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(4) Pedagogies of the century to the twenty-first century

In a review of the most influential theories in education during the twentieth century, certainly it is essential to consider the relationship of the theories of Piaget. Genetic psychology, founded by Jean Piaget in the first half of the century, has had an enormous impact on education, both with regard to working in their own theoretical and pedagogical practice. Currently, it is considered that a single psychological theory can not be the only foundation of educational theory and practice. On that basis, the contributions of Piaget teorría and their uses in education, is considered, must be complemented and integrated with apoto from other theories.



While Piaget and his colleagues at the Geneva School dearrollaron never a theory of teaching psychological concepts and models developed by them were widely used to inform and lead educational theories and pedagogical approaches.

utulización currently in education in the concepts of Piaget's theory no longer pursues the aim of building a sort of didactic or pedagogy "Piagetian" but that is part of a broader theoretical framework, "constructivism", which converge in addition to genetic psychology, the contributions of the theory of Vygotsky and sociocultural approaches and theories of cognitive psychology.



cosntructivista However, this position presents both psychological and educational problems, here is a couple of them:

• The question of intearcción between everyday and academic knowledge and the role that education can and should play in this interplay. Constructivist position has emphasized the fact that academic knowledge adquierre only through spontaneous interaction with knowledge. However, research has demsotrado that, in most cases, spontaneous knowledge is highly resistant to being abandoned makes this persists, coexisting in parallel with academic knowledge.


• The characterization of knowledge in terms of general-specific, ie, the debate over whether the construction of domain-specific knowledge advances or atrvés of general structures. This is one of the points of divergence between the different positions so constructivist and the same, one of the largest implications for education, as it would face a theoretical weight to the issue of school organization and isolated areas.

Firstein, Gabriela. (2001). The Teorís of Piaget and Education. In Pedagogies of the century to century. FLACSO. Rescued June 8, 2010, from: http://www.orientared.com/articulos/piaget.asp