Propuestas didácticas para una pedagogogía de la muerte desde la creatividad artística

Todavía en la educación del siglo XXI existen huecos curriculares sin descubrir, nuevos senderos que son vitales para la formación del Hombre. Uno de ellos es la muerte, pues el Hombre quizás sea el único animal que se sabe muriente. Y esta conciencia de mortalidad imprime a la finitud un carácter pedagógico, en el sentido de su potencial para que el ser humano establezca unas coordenadas a partir de las cuales actuar, crecer y desarrollarse. Es, por consiguiente, un elemento pedagógico clave para la educación de la libertad. En las últimas décadas están surgiendo líneas de investigación rigurosas y consolidadas que tratan de contribuir a la normalización del tratamiento educativo de la muerte en todas las etapas educativas. Este artículo trata de aportar propuestas metodológicas para una Didáctica de la Muerte desde la creatividad artística, a través de recursos como el arte efímero, el movimiento Ready-made o el análisis de culturas en las que la muerte ha sido un tema dominante en su expresión artística. Las propuestas son coherentes con modelos humanistas o complejo-evolucionistas de la creatividad, que enfatizan en sus posibilidades formativas para el ser humano. La creatividad artística como recurso de Pedagogía de la Muerte es un ejemplo de creatividad aplicada para la formación, pues aporta importantes posibilidades para la expresión y la vivencia simbólica de la pérdida y la muerte y, por tanto, para que el alumnado elabore un concepto de muerte más amplio y complejo. En las conclusiones del artículo se reflexiona sobre la significativa relevancia de una posible Pedagogía de la Muerte integrada en una Educación para la Vida así como de las posibilidades de la creatividad artística en la Didáctica de la Muert

Pedagogía de la muerte en personas con discapacidad intelectual: elaboración, aplicación y evaluación de un programa educativo

Tesis doctoral inédita leída en la Universidad Autónoma de Madrid, Facultad Formación de Profesorado y Educación, Departamento de Didáctica y Teoría de la Educación. Fecha de lectura : 28 de marzo de 201

How to investigate empirically on a radical topic?

Este breve artículo trata de intuir algunas bases para la investigación educativa desde la teoría y el enfoque radical e inclusivo de la educación. Se definen algunas orientaciones respecto a temas investigados, diseño y metodología de investigación, y análisis e interpretación de resultados. Se deducen dos conclusiones principales: (1) El enfoque radical e inclusivo puede contribuir a definir y desarrollar una investigación educativa más completa; y (2) se puede investigar más allá de la frontera del conocimiento, especialmente si se atiende a lo que no se ve ni se demandaThis brief article tries to intuit some bases for educational research from the theory and the radical and inclusive approach to education. Some guidelines are defined regarding researched topics, research design and methodology, and analysis and interpretation of results. Two main conclusions are drawn: (1) The radical and inclusive approach can contribute to define and develop a more complete educational research; and (2) it is possible to investigate beyond the frontier of knowledge, especially if one pays attention to what is not seen or demande

Automatic tree parameter extraction by a Mobile LiDAR System in an urban context

e0196004In an urban context, tree data are used in city planning, in locating hazardous trees and in environmental monitoring. This study focuses on developing an innovative methodology to automatically estimate the most relevant individual structural parameters of urban trees sampled by a Mobile LiDAR System at city level. These parameters include the Diameter at Breast Height (DBH), which was estimated by circle fitting of the points belonging to different height bins using RANSAC. In the case of non-circular trees, DBH is calculated by the maximum distance between extreme points. Tree sizes were extracted through a connectivity analysis. Crown Base Height, defined as the length until the bottom of the live crown, was calculated by voxelization techniques. For estimating Canopy Volume, procedures of mesh generation and α-shape methods were implemented. Also, tree location coordinates were obtained by means of Principal Component Analysis. The workflow has been validated on 29 trees of different species sampling a stretch of road 750 m long in Delft (The Netherlands) and tested on a larger dataset containing 58 individual trees. The validation was done against field measurements. DBH parameter had a correlation R2 value of 0.92 for the height bin of 20 cm which provided the best results. Moreover, the influence of the number of points used for DBH estimation, considering different height bins, was investigated. The assessment of the other inventory parameters yield correlation coefficients higher than 0.91. The quality of the results confirms the feasibility of the proposed methodology, providing scalability to a comprehensive analysis of urban treesS

The radical inclusive curriculum: contributions toward a theory of complete education

This paper contributes to curriculum theory from the perspective of a fundamental critique of education. Its objective is twofold: to analyze both traditional and critical approaches to the curriculum and the types of education that fow from them and to propose changes that could result in signifcant improvements to the curricula through the radical and inclusive approach. The principles of pedagogy are redefned from the standpoint of this approach, aiming to enhance the educational potential of the curricula. The method of the paper is hermeneutic and dialectical, critically disputing the utility of curriculum theory and of the international policies that drive current educational practice. The essay’s arguments are developed throughout in the dialogical space between the critique and the proposed changes. These arguments are oriented toward complementarity and aim to redefne education and the curriculum in terms of complexity and a higher level of consciousness. The conclusions suggest that the radical and inclusive approach can produce signifcant, thoroughgoing change in curricula, education, and pedagogyOpen Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. This work was supported by the Agencia Estatal de Investigación (AEI) (Spain) and the European Regional Development Fund (FEDER) under Grant EDU2017-85296-

Impact of a teacher-training MOOC on the Pedagogy of Death during the pandemic

The objective of this study was to determine the impact of a MOOC on the attitudes of pre-service and in-service teachers toward education on death. The study adopted a pre- and post-test design. Participants (N = 139) answered the Death Education Attitudes Scale-Teachers (DEAS-T) questionnaire at the beginning and end of the course. The results confirmed significant differences between the pre- and post-course applications in the three scale factors—need for training in the Pedagogy of Death, inclusion of death in education, and educational awareness of death. Open-access, free, mass training through a MOOC could have a positive impact on attitudes toward death education among both pre- and in-service teacher

Dynamical invariants for CPG control in autonomous robots

This is an electronic version of the paper presented at the 7th International Conference on Informatics in Control, Automation and Robotics, held in Madeira on 2010Several studies have shown the usefulness of central pattern generator circuits to control autonomous rhythmic motion in robots. The traditional approach is building CPGs from nonlinear oscillators, adjusting a connectivity matrix and its weights to achieve the desired function. Compared to existing living CPGs, this approach seems still somewhat limited in resources. Living CPGs have a large number of available mechanisms to accomplish their task. The main function of a CPG is ensuring that some constraints regarding rhythmic activity are always kept, surmounting any disturbances from the external environment. We call this constraints the “dynamical invariant” of a CPG. Understanding the underlying biological mechanisms would take the design of robotic CPGs a step further. It would allow us to begin the design with a set of invariants to be preserved. The presence of these invariants will guarantee that, in response to unexpected conditions, an effective motor program will emerge that will perform the expected function, without the need of anticipating every possible scenario. In this paper we discuss how some bio-inspired elements contribute to building up these invariants.Work supported by MICINN BFU2009-08473, CAM S-SEM-0255-2006 and TIN 2007-65989. Fernando Herrero-Carrón with an FPU-UAM gran

Yield prediction by machine learning from UAS‑based mulit‑sensor data fusion in soybean

16 p.Nowadays, automated phenotyping of plants is essential for precise and cost-effective improvement in the efficiency of crop genetics. In recent years, machine learning (ML) techniques have shown great success in the classification and modelling of crop parameters. In this research, we consider the capability of ML to perform grain yield prediction in soybeans by combining data from different optical sensors via RF (Random Forest) and XGBoost (eXtreme Gradient Boosting). During the 2018 growing season, a panel of 382 soybean recombinant inbred lines were evaluated in a yield trial at the Agronomy Center for Research and Education (ACRE) in West Lafayette (Indiana, USA). Images were acquired by the Parrot Sequoia Multispectral Sensor and the S.O.D.A. compact digital camera on board a senseFly eBee UAS (Unnamed Aircraft System) solution at R4 and early R5 growth stages. Next, a standard photogrammetric pipeline was carried out by SfM (Structure from Motion). Multispectral imagery serves to analyse the spectral response of the soybean end-member in 2D. In addition, RGB images were used to reconstruct the study area in 3D, evaluating the physiological growth dynamics per plot via height variations and crop volume estimations. As ground truth, destructive grain yield measurements were taken at the end of the growing season.SI"Development of Analytical Tools for Drone-based Canopy Phenotyping in Crop Breeding" (American Institute of Food and Agriculture

Personal Assistants in the Promotion of Independent Living for Persons with Intellectual Disability: A Basic Applied Investigation

Background: The personal assistant is a support figure aimed at improving the autonomy and independence of persons with intellectual disability, and is coherent with the new models of intervention with such groups. Method: Two sub-studies were conducted. The first one, comprising 120 persons with intellectual disability and 147 relatives, was aimed at identifying perceptions on support needs for independent living. The second was a case study with 4 participants who received support from personal assistants. Results: In the first sub-study, persons with intellectual disability showed a clear preference for a greater degree of autonomy and self-determination in their life projects. The second one highlights the effect of personal assistance on the individuals’ empowerment and the improvement of their autonomy. Discussion: The results are used to suggest a competency profile of the personal assistant, including ten key competencies, and a critical analysis of the most relevant findings is made.Planteamiento del problema: El asistente personal es una figura de apoyo a la mejora de la autonomía y la vida independiente, coherente con los nuevos modelos de intervención con personas con discapacidad intelectual. Método: Se desarrollan dos subestudios. El primero cuantitativo, con 120 personas con discapacidad intelectual y 147 familiares, tiene el objetivo de conocer la percepción de las necesidades de apoyo para la vida independiente. La segunda fase es un estudio de casos con 4 participantes, en los que se aplica la figura del asistente personal. Resultados: Destaca del primer subestudio la clara disposición de las personas con discapacidad intelectual a tener más autonomía y autodeterminación en sus proyectos de vida. En el segundo subestudio resalta el impacto de la asistencia personal en el empoderamiento y en la mejora de la autonomía. Conclusiones: Con base en los resultados, se propone un perfil competencial del asistente personal con diez competencias clave y se realiza un análisis crítico de los hallazgos más relevantes

Contexte de L´pçedagpgoe de la mort en Espagne

La Pedagogía de la Muerte define un ámbito de investigación, formación e innovación educativa emergente. Se fundamenta en su posible habilitación educativa y didáctica en todos los niveles educativos y en su carácter fundamental para la formación. En poco más de diez años, el trabajo de un reducido grupo de autores ha puesto a España como uno de los escasos países en los que su desarrollo ha sido intenso, coherente y crecientemente demandado. Los trabajos invitan a vislumbrar una Pedagogía más abierta, más profunda y orientada por una teleología que tenga en cuenta las características esenciales del ser humano y su propia evolución. En el presente trabajo se realiza una revisión teórica de aportaciones realizadas por los más destacados autores españoles, analizando algunas de sus contribuciones e implicaciones. El artículo se divide en tres partes: Introducción, estudios y propuestas de Pedagogía de la Muerte en España, y conclusiones. Las propuestas se abordan en función de si están centradas en el valor formativo de la muerte para la evolución como ámbito perenne del ser humano, en la normalización de la muerte en la educación, en la intervención educativa paliativa o en el análisis de experiencias didácticas y de formación de profesorado. En las conclusiones se reflexiona sobre algunos retos que en un futuro pueden contribuir a la evolución de la Pedagogía de la Muerte. Entre ellas, el intercambio internacional de experiencias y el desarrollo de investigaciones científicas conjuntas que favorezcan la inclusión curricular de la muerte como elemento formativo.Pedagogy of Death is defined as a field of research, training and educational innovation emerging. It is based on their possible educational inclusion and its importance to formation. In just over ten years, the work of a small group of authors has pointed Spain as one of the few countries where development of the field has been intense, consistent and with a growing demand. The works invite to envision a more open Pedagogy, deeper and guided by a teleology that takes into account the essential characteristics of human beings and their own evolution. In this article, a theoretical review of work made by leading Spanish authors is done, discussing some of their contributions and implications. The article is divided into three parts: Introduction, studies and proposals for Pedagogy of Death in Spain, and conclusions. The proposals are discussed in terms of whether they are focused on the educational value of death for evolution as a perennial field in human beings, normalization of death in education, palliative intervention or analysis of learning experiences and teacher training. The conclusions reflect on some challenges that can contribute to future developments in Pedagogy of Death. Among them, the international exchange of experiences and development of joint scientific research that support the curricular inclusion of death as a formative element.La pédagogie de la mort définit un champ de recherche, de formation et de l'innovation éducative émergente. Elle est basée sur son potentiel éducatif et pédagogique à tous les niveaux de l'éducation et son rôle central dans l'enseignement. En un peu plus de dix ans, le travail d'un petit groupe d'auteurs a fait de l'Espagne l'un des rares pays dans lequel son développement a été intense, cohérent et de plus en plus demandé. Ces oeuvres nous invitent à entrevoir une pédagogie plus ouverte, plus profonde et guidée par une téléologie qui prend en compte les caractéristiques essentielles des êtres humains et de leur propre évolution. Cette étude présente un examen théorique des contributions apportées par les principaux auteurs espagnoles, l'analyse de certains de leurs contributions et leurs implications pédagogiques. L'article est divisé en trois parties: introduction, des études et des propositions de la pédagogie de la mort en Espagne, et les conclusions. Différentes propositions sont présentées en se concentrant sur la valeur éducative de la mort, pour l'évolution, comprise comme un point permanent de l'être humain ; d'autres propositions sont relatives à la normalisation de la mort dans l'éducation, l´intervention éducative palliatif ou l'analyse d'expériences d'apprentissage et de formation des enseignants. Dans les conclusions il y a des réflexions sur certains défis que dans l'avenir peuvent contribuer au développement de la pédagogie de la mort. Parmi eux, l'échange international d'expériences, et le développement de la recherche scientifique conjointe qui encourage l'inclusion curriculaire de la mort comme un élément formatif