ENSEÑAR ECONOMÍA
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Universidad Industrial de Santander
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RESUMENCon frecuencia, los profesores de economía o los autores de textos pensamos que es suficiente con relatar cieltas experiencias, mencionar ciertos datos históricos, declarar algunas verdades para suscitar el interés de los posibles oyentes o lectores. Esta actitud procede de un equívoco, muy extendido aún entre personas con una vasta experiencia académica. Pensamos que los hechos hablan por si solos e imprimen un sello indeleble en todo ser humano, cuya adhesión provocan, cualquiera que sean sus disposiciones. Esta forma de comprender el proceso educativo, cuando se ha aplicado al campo de la economía ha dejado considerables defectos. Parte del problema tiene que ver con el hecho de que no tomamos en cuenta con quienes estamos compartiendo la enseñanza. Estas relaciones frecuentemente aisladas entre profesores, contenidos temáticos y estudiantes obedecen en parte a una desatención sobre el contexto material de la educación y, en sentido estricto, a una falta de observación sobre los diversos tipos de auditorio que puedetener la economía. Las siguientes consideraciones van orientadas alesclarecimiento de estos problemas.
ABSTRACTFrequently, the professors of economy or the authors of texts think that it is enough with relating certain experiences, to mention certain historical data, to declare some truths to raise the interest of the possible listeners or readers. This attitude comes from a misunderstanding, very extended still among people with a vast academic experience. We think that the facts speak for if alone and they print an indelible stamp in all human being whose adhesion causes, anyone that they are their dispositions. This form of understanding the educational process, when it has been applied to the field of the economyshe has left considerable defects. It leaves of the problem she has to do with the fact that we don't take into account with who we are sharing the teaching.These frequently isolated relationships among professors, thematic contents and students obey inattention partly on the material context of the education and, in strict sense, to an observation lack on the diverse auditory types that he/she can have the economy. The following considerations go guided to the clarification of these problems.
ABSTRACTFrequently, the professors of economy or the authors of texts think that it is enough with relating certain experiences, to mention certain historical data, to declare some truths to raise the interest of the possible listeners or readers. This attitude comes from a misunderstanding, very extended still among people with a vast academic experience. We think that the facts speak for if alone and they print an indelible stamp in all human being whose adhesion causes, anyone that they are their dispositions. This form of understanding the educational process, when it has been applied to the field of the economyshe has left considerable defects. It leaves of the problem she has to do with the fact that we don't take into account with who we are sharing the teaching.These frequently isolated relationships among professors, thematic contents and students obey inattention partly on the material context of the education and, in strict sense, to an observation lack on the diverse auditory types that he/she can have the economy. The following considerations go guided to the clarification of these problems.