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    Item type:Publication,
    Experiences and Evidence Related to the Learning Outcomes: A Descriptive Study
    (TIIKM Publishing, 2020)
    Villarreal-García, Mónica Adriana
    ;
    García Casas, Claudia María
    The descriptive study presented here is placed in the context of Higher education. As part of the curriculum transition of the Academic programs of a private University in Mexico City, which went from a model by objectives to learning outcomes, the questions that guided this investigation where: What experiences and evidence scuttled teachers from the operational program of the bachelor´s degree in Education? How do they align to the egress profile set out in the oficial curriculum? Therefore aims to identify and describe the characteristics that define the experiences and evidence proposed by teachers to demonstrate students learning and how they line up with the established egress profile in the official curriculum of the Education program. Among the preliminary findings, it was found that there is no conceptual clarity that distinguishes the experience of learning evidence in the programmatic proposal of the disciplinary syllabus, nor of its articulation with the egress profile. It was also identified that learning experiences and evidence tend to be mostly focused on the figure of the teacher rather than the student. ©The authors ©TIIKM PUBLISHING.
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    El tipo y la posibilidad de la evidencia en Husserl
    (Universidad Panamericana. Facultad de Filosofía, 2012)
    Anton Mlinar, Ivana
    En el análisis genético realizado por Husserl en Experiencia y juicio puede advertirse en el “tipo” un aporte fundamental para el estudio de la constitución de objetividades. La apercepción tipificante descansa en contenidos de experiencia referidos al contexto de un sujeto, y se manifiesta como un componente importante del preconocimiento que informa la experiencia antepredicativa. Exponiendo los rasgos y función del tipo intentaremos hacer manifiesto el ámbito o momento de experiencia originaria, a partir del cual surgirá lo que hemos querido denominar: un sentido originariamente “modal” de la experiencia y, en consecuencia, la justificación de un análisis y comprensión modal de la evidencia.
      7  87