a matter of perspective
reflections on perspective-taking in the community of philosophical inquiry
DOI:
https://doi.org/10.12957/childphilo.2025.88388Palabras clave:
filosofía para/con los niños , toma de perspectiva, pensamiento decéntrico, empatíaResumen
La toma de perspectiva, el acto mental de simular la situación de «otro», se reconoce ampliamente como fundamental para el correcto funcionamiento del pensamiento crítico y la formación de creencias, así como para promover la empatía, la competencia sociocultural y los resultados prosociales. Cada vez más presente en los procesos de aprendizaje dentro y fuera de las disciplinas, y cuya elicitación y desarrollo ocupan un lugar destacado en la Filosofía para/con Niños (P4wC) y otros programas de estilo Comunidad de Indagación Filosófica (CoPI), se suele tratar como un concepto unitario. Como formadora inicial de docentes en pedagogías dialógicas y con experiencia como formadora de facilitadores en P4wC, argumentó en contra de una concepción unidimensional de la toma de perspectiva, a favor de una multidimensional. Se proponen seis tipos de toma de perspectiva, definidos por sus marcos de referencia o «campos deícticos», que denomino Somático, Agentivo, Sociativo, Temporal, Espacial y Alético. Utilizando un enfoque de análisis conceptual y apoyándome en campos afines como la psicología y la filosofía moral, sostengo que los distintos tipos de toma de perspectiva implican diferentes categorías de pensamiento descentrado, lo que requiere la aplicación de diversas habilidades y destrezas cognitivas. Argumento, además, que los diferentes tipos de toma de perspectiva, y sus combinaciones, ofrecen distintas posibilidades al sujeto pensante, además de generar desafíos y obstáculos, algunos conocidos y otros no tanto. Concluyo que una mejor comprensión de los tipos de toma de perspectiva podría ayudar a los profesionales de P4wC/CoPI a cultivar mejor esta competencia y debería fundamentar las evaluaciones empíricas sobre el impacto que dichos programas podrían tener en el pensamiento descentrado infantil.
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