"(…) there is no better education system than the one that prepares the child to learn for himself." Jose Marti
INTRODUCTION
The current reality, characterized by its accelerated scientific-technological development, its globalizing trend, its serious environmental problems, and its economic, social and value crises, demand the maximum development of human potential to face the challenge of sustainable development. In addition, given the explosive rate of growth of information in any field of human endeavor, the need for a subject capable of critically and independently facing this enormous accumulation of information, the process of its search, assimilation and creative transformation, imposes itself.
Therefore, an educational environment that responds to these needs is required, where the way of teaching and learning must be aimed at preparing man in a multilateral way so that he can function in the society he lived in. He must be taught to think for himself., to develop flexible minds, capable of finding different alternatives to the same situation, to possess investigative concerns, to be self-taught. That is why the pedagogical work must have among its fundamental objectives the development of the cognitive independence of the students.
The Cuban pedagogical tradition has been rich in appreciations and contributions about the importance of the development of the cognitive independence of the students. Félix Varela Morales (1788-1853), José de la Luz y Caballero (1800-1862) and José Martí (1853-1895) left important recommendations on this matter. According to Caballero: "You do not go to establishments to learn everything that can be learned, but very singularly to learn to study and to learn to teach." (De la luz y Caballero, J., 1833: 257).
Regarding the pedagogical projection of Marti's thought, there is a great concern for teaching that activates intelligent and independent faculties, which is appreciated when he stated that schools should be “(…) houses of reason where, with judicious guidance, the child to develop his own thinking, and objects and ideas were placed before him in an orderly relationship, so that he could deduce for himself the direct and harmonious lessons that leave him enriched with his data, while fortified with exercise and taste having discovered them. ” (Martí, J., 1961: 12)
Currently, this topic remains at the center of the attention of pedagogical research, highlighting the works of J. López (1990), G. Labarrere (1996), P. Rico (1997), CA Zayas (1998), CR Ochoa (1999), among others.
Despite all the contributions and studies carried out by the researchers, there are still limitations related to the topic. This is corroborated by Pilar Rico when she states that, “(…) a traditional teaching predominates in schools in which the teacher has been the center of the teaching process, performing the function of transmitting information and subject of the teaching process, he thinks and it transmits in a finished way the knowledge without giving the possibility to the student to elaborate and to work mentally. ” (Rico, P., 2002: 61). It is increasingly necessary to transform this reality. The search for alternatives through scientific research is required to solve this problem.
Achieving the role of the teacher as a facilitator, in charge of providing the student with a general basis so that from it, obtaining knowledge independently is an aspiration even if it is to be achieved. It is their purpose to form independent individuals, with their own criteria and ways of acting, so that the teaching-learning process cannot be in its essence a training process for passive students. A contrary position is the one sought, where the class must transform the student's posture that requires a poor intellectual effort by an active attitude of search and use of knowledge.
The search for objective and effective solutions to transform this reality then becomes an inescapable necessity for achieving the efficiency of the educational system. The systematic introduction of increasingly innovative ideas that enhance the improvement of this problem is required.
Based on this need, the author considers that the use of decent tasks that contribute to the development of logical thinking operations in students, to the development of skills in the use and management of bibliography, electronic information, among others, offers multiple Possibilities in this sense, by improving their independence, creativity and active search for knowledge.
DEVELOPING
Since ancient times, the development of cognitive independence in students has had its scholars. One of the first to refer to the subject was Socrates (460-369 ane) with his works on how to achieve a good discussion and solution of a problem, with the use of methods, the essence of which was to ask questions of the interlocutors with the objective that they look for answers on their own. Similar ideas were those of Aristotle (384-322 ane), since he pointed out that education should develop the capacities of student thinking, highlighting intellectual education, as an important element to promote.
Later Quintiliano (42-118 dne) stood out, who directed his works towards logical thinking and JA Comenius (1592-1670), who spoke for conscious study; His projects were aimed at developing the cognitive abilities of the students, promoting the desire to know and deep study of the content taught by the teacher. He developed independence in observation, conversation and practical application activities in his students.
Later John Locke (1632-1704), deepening the subject, considered that the educator, during the work with the students, must develop their capacities for individual reasoning. JJ Rousseau (1712-1778) based his pedagogy on developing students' independence and their ability to understand. JE Pestalozzi (1746-1827) and DK Dimitrievich (1824-1870), on the other hand, advocated the development of the intellectual capacities of the students from the elaboration of independent conclusions, they attached great importance to the development of independent work skills..
Carrying out an analysis of all these theories, it is observed that a coinciding aspect in the work of these educators is the contribution of renovating elements about teaching, indicating the need for students to develop independence in their thinking.
In the contemporary world, as in the ancient world, there are various theories that propose learning models, where the topic of classroom teaching treatment with a view to developing the cognitive independence of students is one of the most frequently discussed. The criteria of the behavioral theory and the humanists in this regard, demonstrate the diversity of opinions.
Behaviorism is based on teacher-centered teaching, without giving students alternatives to act, and the development of cognitive independence is limited, since they do not have the freedom to play a leading role in the classroom, reducing the possibilities of innovate, create and defend your personal criteria.
However, humanistic theories propose that the teacher must become a facilitator of student learning, that helps them find what they have in themselves, to discover their authentic "I". This theory shows the importance that is assigned to the subject, as the focus of the teaching-educational process, but does not propose a methodology to achieve this end, in correspondence with the social factors in which they operate.
Education must create a climate of total freedom, so that students are independent and self-initiated in learning. Karl Rogers (1902-1987) talks about learning on his own initiative, even when the stimulus comes from outside, the feeling of discovering, achieving, learning to understand, comes from within. For this conception, understanding and the role assigned to cognitive independence in the formation of self-realized and satisfied students occupy an important place.
The Russian LS Vigotsky (1896-1934) made important contributions to the cognitive study, among which his conception of teaching and development stands out. For this pedagogue, learning is a social activity and not just a process of individual fulfillment, as until then it had been sustained; It is an activity of production and reproduction of knowledge, through which students assimilate the foundations of the scientific level, under conditions of social interaction.
In this conception of learning, Vigotsky places in the center of attention to the students, oriented towards an end, in interaction with other subjects, and in the use of diverse means in socio-historical conditions. As a consequence, the psychic transformations appear in the students, turning teaching into a stimulating process of personal development. The teacher must create an educational climate that fosters the productive participation of the students at all moments of learning, evidencing themselves from the determination and formulation of the objectives, from the study contents, to the stimulation of self-evaluation.
How, then, can we explain that, since this theme has been worked on since ancient times, there are still limitations today?
In the same proportion that humanity has appropriated knowledge and experience, the forms of knowledge have been transforming and becoming more complex. This allows us to affirm that man has a social-historical nature, showing that not only have the reflex forms of knowledge been modified and enriched, but that the cognitive content has varied, to the extent that humanity has dominated nature. Not all students interpret this cognitive reflection in the same way, since there are characteristics of thought that distinguish one subject from another, within them is cognitive independence.
What then is meant by cognitive independence?
There are multiple works in the scientific literature that address the issue of cognitive independence, where there are different definitions of this concept. Because some reflections are necessary to theoretically argue this work, some of them will be referred to:
Pidkasisty conceives cognitive independence as “a system made up of different components, among which are:
- The content aspect - knowledge expressed in concepts or forms of perception and representations. The operational aspect - various actions, skills management and procedures, both externally and internally of the actions. The resulting aspect - new knowledge, methods of solutions, new social experience, ideas, concepts, capacities and personality qualities ”. (Pidkasisty, P., 1986: 82)
In this definition, the indicated author integrates cognitive aspects and relates this result to the formation of capacities in the personality of the students, as well as the use of methods that promote their development.
Majmutov gives it as “(…) the existence of an intellectual capacity in the student and the development of abilities to divide the essential and secondary features of objects, phenomena and processes of reality, and by means of abstraction and generalization reveal the essence of new concepts ”(Majmutov, MI, 1983: 65). These views coincide with those given in the previous definition.
According to Dolores "(…) cognitive independence is a quality of personality, characterized by two factors: first, by a set of means that the individual acquires, such as: habits, skills and knowledge; secondly, due to the relationships of individuals towards the activity process, its results and conditions of achievement, which correspond to the social conditions in which the students develop and the method used ”. (Pérez, D., 1980: 39) This author, although she recognizes it as a quality of the personality, assigns a significant value to cognitive independence, as a capacity of the personality.
Doris points out that “(…) it is the possibility of following an own line of thought and modes of autonomous processing and is related to the different levels of help and the type of orientation that each subject needs, so that students with development of cognitive independence need less from the opinion of others to decide their actions, they solve in a peculiar and proper way any situation they find themselves in. "(Castellanos, D., 1997: 65). This criterion is significant for the present work, since it assigns value to the orientation that the students must achieve to solve the task set, as well as the use of levels of help and the own criteria that each one assumes.
For his part, Tejeda states that "(…) cognitive independence consists of man's ability to formulate and solve cognitive problems with his own forces and initiatives" (De la Tejeda, J., 1980: 65).
MA Danilov, specifies that “(…) independence manifests itself above all as aspirations to independent thinking, as the capacity for independent thinking, as the ability to orient oneself in new situations, as the ability to find a path of one's own for new tasks, as the need to understand not only assimilated knowledge, but also mastering the experiences of achieving that knowledge; it manifests itself in the independence of personal judgment ”. (Danilov, MA, 1976: 114).
Llantada defines it as "(…) the intellectual capacity of the students to determine the essential and secondary elements in objects, phenomena and processes, by means of generalizations, as well as the individual's ability to conveniently apply knowledge". (Martínez Ll., M., 1987: 95).
For Evelio "(…) cognitive independence is the ability to think and work for yourself, and to overcome the inconveniences that arise in the teaching-educational process, which means that students, depending on the degree of preparation received, are capable of self-regulation, of determining the sources they need to document themselves, they can determine the objectives, specify the methods they will use in the work and analyze the essential aspects of the subject in question, so they can control their work ”. (Machado, E., 1999: 69), being the student's self-regulation capacity an important aspect.
Carlos Álvarez points out that: “Cognitive independence is manifested in the ability to see and represent the problem, the cognitive task of a theoretical or practical nature; in determining the plan, the methods for its solution, using the safest and most effective procedures; in the active mental process, in the creative search for adequate solutions; and in checking the solutions adopted ”. (Álvarez, C., 1999: 50)
These authors recognize the importance of students having capacity, being essential for the latter the cognitive task posed. From the opinions of Carlos Álvarez, it can be concluded that the teaching task is presented as an ideal didactic resource for the development of the cognitive independence of the students.
The author performs an analysis of the different definitions worked on, coinciding with the criteria that the researchers require. From the analysis carried out, the following can be pointed out as significant elements of cognitive independence that are shared in these definitions, and that are necessary in the assumed position:
- It is a capacity of man. It is constituted by the mastery of knowledge, habits and skills that allow solving tasks without help. Use of appropriate methods. Unity between knowledge and personal involvement.
In this work, the author assumes Carlos Álvarez's definition of cognitive independence, because it integrates most of the elements collected in specialized literature.
All the definitions analyzed also coincide with Alonso's criterion that the process of development of cognitive independence shows three essential features:
- The formation of the skills for independent work. The formation of the reasons in the students for their study. The intellectual development of the students. (Alonso, Z. et al., 1978: 123).
Each of them is discussed below.
1. In the training of skills for self-employment it is necessary to bear in mind some fundamental questions:
a) The methodology and organization of the independent work of the students during the process of assimilation of the foundations of science and in the application of knowledge to practice.
b) How the student proceeds to acquire knowledge independently. (Bencosme, A., 1982)
Hence, the ability to carry out independent work successfully can only be developed if teaching tasks that put the student in an active position are systematically included in teaching.
Independent work must have two characteristics, which this time coincide with those pointed out by JA Chávez:
- It is a task proposed by the teacher in a reasonable time so that the students can solve it. It is the necessity resulting from the task that the students have to find and take the best routes for their solution, putting their forces in tension. (Chávez, J. 2000: 40)
This author states that independent work should be structured as a system, so its concretion should occur as a system of tasks in which the academic, labor and research components are interrelated. A group of isolated, systemless tasks, regardless of whether the problem is formulated or not, will be indifferent in the direction of the development of cognitive independence.
From the above, it can be said that it has been clearly established for Pedagogy, the predominant role of the teaching task in the teaching-learning process.
2. The formation of reasons in the students for their study.
This depends, fundamentally, on their attitude towards teaching obligations. So motivation is a complex and subtle facet of the teaching-educational process, and encompasses the personal interests for the study of students.
Different investigations cited by Danilov have shown that the process of creating the need for knowledge (motivation for study) generally goes through three levels:
- The initial: that motivates or stimulates the need for knowledge in the undergraduate group. The high: that motivates the need for knowledge of all facets of the subject or discipline. The higher: that motivates and stimulates, based on the knowledge that is possessed, great enthusiasm related to the plans and life inclinations of the students. The latter is related to the vocational vocation of students in higher grades, which is defined at the end of middle school. (Danilov, MA and Skatkin, MN, 1976: 63)
3. The intellectual development of the students.
It has been shown to occur during your learning. The psychology of learning has valuable contributions in this sense, didactics is nourished by it with the aim of efficiently exploiting the intellectual development reserves of schoolchildren, which occurs in the learning process itself.
Pilar Rico establishes as indicators that illustrate the impact of the learning process on intellectual development the following:
- Success achieved by the students in the accomplishment of the tasks. The presence of the functional structural components in the students' activity. It includes: presence of orientation actions, analysis of the task conditions, reflection and application of different solution routes (execution) and the control and evaluation of the activity. Levels of generalization. (Rico, P., 2002: 72)
The intellectual component then implies mastering the system of guiding knowledge and intellectual procedures, as well as study habits and skills: planning, self-control and rational procedures for each activity. This guiding knowledge constitutes the system of general concepts that contribute to forming the ability to generalize, starting from the distinction between the essential and the secondary and the development of the operations of thought.
Working with problems, as a method, is highly effective in this regard for the training of creative, exploratory and questioning thinking, because it reveals the contradictory nature of knowledge and actively stimulates the subject's involvement in their own learning process, which presupposes protagonism.. For Majmutov working problem teaching "(…) is to promote a solid knowledge system and methods of intellectual and practical activity, which becomes the development of cognitive independence." Majmutov (1983; 65)
In this regard, Labarrere A. (1996; 55) points out: “The formation of thought requires the use and deployment of real situations that put reasoning, hypothesis elaboration, search and mental experiment to work. A trivial situation does not develop thinking, but it habituates students to the beaten track and low intellectual effort "
It is inferred, then, that for students to acquire independence of thought, the gradual increase in the complexity of the cognitive tasks and the content of the study material is required. If this methodological procedure is not respected, this objective is not achieved, since it does not occur spontaneously, but rather it must create its environment, its conditions so that it solidifies. To achieve this, it is necessary to modify the correlation between the activity of the teacher and that of the students.
So, cognitive independence is one of the fundamental factors to take into account to measure the intellectual development of students and is evident from different angles:
- In the ability to see and represent the teaching task of a theoretical and practical nature; In determining the plan and the methods of its solution using the safest and most effective procedures possible; In the independence of the activities aimed at fulfilling the task traced; In understanding the indispensable and checking out traced solutions.
It is in this complex way that cognitive interests develop in students.
Based on this idea, it can be affirmed that the process of developing students' cognitive independence includes the formation of skills for independent work, the formation of cognitive interests and the methods of intellectual activity.
When the student enrolls in the solution of creative teaching tasks, and at the same time increases his work and study habits, he regulates his own activity, consolidating his points of view and criteria, developing his cognitive independence.
All this analysis allows to assume as methodological conditions for the development of cognitive independence the following:
- Changes in the complexity of tasks for independent work. (Presentation of teaching tasks that develop independence-cognitive). Teaching of procedures and modes and levels of thinking. (Development of cognitive activity). Creation of situations that stimulate independent cognitive activity. (Minujín, A. and Mirabet, G., 1989: 25)
From all the above, it can be inferred that the concept of teaching task is necessary for the achievement of cognitive independence. This is considered by C. Álvarez (1999), P. Rico (2002), P. Valdés (2002), R. Gutiérrez (2003), E. Asencio (2003), as a basic and essential element in the teaching process -learning.
They consider that these specify the actions and operations that students must carry out inside and outside the class. Gutiérrez Moreno points out that among the essential characteristics that typify the teaching task are those of being:
- Basic cell of learning. Essential component of cognitive activity. Carrier of actions and operations. It promotes the instrumentation of the method and the use of means. It causes the movement of content to achieve the objective in a predicted time. (Gutiérrez, R. 2003)
Pilar Rico and Margarita Silvestre define it “(…) as those activities that are conceived to be carried out by the student in and outside the class, linked to the search and acquisition of knowledge and the development of skills.” (Rico, P. and Silvestre, M., 2002: 68)
Carlos Álvarez considers that the teaching task “(…) is the basic cell of the educational teaching process, because in it all the components and the laws of the process are presented, in addition it fulfills the condition that it cannot be broken down into minor order subsystems, since doing so loses its essence. ” (Álvarez, C., 1999: 115)
This author makes this consideration because an objective, a knowledge to assimilate, a skill to develop, a value to form is present in the teaching task. The method in the task is the way in which each student carries out the action to appropriate the content and through the evaluation it is checked if it was executed correctly. In this way, it understands the teaching-educational process as a successive series of teaching tasks where the class, the subject, the subject will be more complex structures and systems made up of teaching tasks.
Other recommendations in relation to the role of the teaching task in the organization of the teaching-learning process are offered by several authors in the work "Teaching of Elementary Physics", in which they suggest that in the elaboration and solution of these consider:
- The planning of the study of each of the units in the form of a task system, in order to efficiently direct the activity of the students. The task can be of many different types: reflection of topics of interest, communication of results, preparation of reports, among others. Each unit should begin with tasks aimed at revealing the experience that students already have on the subject (which contributes to articulate this experience with the new content), and make them reflect on the social and personal interest of said subject, which favors the new study material to acquire meaning for them. Each new task presented to the Students must constitute a deepening and application of the study that is being carried out. The combination of different forms of work: dialogue between the teacher and the students,individual work, team work, in and out of the classroom, exchange between teams, discussion and sharing throughout the group of the results obtained.The culmination of each unit with systematization and consolidation tasks (could be integrative seminars). This contributes to forming a global, now deeper and more coherent image of the study. The evaluation not only of certain knowledge and skills, as is usually done in school practice, but also the ideas that students have of the importance of different subjects studied, of their relationship with the problems of humanity and the country, the experience acquired by them to carry out some characteristic actions of the investigative activity, in particular to ask and solve questions or problems,the attitude they show and the evaluations they make when carrying out various situations. (Valdés, P. and others 2002: 9)
The authors cited focus attention on the role of homework in promoting student prominence during learning, a question of great value in developing cognitive independence.
In the literature reviewed it was found that the teaching task whose solution leads to the development of cognitive independence has been worked on by different authors, among them are Margarita Silvestre and José Zilberstein. These highlight a group of tasks aimed at developing general teaching skills but which in turn promote intellectual development and require creation with greater cognitive independence. These are:
- Conceive a plan to analyze or expose a material. Operate with definitions. Prepare a report or presentation before the rest of the classmates. Evaluate a fact or information. Propose and / or solve a problem. Propose a hypothesis. Argue or support criteria or approaches.Compare points of view, phenomena or processes and arrive at their own conclusions.Propose experiments. (Silvestre, M. and Zilberstein, J,. 2002: 88)
Based on the elements previously exposed and in correspondence with the purpose of this work, the teaching task aimed at the development of cognitive independence is specified in those learning activities that must be carried out by the student in or outside the classroom, whose solution requires the ability to think and work with originality by itself, using effective methods and procedures, so it is specified that these must have the following characteristics:
- A close link between new content and previously acquired content. Starting from objectives and diagnosis, that is, responding to pedagogical diversity. Presentation in the form of contradictions, by posing problem questions, which provoke the search for information in different means, the communication of results, the preparation of reports, the proposal of experiments. Combination of different forms of didactic work, dialogue between the teacher and the students, individual work, teamwork, group discussion of the results obtained. at all moments of cognitive activity: orientation, execution, control and evaluation.The following procedure is then proposed to be taken into account by teachers to prepare and apply teaching tasks aimed at the development of cognitive independence: task design through questions or problems, reflection on topics of interest, search for information, preparation of reports, among others. Approach of the orientations offered to the students, to arrive at the solution of the task with emphasis on how and what to learn. Precision of how to work the evaluative orientations. Determination of the ways to use to combine the activity Individual with the collective, so that the task is solved with individual effort and then group consensus is reached. Precisions of the criteria that will promote self-evaluation and evaluation.Design of tasks through questions or problems, reflection of topics of interest, search for information, preparation of reports, among others. Approach to the guidelines offered to students, to arrive at the solution of the task with emphasis on how and what to learn.Precision of how to work evaluative orientations.Determination of the ways to use to combine individual activity with collective activity, so that the task is solved with individual effort and then group consensus is reached. that will promote self-evaluation and evaluation.Design of tasks through questions or problems, reflection of topics of interest, search for information, preparation of reports, among others. Approach to the guidelines offered to students, to arrive at the solution of the task with emphasis on how and what to learn.Precision of how to work evaluative orientations.Determination of the ways to use to combine individual activity with collective activity, so that the task is solved with individual effort and then group consensus is reached. that will promote self-evaluation and evaluation.to arrive at the solution of the task with emphasis on the how and what to learn. Precision of how to work the evaluative orientations. Determination of the routes to be used to combine the individual activity with the collective, so that the task is solved with the individual effort and then group consensus is reached. Precisions of the criteria that will promote self-evaluation and evaluation.to arrive at the solution of the task with emphasis on the how and what to learn. Precision of how to work the evaluative orientations. Determination of the routes to be used to combine the individual activity with the collective, so that the task is solved with the individual effort and then group consensus is reached. Precisions of the criteria that will promote self-evaluation and evaluation.
CONCLUSIONS
In this work, it has been verified that cognitive independence has been an issue analyzed since ancient times, but that it still remains at the center of the researchers' attention, since the development of this capacity is essential in the training of modern man so that can develop in the society that he had to live.
It was also demonstrated the important role that the teaching task has to promote the protagonism of the student during learning, a question of great value to develop cognitive independence.
It is specified, then, that the teaching task aimed at the development of cognitive independence is that learning activity that must be carried out by the student in or outside the classroom, whose solution requires the ability to think and work with originality by himself, using effective methods and procedures.
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