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Profesor Hugo Bueno y alumnos de tercer año de la I. Leoncio Prado E

values \u200b\u200band attitudes are affective processes and as such are identified as affective gains, which have two fundamental levels: values \u200b\u200band achievements achievements attitudes. From this perspective, are both vertical and lateral. We understand

stable attitude predisposition toward ... fundamental component of which is affective. It is clear that attitudes also have a cognitive component (which implies knowing something ...) and a behavioral component or practical (being developed by the practice.)

capabilities and skills also have three components: cognitive, affective and behavioral or practical. But the difference between a building and a value, skill and attitude lies in the fundamental component of a capacity and cognitive ability is a key component in a value and an attitude is affective. Are the values \u200b\u200band attitudes are those affective tone to the abilities and skills. Thus we speak of logical reasoning logical reasoning cooperative or individualistic. As a result forcefully affirm the values \u200b\u200band attitudes are developed primarily by methods / procedures / activities, understood to ways of working. Are the ways of emotional hues (cooperative, tolerant, respectful ,...) the most appropriate way to develop the affective processes.

On the other hand, to develop the values \u200b\u200bmust be broken in attitudes as a set of attitudes is a value. Not enough to say how we develop solidarity, it is necessary to first ask what we mean by solidarity? Thus we identify the attitudes that constitute a value and then try to specify how to develop attitudes that constitute the solidarity through methods / procedures / activities.

To identify the values \u200b\u200band attitudes to develop children and youth in an educational institution we recommend the development of a local affective taxonomy - institutional (Poster of values \u200b\u200band attitudes) thereby delimit the affective gains of the institution (Roman and Díez, 1994). Thus a team collectively and became the unspoken thoughts of an institution or organization explicit. Recall that the values \u200b\u200band attitudes are the affective tone of an organization and are an important part of their beliefs and basic assumptions (ideology) of an organization.

capabilities and skills, values \u200b\u200band attitudes of an Institutional Educational Project, a National Curriculum Design of a Curriculum for a specific area or classroom ... constitute the basic DNA of an educational organization and lend consistency and consistency to its cultural fabric.

is their basic cognitive and affective processes and so are their cognitive and affective develop more relevant. Values \u200b\u200band attitudes are the flip of a coin and stamp abilities and skills in the same currency or vice versa. There should be capabilities without values \u200b\u200b(or anti) nor an intelligence without feelings or emotions (emotional intelligence or emotional intelligence). The skills and values \u200b\u200bare developed primarily by the methodology and classroom activities, and this necessarily involves the construction of learning strategies, activities, aimed at developing cognitive and affective processes.

Congratulations Professor Margarita