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Developmental Psychology, Pedagogy, and Social Systems Concepts

Philosophy and ethics4.52 KB

The Nature of Reality and Social Constructs

  • Scope (CSS): The nature of humanity (giza), human identity (guizatasuna), hegemony, lived experience (bizi), time, space, and reality.
  • Boundaries (isutasunak) and social thinking (sziala).

Educator Roles and Characteristics (Irakasleak)

  • Thoughtful and active engagement.
  • Focus on human relationships.
  • Acting as a key actor/facilitator.

Evolution of Social Order (16th–19th Centuries)

The evolution of agriculture (XVI–XIX centuries) shaped the social order, contrasting with the industrial era's violent, hierarchical national structures.

Developmental Status and Logic

  • Concrete Status (Ages 0–6): Reality lacks a direct relationship with the "ego."
  • Specific Logic (Ages 6+): Abilities develop, focusing on the immediate environment (ingurune), the ego, and becoming sociocentric.
Understanding Sociocentrism

Sociocentrism involves relationships, though these relationships do not always affect the individual's immediate well-being.

Interrelated Systems and Environment

Systems are interconnected. The environment is defined by relationships: family, community, and nation, leading to an expanded perspective (ikusmira).

  • Logical Principle: Multicausality (real and logical).

Forward Limits and Complexity

This section addresses the limits of psycho-evolutionary development (psikoeboluzio) in teaching. It notes the complexity of real-world phenomena, such as the stabilization rate of Small and Medium Enterprises (SMEs) in concrete reality (LUC).

  • Key Concepts: Multicausality, non-linear development, and the need to study stabilized concrete reality.

Working Conditions and Support

Working conditions require approaching the event (urbildu), often within limited space/time constraints. Support involves providing assistance and materials, recognizing that each individual (baikotzak) has unique temporal features.

Developmental Stages and Perspective

Formal Operational Thought

Key researchers and age ranges for the development of Formal Thought:

  • Peel: 14–15 years
  • Hallman: 12 (Concrete) – 16 (Formal) years
  • Pozo & Carretero: 15–17 years (Formal)

Relativistic Perspective (Erlatibistaikusputu)

The relativistic viewpoint is often limited:

  • Low prevalence at ages 14–15 and 18.
  • Observed in approximately 1/2 of adults.

A single version of a story is not representative of the whole truth. This concept contrasts ethnocentrism with cultural relativism.

The Spiral Learning Method

  1. Concepts introduced (light).
  2. Repeated explanation (behin berriz).
  3. Activities linking concepts to skills and behaviors (trebatasun).

11 Fundamental Concepts (Funtsezkoak)

These concepts are essential for understanding social systems:

  • Habitat
  • Culture
  • Organizations
  • Resources
  • Interaction (Elkarekintza)
  • Conflict and Governance (Gaztaka)
  • Power
  • Technology
  • Social Changes (Levels)
  • Values
  • Multicausality (Multikasua)

Pedagogy and Historical Analysis

Four Variables for Historical Analysis

History is constructed using four key variables:

  1. Progressive Timed Events: Events occurring sequentially.
  2. Case Studies: Short-term analysis (lue).
  3. Biography: Prone to distortion.
  4. Environment: Specific point analysis (zehatz).

Teaching Methods (Irakaskuntza)

  • Telling: Narrative and storytelling.
  • Simulation: Using living examples (e.g., aqueduct or bridge construction).
  • Talk: Information sharing, standards, and group structure.
  • Essays: Fostering critical and reflective thinking (erreflexibo).

Assessment Types

  • Objective: Observation based on findings.
  • Formative: Adapted assessment used from the beginning to the end of a process.
  • Interactive: Solving problems in practice (konpondu).
  • Continuous: Independent assessment used for different purposes.

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