Estilos de aprendizado

Problem Solving – A Problem For Physical Educators Muska Mosston Chairman, Department of Physical Education Rutgers College Rutgers, The State University of New Jersey

Presented to the Annual Meeting of New York City Association of Physical Education Teachers February 3, 1968

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At the risk of appearing sentimental I would like to thank you for inviting me to address this meeting. For me it is not like any other professional gathering. All of you work in the city I most admire, the city I first feared the most and the city that gave me the most. Here I learned the meaning of liberal education; here I fathomed loneliness and uniqueness of the individual. This is the city that opened my eyes to the glories of diversity. The sights, the sounds and the smells….the beat, the restlessness, the aspirations, the decay and the rebirth….all that make Gestalt we know as New York City. Thank you for the opportunity to speak with you. At first I thought I would talk about urban problems and the roles physical education would play in the enormous task of educational reconstruction. But I was spared the agony of suggesting improvements to the city. A topic was assigned to me: “Problem Solving – A Teaching Technique in Physical Education”. You may have noticed that the title of this paper has been somewhat altered. The cause is human not technical. The cause is rooted in the fallibility of man, in the inertia of man, in man’s resistance to change. The ideas of this paper, with the aid of the spot demonstrations with the children presented here will try to raise several questions that might confront the teacher of physical education who wants to employ problem-solving as an educational device. Indeed, I have erred already; problem solving is not a device (Let us describe for a moment what IT IS NOT). It is not a technique. It is not a gimmick. It is not terminal. It is not temporary. It is not a unit in the course of study.

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Problem solving does not stand alone. It