No one can prevent the learning

No one can prevent the leaing ... ignore is that the art of teaching. For some educators, there are basically three types of children: first, those who are not intelligent, secondly, to lea by themselves, finally, those who are intelligent. Therefore, from now on, is the reason for which the vast majority of teachers have been doing: stay pure and uninformed, many do not work, and nobody seems to feel responsible for not changing the fate of these children. They refuse to do so, and that ignoring the importance of the teacher as mediator between the child and the world to observe and feel, a world to lea. The mediator is required. S / he is the only intervention practices and helps the child to perceive, interpret, anticipate, and change the reality. Inclusive and clearly this happens as soon as there is an intermediary between the child and the world in which it is immersed. The child leas, is not that we teach and / or "train". Intermediate to us and builds its knowledge. When a child law, she shows us in ease of action and the complexity of life, and proof that there is between the end of generating knowledge. Among his ability to find information to help the body to form the intermediary - there is the possibility of being used for reading that makes the world "in the symbol system of reading and reflecting their thoughts. One question: if the role of intermediary in the child's life is proof of the intermediary? s important for leaing, the importance of leaing the agent is the older child? As important as we are able to do so! After all, today we know that intelligence is leaed, but it was built and expanded the child on the ground of mental action. Intelligence can be extended and that can change the destiny of our children if we are to act as the connection between them and the context. We can not agree with the distinction made in the first paragraph that exemplify three types of children, as intelligence goes. The idea that the result we did not form connections between us are new to the analysis of human evolution. Without these intermediaries, and links that can not be considered human. In short, we can say that we have become, and are at the moment because of the need for a biological umbilical connection. This initial connection and sustained us. Taking a big step, the other links that may appear to describe all types of relationships developed by the company as a whole. These are the bonds that unite us and give us an identity in context. The relationship between the perceptual combination of rules and circumstances are the environment in which we are engaged, there came the complex interaction of concrete with the abstract. Under an educational point of view, this is easily shown that the leaing of a child becomes difficult when there are no necessary connections promoted as an intermediary in the practice of observation and construction of knowledge. We therefore conclude that the teacher remains in the educational process. As the child grows, leas to live temporary connections. Connections that we see in nature, objects, and between human beings and not just physical space. From case to case, it is noted that the events occurring here and there. Brief concept of cause and effect begin to appear. The world becomes understandable and develops from practice advances. Inside the mind of the child, the potential begins to spring. You can also discuss genetic connections. There is a demonstration of links that explain the biological survival of the species, origin, destination, format and context that were initially generated. Later, functional connections are observed. Initially, the objects may not be intrinsically linked, however, become dependent functions that take a whole - which provides the necessary links between them. It 'almost a definition of creativity from the point of connections. The connections are a fundamental way of building new units that will determine the functionality and / or maintain the types that are displayed. We also see the links between mental (eg, memory of facts) to the structure - even mental - that in tu lead to the construction and maintenance of knowledge. These mechanisms allow our perception of the similarities. Even to understand the world, plans to use the links, which cover things that are similar to the cognitive connections that lead to understanding. This connection system must be interpreted metaphorically when talking about objects and abstract concepts from the connections we see that happening, because there is no physical connection of this kind which serve as evidence of a relationship between these objects. Perhaps one day science shows us the evidence. For now, however, the analogies used to understand what generates understanding. At least starting with a simple purchase is necessary to make the connections between, and the interference between things, objects, and the mind to lead a life. These reports are what led to the understanding of what constitutes life. Retuing to the opening to the characterization of this article, see that our three children do not resist change, nor the motivation to live, based on the principle that it is good manners. Those who are intelligent and influence other children and connections that are the joint action. Your destination is the interaction. On the other hand they will build their knowledge if they want the company or not. Those who are not intelligent, surprisingly, can testify that there is no humanity in this characterization, based on the first determined by their connections with the world. The instinct is intelligent! If intelligence is leaed, the connections from the intermediate to generate life in society constantly thinking beings, they build systems, maintenance of connections, understanding through interaction. If in the past to know your show that they have never been other than "dumb" or "intelligent" ones. Lea everything about them. This is an intrinsic motion, which is a provision for the construction of knowledge. The movement is a part of life, but that remains. Psychological and biological memory of memory are, in fact, plans for the maintenance of life itself as well as what is known of him. It 'now time that we realize that teaching methods are the specialty of media invented to make our agents in the treatment of children with what we have the greatest sophistication. Through this, we reach conclusions and develop hypotheses about the transformation in the promotion of human evolution and maintenance of life and knowledge in society. We are unable to use them. We can not underestimate them. Once it was found that children lea by themselves, our commitment to human growth, because, as intermediaries, will have to understand the art of teaching. 2006 (c) No one can stop leaing ... Visit our website for special promotions and a free eBook on children and leaing!