Self-didactic in adult distance learning

Abstract

Didactics and Pedagogy are submerged in antithetic, antinomic options and generally -almost always- fruit of the binary logic. Being established in the confort of the “yes” or the “no”, we find ourselves surprised by a reality in which both extremes prove disabled. The autodidactic “perhaps”, or the strategy by which the educational autonomies are resolved with anti-antinomic tactics, destroys this logic or at least displaces it. This auto-didactism -another “autos”- when one is conscient, is that which contain an authentic formative value, independently of the normative agent being near or far. In any case, we shall pass from the formal to informal auto-didactism and later to the non-formal. Autodidactism in all of its levels: purest, pure, culturalized or schooled, act as the conducting wire in the formation, independently of the form, non form or pseudoform adopted by the system. The open distance education can reinforce the auto-conscience of auto-didactism if high levels are reached in the different “autos” which form the authentic education: auto-control, auto-evaluation, autonomy, auto-discovery,. . . The only thing which the distance education center cannot leave free is the product. . . In the case of individualized teaching in an open permanent distance education, it is necessary that the texts must consider the self-sufficiency and self checking. Of the different individualized systems, the system of modular units learning, SUMA (Sistema de unidades modulares de aprendizaje), include electically the rest. It combines innovation-creativity with technology- science, the pre-test with Ccperhaps tests, maintain the motivation and establishes ways of learning that permits to pass from one level to another.