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LEARNING AS A BICYCLE

Bontá Tito, lucid and permanent collaborator of this blog, in a recent comment to "Meaningful learning" said a boy, his father gave him a bike and no more was added: "There's got to entertain you ...". Although his father warned him "to entertain you" included blows, Tito, and bibicletear bicicleteó, was incorporated into its structure, "as the petroglyph remains in the rock." Put briefly, learned by doing.
Later in his commentary, Tito question "what happens to those memories that have not been recorded as "grooves carved into the rock," but are more like self-fulfilling prophecies and that somehow or another, determine behavior or doings in that direction? ". He instances, those people who feel" good for nothing " and to investigate their stories are generally "an ongoing mantra of their parents" You are a good for nothing ...". He concludes with the following question Tito investigation "Can we say then that in this situation, these parents are beginning to carve their children?" From the position
enactive learning, the answer is yes, because "parents permanently refrain" behaves like a drop styling groove rocks and leaves in memory of the recipient to repeatedly claim to be a good for nothing.
Recall that the relational context in which the father admonishes his son (a), is one with strong emotional component and the child, having a body with sensorimotrices skills, feels, perceives, the "good for nothing," as if he really was doing what needed to be "good for nothing." Perception is action, structural change to be reiterated, is recorded as "grooves carved into the rock." As if learning to ride a bike. Biking, thrilling thrilling being good for nothing. Both make concrete. It is the cognitive mechanism of the prophecies made by parents and compliance in children.

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The drop hollows the stone, not by force but by perseverance "(Ovid).

How do we learn by doing? At this point in our journey blogger, can already give a definitive answer, this statement, which of course should be seen as temporary until new questions and their corresponding "definitive answers," making the final once, in transition. This at least in the field of scientific knowledge, as in other fields Some claim to have stuck and the wheel of Fortune.
go then with what we have: Any action, which includes all perception-not to mention the sixth sense organ, causing a structural change, manifested in phenomena sensorimotrices. Any action constant and consistent, leaving grooves in the body circuits that embody what we call memories, just the groove carved into the rock, is the memory of the water drop. The memories they are nothing but rows of concrete actions that took place during a critical time. Without memories carved into the body, no habits and without these there is no automatic actions that strengthen the grooves already begun. For any attentive observer, it is clear that a child learns to eat eating, climbing up ladders, to speak by speaking, as a novice tennis player learn playing it. Or is there some living to learn to do something without it?. Francisco Varela puts it this way: ¨ "This is the emergence of common sense, self-configuration of proper posture has been established by the agent's life history on their active participation ." Let us briefly
analysis expressed by F. Varela. "Emergence of common sense," ie, patterns of responses of a particular living in certain contexts, where a particular action, jump, run or walk slowly for example, is a matter of common sense for this living being. "Configuring Autonomous proper posture, specific and appropriate behavior The fact, that shortly. "Established by the history of their active agent", ie, concrete actions over time (historical) made by the living.
Hence, any process of change, or stop by repeated new do, or no change is possible, for lack of new chores, no new rows. Life will go running along old ruts. Promise does not change, making for a long time what is promised, it does make them. Perhaps
alos how long will designers of our school curriculum, conceptual understanding that learning is as message written in sand, that the next wave deleted without trace. You readers may now respond to the pressing question, for academic results, we again and again: why our students do not learn?