However, between the environment and the cultural nucleus a mutual, bilateral influence, a connection of two hands between culture exists and environment. Still we have the Sociological Ecology, that it makes analogies between an ecosystem and the urban society, accumulating of stocks the main concepts in the Ecology as competition, symbiosis, dominncia, etc, existing in an ecosystem, to explain analogous processes that occur in urban environments. For more information see this site: ConocoPhillips. Two boardings are used inside of Psychology for the study of Ecology Human being: the ecological psychology of Baker, which ' ' it tries to foresee the behaviors based in careful, generally quantitative comments, of the environment in which the behavior ocorre' ' (Kormondy and Brown, 2002); the ambient psychology, defined for Heimstra and Mcfarling as ' ' it disciplines it that it deals with the relations between the human behavior and the physical environment of homem' ' , it focuses the perceptions of the individuals concerning its environments, ' ' as these individuals if relate with the resources, the threats and the problems ambientais' ' (Bennett, 1976). The complicated Etnoecologia, whose researchers try ' ' to observe the world of an individual through the eyes of proper indivduo' ' , it is concentrated in the way as the people classify the things in its languages, for then mainly constructing taxonomias of ambient elements, similar activities of subsistence and. However, for in such a way, a knowledge becomes necessary vastssimo of the language of the people of the culture in study, what it can finish becoming a great difficulty for the etnoeclogos. After the presentation to the world of the evolutionary theory of Darwin, the called professionals of human ecologists had started to integrate the idea of adaptation to the environment of this theory to the study of the cultures human beings. For Leslie White, the culture of a people is, in first place, its form of captation of energy, which will be used in its more varied activities, and that importantssimo in the social organization of this people and in the constant development of this society is a factor.
Finally, common sense is rhetorical and metaphoric. it does not teach, persuades (SAINTS, 2002, P. 56). In a interpretative reading, Geertz (1997) defends the linking between customs and beliefs, clarifying that different ways to know is decisively always local, searching to understand expectations formulated for distinct realities around its experiences, the cultural relativism that guides the thought of the author not it restricts its vision to one alone aspect of the reality. While it questions the positivists objectivity, it does not deny the necessity of a objectivity in the elaboration of the knowledge and affirms that the interdenominational would be an objective trace, therefore the knowledge if of the one in the mediation and the subjectivity. While science has its arguments based on the method, the common sense is not based on thing some, not to be in the life as a whole. The world is its authority. The author affirms that in an analysis of the common sense it is important to know to separate the mere form to perceive the reality, that is accidentally attributed to the common sense, of a local wisdom, with the feet in the soil, capable to apprehend and to evaluate this reality, using of discernment and intelligence, with the practical questions of the life.
In accordance with Saints (2004) the social wealth is wasted, is of this wastefulness that if support the ideas that they affirm not to have solution or exit for that they are excluded. As form to value and to become visible knowing of the common sense it does not advance to appeal to science, when it is responsible for cultivating alternative. ‘ presents as alternative epistemological; ‘ The Sociology of Ausncias and Emergncias’ ‘. Boarding that suggests a culture based on a ecology, searching the organization and the visibility of what it is produced in the experiences of the common sense, transforming absences into presences.
In this Goad educators say that the system of higher education need to make reforms and there kolaps. What happened in schools in recent decades, interesting things that you do not want to learn more? Now there was a special process, called the shift logic of social behavior. Until the twentieth century technology in the global society in Russia and the world almost did not change and the student that would exist and evolve there is enough once in a lifetime to learn and then enjoy the rest of my life learned. And now there was an information explosion! If we take the biological frequency – the frequency of updates generations, since such frequency of updated information on the domestic level. Frequently ConocoPhillips has said that publicly. And for the social rate of take rate of change of technologies in society, since this frequency is updated information that describes the technology. All information that circulates in the community – is called culture. That's just the frequency of social time and partly account for the frequency change of culture. In 20c, these frequencies have changed their relationship and the frequency biological time was less than the frequency changes in social time. How it objectively happened phenomenon affects education? What is important to cancel school? If the technology changes every 3-5 years, the person throughout life need to constantly learn new and emerging knowledge. In the past, people in the early life course and studied all his life could work, but what is the opening of such a medicine could pass on to their children and even grandchildren, now that would not losing employment must constantly evolve.
INTRODUCTION Has much time the importance of interaoentre human beings is studied and each perceived time more as basic. Our proper biology in them stimulates in the promotion of social interactions since onosso birth, constituting, as we know well, primordial factor sobrevivncia of the neonatos of our species; we need to be well-taken care of for outroshumanos or, very probably, we will perish (BAUMEISTER, 1995). However, asinteraes between human beings are not important only for our imaturidadebiolgica. It is in the interaction with other beings of our species that in the tornamossujeitos, that we define in, that we give them meanings to the world, that vivenciamosas social rules, we learn our possibilities and also our limitations, at last, is in this relation that we constitute in them as truily human. However, many modifications have occurred in the amount and, over all, naqualidade of these interactions in the modern societies, clearly influenciadaspelas cultural and technological transformations.
The present objective work to make a summarized quarrel soon about daatual conjectura of the relations human beings of modernity, aiming at primordialmenteuma analysis of the consequences of the esfacelamento of these for the society deum general way; the focus is the relation between great reduction of interactions human beings, excess of relations with machines and violent behavior/intolerncia. Otexto will make use of concepts of the pragmatismo and will always consider the individual emuma perspective contingencial. QUARREL To be a human being is to be a citizen, and this significapoder to describe it proper itself and its fellow creatures with a vocabulary that nodescreve physical marks or characteristics. To describe the citizen it is to precisofazer use of the intentional vocabulary, mental or psychological; to speak of beliefs, desires, fears, expectations, dreams, ideals, shame, hatred, love, cynicism, escrpulos, audacity etc., things that consist and only are are seen as a way to make or to express something, are an action in same itself (HEIFER JNIOR, 1994)) they cannot be disrespected when we say noprocesso to become subject.
The biological development is not independent of the social one and this is not separate of the intellectual. In the highest point, all are related. The human being is a unit and nothing it happens separately.
So that if it understands the development in the scope I practise makes if necessary to carry through an integrated reading of its multiple factors, conceiving the human being in its biological, social and affective globalidade. The Psychology of the development studies the human development in all the aspects: motor, intellectual, social and affective physicist, since the birth until the adult age, that is, in the age where if he reaches the maturity in all the aspects. For this reason the psychology of the development has as objective understanding of the evolution of its intelligence, affection and social relationship, of its birth until its death. Having as purpose to discover forms of mensurar, evaluating and to interpret the mental organization. FACTORS THAT INFLUENCE THE DEVELOPMENT HEREDITARY SUCCESSION: the genetic load establishes the potential of the individual, that can or not develop itself; ORGANIC GROWTH: the physical aspect is mentioned to it; MATURITY NEUROFISIOLOGICA: it is what it becomes possible definitive standard of behavior; HALF: it is the set of you influence and ambient stimulations that modify the standards of behavior of the individual. ASPECTS OF THE HUMAN DEVELOPMENT PHYSICAL ENGINE: the organic growth is mentioned to it to the neurofisiolgica maturation, the capacity of manipulation of objects and exercises of the proper body; INTELLECTUAL: it is the thought capacity; AFFECTIVE: he is to feel; SOCIAL: it is the way that the individual reacts ahead of situations that involve other people.
That is, if it will be able to act on the knowledge object to insert it in a reception system. – From deriving results of its biological research, Piaget concluded that all the species inherit two basic trends: organization and adaptation. – Organization – combination, ordinance, recombination, reordenao of behaviors and thoughts in coherent systems. – Adaptation – the people also inherit the trend of if adaptarem to its environment. the adaptation engloba two basic processes: assimilation and room. – According to Piaget, to organize, to assimilate and to accomodate can be seen as a complex act of stabilization. It affirms that the changes effective in the thought occur due to a equilibrao process. – To apply a specific project to one determined situation and this to function, then exists such balance, but if the project not to produce a result satisfactory then exists the disequilibrium.
Therefore we are in constant process of assimilation and room and with this our dumb thought and progresses continuously. – Other essential factors for the cognitivo development: maturation and social interaction. Maturation? if it relates to the cognitivas functions. Social interaction – interchange of ideas between people. Here, the interaction with other people makes with that it has a disequilibrium in relation the knowledge physical and logical? mathematician. When the thoughts of the child enter in conflict with the thoughts of another child or same with an adult, it will start then to question its thoughts.
– The development of the individual is initiated in the intrauterine period and goes until the 15 or 16 years. Piaget says that the embryology human being also evolves after the birth, creating more complex structures each time. The construction of intelligence of -, therefore in successive stages, with increasing complexities, chained some to the others. To this Piaget it called ' ' construtivismo seqencial' '. According to Piaget, the development of the express reasoning if in the following stages: Sensrio? engine (0-2 years) Pr? operational (2-7 years) Operacional concrete (7-11 years) Operacional deed of division (11-adult) – Piaget believed that all the people passed accurately for the same periods of training in the same order.