Philosophy of mind and some learning paradigms in educational psychology

Abstract

The objective of this review is to give an organized account of the set of ideas that support the possible relationship between mind and learning, approached from the philosophy of mind, psychology and psychology of education. The mind is understood from different perspectives, however, if given the character of a set of faculties, it would point to the existence of a set of capacities and dispositions in human beings, which allow them to have beliefs, think, communicate, among other activities. These understandings allow teachers to have the opportunity to understand thought, and to communicate with others, that is, to recognize that the other has a mind. For its part, representation refers to something that represents something else, and in these representations, mental states are subsidiary to a representational function, Thus, the relationship of medium and content representation has a substantial correlation that has important implications in teaching. With regard to learning the different currents that have explained it are recognized, however, Piaget and Vigotsky, cognitive, recognize the existence of a system in charge of configuring the representation of the world, in which the mediation of language is fundamental. It is concluded that the establishment of a relationship between mind and learning, mediated by representation, is an opportunity to appreciate possibilities of linking a philosophy of mind with learning.