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And skill: Evaluating the immensurable? knowledge

Abstract:

The concept of evaluation is treated here analytically in the person who teaches and in which he learns, under methodological and psychological optics, dialectically denying didactics as science. Although these facts have been dealt with in specialized literature, the positions that are now held result from their analysis under the personalistic approach, thus defending the idea of focusing the person as an epicenter of teaching professional management or that of the discent, predominantly in the methodological sense. In achieving this objective, theoretical methods such as analytical-synthetic and systemic-structural approach have been used, as long as empirical methods underlie analytical-synthetic scales, as headings for the evaluation of teaching and learning management. The results are reflected in certain ideas according to which the person evaluates his own management and that of the other, denying the effectiveness of the method itself, which is not found in it, but in the wearer and how he uses it. The radical separation of the teaching and learning contexts place the so-called teaching components in the person, who gives him existence and dynamism.