Pub Date : 2019-06-30DOI: 10.35429/jeh.2019.4.3.11.17
Alicia Solis-Campos
The present article is a systematization of experiences derived from a workshop developed with higher education graduates working as teachers in basic or upper secondary education. The aim of the workshop was to strengthen the participants’ competences in the design of didactic strategies focused on the development of mathematical thinking for their own students. The workshop addressed three specific teaching components: planning skills, learning environments and teaching strategies. It is important to highlight that an expected workshop outcome was a book chapter written with experiences drawn from the implementation of the designed didactic strategies. The ambition was to publish a book with financial support of the Research an Innovation Center and the Faculty of Exact Sciences. None of these two last objectives were fulfilled. The paper is divided in four parts: diagnostic evaluation, workshop design and implementation, participants´ satisfaction and conclusions.
{"title":"Strategies on mathematical thinking. A superior experience","authors":"Alicia Solis-Campos","doi":"10.35429/jeh.2019.4.3.11.17","DOIUrl":"https://doi.org/10.35429/jeh.2019.4.3.11.17","url":null,"abstract":"The present article is a systematization of experiences derived from a workshop developed with higher education graduates working as teachers in basic or upper secondary education. The aim of the workshop was to strengthen the participants’ competences in the design of didactic strategies focused on the development of mathematical thinking for their own students. The workshop addressed three specific teaching components: planning skills, learning environments and teaching strategies. It is important to highlight that an expected workshop outcome was a book chapter written with experiences drawn from the implementation of the designed didactic strategies. The ambition was to publish a book with financial support of the Research an Innovation Center and the Faculty of Exact Sciences. None of these two last objectives were fulfilled. The paper is divided in four parts: diagnostic evaluation, workshop design and implementation, participants´ satisfaction and conclusions.","PeriodicalId":51435,"journal":{"name":"Journal of Economic History","volume":"103 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79458097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-30DOI: 10.35429/jeh.2019.5.3.31.44
Sigifredo Esquivel-Marín, J. Guerrero-Hernández
The paper develops the idea of creativity as one of the important characteristics of the anthropological singularity as an opening of new ideas and innovation as its practical concretion from the ethics of a situated and co-responsible freedom before others and the world. Creativity and innovation directly impact culture and the economy and this can be done in a socially responsible manner by enhancing the creativity of individuals and institutions. Social responsibility implies a global awareness that today articulates the responsibility of the leaders of public and private companies from justice, democracy and social inclusion (Ricardo, 2009, Vol. 8, No. 23). Competitiveness has to be rethought from creativity as an ethic of co-responsible freedom responding to human needs (Petra, 2009). From the ethics of freedom, competitiveness must not be at odds with the integral development of an equitable society. By virtue of the above we consider that in the information and knowledge era, the concepts of creativity and innovation and social responsibility are inseparable from each other and redefine the initiative of a new culture. It requires an entrepreneurial attitude with a social responsibility approach that contributes to the solution of social problems. The challenge is to promote a cultural change that enhances and internalizes proclivities towards the promotion of a new culture, education and social responsibility. In this preliminary approach we propose the term innovative social culture based on human development that produces synergy between ethics-social responsibility-creativity-social eco-development.
{"title":"Culture, creativity and eco-social responsibility. Towards a redefinition of a planetary ethic from eco-social responsibility","authors":"Sigifredo Esquivel-Marín, J. Guerrero-Hernández","doi":"10.35429/jeh.2019.5.3.31.44","DOIUrl":"https://doi.org/10.35429/jeh.2019.5.3.31.44","url":null,"abstract":"The paper develops the idea of creativity as one of the important characteristics of the anthropological singularity as an opening of new ideas and innovation as its practical concretion from the ethics of a situated and co-responsible freedom before others and the world. Creativity and innovation directly impact culture and the economy and this can be done in a socially responsible manner by enhancing the creativity of individuals and institutions. Social responsibility implies a global awareness that today articulates the responsibility of the leaders of public and private companies from justice, democracy and social inclusion (Ricardo, 2009, Vol. 8, No. 23). Competitiveness has to be rethought from creativity as an ethic of co-responsible freedom responding to human needs (Petra, 2009). From the ethics of freedom, competitiveness must not be at odds with the integral development of an equitable society. By virtue of the above we consider that in the information and knowledge era, the concepts of creativity and innovation and social responsibility are inseparable from each other and redefine the initiative of a new culture. It requires an entrepreneurial attitude with a social responsibility approach that contributes to the solution of social problems. The challenge is to promote a cultural change that enhances and internalizes proclivities towards the promotion of a new culture, education and social responsibility. In this preliminary approach we propose the term innovative social culture based on human development that produces synergy between ethics-social responsibility-creativity-social eco-development.","PeriodicalId":51435,"journal":{"name":"Journal of Economic History","volume":"14 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77838681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-30DOI: 10.35429/jeh.2019.4.3.26.32
Verónica Azucena Castro-Flores
The creation of the collaborative team for the distinction of improvements in activities designed to impact teaching strategies, which will ultimately provide an increase in literacy, historical research and creativity for the acquisition of new knowledge through tools for planning, reading of discontinuous texts, and the visual expression of specific texts that give meaning to the systematization of processes that can be reproduced in different areas of knowledge of expected learning but with the constructivist approach to education delineated by the concept of General Systems Theory and the emphasis on humanism as a regulator of the emotions of human beings that intertwine in an educational community.
{"title":"Kamishibai educational: a tool as a common project","authors":"Verónica Azucena Castro-Flores","doi":"10.35429/jeh.2019.4.3.26.32","DOIUrl":"https://doi.org/10.35429/jeh.2019.4.3.26.32","url":null,"abstract":"The creation of the collaborative team for the distinction of improvements in activities designed to impact teaching strategies, which will ultimately provide an increase in literacy, historical research and creativity for the acquisition of new knowledge through tools for planning, reading of discontinuous texts, and the visual expression of specific texts that give meaning to the systematization of processes that can be reproduced in different areas of knowledge of expected learning but with the constructivist approach to education delineated by the concept of General Systems Theory and the emphasis on humanism as a regulator of the emotions of human beings that intertwine in an educational community.","PeriodicalId":51435,"journal":{"name":"Journal of Economic History","volume":"45 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78829209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-30DOI: 10.35429/jeh.2019.4.3.1.10
Fernando Martínez-Navarrete, R. Sandoval-Gómez
Given the facts and events in the Mexican economy, the present paper is about using economic history and economic cycles theory to review, analyze and find out the behavior we had had between 1982 to 2018; the purpose is giving explanation thru some facts such as the lose decade, the petroleum economic crisis, the joining to NAFTA, the December’s mistake, the economic recovery by the end of the millennium, the mortgage economic crisis and finally the causes and symptoms for the economic recession by the end of 2018.
{"title":"Economic cycles in the Mexican economy from 1982 to 2018","authors":"Fernando Martínez-Navarrete, R. Sandoval-Gómez","doi":"10.35429/jeh.2019.4.3.1.10","DOIUrl":"https://doi.org/10.35429/jeh.2019.4.3.1.10","url":null,"abstract":"Given the facts and events in the Mexican economy, the present paper is about using economic history and economic cycles theory to review, analyze and find out the behavior we had had between 1982 to 2018; the purpose is giving explanation thru some facts such as the lose decade, the petroleum economic crisis, the joining to NAFTA, the December’s mistake, the economic recovery by the end of the millennium, the mortgage economic crisis and finally the causes and symptoms for the economic recession by the end of 2018.","PeriodicalId":51435,"journal":{"name":"Journal of Economic History","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89524540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-30DOI: 10.35429/jeh.2019.4.3.18.25
Edgar Ricardo Ortega-Sanchez
The Colegio de Estudios Científicos y Tecnológicos del Estado de Durango (CECyTED), offers high school studies based on two pedagogic schemes, the first one is a technique formation, by different schools CECyTED; the second one, a Median High Education of Distance, denominated Educacion Media Superior a Distancia (EMSaD) a general high school that capacitates as Educational workers. They oppress in 71 schools that covers the majority part the state of Durango. Since 1996, attends students of prison centers, based on the schemes EMSaD with a schoolar modality, has at this day near of 700 students in the data base, and hundreds of students graduated in all the prison centers in the State of Durango. In a national level, this is the unique subsystem that provides this service and modality in the prison centers in an international level in Latin America, is the unique model with regular courses in the prison centers. By the way, the pedagogical model is not designed for this context, but it works with a model of students of common scholar context, it says outside of the prison. This project is a part of a series of different works and successful experiences shared for some years in different Prison Centers in the State of Durango. This emphasizes in the creation of a Dirección de Educación Carcelaria, this constituted a line that make the opportunity to recognize the pedagogical precepts, administrative and infrastructure needs of the prison. The objetive is to show a padagogic model to educate in confinement contexts. The method used in this work is action-research, and the contribution is the potentiation and the aplication of the model in México´s jails and other countries.
学院工作室Científicos y Tecnológicos del Estado de Durango (CECyTED)提供基于两种教学方案的高中学习，第一个是技术形成，由不同的学校CECyTED;第二种是中等远程高等教育，称为远程教育媒介高等教育(EMSaD)，是一种具有教育工作者能力的普通高中。他们压迫了71所学校，覆盖了杜兰戈州的大部分地区。自1996年以来，在EMSaD计划的基础上，以学生的方式，为监狱中心的学生提供服务，目前数据库中有近700名学生，杜兰戈州所有监狱中心的数百名学生毕业。在国家层面上，这是一个独特的子系统在监狱中心提供这种服务和模式在拉丁美洲的国际层面上，这是一个独特的模式，在监狱中心提供定期课程。顺便说一下，这种教学模式并不是为这种情况而设计的，但它适用于普通学者背景下的学生，它说的是监狱外的学生。这个项目是一系列不同的工作和成功经验的一部分，这些工作和经验是在杜兰戈州不同的监狱中心分享的。在创建Dirección de Educación Carcelaria时强调了这一点，这构成了一条线，使人们有机会认识到监狱的教学规则、行政和基础设施需求。目的是展示一种在禁闭环境下进行教育的瑜伽模式。这项工作使用的方法是行动研究，其贡献是在墨西哥监狱和其他国家加强和应用该模型。
{"title":"Approaching a pedagogical model of prison education","authors":"Edgar Ricardo Ortega-Sanchez","doi":"10.35429/jeh.2019.4.3.18.25","DOIUrl":"https://doi.org/10.35429/jeh.2019.4.3.18.25","url":null,"abstract":"The Colegio de Estudios Científicos y Tecnológicos del Estado de Durango (CECyTED), offers high school studies based on two pedagogic schemes, the first one is a technique formation, by different schools CECyTED; the second one, a Median High Education of Distance, denominated Educacion Media Superior a Distancia (EMSaD) a general high school that capacitates as Educational workers. They oppress in 71 schools that covers the majority part the state of Durango. Since 1996, attends students of prison centers, based on the schemes EMSaD with a schoolar modality, has at this day near of 700 students in the data base, and hundreds of students graduated in all the prison centers in the State of Durango. In a national level, this is the unique subsystem that provides this service and modality in the prison centers in an international level in Latin America, is the unique model with regular courses in the prison centers. By the way, the pedagogical model is not designed for this context, but it works with a model of students of common scholar context, it says outside of the prison. This project is a part of a series of different works and successful experiences shared for some years in different Prison Centers in the State of Durango. This emphasizes in the creation of a Dirección de Educación Carcelaria, this constituted a line that make the opportunity to recognize the pedagogical precepts, administrative and infrastructure needs of the prison. The objetive is to show a padagogic model to educate in confinement contexts. The method used in this work is action-research, and the contribution is the potentiation and the aplication of the model in México´s jails and other countries.","PeriodicalId":51435,"journal":{"name":"Journal of Economic History","volume":"20 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89686103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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