On the Digital Age from Humanistic Psychology

Hernández-Peña, Héctor; Lagomarsino-Montoya, Mario; Aguirre-Martínez, Guillermo; Sepúlveda, Juan Mansilla; Estay-Sepúlveda, Juan Guillermo; Ganga-Contreras, Francisco

doi:10.18063/esp.v7.i1.1401

Cited by 2 publications

(2 citation statements)

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“…From the field of psychology, it is not a question of thinking about education from psychology, it is a question of thinking about education with psychology. Significant references are humanistic psychology, which contributes to generating a new explanation of human nature, emphasising the importance of personal growth, the potential of relationships between people and the importance of subjective experience in human development; also positive psychology, which focuses on the positive aspects of human experience such as happiness, gratitude, resilience and pays special attention to emotions and the search for meaning in life [35][36][37] .…”

Section: Discussionmentioning

confidence: 99%

Emotional education: A critical review of the voices against its implementation in schools

Messina-Albarenque,

De Andrés-Viloria,

De Pablo-González

et al. 2024

Environ. Soc. Psychol.

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The uncertainty, constant changes and growing diversity that characterize the societies in which we live have a considerable impact on people's lives. Education is no stranger to this situation and, aware of its responsibility and social function of training for life, has echoed the recommendations to promote the development of emotional skills. However, there are voices critical of this initiative considering that they respond to the interest of maintaining a neoliberal economic-social order. The purpose of this article is to deepen our knowledge of these critical positions and to present a rationale for Emotional Education that includes and contextualises them, to conclude with a reflection on the need to reconcile the different views and perspectives for the benefit of the integral personal development of individuals and society. To meet the objective of this proposal a systematic literature review was carried out in the PsycInfo, Education database, Dialnet, ERIC and Scielo databases, and 14 scientific publications in specialized journals and 3 books that responded to the objective of the study were selected. As a result of the analyses of the literature we have made a categorisation of the criticisms into six areas: political, educational, psychological, sociological, philosophical, and, to a lesser extent, linguistic. The need to reconcile different perspectives for the implementation of EE in schools and the importance of teacher training for this purpose is discussed. Finally, the implications of the criticism are pointed out as well as future lines of research.

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Section: Discussionmentioning

confidence: 99%

Emotional education: A critical review of the voices against its implementation in schools

Messina-Albarenque,

De Andrés-Viloria,

De Pablo-González

et al. 2024

Environ. Soc. Psychol.

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“…В частности, среди отечественных теоретиков О. Важенина исследует интернетмедиа как инструмент гуманистического воспитания общества [4], Н. Автаева обращается к гуманитарной повестке интернет-СМИ и, прежде всего, к теме семьи [1], Д. Жукова отмечает значительную роль СМИ в формировании группового и индивидуального сознания детей и подростков [8]. Тема привлекает внимание и зарубежных медиаисследователей, в том числе таких как Bolu John Folayan [26], Héctor Hernández-Peña [27], Bartosz G. Żerebecki и Suzanna J. Opree [25] и другие.…”

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Children’s Radio Discourse of the Soviet Period: Humanistic Paradigm of Personality Development

Зубаркина

2024

Bulletin of the Chuvash State Pedagogical University Named After I Y Yakovlev

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Российское радиовещание накопило значительный опыт в создании программ разных форматов и жанров, посвященных теме детства. При этом советские радиотексты, выпускаемые для взрослых и подчеркивающие аксиологическую основу педагогики, пока не нашли детального отражения в научных трудах. Сегодня в программные сетки крупных отечественных станций, таких как «Радио России», «Орфей», «Авторадио» и другие, интегрировано немалое количество программ, которые способствуют формированию гуманистически ориентированной личности, акцентируют внимание на самоценности детства, правах и достоинстве детей и других гуманистических идеалах. Обращение и рецепция опыта советского эфира могли бы совершенствовать современный подход к освещению вопросов педагогики, коммуникации взрослых и детей, что особенно актуально в рамках текущего Года семьи в Российской Федерации. В данной статье исследуются радиотексты советского времени, преимущественно транслировавшиеся во второй половине ХХ века, в том числе авторства Е. Аэурбах, Д, Кабалевского, И. Гамаюнова. Используя историко-культурный, сравнительный, исторический методы, метод контекстуального анализа, автор приходит к выводу, что конструирование образа ребенка в советском радиовещании происходило в том числе в парадигме гуманистических взглядов Я. Корчака, Д. Дьюи, Ф. Дольто, А. Швейцера. Радиопублицистами поднимались важнейшие и сегодня темы детского одиночества, семейного неблагополучия, социального сиротства. Диалог, игра, свобода творческого и личностного самовыражения рассматривались как основополагающие аксиологические аспекты в воспитании. Russian radio broadcasting has accumulated significant experience in creating programs of various formats and genres dedicated to the topic of childhood. At the same time, Soviet radio texts produced for adults and emphasizing the axiological basis of pedagogy have not yet been reflected in detail in scientific works. Today, some programs are integrated into the program networks, such as “Radio Russia”, “Orpheus”, “Avtoradio” and others, which contribute to the formation of a humanistically oriented personality, focusing on the intrinsic value of childhood, the rights and dignity of children. The circulation and reception of the experience of the Soviet broadcasting could improve the modern approach to covering issues of pedagogy, communication between adults and children, which is especially important within the framework of the current Year of the Family in the Russian Federation. In this article, the author examines radio texts of the Soviet era, mainly broadcast in the second half of the 20th century, including those by E. Aeurbakh, D. Kabalevsky, I. Gamayunov. Using historical-cultural, comparative, historical methods, the method of contextual analysis, the author comes to the conclusion that the formation of the image of a child in Soviet radio broadcasting took place, among other things, in the paradigm of the humanistic views of J. Korczak, D. Dewey, F. Dolto, A. Schweitzer. Radio journalists raised the most important topics of childhood loneliness, family troubles, and social orphanhood. Dialogue, play, freedom of creative and personal expression were considered as fundamental axiological aspects in education.

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On the Digital Age from Humanistic Psychology

Cited by 2 publications

References 2 publications

Emotional education: A critical review of the voices against its implementation in schools

Emotional education: A critical review of the voices against its implementation in schools

Children’s Radio Discourse of the Soviet Period: Humanistic Paradigm of Personality Development

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