دورية أكاديمية
Philosophy of mind and some learning paradigms in educational psychology ; Filosofía de la mente y algunos paradigmas del aprendizaje en Psicología de la educación
| العنوان: | Philosophy of mind and some learning paradigms in educational psychology ; Filosofía de la mente y algunos paradigmas del aprendizaje en Psicología de la educación |
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| المؤلفون: | Ospina-Carmona, José Fernando, Tobón Vásquez, Gloria del Carmen, Montoya-Londoño, Diana Marcela, Taborda-Chaurra, Javier |
| المصدر: | Sophía; No. 33 (2022): (July-December 2022): Philosophy of mind and education; 43-69 ; Sophía; Núm. 33 (2022): (julio-diciembre 2022): Filosofía de la mente y educación; 43-69 ; Sophía; n. 33 (2022): (julio-diciembre 2022): Filosofía de la mente y educación; 43-69 ; 1390-8626 ; 1390-3861 ; 10.17163/soph.n33 |
| بيانات النشر: | Universidad Politécnica Salesiana (Ecuador) |
| سنة النشر: | 2022 |
| المجموعة: | Revistas Científicas UPS (Universidad Politécnica Salesiana del Ecuador) |
| مصطلحات موضوعية: | Philosophy, learning, psychology, education, representation, mind, Filosofía, aprendizaje, psicología, educación, representación, mente |
| الوصف: | The objective of this review is to give an organized account of the set of ideas that support the possible relationship between mind and learning, approached from the philosophy of mind, psychology and psychology of education. The mind is understood from different perspectives, however, if given the character of a set of faculties, it would point to the existence of a set of capacities and dispositions in human beings, which allow them to have beliefs, think, communicate, among other activities. These understandings allow teachers to have the opportunity to understand thought, and to communicate with others, that is, to recognize that the other has a mind. For its part, representation refers to something that represents something else, and in these representations, mental states are subsidiary to a representational function, Thus, the relationship of medium and content representation has a substantial correlation that has important implications in teaching. With regard to learning the different currents that have explained it are recognized, however, Piaget and Vigotsky, cognitive, recognize the existence of a system in charge of configuring the representation of the world, in which the mediation of language is fundamental. It is concluded that the establishment of a relationship between mind and learning, mediated by representation, is an opportunity to appreciate possibilities of linking a philosophy of mind with learning ; El objetivo de esta revisión es dar cuenta de manera organizada de un conjunto de ideas que soportan las relaciones entre mente y aprendizaje, abordadas desde la filosofía de la mente, la psicología y la psicología de la educación. La mente es comprendida desde diferentes perspectivas, sin embargo, si se le da el carácter de conjunto de facultades, se señalaría la existencia de capacidades y disposiciones en los seres humanos, que les los constituyen en sujetos que pueden tener creencias, pensar, comunicarse, entre otras actividades. Estas comprensiones permiten a los maestros tener la ... |
| نوع الوثيقة: | article in journal/newspaper |
| وصف الملف: | application/pdf |
| اللغة: | Spanish; Castilian |
| العلاقة: | https://revistas.ups.edu.ec/index.php/sophia/article/view/5515/5416Test; https://revistas.ups.edu.ec/index.php/sophia/article/view/5515Test |
| الإتاحة: | https://doi.org/10.17163/soph.n33Test https://revistas.ups.edu.ec/index.php/sophia/article/view/5515Test |
| حقوق: | Derechos de autor 2022 Universidad Politénica Salesiana ; http://creativecommons.org/licenses/by-nc-sa/4.0Test |
| رقم الانضمام: | edsbas.18CDEB96 |
| قاعدة البيانات: | BASE |
| الوصف غير متاح. |