The role of the teacher from the psychological humanism. An epistemological view

Keywords: cognitive faculties; philosophical assumptions; relationship; psychological humanism; teacher's role

Abstract

The objective of the article was to find the relationship between the cognitive faculties of the cognitive subject and the problems of knowledge in the construction of the arguments on the role of the teacher from the humanistic psychological theory applied to education. The methodology used was the epistemological analysis of the discourse, deciphering the gnoseological senses and meanings of the ideas, judgments, and reasoning used by the theoreticians of this current in the mentioned edification, seeking to understand the cognitive faculties with which they intend to solve the philosophical problems of knowledge in it. The results reveal the existence of a relationship or correspondence of dependence of the cognitive faculties of the cognitive subject with respect to certain problems of knowledge from which the proposal is built from the said psychological current. Finally, it is concluded that behind the analyzed proposal, there are certain cognitive faculties that determine the way in which the main problems of knowledge are intended to be solved in the construction of the studied concept.

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Author Biography

José Nava, Instituto Superior de Ciencias de la Educación del Estado de Mexico - México

Doctor en Educación por la Universidad Alfa-Lambda. Doctor y Maestro en Derecho por la Universidad Autónoma del Estado de México. Docente Investigador Del Instituto Superior De Ciencias De La Educación del Estado de México.

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Published
2021-09-15
How to Cite
Nava, J. (2021). The role of the teacher from the psychological humanism. An epistemological view. Religación. Revista De Ciencias Sociales Y Humanidades, 6(29), e210829. https://doi.org/10.46652/rgn.v6i29.829