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VIGOTSKY`S PHILOSOPHY 

Vygotsky is one of the speakers of the new paradigms and theories of learning as it is the constructivist model in which the student's learning context is taken into account, the previous knowledge of the mother tongue of the learner, it is important to recognize that the language is one of the most important aspects in the context of the learner because it is convenient to take advantage of the knowledge that is held in the mother tongue and the fact that the individual learn daily from their context to expand and complement learning the target language.

Although the language of vygotsky in some apartes is an advanced language He being one of the exponents of constructivism in his theory seeks to change the behaviorist paradigm based on the stimulus response and mechanistic learning in which the individual only receives unrelated information, association with reality or sense then the individual is not an active agent and aware of his own learning.

Constructivism has several forms of application, from a cognitive, personal or social point of view. In this vein Vygotsky and other exponents such as Ausubel and Piaget defend the idea of ​​the construction of knowledge from the interaction with the social environment of the individual and the discovery of new findings in their own context.

The learner should not be indifferent to its environment because it develops in that environment and is affected by it therefore the constructivist theory or model is very successful in this area, however there are also aspects criticized by others in which it is subtracts veracity to the theory based on the truth or universal and absolute validity does not exist.

Constructivism and language:

In this sense it is important to keep in mind that one of the factors that determines the interaction of individuals is language since for example the child from the omento in which he is born begins to interact with his environment learning from the many aspects between the most important the language that later allows him to relate through more complex cognitive structures that are still interpreted.

The act of using language and word should be understood not only as a structure of communication and interaction but beyond that is a bridge between human thought and the transformation of social reality, in other words, the linguistic process also entails an intellectual development an application in the environment and a positive transformation of that context.

Constructivism and the school:

It is necessary that in terms of education constructivist theories take greater possession in the processes of teaching and learning, the teacher is called to apply these contemporary models and to materialize new lesson plans with new strategies in the classrooms in order to favor student learning from what they know of their environment and transform their own environment through a learning awareness for individual and collective benefit.

Experience and observation:

Through my experience I can affirm that current education is struggling to change its traditional paradigms associated with behavioral theories because it has been understood that the learner individual context is of great relevance to deepen their knowledge however it is also observable that still our society does not completely abandon old education schemes.

A teacher applies constructivism when he identifies and values ​​the student's context, when he inquires about his previous knowledge and takes advantage of what the student knows to deepen the knowledge. In addition, when the teacher facilitates different learning scenarios and persuades his learners to be more critical of their own reality and to generate contributions to their society that are manifested and evidenced in collective progress.

By: Jimy Delgado

The philosophy of Vygotsky:

The learning processes are essential in the student and are directed to research with the environment and social interaction, which are important elements as an incentive to achieve a personal cognitivism.

Constructivism as a school of thought has endured for the simple reason of being the antiestesis of the theories that it has surpassed, that is that, unlike behaviorism, for example, it is not part of concepts to impart but recognition of the need to construct all the time new ideas, doubt around knowledge and is developed in many aspects, including social, personal, cultural. It is therefore the paradigm of a kind of epistemological pedagogical mechanism that inclines towards the production of new knowledge, and to the eclectic construction of a method of learning that implies learning, unlearning, relearning.

Learning a second language implies on the one hand understanding the need to give a context to the new information so that it does not lack content, on the other hand it requires temporarily unlearning the native language to give way to the apprehension of new information. Knowing the needs and tastes of the learner can help build a method for each one, for example through music, video games, geography and the needs of the environment. An apprehension of another clearly memorized language does not contain content and a logical sense that facilitates the strengthening of learning.

By: Rosa angélica García

CONSTRUCTIVISM AS A SCHOOL OF THOUGHT:

Constructivism for its emphasis on student learning teaches us that they are the active and active knowledge builders. The learning to be done has to be meaningful, personal, individual, student-centered and open to discovery. This model has been in education since the 1980s, as a paradigm focused on teaching and not on learning.

The greatest representatives of constructivism are Jean Piaget and Vygotski. Piaget emphasizes the interaction with the environment and Vygotski focuses on how the social environment allows an internal reconstruction.

The Philosophy Of Vygotsky:

Vygotsky's Theory on Constructivism, he believed that culture is the principal determinant of cognitive progress. In his theory of Constructivism, knowledge leads to further cognitive development. The societal configuration of intelligence and states that the individual growth could not be comprehended without indication to the societal and cultural context where the aforementioned evolution is entrenched mind development is continuous. In the same way Vygotsky focuses on the actual mechanism of the development. He excludes discernible stages of development as theories and assumptions. Vygotsky's theory on constructivism does not adhere to the idea that a single abstract principle is able to explain cognitive development.

As a substitute to Piaget's constructivism and he argues that knowledge is internalization of social activity. He considers that mediation is the key proponent of the constructivism. His theory offers a harmonizing viewpoint to the behaviorist view. Vygotsky's theory of constructivism supports that the use of mediators helps the human to alter their environment, and this is her way of interacting with the nature. Vygotsky's theory of constructivism also supports that the use of activity mediators provides a way in which people are able to interact with the nature.

By: Cristian Jauregui

PHILOSOPHY A DE VYGOTSKY :

Vygotsky can be considered the founder of social constructivism, because it emphasizes in the influence of the social and cultural contexts in the appropriation of the knowledge. The teacher has an important role in teaching, but the students are those who naturally and socially construct meanings. Vygotsky, according to Bonin (1996), worked to create a new theory that would encompass a conception of the cultural development of the human being through the use of instruments, especially language, considered as an instrument of thought. Since the student alone can not achieve everything, the role of the teacher is important. It is a facilitator and a social interaction. In an idea one could say that: knowledge is relative to the situations in which the connoisseurs meet.

To Vygotsky, the relationship between the social and the individual in the historical processes of social and individual development is one of dialectical interaction and functional unification.

There are many authors who criticize Vygotsky, but in any case his contribution has been constructivism in relation to social and cultural.

In my midst and in my experience Vygotsky's theories are palpable in some social interaction activities to learn. For example, field experiences, institutional visits to projects and science labs. It is there, where interacting with the protagonists and seeing the experiences the student learns through meaningful actions.

By: Edison Grgorio Lizcano

 VYGOTSKY`S PHILOSOPHY:

There are several points that can be highlighted about Vygotsky’s philosophy of constructivism. Firstly, Vygotsky emphasizes the importance of social relations, for the personal and intellectual growth of an individual in large measure. He thinks that society that surrounds him is more important, to the innate intellectual capacity of an individual, thus giving him less importance to the role of the individual in the learning process, which was strongly criticized by other thinkers. To this theory, Vygotsky calls it "situated learning", where it explains us that a person grows in all its dimensions of the being, depending on the place where this one is.

Another very interesting point is the importance that Vygotsky gives to language and communication; Vygotsky talks about the importance of knowing how to communicate, whether oral or written and tells us that an individual who can communicate, has knowledge built inside, because learning a language is learning everything about a culture and everything about relationships social; in itself sounds a very logical theory, however discredited to non-verbal or nonverbal communication, as stated in the article International Education Journal (2005), assumes that a child because he cannot communicate with words, has not built knowledge, however , regardless of the meaning of "knowledge" one has, it can be said that it is something absurd; this theory is called "Extreme Socialization". Vygotsky also talks about "Oversimplification" as one of his fears of reduced meaning, such as a word, is the minimal reduction of ideas, which may be extensive, emotions or relationships with the outside, which also are many, but they are reduced to a word, which does not say much about something. Another thing that Vygotsky speaks about is consciousness as one of the means for the acquisition of knowledge, tells us that man has two higher mental functions, intellect and intuition, and that each of them with a due process comes to the formation of knowledge, intellect by means of logic and deduction, and intuition by means of the creativity of the individual and other virtues that could not be explained about its existence.

Some examples of these theories in the classroom would be:

- The social relations in the classroom, for the development of their interpersonal skills, for that reason the importance of the group activities in the teaching methodologies.

- Language as the main source of knowledge, therefore the importance of communication between students and their teacher, in addition to the implementation of learning a second language of students, so that knowledge and social relations can occur internationally.

- The multiplication of ideas as an internal process in the individual based on their reality. The teacher promotes different ways in which the student can relate to his peers, to share knowledge and information about their differences, being its culture, sex, ages, etc., the teacher should promote equity.

- The social relations with the group of friends you have, this greatly influences the process of knowledge and education of oneself, since there are people who do not learn anything from them, others who show us bad things, others that are demotivating and so on.

- Likewise with the working groups, the construction of knowledge can be effective or fail according to the participants, so you have to choose to be surrounded by productive people.

- We must also choose well the spaces we frequent, since we learn things that sometimes do not need to know, as Vygotsky explains, having some first ideas, they are going to connect with others, to produce new ideas, and obviously ideas become actions.

- Avoid social conflicts, either with family or friends, neighbors, etc., everything we think part of how we persuade our reality, and these ideas come out again abroad.

By: Gladis Fabiola Hernández Moreno.