The relationship between psychology and education: Children and exams practices

The article analyzes the conceptions of childhood and examining practices in the pedagogical treatises of Quintilianus, Clement of Alexandria, Vives, Comenius, Pestalozzi and Dewey. It presents three central arguments: 1) that childhood was primarily constituted as a concept and object of knowled...

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Detalles Bibliográficos
Autores principales: Sáenz Obregón, Javier, Zuluaga, Olga Lucía
Formato: Artículo publishedVersion Artículo revisado por pares
Lenguaje:Español
Inglés
Publicado: Pontificia Universidad Javeriana 2014
Materias:
History of pedagogy. Psychology, Childhood. Examining Practices
Historia de la Pedagogía. Psicología. Infancia. Prácticas de Examen
Acceso en línea:http://revistas.javeriana.edu.co/index.php/memoysociedad/article/view/7864
http://biblioteca.clacso.edu.ar/gsdl/cgi-bin/library.cgi?a=d&c=co/co-019&d=article7864oai
Aporte de:
Red de Bibliotecas Virtuales de Ciencias Sociales (CLACSO) de Consejo Latinoamericano de Ciencias Sociales
id I16-R122-article7864oai
record_format dspace
institution Consejo Latinoamericano de Ciencias Sociales
institution_str I-16
repository_str R-122
collection Red de Bibliotecas Virtuales de Ciencias Sociales (CLACSO)
language Español
Inglés
topic History of pedagogy. Psychology, Childhood. Examining Practices
Historia de la Pedagogía. Psicología. Infancia. Prácticas de Examen
spellingShingle History of pedagogy. Psychology, Childhood. Examining Practices
Historia de la Pedagogía. Psicología. Infancia. Prácticas de Examen
Sáenz Obregón, Javier
Zuluaga, Olga Lucía
The relationship between psychology and education: Children and exams practices
topic_facet History of pedagogy. Psychology, Childhood. Examining Practices
Historia de la Pedagogía. Psicología. Infancia. Prácticas de Examen
description The article analyzes the conceptions of childhood and examining practices in the pedagogical treatises of Quintilianus, Clement of Alexandria, Vives, Comenius, Pestalozzi and Dewey. It presents three central arguments: 1) that childhood was primarily constituted as a concept and object of knowledge in the field of pedagogy: 2) that the conception of the specificity of childhood, as well as the practices for the development of knowledge on pupils were constitutive of pedagogical practices, and preceded the birth of the modern school and of scientific psychology: 3) that the historical trajectory of the concept of childhood is one of recurrences, discontinuities and "involutions", rather than one of continuous and gradual "progress".
format Artículo
publishedVersion
Artículo revisado por pares
Artículo
publishedVersion
Artículo revisado por pares
author Sáenz Obregón, Javier
Zuluaga, Olga Lucía
author_facet Sáenz Obregón, Javier
Zuluaga, Olga Lucía
author_sort Sáenz Obregón, Javier
title The relationship between psychology and education: Children and exams practices
title_short The relationship between psychology and education: Children and exams practices
title_full The relationship between psychology and education: Children and exams practices
title_fullStr The relationship between psychology and education: Children and exams practices
title_full_unstemmed The relationship between psychology and education: Children and exams practices
title_sort relationship between psychology and education: children and exams practices
publisher Pontificia Universidad Javeriana
publishDate 2014
url http://revistas.javeriana.edu.co/index.php/memoysociedad/article/view/7864
http://biblioteca.clacso.edu.ar/gsdl/cgi-bin/library.cgi?a=d&c=co/co-019&d=article7864oai
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