Learning to learn from students from a marxist approach to education

Abstract

The work addresses the concept of learning to learn from a psycho-social approach to education. Some of Marx's postulates on education are valued, which allow locating the man in his reality or the student, as a subject who learns, in his social environment that, at the same time, receives his influences. The essence and its differences between Piaget's psychological constructivism and Vygotsky's social constructivism are analyzed, with their philosophical implications; The Zone of Proximal Development is analyzed as an intrinsic part of the cultural historical approach, which expresses the relative autonomy that the student has to learn alone, or with the help of other students or social subjects. Finally, learning to learn is valued as a result of significant learning, developed by Ausubel and his followers, as a non-arbitrary learning, but constructive learning that gives the student cognitive independence as a basis for its application to reality.