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Didactic Foundations, Is, Is, This, It is made up of:, Is, It has been…

- - - -  Exclusive phase: "explosion" of opinions, impressions, judgments, possible alternatives, etc., by the participants. Everyone reacts to the situation, as they subjectively perceive it. If each one can express himself freely, then a certain relaxation of the tensions of the beginning is reached and ends, finally, in the discovery of the incompatibility of points of view.
  - - -  Incident case
        The dramatic description of the incident to the group is a starting point. The ultimate aim is to launch the participants into an active search for complementary information, which allows clarifying the individual decision processes.
        
         Case of reasoned solution
        The aim is to train the group to find reasonable solutions. It differs from the incident case in that there is no additional information here: the group has to be content with the data of the case and concentrate its effort on reconciling the various solutions to find the most reasonable solution.
        
         Case where imagination is applied
        From the imagination, promote in the group a representation of the case based on real situations. So, what predominates is the examination of broader realities, based on a specific good, and the awareness of the causes and consequences of such events.
        
         Real search case
        This method can only be used when an ideological discussion or a process of awareness regarding a specific problem has already been developed.
        
         Thematic case
        When a thematic case is raised, it is not so important that the group seek concrete solutions to the situation posed as simply discussing a specific content. The choice of content obviously depends on the actual situation of the group itself.
- - - - • Through collaboration, the pedagogical aids provided to students are more likely to be optimized.
        
        • Collaboration, through teamwork, allows us to analyze problems that are common, with greater and better criteria.
        
        • It requires among teachers that they educate agreement on common approaches, as well as sufficiently coherent criteria and principles of action.
- - - - • Intuitive mental thinking. It has to do with finding the answer to a problem immediately, without analyzing it. It is very common in those who have jobs that require very quick decisions, such as firefighters or explosives experts.
        
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        Intuitive psychic thinking. It refers to the ability to choose the best way to overcome or overcome a personal difficulty, without further intellectual data in this regard. Also to perceive social or work atmospheres.
        
        • Intuitive spiritual thinking. It corresponds to the states of "enlightenment" or to "revelations". They are more an experience than a fact. Buddhists refer the most to this form of intuition, which has a mystical character.
  - - - Creativity reduces risk: The ability to take anything and do something useful with it. The creative person will take each obstacle in life as a challenge and one more opportunity to continue growing, perhaps the same situation would be total failure for someone not creative. Highly creative people develop a special ability to see the potential in any situation.
        
        Information is not enough: Information awakens in people a false sense of security; we have an unknown portion of information for our purpose, which we can make the most of in a creative way.
- - - - • Craft phase: In this standard there are no pre-established and generalizable rules, so the instruction is based on the teacher's own experience and on some advice and rules.
        
        • Methodical phase: First systematization of the teaching - learning processes starting with Comenius with his Magna didactics in 1632 and the curriculum of the University of Glasgow in 1633.
        
        • Philosophical phase: A philosophical explanation is passed when the theoretical foundation of educational action
        
        • Applicative phase: Based on the activity and practice "praxis" rather than theoretical reflection. It is separated both from the formal method, based on the teacher's lesson, and from theoretical reflection, it is the movement called: "new school."
        
        • Explanatory and normative phase: At the beginning of the 60s the didactics that consolidated as a fundamental discipline in pedagogical training by opening up new development paths: Teacher training, special and different didactics, creation of an assessment and diagnosis instrument, technology in schools, school organization etc.
        
        • Epistemic phase or rationality paradigm: Nowadays an epistemological approach to innovation or didactics needs an analysis or paradigmatic position. Through paradigms, scientific and theoretical support of educational practice is given.