%0 Journal Article
%T En historia de las ideas, la pedagog¨ªa constructivista proviene del idealismo alem¨¢n.
%A Stefan Schweizer
%J Electroneurobiolog¨ªa
%D 2007
%I 
%X Many consequences of constructivism are nowadays widespread in the academic community concerned with pedagogy and didactics. As the theoretical source of constructivist theory, German Idealism ¨Cfor example, the works of Johann Gottlieb Fichte and Friedrich W. J. Schelling¨C is identified. Siegfried Schmidt and Ernst von Glasersfeld later on contributed further specifications. Still older roots, digging in Aristotelean notions, have been pointed out by Mario Crocco and Colin Dougall for the theory of autopoiesis composed by neurobiologists Maturana and Varela, who were born in a culture partly shaped by four centuries of Aristotelean, Jesuit schooling; thus far, however, the present writer has not yet carried his research program onto the study of such roots. Autopoiesis theory, which basically dovetails and complements the constructivist paradigm, illustrates the implications of a theory of science as regards the theory of self-organisation. The main feature of constructivist pedagogy and didactics is the focus on the student. Students are considered autopoietically closed systems and structural-selective acting systems that are only able to act on their own motivation and are incapable to respond to external motives. Therefore self-study, partner- or groupwork is viewed as the ideal means of successful education. (Article in Spanish) SUMARIO CASTELLANO: En nuestros d¨ªas muchas secuelas del constructivismo se expandieron ampliamente a trav¨¦s de la comunidad acad¨¦mica vinculada a la pedagog¨ªa y did¨¢ctica. Como ra¨ªz y fuente ideol¨®gica de la teor¨ªa constructivista se identifica al idealismo alem¨¢n; por ejemplo, la obra de Johann Gottlieb Fichte y Friedrich W. J. Schelling; m¨¢s tarde, Siegfried Schmidt y Ernst von Glasersfeld aportar¨ªan mayores especificaciones. Ra¨ªces a¨²n m¨¢s antiguas, arraigadas en conceptos de Aristot¨¦les, han sido se aladas por Mario Crocco y Colin Dougall para la teor¨ªa de la autopoiesis compuesta por los neurobi¨®logos Maturana y Varela, nacidos en una cultura en gran parte moldeada por cuatro siglos de ense anza aristot¨¦lica jesu¨ªtica; el presente autor, empero, hasta ahora no ha extendido su programa de investigaci¨®n hasta el estudio de esas ra¨ªces. La teor¨ªa de la autopoiesis, que entronca, articula y complementa el paradigma constructivista, ilustra las implicaciones de una teor¨ªa de la ciencia sobre la teor¨ªa de la auto-organizaci¨®n. El rasgo prominente de la pedagog¨ªa y did¨¢ctica constructivistas es el foco que pone en el estudiante. Los estudiantes son considerados sistemas autopoieticamente cerrados y sistemas que obran de modo
%K did¨¢ctica
%K cognici¨®n
%K consciencia
%K conciencia
%K psiquismo
%K neurociencia cognitiva
%K pedagogy
%K didactics
%K cognition
%K consciousness studies
%K cognitive neuroscience
%K evoluci¨®n sistema nervioso
%K psicolog¨ªa
%K filosof¨ªa de la mente
%K conscious mind
%K cognitive science
%K neurobiology
%K Mario Crocco
%K Colin Dougall
%K philosophy of mind
%U http://electroneubio.secyt.gov.ar/Stefan_Schweizer_Pedagogia_constructivista_idealismo_aleman.htm