Pablo del Río

Bio: Pablo del Río is an academic researcher from University of Salamanca. The author has contributed to research in topics: Primary education & Agency (sociology). The author has an hindex of 9, co-authored 41 publications receiving 929 citations. Previous affiliations of Pablo del Río include Charles III University of Madrid.

Sociocultural studies of mind.

Abstract: Part I. Introduction James V. Wertsch, Pablo del Rio and Amelia Alvarez: Part II. Human Action: Historical and Theoretical Foundations: 1. Cultural-historical psychology and the psychological theory of activity: retrospect and prospect Vladimir P. Zinchenko 2. The need for action in sociocultural research James V. Wertsch 3. Theories of action, speech, natural language, and discourse Jean-Paul Bronckart Part III. Mediation in Action: 4. Writing and the mind David R. Olson 5. An approach to an integrated sensory-motor system in the human central brain and a subconscious computer Tadanobu Tsunoda Part IV. Sociocultural Setting, Intersubjectivity, and the Formation of the Individual: 6. Observing sociocultural activity on three planes: participatory appropriation, guided participation, apprenticeship Barbara Rogoff 7. The constitution of the subject: a persistent question Ana Luiza B. Smolka, Maria Cecilia R. Dee Goes, Angel Pino Part V. Sociocultural Settings: Design and Intervention: 8. Socio-cultural-historical psychology: some general remarks and a proposal for a new kind of cultural-genetic methodology Michael Cole 9. Tossing, praying, and thinking: the changing architectures of mind and agency Amelia Alvarez Rodriguez and Pablo del Rio Pereda.

Directivity: The cultural and educational construction of morality and agency: Some questions arising from the legacy of Vygotsky.

Abstract: In this article, we shall attempt to bring to the attention of the reader some of the questions arising from the core of Vygotsky's historical cultural theory on the origin and development of psychological functioning. Most of those questions are also at the core of current Spanish historical-cultural research groups, but the authors of this article have emphasized those aspects that are more central to their own feelings and preoccupations, their own life stories, and their own conceptualizations. The cultural-historical approach in cultural sciences has allowed us to construct an interdisciplinary bridge between the different researchers in our group working on basic and applied problems of culture, communications, and education. We feel sure that practically all of the relevant topics in these areas can benefit from the Vygotskian perspective, and we also feel sure that educational anthropologists will share many of the claims and certainties, as well as many of the doubts and questions that we have formulated from psychology.

The External Brain: Eco-Cultural Roots of Distancing and Mediation

Abstract: First, this article attempts to approach the problem of distancing from the psychocultural perspective, relating it with the basic mechanism of mediation that was proposed by Vygotsky. Secondly, it is a reflection on the combined process of approaching and distancing in human biological and mental processes, and the limitations of contemplating the development as a process that is assumed to proceed only in the direction of ever greater cognitive distancing. Finally, it is proposed that instead of conceiving contact and distance as divergent developmental paths, models should articulate both processes of approaching and distancing, as well as of social mediation and instrumental mediation. I suggest the ecological and situated nature of psychological operators of distancing as a process in an extra-cortical mise-en-scEne.

De la psicología del drama al drama de la psicología. La relación entre la vida y la obra de Lev S. Vygotski

Abstract: ResumenMediante el analisis de los escritos de Vygotski, en este articulo se resalta la existencia de una relacion fuerte, profunda y dialectica entre su vida y su obra que conecta su vision de la organizacion dramatica de la psique con su interpretacion de su propia vida como mision en la entonces emergente ciencia psicologica. A partir de este analisis sobre la mente dramatica en la perspectiva vygotskiana, los autores reclaman un mayor acercamiento de la psicologia cientifica a las funciones y procesos psiquicos directivos y de sentido, a menudo preteridos en la agenda de investigacion.

Análisis de contenido de los 25 años de Infancia y Aprendizaje : historia de la investigación sobre desarrollo y educación

Abstract: ResumenSe hace un analisis de contenido de los 25 anos de Infancia y Aprendizaje a partir del universo de todos los articulos publicados en la revista. Tras registrar y codificar los datos, segun los criterios previamente elaborados, se extraen tres tipos de variables: de identificacion formal o por criterios externos (autores, procedencia, periodo, etcetera), de clasificacion por criterios internos o de contenido (origen y genero de articulo, metodologia de investigacion, marcos teoricos de referencia y tematizacion) y ciclo temporal en la publicacion de los articulos. En este articulo solo se presentan parte de los analisis relativos a los tres tipos de variables excepto los temas. Se identifican 730 articulos, 405 ordinarios, 245 dossieres y 80 traducciones; han participado 731 autores diferentes en 1193 colaboraciones procedentes de 133 universidades diferentes que participaron en total en 958 colaboraciones de las universidades. Igualmente, se observa un proceso sucesivo de internacionalizacion de la...

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

Culture and systems of thought: holistic versus analytic cognition.

Abstract: The authors find East Asians to be holistic, attending to the entire field and assigning causality to it, making relatively little use of categories and formal logic, and relying on "dialectical" reasoning, whereas Westerners are more analytic, paying attention primarily to the object and the categories to which it belongs and using rules, including formal logic, to understand its behavior. The 2 types of cognitive processes are embedded in different naive metaphysical systems and tacit epistemologies. The authors speculate that the origin of these differences is traceable to markedly different social systems. The theory and the evidence presented call into question long-held assumptions about basic cognitive processes and even about the appropriateness of the process-content distinction.

Individual and collective processes in the construction of the self: Self-enhancement in the United States and self-criticism in Japan.

Abstract: A collective constructionist theory of the self proposes that many psychological processes, including enhancement of the self (pervasive in the United States) and criticism and subsequent improvement of the self (widespread in Japan), result from and support the very ways in which social acts and situations are collectively defined and subjectively experienced in the respective cultural contexts. In support of the theory, 2 studies showed, first, that American situations are relatively conducive to self-enhancement and American people are relatively likely to engage in self-enhancement and, second, that Japanese situations are relatively conducive to self-criticism and Japanese people are relatively likely to engage in self-criticism. Implications are discussed for the collective construction of psychological processes implicated in the self and, more generally, for the mutual constitution of culture and the self.

Cognition In The Wild

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Back to the Future: Directions for Research in Teaching and Teacher Education

Abstract: In this article, the authors examine two distinct but closely related fields, research on teaching and research on teacher education. Despite its roots in research on teaching, research in teacher education has developed in isolation both from mainstream research on teaching and from research on higher education and professional education. A stronger connection to research on teaching could inform the content of teacher education, while a stronger relationship to research on organizations and policy implementation could focus attention on the organizational contexts in which the work takes shape. The authors argue that for research in teacher education to move forward, it must reconnect with these fields to address the complexity of both teaching as a practice and the preparation of teachers.