[The reflective experience and education].
The reflective experience is proposed in this article as the way to approach the elaboration of knowledge. The concept of vital experience is proposed to make reference to the links with a great affective significance that characterizes each person in his/her relation with the world. Some considerations are made about perception with its affective, cognitive and evaluative components and its implications in the knowledge process. The idea of knowledge as the use and consumption of information is discussed. This idea that prevails at school corresponds with the passive perspective of education. We propose the idea of knowledge as an elaboration of the person in knowledge situation which originates the participative perspective of education. The characteristics of both perspectives of education are contrasted with respect to the role of theory and practice, the role of the professor and the student, the main purposes and the type of society that they aspire. The more relevant aspects of participative education are shown: the practice of criticism and self-criticism; the development of solid points of view about problem situations of experience, the development of methodological and practical aptitudes, with emphasis on medical education. Considerations are made about in what way the participative perspective concerns pre-graduate and post-graduate medical education and its possible incorporation to the programs.
Viniegra-Velázquez
Leonardo
L
Unidad de Investigación Educativa, Centro Médico Nacional Siglo XXI, IMSS. leonardo.viniegra@imss.gob.mx
D004493:Education; D004501:Education, Medical; D019359:Knowledge; D008606:Mental Processes; D012106:Research