Neurolinguistic Programming applied to teaching-learning processes

Abstract

The purpose of this article is to analyze the elements used in the teaching of classes at the Universidad Tecnológica del Norte de Aguascalientes (UTNA), seeking to develop a reflection in relation to the pieces that students consider necessary for effective learning and understanding of the topics of study. Living conditions, the customs, the particular characteristics of a sector of the population or geographic area, and the use of new technologies have as a consequence that the study models and the techniques or tools that young people use for the development of their education suffer continuous changes. Consequently, to believe or expect that the elements of the development of a class should be standardized, remain inert, and also, ensure the understanding and continuous interest of young people is too ambitious; This is why the main point is to obtain the vision that young people have of the elements they consider necessary for effective learning in the classroom.

The multidimensionality of social wellbeing: interactions from the individual to the collective level in large cities

“…This construct is dynamic because it changes as new dimensions and indicators are incorporated (Noll, 2011). It also integrates at least three dimensions OWB, SWB, and CWB (Martinez-Martinez et al, 2016;Urbano et al, 2021) where objective and subjective indicators coexist (Marans and Stimson, 2011;Nanor et al, 2018), at micro and meso social levels (Whelan and Maître, 2005;Rodríguez and Martínez-Martínez, 2017) and where there is no clear border between the types of indicators. In addition, objective measures always present subjective judgments (Diener and Suh, 1997;Goerlich and Reig, 2021).…”

“…In previous studies, the OWB has been combined with the SWB to obtain general measures of multidimensional wellbeing (OECD, 2015(OECD, , 2017, but only in a few studies CWB is also integrated (Martinez-Martinez et al, 2016;Urbano et al, 2021). This could be explained because when incorporating the three dimensions (OWB, SWB, and CWB), several subjective indicators at the micro and meso social level must be mixed with the objective indicators; this is an important challenge, but which is increasingly being carried out as part of synthetic measurements where they combine indicators of different levels (micro and meso and macro social) and that at the same time are objective or subjective (see, Whelan and Maître, 2005).…”