Resumen de La neuroarquitectura y los escenarios educativos incluyentes
- español
Es evidente que, a pesar de que en los últimos cien años la tecnología y los modelos pedagógicos han avanzado de forma significativa, los escenarios educativos conservan notables similitudes con los de la escuela tradicional: salones cerrados con un tablero de tiza que ha sido cambiada por una pizarra con marcadores o por un proyector; y salones donde el docente sigue siendo el líder del proceso educativo, y no como plantean las teorías constructivistas, en las que el niño o los estudiantes de la institución son el centro del proceso de aprendizaje. Eberhard (2009a), cofundador de la Academy of Neuroscience for Architecture (ANFA), sostiene que las neurociencias, así como la biofilia y la psicología ambiental, pueden facilitar que tanto teóricos de la educación como arquitectos y diseñadores creen espacios arquitectónicos enriquecidos que promuevan experiencias de aprendizaje para todos.
- português
It's evident that despite tha fact that during the last 100 years thecnology and pedagogical modesl have advanced significantly, the educational settings retain remarkable similirities with those of the traditional school, closed room with a chalk board that has been replaced by a blackboard with markers or through a video or classrooms where the teacher is still the leader of the educational process and not as the constructivist theories propose where the child or the students of the institute are the center of the learning process, Jhon Eberhard (2013) who is the co-founder of ANFA Academy of neurosciences as well as biophilia and environmental psychology can facilitate both educational theorists and architects and designers to créate enriched architectural spaces that promote learning experiences for all
- English
It is evident that, even though during the last 100 years, technology and teaching approaches have advanced significantly, the educational settings remain remarkably similar to the traditional closed room with chalk and blackboard that has been replaced by a whiteboard with markers or a video projector but nothing more. We still have classrooms where the teacher is the leader of the learning process and not, as constructivist theories suggest, where the students are the center of the process. John Eberhard (2013), the co-founder of the Academy of Neuroscience for Architecture (ANFA), argues that neuroscience, biophilia, and environmental psychology can help educational theorists, architects, and designers to create architectural spaces that promote learning experiences for all.
