Cognitive processes and cognitive progresses as didactic tools in psychiatry.

A Guareschi Cazzullo; M Bertolini; C L Cazzullo

PubMed · 676770

Cognitive processes and cognitive progresses as didactic tools in psychiatry.

A Guareschi Cazzullo·M Bertolini·C L Cazzullo

Abstract

The authors expose the characteristics of two methods about the teaching and the learning of Psychiatry. Hermeneutic method is based on the model: "this want to say that". It gives rise to rapid and diffused learning which are rarely personalized and it attributes activity to the teacher and passivity to the pupil. "Conjectural" method is based on the model: "this is one of the aspects of a polymer of significances that we may point out as probable conjecture and not as truth". It produces learning less rapid, less diffused but more personal. It attributes activity and passivity as to the teacher as to the pupil. The first method tends to provoke pathological dependence as proselitism and/or contest so the pupil difficulty may assume the heritage of the teacher by having idealized or killed him. The second method tends to form self-governing pupils able to break away from the teacher after having learned from him new knowledges which they use in a personal way.

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A Guareschi Cazzullo, M Bertolini, C L Cazzullo. Cognitive processes and cognitive progresses as didactic tools in psychiatry.. https://pubmed.ncbi.nlm.nih.gov/676770/

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