra's words: "The inferiority of women is a legend that has ended a long time ago".

The Proclaimed Laws

Law of Primary Education of 1908

Article 1 "The official primary schools will be essentially educational, the instruction will be considered only as a means of education"

The aim is to integrate the Mexican and the liberal and progressive man of Mexico, starting by developing in his students the love, the Mexican homeland, the fidelity to his intrusions and the enthusiastic consecration to the company of the progress of the Nation and the improvement of their habitants

The Primara School is mentioned Neutral of any religion, because as Justo Sierra states "There is no conflict between science and religion and in this we do nothing but conform ourselves to what the church does everywhere: in its schools, in its universities , in which they teach entire science without sparing any of its truths without omitting any demonstration. "

Compulsory education is reflected as one of the roughest issues pronouncing it is dead letter.

PATHOLOGIES OF DEVELOPMENT, (NEUROPEDIATRIA AND NEUROLOGY OF DEVELOPMENT)

1. Development includes the totality of processes that lead to the development of the organism, as a function of time.

2. Maturation is governed by the set of genetically determined processes and therefore has an inexorable course

3. What we call maturation, comprises the growth that is the quantitative increase, but also involves certain qualitative changes that can be noticed in different individual areas.

4. Learning depends on the interaction of the organism with its environment and leads to successive reorganizations of behavior.

5. The set of factors of the environment that gravitate on the individual includes not only the nutritional and social aspects but also the cultural, emotional and quantity and quality of stimuli in general on the subject.

6. Simple maturational delays are expressed in a delay in the achievement of certain maturational goals that according to the known chronological estimates can be expected at a certain age.

7. The injuries of the left cerebral hemisphere give alterations to the language.

8. Lateness is the name of the phenomenon whereby an organism with even organs carrying out certain afferent or efferent activities is done better with one side than with another.

9. Dominance is a phenomenon of the central nervous system (cerebral hemispheres), whereby a hemisphere plays the main role in the coordination of a special function.

10. The most complex tests that are difficult to come close to the reality, damage and need that the child lives in the process of maturation and learning.

[1] https://cerebroydesarrollo.com/neuropediatria/

http://www.scielo.org.ar/scielo.php?script=sci_arttext&pid=S0025-76802007000700001

http://www.uco.es/informacion/webs/fundacioncastilla/documentos/archivos/formacion-residentes/residentes-2011-2012/tgd-neuropediatria.pdf

WHEN THE INTELLIGENT IS FOOLISH

Daniel Goleman (1995), presents the facets on intelligence and emotions, an indispensable and indisputable factor to achieve success in life, in reading you can discover the following points:

The IC contributes approximately 20% to the factors that determine success in life, with which 80% remains for other forces.

 The brightest people can sink into the dangers of unbridled passions and countless impulses. People with high IQ can be incredibly bad pilots of their private lives.

Academic intelligence has little to do with emotional life

"For the most part, the place one definitely occupies in society is determined by factors unrelated to IQ from social class to luck."

Other characteristics: of the emotional intelligence are the skills such as:

v Being able to motivate and persist in the face of disappointments

v Control the momentum and delay the regular gratification of humor

v Prevent disorders from decreasing

v The ability to think,

v The ability to show

v The capacity for empathy

v The ability to harbor hopes.

"The skills of childhood like being able to face disappointments, control emotions and get along with other people, were the ones that made the biggest difference."

2 of the 8 intelligences:

Interpersonal Intelligence is the ability to understand others that motivates them as they operate as they work cooperatively with them, sellers, politicians, teachers, clinicians and successful religious leaders are likely to be individuals with a high degree of interpersonal intelligence,

Intrapersonal Intelligence is a correlative capacity turned inward. It is the ability to form a precise and realistic model of oneself and be able to use that model to operate effectively in life.

Personal or emotional intelligence is divided into 5:

1. Recognize emotions of others

2. Manage relationships

3. Know your own emotions

4. The motivation itself

5. Handles emotions

CHARACTERISTICS OF READING AND TYPES OF READERS IN A MEXICAN SCHOOL EDUCATION

1. The lack of attention to the needs of special learning and the economic situation of the educated could be the main causes of school dropout.

2. The learning process of reading can be affected by various factors, such as lack of sensory integrity, unlimited intellectual capacity, cultural deprivation, lack of motivation, emotional instability, inadequate teaching, brain damage and specific problems of learning.

3. The management of a traditional and rigid methodology, which does not stimulate visual and auditory memory, could block the development of children with special educational needs.

4. The economic environment and the results of the standardized tests show that the child with less access to regular books and communication, with greater difficulty, manages a more fluid and coherent vocabulary and writing.

5. There are three types of laterality.  

1 constant  

2 mixed

3 dexterity or manual left-handedness.

6. Students with special educational needs are shunned from the programs due to lack of suitable methodologies of the teachers. 

7. In rural communities the child with special educational needs is a burden on the community in general.

"Diagnosis Attention deficit with hyperactivity formal printer"

To diagnose, Attention Deficit Disorder (ADD), you can use a San Buenaventura questionnaire, The diagnosis of a specialist, such as a psychologist, could consist of 6 steps such as the following: Interview with the adults in charge of the child.

1. An evaluation of cognitive functions.

2. A general interview of the child's medical and neurological status.

3. An evaluation of the child's academic logical abilities.

4. The use of scriptures addressed to the TDA for parents and teachers.

5. School reports.

To show more clearly any of the tests can be divided into two types: • Berkeley Questionnaire for Home situations • Questionnaire for situations in the School.

It is also very helpful to use a scale to assess the IQ, and assess the learning problems, each of them directly influences the students of ADD, pus manifest being inside or outside a context of interest.

For each educational level, Preschool, Primary and Secondary, Higher and higher media, specialized tests are used according to the cognitive level of the students.

THE PHILOSOPHICAL CURRENTS "THE ORIGIN AND ESSENCE OF KNOWLEDGE".

THE PHILOSOPHICAL CURRENTS

"THE ORIGIN AND ESSENCE OF KNOWLEDGE".

PHILOSOPHICAL CURRENTS	THE ORIGIN OF KNOWLEDGE	ESSENCE OF KNOWLEDGE	FOUNDERS
RATIONALISM	When knowledge is logically necessary and universally valid.	When a thing has to be, as it is, and it could not be otherwise, in any temporality and in any place.	Descartes Leibniz Cicerón and Wolff
TRANSCENDING RATIONALISM	All knowledge is a reminder of its existence before the earthly.	A reminiscence of something previously known in another life.	Platon
THEOLOGICAL RATIONALISM	Knowledge comes from Nus, the universal spirit or the cosmos, who brings enlightenment to being..	Enlightenment is the rational part of our soul and is illuminated from above	Plotinus San Agustin,
ONTOLOGISM	It is a form of rational intuition of the absolute.	Contemplation of the absolute in its creative activity, the Absolute Being is a source of knowledge.	Gioberti Malebranche
IMMANENT RATIONALITY	Experience is the watershed of new knowledge.	Nothing exists in the understanding that has not been before in the senses, except the same understanding.	Leibniz
EMPIRISM	Knowledge comes from the experience of direct contact with reality.	Perception, propitiates the evolution of thought.	Lucke David Hume John Stuart Mill
SENSUALISM	For the creation of knowledge you need the sensation	The soul can only experience sensations all the other faculties come from it.	Condillac Saint Thomas of Aquino
INTELLECTUALISM	The union between reason and praxis, the substance between logic and experience.	It defines the rational knowledge derived from empiricism. Experience and thought together form the basis of human knowledge.	Aristotle
APRILORISM	Concepts are forms of knowledge and their content is received from preconceived (understandable) ideas. It is defined that the rational is derived from thought and with the help of empirical matter knowledge is assimilated.	All knowledge comes from an idea conceived before, that is to say related to the other, without needing to have experience about the same knowledge since rationally it is understandable and a new knowledge is deduced as a correlation	Emmanuel Kant

Hessen J. (2003). "Origin of knowledge and essence of knowledge" in Theory of Knowledge. 2nd. Edition. Mexico: UNAM, pp. 73-138.

25 Poems and a visit

Poem: 3 You win. (Fragment) 

... Waiting for my nothing, 

seeing the emptiness 

longing for the past 

with the dark future. 

 And with nothing. 

Those desires have returned, 

come back as monthly moons, 

autumn cold 

annual months.

https://www.amazon.com.mx/25-POEMAS-Y-UNA-VISITA-ebook/dp/B01F4P6XV0

Excerpt from: "Repercussions of social change on the personality of teachers"

Excerpt from: "Repercussions of social change on the personality of teachers" First stage:

First stage:

In the new school you need the energy and innovation of the Rookies, because immediately as they are in front of a group they become natural leaders, the students follow them and admire them more than in any other stage, because that is when he Master. they behave as a student, we put as an example the practicing teachers and teachers with less than 5 years who come to found schools, implement new methodologies, design strategies, dare to develop dynamic classes, etc., society recognizes them and students they proclaim them as teacher friends. 

Second stage:

You need teachers guides, consolidate experience, they are direct, they dominate contents and teaching-learning processes, they can share, experiences, knowledge, successes and mistakes, with the teachers themselves, they know how to expand their needs and they can solve, propose and are astute in their classes, they could be directors or promoters of some governmental program, the experience and prestige already gained by excellence is what supports their work. 

Third stage:

Encourage by means of hierarchical stimuli teachers who begin to fall into discouragement, in traditionalism, get bored of the monotony and / or repeat processes, it seems that there is no change, generations repeat learning problems and public policy seem obsolete , for this it is necessary to change the dynamics, in this sense we would find positions of supervisors and heads of sector, to turn them into newbies again, to stimulate the motivation, the imaginary, the challenges and the change of paradigm, explayando its experience and trajectory to the degree to potentiate their strengths in benefit of the Educational System. 

La misión de las universidades.

Las universidades como institución social tienen que cumplir con las premisas:

1.- Crear procesos "enseñar".
2.- Crear ciencia y tecnología "investigar"
3.- Crear medios de comunicación "Difundir".

Dra. Imma Tubella

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