Influence of relativism in didactic instrumentation and school performance

Abstract

Influence of Relativism in Didactical Instrumentation and Educational Development

The reason of this research is focused on the nature of relativism, which is evident on those educators that believe that their own method to do didactical instrumentation work most of the time due to the use of an unknown of methodology, sometimes due to improvisation, lack of time, apathy or lake of interest. The objective of this research is to look for didactical instrumentation mainly in education field, learning and sources of information, basis of relativism and the repercussion on academic development. The main question that rules this research is as follow. Which are the causes of the highest crisis during teaching and learning process when the educator applies didactical instrumentation assuming a relativistic position while teaching and to choose the best option to apply it. According to Nico Hirt, the pedagogy of competency was born from the philosophical constructivism known as relativism, not from pedagogic constructivism. The methodology is descriptive, it uses questionnaires to be applied to educators that previously took didactical instrumentations courses, with the purpose is to know the results after the realization of the instrumentation and application in the classroom. The analysis of the results is quantitative, there were found three different ways to understand and apply didactical instrumentation, there were thirty proposals of five subjects revised, six of each one. All are different and by conclusion the relativism theory is evident. One of the conclusions is that each educator follows their own criteria due to relativism resulting in poor results.