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" 'University of the street "or" Academy "?

Dear, in the radio program Live afternoon, Radio Sarandi ( http://www.sarandi690.com. uy , led by John Sader and Clara Berenbau) proposed attempting to answer the question of what is "having street? and whether it is possible to speak of a "university of the street" as opposed to a "university academic." And for that matter took a few minutes to talk directly with Julio Toyos (represented in the proceedings as "rector" of the "university of the street") and who writes these lines. As for relaxing for a good way discussions between the political, educational and philosophical that are generated on the blog, I invite you to listen to a compilation of those minutes of the program. And yes, comments are welcome who want to leave on such a mundane issue.

They listen online right here from this player:


or can do it from this link: http://www.goear.com/listen/9d4760b/universidad-de-la-calle- o-Academy-July-toyos-y-pablo-rosemary

And I leave in advance dumped there some expressions for go see where the issue was finally

July Toyos : I do not know if I have streets but I am a stray. Shortly before 9 years and sold newspapers but also missed school. (...) The boys who grow up in the street are in early youth earlier than landlords, students and applied, but when learning fast, street, exhausts, are outweighed by the other, for those preparing for life. You can only compete with self-taught street if you learn a thousand and one things. (...) The coffee was an area for socializing, was the class of street children. Everything has changed. The street is no longer the same, has other risks, go drug binge drinking are complicated, different. (...) Whoever is bohemian, bohemian, but bohemian, bohemian, who has no family, no finances, which has no concern, is doomed to die down a bridge.

Pablo Romero: There's a difference between those intellectuals, people from academia, who have street who does not. Often associated theoretical problems quickly with the surrounding reality. (...) This university of life and that more academic university should be complementary. (...) At most, a street must be properly complemented. (...) Have street is like a form of development vital intelligence, as a development of insight, a sense of intuition that is fundamental in life serves you, I served on the academy. It has the ability to "pull the tab of a situation or on some people than others fail to do so. It's like having developed a common sense along with the sense of empathy. (...) Have developed as the intuitive sense of smell gives you street having even think it might be a plus as meaning up to save your life in a particular situation. In a situation of danger, have street or road may not have come to make a difference. And that's not always possible to learn from books. I think they have to be supplemented but to move in the world safe streets is a plus to you plays pretty please. "

Acrostic Immune System Poem

Ceibalitas, teachers and teaching of new technologies: an open discussion

Dear, let me share a story published by journalist Porley Carolina in the weekly Brecha ( www.brecha.com . uy , edition of Friday 23 April, p. 16 and 17) which addresses the discussions that have been generated in the field of secondary education teachers on Ceibal Plan and its implementation in the educational level, sharing Throughout the text the views of Professor Carlos Rivero (permanent bureau member of the Technical Teachers' Assembly) and the writer of these lines (in particular, focuses on the signals contradictory educational policy level are being taken on Informatics in secondary education).
I invite you to read the note and discuss the issue. It is one of the central themes in the current education agenda and certainly requires the input of all.

support teachers discussed
Ceibal

Porley

Carolina was the first time the Teaching Technical Assembly (ATD) addressed the issue of national Ceibal. Delegates from teachers around the country gathered between February and 7 March and discussed the arrival of the XO to secondary education: the result was criticism or less hard and a lot of skepticism.
The discussion took place without previous material handling, picking only the views that brought teachers from their experiences. In some departments (like Florida), and since 2008 first year students had the XO that they had received at school. Interior In the rest of this occurred in 2009 and in 2010 Montevideo and Canelones. He explained to
Gap Professor Carlos Rivera, a member of the Permanent Bureau of the ATD, the discussion identified two positions: " a critical but accepting the proposal, taking into account that already exists in software tool secondary years. It was a critical acceptance of the tool with challenges to Ceibal the country subject to international loans, and ideological aspects associated with Massachusetts Institute of Technology, where he works Nicholas Negroponte, founder of the One Laptop per Child (OLPC , for its acronym in English), adopted in Uruguay for the first time in the world.
The other position was harder still, and it was "absolute rejection ." "Roughly arguments were of type 'is a new form of imperialism', 'means more debt for the country', 'at high schools are missing important things than computers for students', among others "said the teacher.
These positions were reflected in the final report of the ATD, in about five pages of his chapter on Ceibal.
The text was approved in general but in particular, ie it does not follow the position of the ATD on the issue, but the positions managed by its members.
On Thursday 27 May, the discussion is "lower" the faculty of each school. That day he made the ATD high school students.
When asked whether, beyond ideological arguments, there pose on the pedagogical aspects linked to the inclusion of the laptops in the classroom, Rivera explained that teachers who come from high schools whose students have the XO their experiences. The stories were varied and depended largely on the experience of students in school: "There is a range . In some cases the teachers worked very well with the machines, were up, and even coordinated with teachers transition and continuity of this work. In others, the teachers established that the machine was brought in twice a week and was used for things like search the Internet or do homework. XO In many cases, the child used it for little games and led to virtually no school. Now also leads to the Liceo "he told the teacher that emphasized the training they had virtually no teachers in the use of" ceibalita. " " do we incorporate it into the classroom if we do not know how to use? "he said.
So far the training they have had high school teachers on the subject is restricted to a few days in some high schools, and a body that was organized before the start of classes was mandatory for first-year teachers, which explained
operation of XO. Teachers who participated in that instance Gap told that there was from those they did not know how it lit up the machine to those with a greater knowledge of the tool, they can capture the uniqueness of this type of computer.

signals. Ceibal Plan land in July in grade school, where in fact there is already an experience of 15 years including the computer as a subject. The story, say the experts, shows the contradiction has been the official discourse regarding the recovery of this resource.
Since 1996, settled the first rooms equipped and joined the computer as a subject in the CBC, its use has not been easy given the "cultural bias" and " stigmatization" of those has been said to Gap Pablo Romero, professor of philosophy and computer science.
In recent changes incorporated in the curriculum (Rethinking 2006) High Council cut the school day of the course (five hours per week to four courses in first and second year basic cycle). Also halved computer teachers per group (formerly two, now one), and recently dropped by 50 percent of seats allocated to teachers in charge of computer labs.
In an article published in the March newsletter Association of Teachers of Secondary Education (ADES), Romero denounced this situation and the lack of updating of programs and the contradiction between this policy and the extension of Ceibal.
" aversion is not free you have with computers, both from the educational authorities themselves left as teachers unions (which in all have gone or will to denounce this situation), to the extent that the discipline suffers 'double stigma': a) is 'direct daughter' of the 'reform Rama' (...), so that teachers unions have seen very little sympathy, and is considered a subject 'instrumental', away from the budgets 'humanists' and 'enlightened' that dominate the educational imaginary. Its political fragility is such that there is no need to even notify the authorities or explain why he reduced hours. What if those procedures are give to subjects like history, mathematics, literature or any other matter 'strong'? he asked.
In fact, today is a discussion on Secondary installed on whether it is worth continuing with computer classes.
is argued that it is making matters very little to students. Learn how to use the Word to a student of 12 years using the computer at school does not make sense. Even states that many times, especially with regard to Internet use, students usually have a larger domain than the teacher in charge of the course.
In this situation there is a proposal to transform the computer courses in a workshop designed in a cross-or multidisciplinary, so that the tool is used in all subjects.
This would be something like the concept of "computer labs", created for teachers of different subjects can use in their classes or for students to use the machines in their spare time to find material or do home work .
However, Romero explained to Gap, this is not the case and computer labs are underutilized in almost all schools. Not only because of scheduling problems, students can only enter them with a teacher or when the teacher assigned to the room, and it has a charge time of 24 hours per week, or four hours a day, but because in fact there there is demand, the teachers do not take their groups and students do not use them for their
account.
" Similarly, today's students first and second ceibalitas are failing the class. This has several explanations. On the one hand, the battery lasts two hours and that is a real complication. But Teachers also do not know what to do with them " he said.
Romero put emphasis on the existence of an underlying problem with the computer and can be explained by "intellectuals judgments or prejudices that dominate the educational system beyond the official discourse on Ceibal, new technologies and reducing the digital divide.
" Nor is it surprising that English is the other stuff that lost hours in the new reformulation driven in this period. It is part of a vision of education. It is considered that English and computers are merely "instrumental" or "minor" according to some conception of "enlightened and humanist." Meanwhile, the world is going elsewhere, "said Romero.
This teacher cautioned that if you bet on the teaching of computer science rather than its elimination as a subject and do not strengthen the resource teachers, students
will not really learn something about the discipline, because they will not have ceibalitas a " magical effect."
For him, information should be present throughout the six years of secondary education, with updated curricula and the creation of a computer in secondary school, as having UTU. According to this pose, not enough to teach " Office package, or how to navigate the Internet or create a blog. Rather it would be necessary to introduce teenagers to the world of computing as a science, incorporating knowledge of programming, so that as a basis for careers tertiary propaedeutic related to information technologies and communication technologies (ICT), now in full zero growth and unemployment.

Famous Quote Of Deborah Sampson

Argumentation and the Public Sphere: Vaz Ferreira and Viva

Dear estimates, is 100 years of publication of a major work of philosophical thought and a precursor of later Uruguayan approaches in the philosophy of language and the theory of argumentation to be had in the circuit's most important philosophical century . Celebrate, then, in 2010 the centenary of the publication of Logic Viva, our philosopher Carlos Vaz Ferreira.

And to reflect on the occasion, the radio program The Thinking Machine ( http://piensamaquina.blogspot.com , Radio Uruguay, led by Paul Silva Olazabal and produced by Gustavo Germain) gave him a lecture series. I agree with the participation we had Costábile Helena and I, and the speech a few days before Augustine Courtoisie conduct. The program audio can be heard (and can also be downloaded in mp3 format on the links listed almost at the end) directly from here, where online players listed below in this same blog post (in where , indeed, it is open space for reflection and debate, so I hope your comments as always).

And to complement the best way possible the subject, I invite you to download from this link: http://www.box.net/shared/hbzq363kgn the digitized version of Logic Viva together (in a single PDF file) to the digital edition of another of his key books, such as for intellectuals Moral, all preceded by an excellent foreword by Manuel Claps.

can also listen to programs on Vaz Ferreira and Logic Live from the following links (take the opportunity to review the general items addressed in each of the audio):

Part 1 Costábile Helena and Paul Romero : http://www.goear.com/listen/ 10c271f/vaz-ferreira-y-su-logica-viva-helena-costabile-y-pablo-romero (the relationship between thought and speech, language and logic as a formal scheme as a scheme of scheme, redefinition of reason, think of ideas and avoid the closed and totalizing philosophical systems, the reasonable reason, logic alive as a therapeutic error, the fallacies and consequences in the public and decision-making, anger and suffering as a driver towards a dialogical reason and logic that goes beyond discussions unilateralizado thinking, dogmatic and fanatic).

Part 2

to Helen and Paul Romero Costábile : http://www.goear.com/listen/bffaf18/vaz-ferreira-y- logiva-your-living-2A second-hand-pablo-rosemary-and-helena-Costabile (sensitivity vazferreireana, outlining, and its effect on the public sphere, false oppositions and logical exclusive (and the current example in the case of the conflict in the Botnia paper and what it entailed the Judgement of the International Tribunal in The Hague), Vaz Ferreira and ethics of communication, the possible link between Vaz Ferreira and Habermas, concept of truth in the context of a living logic, persuasion and dialogue simulation, the formation of an ethical sensibility in the habit linguistic groups, the other's perspective from an inclusive philosophy)

with Augustine Part 1 Courtoisie: Http://www.goear.com/listen/4e9f67a/la-logica-viva-de-vaz-ferreira-agustin-courtoisie (the argument and dialogue as the way, the daily practice of argumentation and the reasonableness wounded in war, the reason better and the moral sensibility as prevention against totalitarianism and as improving democracy)

Part 2 with Augustine Courtoisie: http://www.goear.com/listen/ddcf8bb/la-logica-viva-de-vaz-ferreira-agustin-courtoisie (Vaz Ferreira and ways of knowing pre-linguistic, the simultaneity of perceptions, psiqueo and language, words like prejudice, false oppositions and false details, the importance of the differences between explanatory issues and policy issues)

And you can download mp3 files from the following links:

Part 1

to Helen and Paul Costábile Romero: http://www.box.net/shared/tiray2syvb

Part 2 Costábile Helena and Paul Romero: http://www.box.net/shared/pkmn1o1stl

1 ª Augustine partly Courtoisie: http://www.box.net/shared/2sfjlpqyk2

Part 2 with Augustine Courtoisie: http://www.box.net/shared/ 9asuzd0dy5

online play files directly from this blog

Part 1 with Helena Costábile and Pablo Romero

Part 2 Helena Costábile and Pablo Romero



Part 1 with Augustine Courtoisie



Part 2 with Augustine Courtoisie