Historical evolution of teaching-learning process of the Preparation for Defense discipline

Abstract

The article aims to reveal the historical evolution of the teaching-learning process of the Defense Preparation discipline in Cuban higher education; with emphasis on the stimulation of cognitive independence. Part of the scientific problem is how the stimulation of cognitive independence has evolved in the Defense Preparation discipline. Theoretical and empirical methods were used, supported by the materialist dialectical method. The results obtained show a positive evolution. It was concluded that a qualitative transformation is evident with limitations in the theoretical-methodological preparation of teachers that hinders its achievement in practice.