Titulo:
La relación desarrollo-aprendizaje en las teorías de Jean Piaget y Lev S. Vygotski : un análisis comparativo.
.
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... Ver más
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0123-9155
1909-9711
1999-07-01
29
37
Wanda C. Rodríguez Arocho - 1999
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La relación desarrollo-aprendizaje en las teorías de Jean Piaget y Lev S. Vygotski : un análisis comparativo. La relación desarrollo-aprendizaje en las teorías de Jean Piaget y Lev S. Vygotski : un análisis comparativo. 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.       Rodríguez Arocho, Wanda C. Learning processes Learning theories Development stages 2 Artículo de revista Journal article 1999-07-01T00:00:00Z 1999-07-01T00:00:00Z 1999-07-01 application/pdf Universidad Católica de Colombia Acta Colombiana de Psicología 0123-9155 1909-9711 https://actacolombianapsicologia.ucatolica.edu.co/article/view/619 https://actacolombianapsicologia.ucatolica.edu.co/article/view/619 spa https://creativecommons.org/licenses/by-nc-sa/4.0/ Wanda C. Rodríguez Arocho - 1999 29 37 Alvárez,A. & del Río, P (1994). Education as cultural construction. En P. del Río.A Alvarez &J.V. Wertscl1 (Eds.), Explorations in socio-cultural studies. Vol. 4. Madrid: Fundación Infancia-Aprendizaje. Capa, E (1982). The turning point. New York: Bantam Books. Campbell, S. E (Ed.) (1976). Piaget sampler: An introduction to Jean Piaget through his own words. New York: Jolin Willey & Sons. Dernetrëou.A, Shayer, M. & Efklides, A (Eds.). (1994). Neo-Piagetian theories of cogni tive development. New York: Routledge. Descartes, R.(1637 /1970).Discurso del método. Río Piedras: Universidad de Puerto Rico. Glaick, J. Chaos: Making new science. New York: Penguin Books. john-Steìner.V (10095). Cognitive pluralism: A sociocultural approach. Mind, culture and actiuity: An international journal, 2 2-11. Marková, I. (1982). Paradigm’s, thought and language. New York: Wiley & Sons. Merced, N. & Coll, C. (1994). Teaching, learning and interation. En P. del Río, A. Alvarez & J. V. Wcrtsch (Eds.), Explorations in sociocultural studies, Vol.3. Madrid: Fundación Infancia-Aprendizaje. Munné, E (1995). Las teorías de la complejidad y sus implicaciones en las ciencias del comportamiento. Revista Latinoamericana de Psicología 29, 1-12. Opper, H. & Ginsburg, S. (1977). Piaget y la teoría del desarrollo intelectual. San Juan: Prentice-Hall Internacional. Palacios,). (1987). Reflexiones en torno a las implicaciones educativas de la obra de Vygotski. En M. Sigúan (Ed.), Actualidad de Leu S. Vygotsky (pp. 1 7&188) Barce lona: Editorial Antrhopos. Prigogine, I. & Stengers, I. (1984). Order out of Chaos: Man .,s neu, dialogue with na ture. NewYork: Bantam Books. Rodríguez Arocho, WC. (1995). Vygotskì, el enfoque sociocultural y el estado actual de la psicología cognoscitiva. En imprenta. Rogoff, B. & Clavajay P. ( 1995). What/ s be come of research on the cultural basis of cognition. American Psychologist, 50 (10): 869-877. Sigel,I. E.Brodzinsky,D.M. & Golinkoff,R.M. (Eds).(1981).New directions in Piagetian Theory and Research. Hillsdale, New Jersey: Lawrence Erlaburn, Publishers. Smith, L. (Ed.) (1995). Jean Piaget: Socio logical studies. New York: Routledge. Sternberg, R.J. & Berg, C.A. (1992). Intellectual development. Cambridge, MA: Cam bridge University Press. Toulmin,S. (1990). Cosmopolis: The hidden agenda of modernity: New York: The Free Press. Vander der Veer, R. & Vasiller,J. (1991). Understanding Vygotsky: A quest for syn· thesis. Cambridge, MA: Blackwell. Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: M.I.T. Press. Vygotsky, L. S. (1978). JJ,Jind in society: The development of higher psychological processes. (M. Cole, V John-Steíner. S. Scribner & E. Souberman, Eds.) MA: Harvard University Press. Vygotski, L. S. (1935/1984). Aprendizaje y desarrollo intelectual en Ja edad prees colar. Infancia y Aprendizaje, 2 7-28, 105-116. https://actacolombianapsicologia.ucatolica.edu.co/article/download/619/636 info:eu-repo/semantics/article http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/resource_type/c_2df8fbb1 http://purl.org/redcol/resource_type/ART info:eu-repo/semantics/publishedVersion http://purl.org/coar/version/c_970fb48d4fbd8a85 info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 Text Publication |
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UNIVERSIDAD CATÓLICA DE COLOMBIA |
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Colombia |
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Acta Colombiana de Psicología |
| title |
La relación desarrollo-aprendizaje en las teorías de Jean Piaget y Lev S. Vygotski : un análisis comparativo. |
| spellingShingle |
La relación desarrollo-aprendizaje en las teorías de Jean Piaget y Lev S. Vygotski : un análisis comparativo. Rodríguez Arocho, Wanda C. Learning processes Learning theories Development stages |
| title_short |
La relación desarrollo-aprendizaje en las teorías de Jean Piaget y Lev S. Vygotski : un análisis comparativo. |
| title_full |
La relación desarrollo-aprendizaje en las teorías de Jean Piaget y Lev S. Vygotski : un análisis comparativo. |
| title_fullStr |
La relación desarrollo-aprendizaje en las teorías de Jean Piaget y Lev S. Vygotski : un análisis comparativo. |
| title_full_unstemmed |
La relación desarrollo-aprendizaje en las teorías de Jean Piaget y Lev S. Vygotski : un análisis comparativo. |
| title_sort |
la relación desarrollo-aprendizaje en las teorías de jean piaget y lev s. vygotski : un análisis comparativo. |
| title_eng |
La relación desarrollo-aprendizaje en las teorías de Jean Piaget y Lev S. Vygotski : un análisis comparativo. |
| description |
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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| author |
Rodríguez Arocho, Wanda C. |
| author_facet |
Rodríguez Arocho, Wanda C. |
| topicspa_str_mv |
Learning processes Learning theories Development stages |
| topic |
Learning processes Learning theories Development stages |
| topic_facet |
Learning processes Learning theories Development stages |
| citationissue |
2 |
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Universidad Católica de Colombia |
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Acta Colombiana de Psicología |
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https://actacolombianapsicologia.ucatolica.edu.co/article/view/619 |
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spa |
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Article |
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https://creativecommons.org/licenses/by-nc-sa/4.0/ Wanda C. Rodríguez Arocho - 1999 info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 |
| references |
Alvárez,A. & del Río, P (1994). Education as cultural construction. En P. del Río.A Alvarez &J.V. Wertscl1 (Eds.), Explorations in socio-cultural studies. Vol. 4. Madrid: Fundación Infancia-Aprendizaje. Capa, E (1982). The turning point. New York: Bantam Books. Campbell, S. E (Ed.) (1976). Piaget sampler: An introduction to Jean Piaget through his own words. New York: Jolin Willey & Sons. Dernetrëou.A, Shayer, M. & Efklides, A (Eds.). (1994). Neo-Piagetian theories of cogni tive development. New York: Routledge. Descartes, R.(1637 /1970).Discurso del método. Río Piedras: Universidad de Puerto Rico. Glaick, J. Chaos: Making new science. New York: Penguin Books. john-Steìner.V (10095). Cognitive pluralism: A sociocultural approach. Mind, culture and actiuity: An international journal, 2 2-11. Marková, I. (1982). Paradigm’s, thought and language. New York: Wiley & Sons. Merced, N. & Coll, C. (1994). Teaching, learning and interation. En P. del Río, A. Alvarez & J. V. Wcrtsch (Eds.), Explorations in sociocultural studies, Vol.3. Madrid: Fundación Infancia-Aprendizaje. Munné, E (1995). Las teorías de la complejidad y sus implicaciones en las ciencias del comportamiento. Revista Latinoamericana de Psicología 29, 1-12. Opper, H. & Ginsburg, S. (1977). Piaget y la teoría del desarrollo intelectual. San Juan: Prentice-Hall Internacional. Palacios,). (1987). Reflexiones en torno a las implicaciones educativas de la obra de Vygotski. En M. Sigúan (Ed.), Actualidad de Leu S. Vygotsky (pp. 1 7&188) Barce lona: Editorial Antrhopos. Prigogine, I. & Stengers, I. (1984). Order out of Chaos: Man .,s neu, dialogue with na ture. NewYork: Bantam Books. Rodríguez Arocho, WC. (1995). Vygotskì, el enfoque sociocultural y el estado actual de la psicología cognoscitiva. En imprenta. Rogoff, B. & Clavajay P. ( 1995). What/ s be come of research on the cultural basis of cognition. American Psychologist, 50 (10): 869-877. Sigel,I. E.Brodzinsky,D.M. & Golinkoff,R.M. (Eds).(1981).New directions in Piagetian Theory and Research. Hillsdale, New Jersey: Lawrence Erlaburn, Publishers. Smith, L. (Ed.) (1995). Jean Piaget: Socio logical studies. New York: Routledge. Sternberg, R.J. & Berg, C.A. (1992). Intellectual development. Cambridge, MA: Cam bridge University Press. Toulmin,S. (1990). Cosmopolis: The hidden agenda of modernity: New York: The Free Press. Vander der Veer, R. & Vasiller,J. (1991). Understanding Vygotsky: A quest for syn· thesis. Cambridge, MA: Blackwell. Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: M.I.T. Press. Vygotsky, L. S. (1978). JJ,Jind in society: The development of higher psychological processes. (M. Cole, V John-Steíner. S. Scribner & E. Souberman, Eds.) MA: Harvard University Press. Vygotski, L. S. (1935/1984). Aprendizaje y desarrollo intelectual en Ja edad prees colar. Infancia y Aprendizaje, 2 7-28, 105-116. |
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