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 b...

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Autores:
Rodríguez-Arocho, Wanda C.
Tipo de recurso:
Article of investigation
Fecha de publicación:
1999
Institución:
Universidad Católica de Colombia
Repositorio:
RIUCaC - Repositorio U. Católica
Idioma:
spa
OAI Identifier:
oai:repository.ucatolica.edu.co:10983/28307
Acceso en línea:
https://hdl.handle.net/10983/28307
https://actacolombianapsicologia.ucatolica.edu.co/article/view/619
Palabra clave:
Learning processes
Learning theories
Development stages
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openAccess
License
Wanda C. Rodríguez Arocho - 1999
id UCATOLICA2_bdf99e7291dda9f4a1436da5345937c5
oai_identifier_str oai:repository.ucatolica.edu.co:10983/28307
network_acronym_str UCATOLICA2
network_name_str RIUCaC - Repositorio U. Católica
repository_id_str
dc.title.spa.fl_str_mv La relación desarrollo-aprendizaje en las teorías de Jean Piaget y Lev S. Vygotski : un análisis comparativo.
dc.title.translated.eng.fl_str_mv La relación desarrollo-aprendizaje en las teorías de Jean Piaget y Lev S. Vygotski : un análisis comparativo.
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.
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.
dc.creator.fl_str_mv Rodríguez-Arocho, Wanda C.
dc.contributor.author.spa.fl_str_mv Rodríguez-Arocho, Wanda C.
dc.subject.spa.fl_str_mv Learning processes
Learning theories
Development stages
topic Learning processes
Learning theories
Development stages
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.      
publishDate 1999
dc.date.accessioned.none.fl_str_mv 1999-07-01 00:00:00
2023-01-23T15:40:53Z
dc.date.available.none.fl_str_mv 1999-07-01 00:00:00
2023-01-23T15:40:53Z
dc.date.issued.none.fl_str_mv 1999-07-01
dc.type.spa.fl_str_mv Artículo de revista
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dc.type.local.eng.fl_str_mv Journal article
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dc.identifier.eissn.none.fl_str_mv 1909-9711
dc.identifier.issn.none.fl_str_mv 0123-9155
dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/10983/28307
dc.identifier.url.none.fl_str_mv https://actacolombianapsicologia.ucatolica.edu.co/article/view/619
identifier_str_mv 1909-9711
0123-9155
url https://hdl.handle.net/10983/28307
https://actacolombianapsicologia.ucatolica.edu.co/article/view/619
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language spa
dc.relation.bitstream.none.fl_str_mv https://actacolombianapsicologia.ucatolica.edu.co/article/download/619/636
dc.relation.citationedition.spa.fl_str_mv Núm. 2 , Año 1999
dc.relation.citationendpage.none.fl_str_mv 37
dc.relation.citationissue.spa.fl_str_mv 2
dc.relation.citationstartpage.none.fl_str_mv 29
dc.relation.ispartofjournal.spa.fl_str_mv Acta Colombiana de Psicología
dc.relation.references.spa.fl_str_mv 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.
dc.rights.spa.fl_str_mv Wanda C. Rodríguez Arocho - 1999
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spelling Rodríguez-Arocho, Wanda C.79e633e4-c866-4880-a0dc-2cbe581092851999-07-01 00:00:002023-01-23T15:40:53Z1999-07-01 00:00:002023-01-23T15:40:53Z1999-07-01This 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.      application/pdf1909-97110123-9155https://hdl.handle.net/10983/28307https://actacolombianapsicologia.ucatolica.edu.co/article/view/619spaUniversidad Católica de Colombiahttps://actacolombianapsicologia.ucatolica.edu.co/article/download/619/636Núm. 2 , Año 199937229Acta Colombiana de PsicologíaAlvárez,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.Wanda C. Rodríguez Arocho - 1999info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://creativecommons.org/licenses/by-nc-sa/4.0/https://actacolombianapsicologia.ucatolica.edu.co/article/view/619Learning processesLearning theoriesDevelopment stagesLa 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.Artículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Textinfo:eu-repo/semantics/articleJournal articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionPublicationOREORE.xmltext/xml2630https://repository.ucatolica.edu.co/bitstreams/9ac7b865-18bc-435c-af5c-bf62be91b60d/downloade7e05753d33cb1ba2616e7760c0c54d9MD5110983/28307oai:repository.ucatolica.edu.co:10983/283072023-07-11 11:27:40.213https://creativecommons.org/licenses/by-nc-sa/4.0/Wanda C. Rodríguez Arocho - 1999https://repository.ucatolica.edu.coRepositorio Institucional Universidad Católica de Colombia - RIUCaCbdigital@metabiblioteca.com

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