the intersubjective affective background in the acquisition of knowledge and trust as an epistemic attitude

Authors

DOI:

https://doi.org/10.12957/childphilo.2022.61200

Keywords:

epistemic emotions, confidence, enculturation, situated cognition, education.

Abstract

Among the wide variety of experiences linked to academic work, there are some intense affective experiences that are more directly related to the conceptual development that the learners will achieve because they are intrinsically linked to the activity displayed during the acquisition of knowledge, such is the case of curiosity, confusion and surprise. These epistemic emotions that occur during learning activities are aimed at the conceptual content of the individual's beliefs. The objective of this work is to theoretically explore the idea that the conceptual development that occurs in educational contexts depends on the development of an affective tendency with an intersubjective base that serves as a background to the advent of epistemic emotions in social learning situations. The confidence with which a learning situation is faced is a general tendency (an epistemic attitude) fruit of the individual's trajectory that functions as a background for the activities in which knowledge is acquired. An adequate understanding of the relationships between epistemic emotions, confidence and knowledge can generate ideas that promote the consolidation of this attitude as a facet of learning in school. As pedagogical implications of this conceptual model, some common epistemic emotional patterns are presented in asymmetrical relationships between teachers and children.

Author Biographies

jesús armando fajardo santamaría, fundación centro internacional de educación y desarrollo humano – cinde (manizales-colombia)

investigador postdoctoral en la fundación centro internacional de educación y desarrollo humano – cinde (manizales-colombia). docente de investigaciones en psicología social de la universidad manuela beltrán (umb) sede bogotá.

mi énfasis de trabajo es la filosofía de la psicología, enfocada en el análisis de la interacción social en la formación del pensamiento. cuento con más de 10 años de experiencia de trabajo en el sector educativo oficial, también tengo experiencia en docencia universitaria.

las investigaciones realizadas versan sobre agresividad en la escuela, emergencia del pensamiento, representaciones sociales, evaluación de docentes orientadores en instituciones educativas y psicología del razonamiento.

 

ana cristina santana espitia, universidad pedagógica y tecnológica de colombia

investigadora postdoctoral universidad javeriana sede bogotá. docente de la escuela de psicología de la universidad pedagógica y tecnológica de colombia (uptc) sede tunja. la investigación desarrollada se ha enfocado principalmente en psicometría, medición, evaluación y psicología educativa. asimismo cuento con formación en pedagogía y experiencia en orientación escolar y actividades relacionadas con el área de orientación educativa, y aproximaciones a la educación matemática, especialmente en el análisis del desarrollo temprano de nociones matemáticas mediante el uso de paradigmas provenientes de la psicología (cognición situada, psicología del desarrollo, psicología sociocultural) y la filosofía (normatividad situada).

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Published

2022-07-16

How to Cite

fajardo santamaría, jesús armando, & santana espitia, ana cristina. (2022). the intersubjective affective background in the acquisition of knowledge and trust as an epistemic attitude. Childhood & Philosophy, 18, 01–29. https://doi.org/10.12957/childphilo.2022.61200

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