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 devel¬opment from Jean Piaget and lev S.Vigotsky’s theories.Two theses guide the devel¬opment of the paper: the first one points out that psychological and educational literature promotes an antinomy (a contradiction betwee...
- Autores:
-
Rodríguez-Arocho, Wanda C.
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 1999
- Institución:
- Universidad Católica de Colombia
- Repositorio:
- RIUCaC - Repositorio U. Católica
- Idioma:
- spa
- OAI Identifier:
- oai:repository.ucatolica.edu.co:10983/23044
- Acceso en línea:
- https://hdl.handle.net/10983/23044
- Palabra clave:
- LEARNING PROCESSES
LEARNING THEORIES
DEVELOPMENT STAGES
PROCESOS DE APRENDIZAJE
TEORIAS DE APRENDIZAJE
ETAPAS DE DESARROLLO
- Rights
- openAccess
- License
- Derechos Reservados - Universidad Católica de Colombia, 1999
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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 PROCESOS DE APRENDIZAJE TEORIAS DE APRENDIZAJE ETAPAS DE DESARROLLO |
| 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.proposal.spa.fl_str_mv |
LEARNING PROCESSES LEARNING THEORIES DEVELOPMENT STAGES PROCESOS DE APRENDIZAJE TEORIAS DE APRENDIZAJE ETAPAS DE DESARROLLO |
| topic |
LEARNING PROCESSES LEARNING THEORIES DEVELOPMENT STAGES PROCESOS DE APRENDIZAJE TEORIAS DE APRENDIZAJE ETAPAS DE DESARROLLO |
| description |
This paper analyzes the conceptual relationship between learning process and devel¬opment from Jean Piaget and lev S.Vigotsky’s theories.Two theses guide the devel¬opment 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 re¬searchers 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 var¬ied interpretations that they are going through. The author also, argues that the understanding of important convergence aspects for a pertinent and meaningful edu¬cation 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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1999-11 |
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2019-05-15T16:22:05Z |
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2019-05-15T16:22:05Z |
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Rodríguez-Arocho, W. (1999). La relación desarrollo-aprendizaje en las teorías de Jean Piaget y Lev s. Vygotski: un análisis comparativo. Acta Colombiana de Psicología, 0(2), 29-37. Recuperado de https://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/619 |
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0123-9155 |
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https://hdl.handle.net/10983/23044 |
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Rodríguez-Arocho, W. (1999). La relación desarrollo-aprendizaje en las teorías de Jean Piaget y Lev s. Vygotski: un análisis comparativo. Acta Colombiana de Psicología, 0(2), 29-37. Recuperado de https://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/619 0123-9155 |
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spa |
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Acta Colombiana de Psicología, No. 2 (nov. 1999); p. 29-37 |
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Álvarez, A. & del Rio, P. (1994). Education as cultural construction. En P. del Rio, A. Álvarez & J.V. Wertsch (Eds.), Explorations in socio-cultural studies. Vol. 4. Madrid: Fundación Infancia-Aprendizaje. Capa, F. (1982). The turning point. New York: Bantam Books. Campbell, S. F. (Ed.) (1976). Piaget sampler: An introduction toJjean Piaget through his own words. New York: John Willey & Sons. Demetriou, A., Shayer, M. & Efklides, A (Eds). (1994). Neo-Piagetian theories of cognitive development. New York: Routledge. Descartes, R. (1637/1970). Discurso del método. Rio Piedras: Universidad de Puerto Rico. Glaick, J. Chaos: Making new science. New York: Penguin Books. John-Steiner, V. (10095). Cognitive pluralism: A sociocultural approach. Mind, culture and activity: An international journal, 2 2-11. Marková, I. (1982). Paradigms, tbougt and language. New York: Wiley & Sons. Merced, N. & Coll, C. (1994). Teaching, learning and interation. En P. del Río, A. Álvarez & J.V. Wertsch (Eds.), Explorations in sociocultural studies, Vol.3. Madrid: Fundación Infancia-Aprendizaje. Munné, F. (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, J. (1987). Reflexiones en torno a las implicaciones educativas de la obra de Vygotski. En M. Sigúan (Ed). Actualidad de Lev S. Vygotsky (pp. 176-188) Barcelona: Editorial Antrhopos. Prigogine, I. &Stengers,I. (1984). Order out of Chaos: Man’s new dialogue with nature. New York: Bantam Books. Rodríguez Arocho, W.C. (1995). Vygotski, el enfoque sociocultural y el estado actual de la psicología cognoscitiva. En imprenta. Rogoff, B. & Clavajay P. (1995). What’s become 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 Erlabum, Publishers. Smith, L. (Ed) (1995). Jean Piaget: Sociological studies. New York: Routledge. Sternberg, R.J. & Berg, C.A. (1992). Intellectual development. Cambridge, MA: Cambridge University Press. Toulmin, S. (1990). Cosmopolis: The hidden agenda of modernity: New York: The Free Press. Vander der Veer, R. & Vasiner, J. (1991). Understanding Vygotsky: A quest for synthesis. Cambridge, MA: Blackwell. Vygotsky,L. S. (1962). Thought and language. Cambridge, MA: M.I.T. Press. Vygotsky,L. S. (1978). Mind in society: The development of higher psychological processes. (M. Cole,V. John-Steiner,S. Scribner 8: E. Souberman,Eds.) MA: Harvard University Press. Vygotski, L. S. (1935/1984). Aprendizaje y desarrollo intelectual en la edad preescolar. Infancia y Aprendizaje, 27-28, 105-116. |
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Derechos Reservados - Universidad Católica de Colombia, 1999 |
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Rodríguez-Arocho, Wanda C.79e633e4-c866-4880-a0dc-2cbe58109285-12019-05-15T16:22:05Z2019-05-15T16:22:05Z1999-11This paper analyzes the conceptual relationship between learning process and devel¬opment from Jean Piaget and lev S.Vigotsky’s theories.Two theses guide the devel¬opment 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 re¬searchers 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 var¬ied interpretations that they are going through. The author also, argues that the understanding of important convergence aspects for a pertinent and meaningful edu¬cation 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/pdfRodríguez-Arocho, W. (1999). La relación desarrollo-aprendizaje en las teorías de Jean Piaget y Lev s. Vygotski: un análisis comparativo. Acta Colombiana de Psicología, 0(2), 29-37. Recuperado de https://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/6190123-9155https://hdl.handle.net/10983/23044spaUniversidad Católica de Colombia. Facultad de PsicologíaActa Colombiana de Psicología, No. 2 (nov. 1999); p. 29-37Álvarez, A. & del Rio, P. (1994). Education as cultural construction. En P. del Rio, A. Álvarez & J.V. Wertsch (Eds.), Explorations in socio-cultural studies. Vol. 4. Madrid: Fundación Infancia-Aprendizaje.Capa, F. (1982). The turning point. New York: Bantam Books.Campbell, S. F. (Ed.) (1976). Piaget sampler: An introduction toJjean Piaget through his own words. New York: John Willey & Sons.Demetriou, A., Shayer, M. & Efklides, A (Eds). (1994). Neo-Piagetian theories of cognitive development. New York: Routledge.Descartes, R. (1637/1970). Discurso del método. Rio Piedras: Universidad de Puerto Rico.Glaick, J. Chaos: Making new science. New York: Penguin Books.John-Steiner, V. (10095). Cognitive pluralism: A sociocultural approach. Mind, culture and activity: An international journal, 2 2-11.Marková, I. (1982). Paradigms, tbougt and language. New York: Wiley & Sons.Merced, N. & Coll, C. (1994). Teaching, learning and interation. En P. del Río, A. Álvarez & J.V. Wertsch (Eds.), Explorations in sociocultural studies, Vol.3. Madrid: Fundación Infancia-Aprendizaje.Munné, F. (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, J. (1987). Reflexiones en torno a las implicaciones educativas de la obra de Vygotski. En M. Sigúan (Ed). Actualidad de Lev S. Vygotsky (pp. 176-188) Barcelona: Editorial Antrhopos.Prigogine, I. &Stengers,I. (1984). Order out of Chaos: Man’s new dialogue with nature. New York: Bantam Books.Rodríguez Arocho, W.C. (1995). Vygotski, el enfoque sociocultural y el estado actual de la psicología cognoscitiva. En imprenta.Rogoff, B. & Clavajay P. (1995). What’s become 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 Erlabum, Publishers.Smith, L. (Ed) (1995). Jean Piaget: Sociological studies. New York: Routledge.Sternberg, R.J. & Berg, C.A. (1992). Intellectual development. Cambridge, MA: Cambridge University Press.Toulmin, S. (1990). Cosmopolis: The hidden agenda of modernity: New York: The Free Press.Vander der Veer, R. & Vasiner, J. (1991). Understanding Vygotsky: A quest for synthesis. Cambridge, MA: Blackwell.Vygotsky,L. S. (1962). Thought and language. Cambridge, MA: M.I.T. Press.Vygotsky,L. S. (1978). Mind in society: The development of higher psychological processes. (M. Cole,V. John-Steiner,S. Scribner 8: E. Souberman,Eds.) MA: Harvard University Press.Vygotski, L. S. (1935/1984). Aprendizaje y desarrollo intelectual en la edad preescolar. Infancia y Aprendizaje, 27-28, 105-116.Derechos Reservados - Universidad Católica de Colombia, 1999info:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)https://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2LEARNING PROCESSESLEARNING THEORIESDEVELOPMENT STAGESPROCESOS DE APRENDIZAJETEORIAS DE APRENDIZAJEETAPAS DE DESARROLLOLa relación desarrollo-aprendizaje en las teorías de Jean Piaget y Lev s. Vygotski: un análisis comparativoArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85PublicationORIGINAL619-1712-1-SM.pdf619-1712-1-SM.pdfArticulo principalapplication/pdf599886https://repository.ucatolica.edu.co/bitstreams/7f5acb32-8556-4aa0-9773-45e24df5b86f/download24e2d8c93faa94b943212aaf5c65073eMD51TEXT619-1712-1-SM.pdf.txt619-1712-1-SM.pdf.txtExtracted texttext/plain9https://repository.ucatolica.edu.co/bitstreams/1158dddc-c564-4174-9b78-819e1c808899/download33f4f15a16a9843faf6a25d4f387b6fdMD52THUMBNAIL619-1712-1-SM.pdf.jpg619-1712-1-SM.pdf.jpgRIUCACimage/jpeg18628https://repository.ucatolica.edu.co/bitstreams/e7224234-58ce-48e0-8fda-ad930504c94b/download371c2514518ab307905d5486377aac26MD5310983/23044oai:repository.ucatolica.edu.co:10983/230442023-03-24 14:35:15.348https://creativecommons.org/licenses/by-nc-nd/4.0/Derechos Reservados - Universidad Católica de Colombia, 1999https://repository.ucatolica.edu.coRepositorio Institucional Universidad Católica de Colombia - RIUCaCbdigital@metabiblioteca.com |