Document type
ArticleVersion
Published versionPublication date
Publication license
Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/184690
Ausubel's meaningful learning and Educational segregation
Journal Title
Director/Tutor
Additional contribution
Journal ISSN
Volume Title
Abstract
This article analyzes from the evidence of the various sciences the context in which educational segregation was imposed by some governments and the pseudo-theories that legitimized it. Ausubel's conception of meaningful learning was one of those conceptions and here its promotion parallel to the Spanish LOGSE education lawis particularly analyzed. It is concluded that there is no evidence that schools based on this conception have improved their results and that some of Ausubel's assertions are not justified neither empirically nor from a theoretical point of view nor from the values shared today about the relationships between different cultures. The article analyzes the contributions of dialogic learning and the lines of dialogic research on which it is based to education and to the different sciences. It specifies the reasons why the less dialogic learning is mixed with meaningful learning, the better results it achieves.
Related resource
Subject (English)
Citation
Collections
Citation
LÓPEZ DE AGUILETA JAUSSI, Garazi and SOLER GALLART, Marta. Ausubel's meaningful learning and Educational segregation. REMIE. Multidisciplinary Journal of Educational Research. 2021. Vol. 11, num. 1. ISSN 2014-2862. [consulted: 5 of October of 2026]. Available at: https://hdl.handle.net/2445/184690