In this paper we make use of some of the conceptual tools provided by Cognitive Linguistics in order to discuss the issue of knowledge organization. We start off from the account provided by Ruiz de Mendoza (1996), who fleshes out the key ideas of the network organization model postulated by Langacker (1987). In Ruiz de Mendoza's account a semantic characterization consists of what he terms a general definer, which is a kind of semantic invariant, plus a number of prototypical instantiations of the definer. The instantiations are accessed relationally. Our own account tries to improve on Ruiz de Mendoza's initial insights by making his proposal compatible with Langacker's notions of base and profile, and by organizing the resulting description in the form of sets of converging cognitive models, a proposal made by Lakoff (1987) which is fully compatible with the network characterization. To illustrate our view we offer an analysis of the concept of 'mother', which has been variously studied by a number of linguists working within the cognitive paradigm. Our analysis is mainly based on Lakoff's account, but we further structure each converging model in terms of the domains on which it is potentially profiled. This has the advantage of providing a much richer characterization which facilitates the instantiation process.
INTRODUCCIÓN: Existe el concepto social que “saber” transforma al experto en un buen docente, peroprobablemente “saber” es la condición básica para ejercer la docencia. El objetivo de este trabajo es analizarlas características que superan al conocimiento para transformarse en un buen docente enriquecido por laVisión Ignaciana de esta actividad.MATERIAL Y MÉTODO: Para elaborar este informe se trabajó sobre tres documentos de alto impacto ennuestro hacer: 1) el paradigma Paradigma Ledesma – Kolvenbach; 2) Constitución apostólica sobre lasUniversidades Católicas de SS Juan Pablo II y 3) La pedagogía Ignaciana.DISCUSIÓN Y CONCLUSIÓN: Ser buen docente, parte del saber especifico, pero es mucho más quesimplemente saber, implica compromiso con la realidad y la capacidad de crear espacios, que favorecen laapropiación crítica del conocimiento y la actitud de búsqueda permanente por parte de la comunidadestudiantil
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