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Elia Palomo Olivares Seminar B Group 71 Learning and development ELIA PALOMO OLIVARES Reading 1: Evolutionary psychology Titulació. Magisteri. Esp. Educació Primària. 2n Curs. Asignatura: Aprenentatge i Desenvolupament (I) Professores: Ibis Álvarez i Crista Weise. Curs. 2012-2013 INDEX Lesson 1. Biological, social and cultural basis of the process of human development. 1.-Questions that will guide the reading and discussion……………...pages 2-6 1.1.-¿ Is it the development a prerequisite for education?..........pages 2-3 1.2.-¿ Is it the development a result of education?.....................pages 4-5 1.3.- ¿ What are the mechanisms of evolutionary change?............page 6 2.- Bring notes (Text brief summary): EVOLUTIONARY PSYCHOLOGY: BRIEF SYNTHESIS (my summary)…………………………………………………………………….pages 7-8 2 Titulació. Magisteri. Esp. Educació Primària. 2n Curs. Asignatura: Aprenentatge i Desenvolupament (I) Professores: Ibis Álvarez i Crista Weise. Curs. 2012-2013 Lesson 1. Biological, social and cultural basis of the process of human development. 1.-Questions that will guide the reading and discussion: 1.1.-¿ Is it the development a prerequisite for education? Trough Jesús Palacios reading “Psicología evolutiva: concepto, enfoques, controversias y métodos” I could notice that development and education are two complementary concepts with a bidirectional relationship, therefore, we can assure development trough education and we need certain level of progressive development in order to achieve a complete an integral education. It’s evident that the human maturity limits itself to open certain possibilities which the context could influence with more or less impact depending on social determination such as the socio-cultural framework, the historical moment... As I could deduce during the reading, the development course, is not determined by an internal, individual and guided process, but by a huge social and genetic change which depend on the learning process that take place in the education agent and through socio-cultural organised ambits. It might be said that development is a constant process in the human being life, which is influenced and conditioned through multiple socialization agents the primary socialization ones (family which implements values, language skills...) implying an intuitive knowledge, and the secondary socialization ones (school, peers...which complete the primary socialization abilities and implements new personal and intellectual dimensions) so that provides the individual of structural knowledge. Hence, that intuitive knowledge, by the time extension, is transformed to a structured one, and through this approach I arrived to the conclusion that for an subject, the exposition to ontogenetic changes is constant and our personal development drive us to acquire and be subjected to micro genetic changes. Now it’s obvious that the cognitive psychology (1950) 3 Titulació. Magisteri. Esp. Educació Primària. 2n Curs. Asignatura: Aprenentatge i Desenvolupament (I) Professores: Ibis Álvarez i Crista Weise. Curs. 2012-2013 has a great impact and meaning in the human development, so the development level is proportional to the ability of self-regulating, with a direction to simple actions to more complex actions making the individual develop strategies and developmental structures along his/her life cycle. Finally I have to add that, the human being along his/her life is always developing different dimensions such as physical, social and cognitive ones by instinctive mechanisms but also through his/her interaction wealth that conceive individuals as the centre of multiple spheres (Bronfenbrenner 1970) of socio-cultural tools and influences. So it’s obvious that as humans, we have our own idiosyncratic and genetic or inherited traits, but along the history is clearly defined that the individual is opened to the circumstances influences and that’s one of the main aspects which determine the human development, so human being is able to develop by him/herself determinate instinctive developmental traits, but also needs the influence of the school as a secondary socialization agent to acquire new structured and strategic knowledge in order to obtain an integral and complex evolution going up in the life stages, that’s the reciprocal relation between these two concepts: education and development, so I could consider the development as a prerequisite of education but I would choose another word to describe this connexion: “influential circumstance”. 4 Titulació. Magisteri. Esp. Educació Primària. 2n Curs. Asignatura: Aprenentatge i Desenvolupament (I) Professores: Ibis Álvarez i Crista Weise. Curs. 2012-2013 1.2.-¿ Is it the development a result of education? As it’s said before, the individuals development take place within all the life cycle but this development is not only a result of education, because there are other agents that influence and surrounds the subject proportioning different kind of developmental structures procedent from different situations and conditions. Therefore, since our birth we’re changing physically but also acquiring certain personal development mainly through the primary socialization agents that provides the individual with an instinctive and intuitive strategies such as language, his/her first steps...which are linked to genetic traits and inheritance. Obviously, after these instinctive first developments, the cognitive one prevails in the human life stage which provides the aforementioned structural and strategic knowledge making it developing certain abilities such as memory, competences, social skills and an important inflection point in his/her personal identity definition and finding "A medida que la educación plantea nuevos interrogantes, la persona en desarrollo se ve obligada a ir construyeno respuestas nuevas consiguiendoo niveles de adaptación más elaborados, fruto de una tendencia continua a la equilibracion”. 1 Hence, the integral and complete development is not only fixed by the educational action, also by the aforementioned instinctive and genetic processes which the individual acquire during the early childhood and within the primary socialization agent "Para asegurarse de la proximidad y afecto de los adultos, los pequeños adquieren toda suerte de conductas que saben que lesa agradan (obedencia…). Las actitudes y practicas educativas de los padres constituyen el elemento central en la configuración de la personalidad infantil.”2 So, development is not only a result of education, it has also roots in the genetic and sensitive-instinctive traits which denote certain hints of the organicism models dated from the first half of S XX in Europe “plan de 1 PALACIOS.J, Desarrollo psicológico y educación, 1.-Psicología evolutiva: concepto, enfoques, controversias y métodos. Alianza Editorial 2ª edición 2 PALACIOS.J, Desarrollo psicológico y educación, 1.-Psicología evolutiva: concepto, enfoques, controversias y métodos. Alianza Editorial 2ª edición 5 Titulació. Magisteri. Esp. Educació Primària. 2n Curs. Asignatura: Aprenentatge i Desenvolupament (I) Professores: Ibis Álvarez i Crista Weise. Curs. 2012-2013 desarrollo innato inscrito en su organismo que se ira desplegando a través de estadios evolutivos”.3 To conclude, I could add that reading this text, I extracted the fact that as humans we have certain individual internal traits that make us different but there are always external factors such as school that shape this internal part. 3 PALACIOS.J, Desarrollo psicológico y educación, 1.-Psicología evolutiva: concepto, enfoques, controversias y métodos. Alianza Editorial 2ª edición 6 Titulació. Magisteri. Esp. Educació Primària. 2n Curs. Asignatura: Aprenentatge i Desenvolupament (I) Professores: Ibis Álvarez i Crista Weise. Curs. 2012-2013 1.3.-¿ What are the mechanisms of evolutionary change? As I could read in Jesús Palacios text, the main mechanism of evolutionary change is mainly the Darwin’s natural selection theory far from deterministic approaches. That theory as the author said “… constituye uno de los ingredientes básicos de las modernas concepciones de la naturaleza humana” 4 so here, the species that adapt themselves better to the environment circumstances, will survive, this fact denotes that development and evolutionary change are keys for improvement and adaptation to the context and without them the individual couldn’t be capable to live without acquire enough autonomy in order to live among his/her life cycle. Human beings as it’s said before are subjected to continuous life-long changes and in this case the ontogenetic changes over the individual lifetime, so this changes, genes and inheritance which are also important concepts in Charles Darwin approach, conform also another important mechanism or tool in the evolutionary change. “La evolución no es algo privativo de la especie, sino que se extiende también al individuo,…cada individuo experimentará luego una evolución ontogenética que le habrá de llevar de la madurez inicial a la madurez adulta.”5 The migration and the genetic drift which is another evolutionary source that acts in a parallel way with the natural selection. 4 PALACIOS.J, Desarrollo psicológico y educación, 1.-Psicología evolutiva: concepto, enfoques, controversias y métodos. Alianza Editorial 2ª edición 5 PALACIOS.J, Desarrollo psicológico y educación, 1.-Psicología evolutiva: concepto, enfoques, controversias y métodos. Alianza Editorial 2ª edición 7 Titulació. Magisteri. Esp. Educació Primària. 2n Curs. Asignatura: Aprenentatge i Desenvolupament (I) Professores: Ibis Álvarez i Crista Weise. Curs. 2012-2013 2.- Bring notes (Text brief summary) EVOLUTIONARY PSYCHOLOGY: BRIEF SYNTHESIS EVOLUTIONARY PSYCHOLOGY: The evolutionary psychology is the one which studies the changes along the time basing it in the human behaviour changes and transformations during periods of time. The changes that this psychology studies, have a normative character (processes are applicable to all the human beings or groups of them.) EX: in all human beings is normative the fact that they’re being cared by someone in the first childhood stage. The changes that the evolutionary psychology studies have a relation with the age factor (changes linked with age and with the period in the human life where the individual is placed) so that implies the acquisition of personal identity. Along the history, this discipline was in the centre of the confluence of multiple theories which change the vision and perspective respect the development and evolution concepts. S XVII-XVIII: J.Locke and JJ.Rousseau Locke: all the intelligence passes through the experience of the individual with his/her context. When we born we are like a “tabula rasa” empty of experiences and psyche without content. Rousseau: Innatism (the individual has certain innate traits and because of that there’s an innate development plan. XIX CENTURY: W.T Preyer, A.Binet, G.S.Hall with the analysis of the evolutive psychology and childish development through the experimental method (memory, intelligence and creativity studies). J.M.Baldwin: observation of the conductual development. HALF OF XIX CENTURY: Charles Darwin Darwin: Natural selection (the survival of the individual more capable to the adaptation) FIRST HALF OF XX CENTURY: Prevailment of mecanicism (the behaviour is originated and shaped through the experience). J.B. Watson: emotional conditioning “experiment with baby Albert” the emotional answer is a product of the conditioning and learning controlling stimulus. Skinner: the behaviour consequences are not always related with the instinctive needs, also by the affect and approval needs. 1950: Cognitivism notions start to appear 8 Titulació. Magisteri. Esp. Educació Primària. 2n Curs. Asignatura: Aprenentatge i Desenvolupament (I) Professores: Ibis Álvarez i Crista Weise. Curs. 2012-2013 To 1960: organicism and mechanicism: Freud and Piaget; the maxim exponents of the organicism approaches. 1970: Bronfenbrenner’s ecologic perspective which conceives the context as a succession of dimensions which exerts a combined influence among development. So there’s the establishment of four analysis levels: (Microsystem, mesosystem, exosystem and macrosystem). ENDING OF S XX: The evolutionary psychology was influenced by Vygotsky’s and Neovygotskyan approaches in different ambits such as cognitive and linguistic development. Also it was a crescent interest about socio-cultural aspects. CONTEMPORARY EVOLUTIONARY PSYCHOLOGY: Different perspectives with different levels of reciprocal relation between them, so there’s a diversity of methodologies, approaches. In this phase there’s an evident pluralism with a high amount of aspects of development and multiple contexts. Obviously, there were controversies Different controversies in the evolutive psychology Synchrony Inheritanceenvironment Continuity-discontinuity This one base it in the ineritance concept studying the individual’s maturative profile Could we predict an individual developmen if we know his/her development before? There are qualitative changes along developmentin every stage the contents are developed in a synchronic way and the highest stages need the integration of the precedent achievements 9 Titulació. Magisteri. Esp. Educació Primària. 2n Curs. Asignatura: Aprenentatge i Desenvolupament (I) Professores: Ibis Álvarez i Crista Weise. Curs. 2012-2013 10