ESPINOSA ZÁRATE, ZAIDA
No
Teor. Educ.
Article
Científica
4
2
0.396
01/12/2016
000407428100002
Since transmission takes place pre-educationally, we can be certain about the educational potential that informal contexts offer on account of the immediacy of the experience of the world they provide, and due to the multiplier effect of educational results that they have. We reflect on the value of experience and, consequently, of informal contexts as contributors to learning, realizing that humans are not just characterized by the experiences they live, but by their being capable of either making the most of them or not. Educationally speaking, the sheer accumulation of experiences has just limited educational potential. Therefore, we need to develop strategies that turn them into valuable learning contributors. A reflexive character turns out to be essential. The basis that serves as a condition for the affinity of both contexts -whose confluence reinforces greatly learning processes- is the fact that both share the same moral fabric, intrinsic to human actions.
informal learning contexts; experience; moral education; reflexive character