The 5 fundamental pedagogical models

Several ways of looking at education, according to different psychological and philosophical paradigms.

Educating and learning are common concepts, relatively easy to identify and that we see reflected in our daily lives often and in almost everything we do. However, understanding what learning means and what formal and informal education (especially in children and developing people) should aim to inculcate, as well as how to carry it out, is more complex than it may seem.

The different ways of looking at education have led to the emergence and application of different pedagogical models throughout history. different pedagogical models have emerged and been applied throughout history.. In this article we are going to observe some of the main models in this respect.

The main pedagogical models

There are numerous ways of conceptualizing learning, each of which has different implications depending on the practical effects of that conception. Many of the ideas about how the educational process how the educational process should be carried out have been elaborated and constituted as a more or less solid pedagogical model.

These models are the representation of the set of relationships that make it possible to explain a specific phenomenon, in this case learning. Having a pedagogical model allows us not only to have an explanation about it, but also to elaborate a series of guidelines that lead us to educate and promote certain aspects according to the type of model chosen. There are a great number of pedagogical models, among which the following stand out.

1. Traditional model

The traditional pedagogical model, the most used throughout history, proposes that the role of education is that of transmitting a set of knowledge. In this relationship between student, educator and content, the student is only a passive recipient, absorbing the contents that the educator pours over him. The leading role falls on the educator, who will be the active agent.

This type of model proposes a methodology based on the memoristic retention of information, based on the continuous repetition of tasks and without the need for an adjustment that would allow for the granting of meaning to the learned material.

Likewise, the level of learning achievement will be evaluated through the product of the educational process, grading the student on the basis of his or her ability to replicate the information transmitted. High importance is given to the concept of discipline, the teacher being an authority figureIt is based on imitation, and knowledge is transmitted without a critical spirit and accepting what is transmitted as true. It is based on imitation and ethical and moral development.

2. Behaviorist model

The behaviorist pedagogical model also considers that the role of education is the transmission of knowledge, seeing it as a way to generate the accumulation of learning. It is based on the behaviorist paradigm in its operant aspect, proposing that every stimulus is followed by a response, and the repetition of this is determined by the possible consequences of this response.. At the educational level, learning by modeling behavior is sought, fixing the information through reinforcement.

The role of the student under this paradigm is also passive, although he becomes the main focus of attention. The teacher continues to be above the student, in an active role in which he/she provides the situations and information that serve as stimuli. The use of rote and imamitive-observational methodology abounds. Technical procedures and skills are usually well learned under this methodology at a procedural level, learning is considered as behavioral change..

It works through a summative evaluation that takes into account the levels of expected behavior and the analysis of the products produced throughout the evaluation (such as exams).

3. Romantic/naturalistic/experiential model

The romantic model is based on a humanistic ideology that aims to take into account the learner as a protagonist and active part of learning and is centered on the child's inner world. It is based on the premise of non-directivity and maximum authenticity and freedom, assuming the existence of sufficient internal capacities on the part of the learner to be functional in his/her life and seeking a natural and spontaneous learning methodology.

Under this model it is promoted that the development of children should be natural, spontaneous and free, focusing the learning on the free experience and the interests of the child, with the educator being only a possibleThe educator is only a possible assistant for the child in case of need. The important thing is that the child develops his or her internal faculties in a flexible way. It is not theoretical but experiential: learning by doing.

In this model, it is proposed that the subject should not be evaluated, compared or classifiedThe importance of being able to learn freely without interference is emphasized. At most, a qualitative evaluation is proposed, leaving aside quantification to observe how the subject has been developing.

4. Cognitive/developmentalist model

Based on the Piagetian conception of development, this model differs from the previous ones in that its main objective is not to comply with the curriculum, but to contribute to and train the subject in such a way that he/she acquires sufficient cognitive skills to be autonomous, independent and capable of learning by him/herself.independent and capable of learning on their own. Education is experienced as a progressive process in which human cognitive structures are modified, modifications that can indirectly alter behavior.

The role of the teacher is to evaluate the level of cognitive development and guide the students to acquire the ability to make sense of what they have learned. It is a facilitator in the stimulation of the learner's development, being the teacher-student interaction bidirectional. It is a matter of generating experiences and environments where the learner can developThe teacher-student interaction is bidirectional and involves generating experiences and environments where the learner can develop, qualitatively evaluating the learner.

5. Educational-constructivist model

The constructivist educational model is one of the most widely used and accepted at present. Based as the previous one on authors such as Piaget but also together with the contributions of other outstanding authors such as Vigotsky, this model focuses its attention on the student as the main protagonist of the educational process, being an essential active element in learning.

In this model, the teacher-student-content triad is seen as a set of elements that interact bidirectionally with each other. The aim is for the student to be able to to progressively build up a series of meaningsThe learning process, shared with the teacher and the rest of society, is based on the contents and orientation of the teacher.

A fundamental element for this perspective is that the learner can attribute meaning to the material learned and also to the learning process itself, with the teacher acting as a guide to learning and the latter taking into account the need to providing assistance tailored to the learner's needs..

The aim is to optimize the learner's capabilities as much as possible, so that he/she approaches the maximum potential level rather than limiting him/herself to his/her actual current level (i.e., reaching the level he/she can reach with help). Control is progressively relinquished to the learner as he or she masters learning, so that greater autonomy and self-management skills are achieved.

Bibliographical references:

• Castells, N. & Solé, I. (2011). Psychopedagogical assessment strategies. In E. Martín and I. Solé (Coords). Educational guidance. Models and intervention strategies (Chap. 4). Barcelona: Graó.
• De Zubiría, J. (2006). Pedagogical models. Hacia una pedagogía dialogante. Bogotá, Magisterio.
• Flórez Ochoa, R. (1999). Pedagogical evaluation and cognition. McGraw-Hill Interamericana S.A. Bogotá.
• Vergara, G. and Cuentas, H. (2015). Current validity of pedagogical models in the educational context. Opción, Year 31 (Special 6): 914-934.