CONSTRUCTIVISM ISSUES: FROM KANT TO PIAGET
Kant’s philosophy proposed a synthesis between rationalism and empiricism. It was proposed as a critical philosophy that inspects the reach of knowledge supported on the faculties of sensible intuition, understanding and reason. For Kant, sensibility by itself provides only associations; on the cont...
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| Format: | Online |
| Language: | spa |
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Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
2012
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| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/1487 |
| _version_ | 1801706157605126144 |
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| author | Londoño Ramos, Carlos Arturo |
| author_facet | Londoño Ramos, Carlos Arturo |
| author_sort | Londoño Ramos, Carlos Arturo |
| collection | OJS |
| description | Kant’s philosophy proposed a synthesis between rationalism and empiricism. It was proposed as a critical philosophy that inspects the reach of knowledge supported on the faculties of sensible intuition, understanding and reason. For Kant, sensibility by itself provides only associations; on the contrary, understanding assumes explanatory principles which are universal and necessary in order to organize experience. Continuing and correcting Kant’s theory, Piaget’s constructivism establishes that our knowledge organizes experience psychogenetically (in the child’s development) and phylogenetically (epistemologically), with the aid of structural schemes of intelligence. However, these are not preformed, static, or fixed, as is contemplated in Kant’s philosophy; rather, they develop in periods, because they have a genetic basis based on three ways of coordinating actions: in activity with physical objects, in social relation with others, and in awareness of operations. The necessity of actions with objects, in order to enable comprehension, had already studied in Kant’s Pedagogy, but it had not been contemplated in his philosophy of knowledge. Based on theorical-empirical research, constructivism supplies a dynamic of knowledge through action, and in consequence, sets Kant’s philosophy in movement. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-1487 |
| institution | Revista Historia de la Educación Latinoamericana |
| language | spa |
| publishDate | 2012 |
| publisher | Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-14872023-09-06T20:40:06Z CONSTRUCTIVISM ISSUES: FROM KANT TO PIAGET AVATARES DEL CONSTRUCTIVISMO: DE KANT A PIAGET Londoño Ramos, Carlos Arturo constructivism criticism active pedagogy Social Sciences Kant’s philosophy proposed a synthesis between rationalism and empiricism. It was proposed as a critical philosophy that inspects the reach of knowledge supported on the faculties of sensible intuition, understanding and reason. For Kant, sensibility by itself provides only associations; on the contrary, understanding assumes explanatory principles which are universal and necessary in order to organize experience. Continuing and correcting Kant’s theory, Piaget’s constructivism establishes that our knowledge organizes experience psychogenetically (in the child’s development) and phylogenetically (epistemologically), with the aid of structural schemes of intelligence. However, these are not preformed, static, or fixed, as is contemplated in Kant’s philosophy; rather, they develop in periods, because they have a genetic basis based on three ways of coordinating actions: in activity with physical objects, in social relation with others, and in awareness of operations. The necessity of actions with objects, in order to enable comprehension, had already studied in Kant’s Pedagogy, but it had not been contemplated in his philosophy of knowledge. Based on theorical-empirical research, constructivism supplies a dynamic of knowledge through action, and in consequence, sets Kant’s philosophy in movement. La filosofía de Kant propuso una síntesis entre racionalismo y empirismo, se planteó como filosofía crítica que examina el alcance que tiene el conocimiento, sustentado en las facultades de: la intuición sensible, el entendimiento y la razón. Para Kant, la sensibilidad por sí misma no brinda sino asociaciones, el entendimiento, por el contrario, postula principios explicativos con carácter universal y necesario, que organizan la experiencia.Continuando y corrigiendo la tesis kantiana, el constructivismo de Piaget, por vía sicogenética (en el desarrollo del niño) y filogenética (epistemológica), plantea que nuestro conocimiento organiza la experiencia por medio de esquemas estructurales de la inteligencia, sin embargo, éstos no están pre-formados, noson estáticos o fijos, como en la filosofía kantiana, sino que se desarrollan por períodos, pues tienen una base genética, a partir de tres formas de la coordinación de las acciones: en la actividad con los objetos físicos, en la relación social con los otros, y en la conciencia de las operaciones. La necesidad de la acción sobre los objetos para la comprensión ya había sido observada en la Pedagogía de Kant, pero no en su filosofía del conocimiento. El constructivismo, con base en la investigación teórico-empírica, imprime una dinámica al entendimiento a través de la acción, en consecuencia, pone la filosofía kantiana en devenir Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2012-05-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/1487 Revista Historia de la Educación Latinoamericana; No. 10 (2008): Paulo Freire Revista Historia de la Educación Latinoamericana; Núm. 10 (2008): Paulo Freire 2256-5248 0122-7238 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/1487/1483 Copyright (c) 2008 Journal History of Latin American Education |
| spellingShingle | constructivism criticism active pedagogy Social Sciences Londoño Ramos, Carlos Arturo CONSTRUCTIVISM ISSUES: FROM KANT TO PIAGET |
| title | CONSTRUCTIVISM ISSUES: FROM KANT TO PIAGET |
| title_alt | AVATARES DEL CONSTRUCTIVISMO: DE KANT A PIAGET |
| title_full | CONSTRUCTIVISM ISSUES: FROM KANT TO PIAGET |
| title_fullStr | CONSTRUCTIVISM ISSUES: FROM KANT TO PIAGET |
| title_full_unstemmed | CONSTRUCTIVISM ISSUES: FROM KANT TO PIAGET |
| title_short | CONSTRUCTIVISM ISSUES: FROM KANT TO PIAGET |
| title_sort | constructivism issues from kant to piaget |
| topic | constructivism criticism active pedagogy Social Sciences |
| topic_facet | constructivism criticism active pedagogy Social Sciences |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/1487 |
| work_keys_str_mv | AT londonoramoscarlosarturo constructivismissuesfromkanttopiaget AT londonoramoscarlosarturo avataresdelconstructivismodekantapiaget |
