Se presenta una investigación sobre la incorporación progresiva de la Pizarra Interactiva (PI) en aulas de la Facultad de Ciencias de la Educación de la Carrera Profesional de Filosofía, Psicología y Ciencias Sociales. El profesorado participante experimenta el uso de la PI en sus aulas durante los cursos que se realizan. La experimentación se orienta mediante las encuestas a los alumnos sobre cuánto conocen de la pizarra interactiva y qué bondades posee, que se complementan con información on-line. Se aportan los usos de la PI más habituales y, especialmente, valoraciones del aprendizaje (en el aula) con el apoyo de la PI: usos didácticos, ventajas, inconvenientes, rendimiento académico y competencias trabajadas.

Locke for his academic studies and his proximity to the scientific work of the natural philosophers, substantially by the link that he had with Robert Boyle’s experimental philosophy, had direct knowledge of the development of the chemistry and physics and all the rise of science in the in the middle of the 17TH century. The wisemen of natural philosophy took as valid the Corpuscular theory to explain the phenomena of reality, one of these was the empiricist philosopher John Locke. In fact, Locke recognized that the internal structure of things were small corpuscular, and with the attitude of a metaphysical realist, recognized his objectivity as something external to perception. Nevertheless, he was skeptical at the epistemological level considering that these particles for being small and insensitive they weren’t available to the cognoscente subject.

In this article the author analyzes the concept of idea as the central axis of the philosophical system of John Locke, presented in the Second Book of his "Essay on Human Understanding" dedicated to his philosophical argumentation. It analyzes those simple ideas which cannot be invented or destroyed, constituting the raw material for complex ideas.The author argues that Locke, with his theory about the origin of knowledge, was a metaphysical realist. He also presents Locke's corpuscular theory as the best explanation of reality in itself and as the theory that became the belief of all the natural philosophy of the XVII century, thus opening a new scientific perspective that, after the works of Ticho Brahe, Kepler, Galileo, Boyle, concluded in The mathematical principles of natural philosophy of Newton in 1687. Locke knew the work of Newton; however, our author was directly linked with th...

El problema del conocimiento en Locke y la teoría corpuscular es el tema que ha inspirado la presente investigación, entre otras razones, porque considero que es un punto central de la filosofía natural, por un lado, y, por otro, de la filosofía empirista de Locke. Ambos sistemas de saber que con sus argumentos sobre la naturaleza de las cosas y los conceptos establecieron las bases de la ciencia y la filosofía moderna, durante la segunda mitad del siglo XVII. El XVII es un siglo de profunda inflexión teórica que, aún renovando genuinamente el conocimiento, como veremos luego, no abandona del todo la tradición antigua. En efecto, la teoría heliocéntrica de Copérnico con el que se iniciaba la innovación en el siglo XV, curiosamente ocultaba en su seno la teoría más fértil de la antigüedad: el atomismo y el vacío, que luego Giordano Bruno (1548-1600) develó en el siglo X...

 Democritus of Abdera (about 460-350 ANC), a contemporary of Socrates, disciple of Leucippus, and scientific research -naturalista acknowledged even by his opponents as Aristotle, began to explain the nature of all things and for him this was materials consisting of tiny particles, "rough" or "smooth", unchanging and indivisible, homogeneous and actual calls atoms, that by virtue of its existence and knowability are the different types and textures of matter that exists. The phenomena of atoms are formed. The turning point in the development of science that Galileo began in the seventeenth century, was based on the atomism of Democritus. Galileo's philosophy stands out for having prioritized the quantitative over the qualitative, being the first and the main seal research of modern natural science. The atomistic philosophy of Democritus was projected to the physics of Newton, whose ...

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Locke for his academic studies and his proximity to the scientific work of the natural philosophers, substantially by the link that he had with Robert Boyle’s experimental philosophy, had direct knowledge of the development of the chemistry and physics and all the rise of science in the in the middle of the 17TH century. The wisemen of natural philosophy took as valid the Corpuscular theory to explain the phenomena of reality, one of these was the empiricist philosopher John Locke. In fact, Locke recognized that the internal structure of things were small corpuscular, and with the attitude of a metaphysical realist, recognized his objectivity as something external to perception. Nevertheless, he was skeptical at the epistemological level considering that these particles for being small and insensitive they weren’t available to the cognoscente subject.

In this article the author analyzes the concept of idea as the central axis of the philosophical system of John Locke, presented in the Second Book of his "Essay on Human Understanding" dedicated to his philosophical argumentation. It analyzes those simple ideas which cannot be invented or destroyed, constituting the raw material for complex ideas.The author argues that Locke, with his theory about the origin of knowledge, was a metaphysical realist. He also presents Locke's corpuscular theory as the best explanation of reality in itself and as the theory that became the belief of all the natural philosophy of the XVII century, thus opening a new scientific perspective that, after the works of Ticho Brahe, Kepler, Galileo, Boyle, concluded in The mathematical principles of natural philosophy of Newton in 1687. Locke knew the work of Newton; however, our author was directly linked with th...

Se presenta una investigación sobre la incorporación progresiva de la Pizarra Interactiva (PI) en aulas de la Facultad de Ciencias de la Educación de la Carrera Profesional de Filosofía, Psicología y Ciencias Sociales. El profesorado participante experimenta el uso de la PI en sus aulas durante los cursos que se realizan. La experimentación se orienta mediante las encuestas a los alumnos sobre cuánto conocen de la pizarra interactiva y qué bondades posee, que se complementan con información on-line. Se aportan los usos de la PI más habituales y, especialmente, valoraciones del aprendizaje (en el aula) con el apoyo de la PI: usos didácticos, ventajas, inconvenientes, rendimiento académico y competencias trabajadas.