The Vygotskian Contribution to the Construction of a General Theory of Human Learning

Integrating affection, emotion, and aesthetics into a General Theory of Learning

“…By incorporating the earlier theoretical development of learning, it could be stated that the sense of uncertainty and relationality between the learner and the learning situation as an unfinished process would motivate a certain awareness of the learning process as it unfolds. This conception of reflection is distinct from the concept of metacognition, as it is reflection on the interaction, on what Sebastián et al (2021) refer to as the system of activity.…”

“…(p. 37, author's translation) So, the learning process encompasses novelty insofar as it is a joint activity, where the operation is predicated for the bigger psychological unit distinct in form/structure. This is argued by Sebastián et al (2021), who state:…”

“…In reference to such a general theory of learning, we can then ask ourselves without preconceived notions about the role of some of these variables in different learning contexts, on different objects, and with different audiences of learners. (Bourgeois & Nizet, 1997 author's translation) Sebastián and Lissi (2016) and Sebastián et al (2021) propose a general theory of human learning based on a Piagetian-Vygotskian synthesis. This synthesis critically develops Nizet's (1997/2007) neo-Piagetian proposal.…”

“…Sebastián and Lissi (2016) and Sebastián et al (2021) propose a general theory of human learning based on a Piagetian–Vygotskian synthesis. This synthesis critically develops Bourgeois and Nizet’s (1997/2007) neo-Piagetian proposal.…”

“…For that purpose, we will discuss how Jack Mezirow’s (1991) transformative learning theory seeks to accomplish this integration. Starting with a critique of this effort we will propose a hypothesis of how this internal articulation between cognition and affection/emotion could occur, consistently with a processual and relational approach to human learning: we will elaborate on the General Theory of Learning (GTL) developed by Sebastián and Lissi (2016) and Sebastián et al (2021), unfolding through the work of Larraín and Haye (2019, 2020), Massumi (1995, 2002), Stenner (2017), and others, for explaining the affective, emotional, and aesthetic experience of learning. Altogether, the reader will understand one possible articulation between an epistemologically sound learning theory based on a historical–cultural constructivist approach, and the affective experience of learning.…”