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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