Nervous conditions: Historical approach
Introduction
To address an issue such as learning, it is necessary to understand that there are different perspectives for your study. One of the referents in the approach is Mayer, in which he makes a comparison between the existing perspectives and reaches the distinction of the most significant two: behavioral and cognitive.
As part of the teaching from the behavioral perspective, it is addressed from the approaches of behaviorism where its main basis is in observable behaviors, trying both its study empirically and the control of them. Although the application of behaviorism in learning is made by various authors, B. F.
Developing
Skinner was his main pioneer. For this theory, the internal processes that are carried out in the subject are not important; The significant thing is the change in behavior observed in the same. Even when there are many currents that have gone against this proposal, the reality is that it is still very valid in current educational methods.
In the cognitive proposal, unlike behaviorism, learning is conceived as a acquisition of knowledge where it is necessary to concentrate on content and not in behavior. From this perspective there are three stages in the teaching process: at first what is sought is for the student to prepare through the search for those previous knowledge; Second, that they can activate that previous knowledge and present the contents.
And finally, that integration and transfer can be stimulated under the new information acquired. Within cognitive theories, there are several currents of psychology such as phenomenological, genetic-cognitive and genetic-diallectic. As part of these currents is genetic-diallectic where one of its main exponents is Lev Vigotsky and its cultural historical approach. Which from our perspective we consider that it presents many elements that constitute a starting point for research.
Main ideas from the cultural historical approach that support educational influence and psychic development
The starting point in this approach are the ideas of its founder and main creator L. Vigotsky, although in the case of this research, the important thing is what is linked to education. The principles of the cultural historical approach maintain a total validity today. In addition to being a methodological conceptual basis of a wide field of research in psychological sciences and its link with other areas.
As worldwide pedagogy, mainly in countries such as the United States, Latin America and Europe. These ideas are somehow a position opposed to biological conceptions about psychic development; which has caused a large number of prestigious specialists to have assumed, disseminated and reinterpreted the ideas of this conception.
Starting some of the basic elements of this approach, it is found that for Vigotsky the lower psychic functions follow a natural process common to man and animals, which includes aspects of biological maturation and, the superiors, specifically human, are consequences of a process of a process of cultural mediation, through instruments especially language and work in conditions of social interaction and that depend on historical-social laws.
Both lines of development, natural and social are interrelated, organic development occurs in a cultural environment, therefore, it becomes a cultural and historical conditioned process. In turn, the process of social historical conditioning occurs in a subject that has achieved a certain organic development.
In this way, the social, as well as those relationships of which it is a carrier, will act on the subject on different planes. Its insertion into specific social groups and institutions allows its influence to operate from different moments of mediatization, even if each of these spaces represent particular forms of reflection of the most general social laws and relations, in their specific diversity .
In this regard, the following considerations are very suggestive: “Any superior psychic function was external, because it was social before being internal … any superior psychic function crosses, by necessity, an external state in its development, since it is, in its beginning a social function. This is the center of the entire problem of external and internal behavior ".
That is, it is not possible to say that the social will act on the individual in a linear way, because there will always be a necessary mediatization due to both biological and psychological internal conditions, which will already be constituted and formed from an earlier process deformation. In the cultural historical approach, the principles of social historical nature, activity and communication are affirmed. Sociocultural factors play an important role in the development of a full and integral personality.
The human being is a natural being, its organic development occurs in a cultural environment, the child’s relationships with the world around him, with the objects and instruments of culture elaborated by humanity are always mediated by the adult, by the Others, which, in its origin,, above all, an inter -psychic relationship is established and that, through the internalization process the characteristics of these interactions become characteristics of their psyche.
Therefore the inter -psychic is metapsychic, this leads hand in moment and place, but they change and develop from the conditions of culture, understood by the material and spiritual achievements and acquisitions that characterize a human group, in which they are born and develop and determine different ways of acting on the world of diverse objects and ways to interact with each other as they change.
Following the previous line, it can be said that, during the individual development itself, the transit through the different stages of this development, will be characterized by the acquisitions that are achieved from the conversion into metapsychic of the psychic inter, mediated by the Vivéncial processes, hence each individual has their own history, which is, according to the unique and unrepeatable cultural historical for each subject. But a basic aspect of the cultural historical approach is the active role attributed to the subject as a medium and context transformer. That is, he is not a mere assimilator, but it is a transformer.
conclusion
Being the psychic development of the human being a process that occurs uninterruptedly through the appropriation of humanity’s experience. Although this process will pass through different stages that are in different essence, in addition to being historical because they will vary dependence on the living, activity and education conditions in which each subject develops. As Vygotsky would raise:
The psychic life of the newborn has all the typical features of the new formations in the critical ages. As we said, the new formations of that type do not just mature, they are provisional, transitory, disappear in the next stable age. In the further development course, it loses only its independent existence, it is integrated as a subordinate instance in the higher and psychic formations of higher level.
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