{"id":5706,"date":"2012-12-12T11:26:48","date_gmt":"2012-12-12T10:26:48","guid":{"rendered":"http:\/\/format30.com\/2012\/12\/12\/mind-maps-rubbish-in-theory-but-handy-in-practice\/"},"modified":"2012-12-12T16:56:43","modified_gmt":"2012-12-12T15:56:43","slug":"mind-maps-rubbish-in-theory-but-handy-in-practice","status":"publish","type":"post","link":"https:\/\/format30.com\/es\/2012\/12\/12\/mind-maps-rubbish-in-theory-but-handy-in-practice\/","title":{"rendered":"Mind maps: rubbish in theory, but handy in practice"},"content":{"rendered":"<p>See on <a style=\"font-weight:bold;font-size:18px\" href=\"http:\/\/www.scoop.it\/t\/revolution-in-education\/p\/3692150854\/mind-maps-rubbish-in-theory-but-handy-in-practice\">Scoop.it<\/a> &#8211; <a href=\"http:\/\/www.scoop.it\/t\/revolution-in-education\">Revolution in Education<\/a><br \/>\n<a href=\"http:\/\/www.scoop.it\/t\/revolution-in-education\/p\/3692150854\/mind-maps-rubbish-in-theory-but-handy-in-practice\"><img decoding=\"async\" alt=\"\" src=\"http:\/\/img.scoop.it\/5smrAVwt_1wnp9cixaFf2Tl72eJkfbmt4t8yenImKBXEejxNn4ZJNZ2ss5Ku7Cxt\" \/><\/a><\/p>\n<blockquote><p>It is a shame that perfectly good teaching tools are constantly being justified with hokum references to neuroscience, says Philip Beadle.<\/p><\/blockquote>\n<div style=\"background-color:#e3e3e3;background-image:url('http:\/\/www.scoop.it\/resources\/img\/v3\/white_quote.png');background-position:10px 10px;background-repeat:no-repeat;margin-top:10px;line-height:17px;padding:10px 10px 10px 42px\">\n<div><b>Marco Bertolini<\/b>&lsquo;s insight:<\/div>\n<div>\n<p>\u00ab\u00a0Les mindmaps sont sous-utilis\u00e9es \u00e0 l&rsquo;\u00e9cole \u00e0 cause de leurs association avec de la mauvaise science et avec Buzan, l&#8217;empereur de l&rsquo;autopromotion\u00a0\u00bb.<\/p>\n<p>Un article pas tendre avec les justifications \u00ab\u00a0scientifiques\u00a0\u00bb de la carte heuristique, mais qui reconna\u00eet que c&rsquo;est un outil efficace.<\/p>\n<p>Repenser les fondements scientifiques des outils visuels \u00e0 la lumi\u00e8re des neurosciences, de la p\u00e9dagogie et des sciences cognitives me para\u00eet n\u00e9cessaire si nous voulons continuer \u00e0 diffuser ces instruments \u00e0 l&rsquo;\u00e9cole.<\/p>\n<\/div>\n<\/div>\n<p>See on <a href=\"http:\/\/www.guardian.co.uk\/education\/2006\/apr\/18\/schools.uk\">www.guardian.co.uk<\/a><\/p>","protected":false},"excerpt":{"rendered":"<p>See on Scoop.it &#8211; Revolution in Education It is a shame that perfectly good teaching tools are constantly being justified with hokum references to neuroscience, says Philip Beadle. 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