La relación desarrollo-aprendizaje en las teorías de Jean Piaget y Lev S. Vygotski : un análisis comparativo.
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This paper analyzes the conceptual relationship between learning process and development from Jean Piaget and lev S.Vigotsky's theories.Two theses guide the development of the paper: the first one points out that psychological and educational literature promotes an antinomy (a contradiction between two rational principles) when contrasting Piaget and Vigotsky ideas about learning process and development. It occurs as a consequence of the epistemological perspective prevailing in the researchers that work with the ideas of each author. The second thesis affirms that antinomy occur by the omission in the debate of historic and cultural circumstances involved in the development of Piaget and Vigotsky s theories; the oversimplification... Ver más
0123-9155
1909-9711
1999-07-01
29
37
Wanda C. Rodríguez Arocho - 1999
info:eu-repo/semantics/openAccess
http://purl.org/coar/access_right/c_abf2
| Sumario: | This paper analyzes the conceptual relationship between learning process and development from Jean Piaget and lev S.Vigotsky's theories.Two theses guide the development of the paper: the first one points out that psychological and educational literature promotes an antinomy (a contradiction between two rational principles) when contrasting Piaget and Vigotsky ideas about learning process and development. It occurs as a consequence of the epistemological perspective prevailing in the researchers that work with the ideas of each author. The second thesis affirms that antinomy occur by the omission in the debate of historic and cultural circumstances involved in the development of Piaget and Vigotsky s theories; the oversimplification of their ideas; and, the distortion of their original ideas given the numerous and varied interpretations that they are going through. The author also, argues that the understanding of important convergence aspects for a pertinent and meaningful education is lintited.The paper concludes that Piaget and Vigotsky s ideas have antinomy omission, oversimplification and distortion. Therefore, they nourish antinomy and they are obstacles to a clear understanding of how culture and cognition emerge as an indivisible unity and the importance of this unity in the educational process.
 
 
 
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| ISSN: | 0123-9155 |