Theoretical Premises and Methodological Aspects of Learning through Multiple Interpretations
Theoretical Premises and Methodological Aspects of Learning through Multiple Interpretations

Summary/Abstract: In learning we often appeal to interpretation, defining our own identity by activating certain cognitive and affective strategies. We achieve a kind of apprenticeship in our scientific knowledge by raising “the scaffolding of knowledge”. From the perspective of the teacher, the stimulation of communication and the acceptance of all types of questions from students is the way we can help them think freely, build and positively value themselves in relation with the others. The possibility of having quick access to information, the need to find things out without an effort or with a minimum effort has advantages and limitations. There is the danger that technology facilities might question the man's ability to think critically, to question, to reflect, to interpret, to find and give meaning to the complex world where he lives. Technology itself, although it does not guarantee results, is useful, but matters more how we relate to technology, our ability to use it and to develop our own resources. There are a number of learning models, but we focused our attention on those concerning our ability to question, to interpret situations and problems specific to our world. We were interested in the circular approach, which we consider to be superior due to its resuming the initial stages and to valorizing previous experience of the learners. From a teaching perspective, we consider important the methodological suggestions on the art of asking questions, of using different types of questions (depending on different variables), of answering and interpreting.

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