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Einstein, la Educación y su Contraste con la Enseñanza Superior Actual.

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Title: Einstein, la Educación y su Contraste con la Enseñanza Superior Actual.
Authors: Zamorano Ulloa, Rafael1, Colín Durán, Ignacio1, Méndez, Javier2, Mendoza, Arturo2, Villegas Rueda, Verónica Lucero3 vvillegasr@ipn.mx
Source: Latin-American Journal of Physics Education. Dec2024, Vol. 18 Issue 4, p4301-1-4301-7. 7p.
Subject Terms: *Problem solving, *Teachers, *Motivation (Psychology), *Curiosity, Punishment
People: Einstein, Albert, 1879-1955
Abstract (English): Albert Einstein expressed hard opinions on the education he received in German schools. This was one of the reasons why he emigrated to Switzerland at the age of 16. Einstein advocated for a complete liberty for teachers to use the pedagogical methods they find suitable. From an Education Institution point of view that attends thousands and thousands of students, with norms and schedules to follow we find a complete liberty not feasible. In this work we carry on a contrast between Einstein´s opinions on education as rigid, severe, punishing, in which he encountered no motivation and how it is, at present, perceived by STEM teachers with wide experience in teaching. Some questions emerge: Are the teachers motivated? Do they enjoy teaching? Do they propose ideas, projects, novel, attractive experiments?. On the other hand, there are, frequently, enthusiastic students, hungry of knowledge, proactive and carry out projects, they hand out well done works, and well solved problems. We propose teachers continue their titanic labor awakening curiosity, motivation, joy, but not by coercion nor punishment, fighting apathy with edifying lectures full of facts that awe students, solving interesting problems in class, developing projects, catapulting in each class the imagination and emotion-Joy of students, in additions to generate high quality knowledge. Generalizing a bit Einstein´s opinion we would say that is as important imagination, emotion-joy and knowledge. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Albert Einstein expresó opiniones duras sobre la educación que él recibió en escuelas alemanas, esta fue una de las razones por las que emigró a Suiza a los 16 años. Einstein abogaba por una completa libertad para los maestros de usar los métodos pedagógicos que mejor les pareciera. Desde un punto de vista de institución educativa que atiende miles y miles de estudiantes, ciertas normas, procedimientos, programas de estudio y calendarios, encontramos así, que una libertad muy amplia no parece factible. Aquí realizamos un contraste entre como veía A. Einstein la educación, rígida, severa, castigadora en la que él no encontraba ninguna motivación, y como la perciben actualmente profesores con considerable experiencia docente en carreras STEM. Surgen estas preguntas ¿Los maestros están motivados? ¿Les gusta lo que hacen? ¿Les gusta enseñar? ¿Proponen ideas, proyectos, experimentos novedosos y atractivos? En contraste, siempre se encuentran estudiantes entusiastas, con hambre de conocimiento, propositivos que desarrollan las tareas que entregan con buen nivel. Planteamos que los profesores continúen su labor, a veces titánica, de motivación, no por castigos, poniendo toda su atención a todos y cada uno de los estudiantes, luchando contra la apatía con clases edificantes, llenas de hechos y resultados que asombran, resolviendo, con los alumnos más problemas en clase, más desarrollo de proyectos. Disparando en cada clase la imaginación y la emoción de los estudiantes además de proporcionar conocimiento. Ampliando un poco a Einstein creemos que es tan importante la imaginación, la emoción y el conocimiento”. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Albert Einstein expressed hard opinions on the education he received in German schools. This was one of the reasons why he emigrated to Switzerland at the age of 16. Einstein advocated for a complete liberty for teachers to use the pedagogical methods they find suitable. From an Education Institution point of view that attends thousands and thousands of students, with norms and schedules to follow we find a complete liberty not feasible. In this work we carry on a contrast between Einstein´s opinions on education as rigid, severe, punishing, in which he encountered no motivation and how it is, at present, perceived by STEM teachers with wide experience in teaching. Some questions emerge: Are the teachers motivated? Do they enjoy teaching? Do they propose ideas, projects, novel, attractive experiments?. On the other hand, there are, frequently, enthusiastic students, hungry of knowledge, proactive and carry out projects, they hand out well done works, and well solved problems. We propose teachers continue their titanic labor awakening curiosity, motivation, joy, but not by coercion nor punishment, fighting apathy with edifying lectures full of facts that awe students, solving interesting problems in class, developing projects, catapulting in each class the imagination and emotion-Joy of students, in additions to generate high quality knowledge. Generalizing a bit Einstein´s opinion we would say that is as important imagination, emotion-joy and knowledge. [ABSTRACT FROM AUTHOR]
ISSN:18709095