El modelo de principios científico-didácticos (PCD)base para la enseñanza y la investigación creativas y significativas de la geografía

Résumé

This article has its origins in the research -developed for over ten years- in the Meridian Research Group (HUM 200) of the University of Granada led by the own author, on the theme of the Scientific-Didactic Principles, new model for the teaching of Geography and History, which have been published in three books, two dozens of articles and three doctoral theses. Two ideas stand out in the bottom of it, on one hand, the theory of PCD, which holds that these should form the base of educational research and teaching of Geography, because they delve into the matter and going to the essential thereof, and, on the other hand, argues that creativity must also be the background of teaching and research because it allows a more rigorous and better training of the student. These ten principles are: universality, spatiality, temporality, modality, activity, intent, interdependence, causality, identity and relativity. To develop a research and a creative geographical education, it´s necessary a proper and conducive environment this triggers curiosity and encourage intellectual inquiry. An analytical methodology, reflective and participatory. It also requires the existing creativity models in nature and cultural heritage of History. All of it to promote, through education and science, a common space of coexistence, cooperation and meeting, which must be respected by all citizens and cultures, regardless of the legitimate position of each person in the ideological, political, social or cultural scope.