The goal of this study is the analysis of judgments by children and adolescents with regard to inclusion and exclusion in its moral, personal, and social senses. Interviews were conducted with 96 Colombian children and adolescents of diverse social origins and of different age groups (5, 9, 13, and 17 years old). The interviews focused on three types of situations in which peers were excluded from group activities. The qualitative analyses show that children and adolescents gradually gain complexity in their descriptions of situations, and their judgments become more flexible, differentiated, and integrated. Different models of moral development are discussed, and in conclusion we propose that moral development can be best understood as a process of increasing complexity and of differentiation-integration of domains.
ResumenEl presente trabajo, producto de una corta estancia de investigación en el CCHS-CSIC, constituye un análisis sobre la manera en que son entendidas las ciencias sociales en la educación secundaria obligatoria en Madrid, deteniéndose particularmente en el papel desempeñado por la Geografía. En él se recogen las percepciones de profesores y distintos profesionales de áreas relacionadas con las ciencias sociales, revisiones de la normativa, críticas, pero, ante todo, se plantean algunos interrogantes, cuyo objeto es causar eco en quienes se consideran vinculados no solo a este cuerpo disciplinar, sino a la educación en general. Palabras claveCiencias sociales, Geografía, educación secundaria, didáctica, contenidos. AbstractThis paper, which is the result of a short research internship in the CCHS-CSIC, is an analysis on how social sciences in Madrid's Secondary Education are understood. Particular attention is paid to the role played by geography. The paper takes into consideration the testimonies of teachers and other professionals from the field of social sciences, documents and statements related to curricular standards, and some critical reviews. Above all, some questions are posited, whose purpose is to impact in those who consider themselves part not only of this field of study, but of education in general.
ResumenEsta es una investigación de naturaleza teórica que se propone dar cuenta de las diferentes maneras en las que se ha conceptualizado la conciencia. A lo largo del texto se muestra cómo esta emerge como un tema fundamental en la exploración de la vida mental humana. Se exhiben las distintas aproximaciones a la conciencia desde los modelos fisicalistas y computacionales, y se procede a argumentar en contra de los inconvenientes de concebir la conciencia como una cuestión de atención y vigilia. Finalmente, se plantea la necesidad de recuperar el valor de la experiencia subjetiva, en la medida en que facilita la compresión de problemas como la identidad y los fenómenos místicos que desbordan los límites de una conceptualización atencional de la conciencia.
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