教育与对话自我:艺术现状(Educación y yo dialógico: estado de la cuestión)

IF 1 4区 教育学 Q4 PSYCHOLOGY, DEVELOPMENTAL Journal for the Study of Education and Development Pub Date : 2023-05-25 DOI:10.1080/02103702.2023.2201562
Carles Monereo, H. Hermans
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引用次数: 3

摘要

对话自我理论在教育领域的引入并没有得到应有的重视。在本文中,我们打算证明DST研究的重要性,回顾其在过去十年对教育心理学的主要贡献。为此,我们将其分为三个主题领域:对话教学和学习过程,不同教育水平的专业认同,以及与全纳教育有关的研究,特别是跨文化教育。最后,我们将根据最新的21世纪教育国际报告,专门讨论未来的研究方向。在此回顾之后,我们可以说,DST构成了一种革命性的认识论方法,它渗透了心理之间和心理内部之间的界限,将心理和公共层面作为两个不断对话的平行社会,并回归心理学在心理动力学研究中的核心功能,这是社会建构主义趋势部分忽略的“黑盒子”。
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Education and dialogical self: state of art (Educación y yo dialógico: estado de la cuestión)
ABSTRACT The introduction of the Dialogical Self Theory in the field of education has not received the recognition it deserves. In this article we intend to prove the importance of research in DST, reviewing its main contributions to the psychology of education for the past decade. To this end, we have organized it into three thematic areas: dialogical teaching and learning processes, professional identity in different educational levels, and studies pertaining to inclusive education and, particularly, intercultural education. We conclude with a section dedicated to future lines of research, in line with the most recent international reports on twenty-first-century education. After this review, we can state that DST constitutes a revolutionary epistemological approach, which permeabilizes the boundaries between the inter- and the intra-psychological, taking the mental and public planes as two parallel societies in constant dialogue, and and giving back to psychology its central function in the study of mental dynamics, that ‘black box’ which socio-constructivist trends had partially omitted.
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来源期刊
CiteScore
2.30
自引率
12.50%
发文量
25
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