The Importance of Worldviews for Developmental Psychology

Castorina, José Antonio

doi:10.1007/s42087-020-00115-9

Cited by 12 publications

(14 citation statements)

References 34 publications

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“…En este trabajo nos proponemos identificar la naturaleza y función de los presupuestos según dos perspectivas diferentes: la meta teoría que afirma que un 5 rev|Psi contexto de principios ontológicos y epistemológicos constituyen una red jerárquica con las teorías psicológicas y resultan indispensables para interpretar su construcción (Overton, 2006(Overton, , 2012Witherington y Boom, 2019); otra que sitúa a los supuestos en un contexto histórico y social (Becerra y Castorina, 2021;Castorina, 2021;García, 2001;Piaget y García, 1982), y que subraya esta relación, así como su relevancia para interpretar la investigación psicológica. Respecto a estas perspectivas, nos preguntamos si los supuestos ontológicos y epistemológicos tienen que ver solamente con ideas más o menos asociadas con las filosofías de los filósofos.…”

Section: Aspectos Destacados Del Trabajounclassified

Los supuestos filosóficos en psicología del desarrollo: ¿Meta teoría o marco epistémico?

Castorina

2022

RevPsi

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Sostenemos la tesis de que un conjunto de presuposiciones básicas, ontológicas y epistemológicas subyace a las investigaciones en psicología del desarrollo, en términos de meta teorías (MT) y de marco epistémico (ME). Ello plantea algunos problemas, entre otros: ¿cómo se integran los presupuestos al proceso científico? ¿Cómo es afectado este último por las posiciones ontológicas y epistemológicas? ¿Subsisten inalterables los supuestos o estos pueden modificarse, durante las investigaciones? ¿En qué difieren y en qué son similares las dos versiones? Intentaremos ciertas respuestas. En primer lugar, caracterizamos a la categoría de MT propuesta por Overton, y ampliada por Witherington y otros autores. Luego, examinamos la de ME formulada por Piaget y García, revisitada por Becerra y Castorina, introduciendo a los valores ético-políticos y las regulaciones sociales. Más adelante, se analizan las semejanzas y las diferencias entre las MT, asociados con la noción de paradigma, y los ME con una fuerte impronta en los valores ético-político y las regulaciones sociales Finalmente, sugerimos los beneficios para los ME de incorporar los análisis conceptuales de las MT y para éstas últimas de introducir las condiciones sociales.

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Section: Aspectos Destacados Del Trabajounclassified

Los supuestos filosóficos en psicología del desarrollo: ¿Meta teoría o marco epistémico?

Castorina

2022

RevPsi

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“…These philosophical traditions functioned as a meta-theoretical support (Overton, 2007) for educational practice and scientific research (Castorina, 2020;Winch, 2002). These traditions imply a relationship between worldviews and the concrete practices in which they are revealed.…”

Section: Inheriting Dualism From Philosophymentioning

confidence: 99%

“…Although there were solid anti-reductionist research programs, it is possible, however, to recognize the prevalence of conceptual models in which the body has no participation in the explanation of cognitive and affective processes (Searle, 2004). In perspectives that go from innatism to empiricism, passing through the discursive currents, the underlying metatheory is that of the split, expressed through multiple dichotomic pairs-mind/body, individual/society, acquired/innate and feeling/reason, among others (Castorina, 2020;Overton, 1991;Overton & Müller, 2012). The contemporary paradigm that pushed this dissociation to its limits is the one that, in broad terms, we can call "computational theory of mind" and that finds its fundamental metaphor in Turing's machine (Gardner, 1987;Leary, 1994;Searle, 1992).…”

Section: Body-mind Splitting In Twentieth Century Psychologymentioning

confidence: 99%

“…This implies that we will not be looking at bodily interactions, but at the awareness or conscious need of lived experiences (Ferreiro, 2001;Piaget, 1974), reported through the diaries. In this way, the meanings about the body found in the diaries constitute for us a particular matrix of meanings, which, however, cannot be read outside the epistemic framework (Abbey & Valsiner, 2004;Castorina, 2020;García, 2000).…”

Section: Dichotomies In the Teaching And Learning Processesmentioning

confidence: 99%

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The Dimension of the Body in Higher Education: Matrix of Meanings in Students’ Diaries

2021

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In this paper, we attempt to show some consequences of bringing the body back into higher education, through the use of performing arts in the curricular context of scientific programs. We start by arguing that dominant traditions in higher education reproduced the mind-body dualism that shaped the social matrix of meanings on knowledge transmission. We highlight the limits of the modern disembodied and decontextualized reason and suggest that, considering the students’ and teachers’ bodies as non-relevant aspects, or even obstacles, leads to the invisibilization of fundamental aspects involved in teaching and learning processes. We thus conducted a study, from a socio-cultural perspective, in which we analyse the emerging matrix of meanings given to the body and bodily engagement by students, through a systematic qualitative analysis of 47 personal diaries. We structured the results and the discussion around five interpretative axes: (1) the production of diaries enables historicization, while the richness of bodily experience expands the boundaries of diaries into non-textual modalities; (2) curricular context modulates the emergent meanings of the body; (3) physical and symbolic spaces guide the matrix of bodily meanings; (4) the bodily dimension of the courses facilitates the emergence of an emotional dimension to get in touch with others and to register one's own emotional experiences; and (5) the body functions as a condition for biographical continuity. These axes are discussed under the light of the general process of consciousness-raising and resignification of the situated body in the educational practice.

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“…Becoming is the mark of living systems but also the existential dread of humankind who tries to govern time through symbolic activity. The articles published in Human Arenas have been dealing with this fundamental existential problem in many ways, by dealing with issues of becoming, changing, development, movement, and crisis (Castorina, 2021). These dimensions characterize many human activities and institutions such as schooling (Peltola et al, 2021).…”

mentioning

confidence: 99%