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...
- 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
- Rights
- openAccess
- License
- 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. |
| 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. |
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1999 |
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1999-07-01 00:00:00 2023-01-23T15:40:53Z |
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1999-07-01 00:00:00 2023-01-23T15:40:53Z |
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1999-07-01 |
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https://hdl.handle.net/10983/28307 |
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Núm. 2 , Año 1999 |
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37 |
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Acta Colombiana de Psicología |
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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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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 |