Awareness of thinking and feelings as a natural process for every learner: implications for guidance

• Autores: Jorun Buli Holmberg, Marjorie Schiering, Drew Bogner
• Localización: Revista Española de Orientación y Psicopedagogía, ISSN-e 1989-7448, ISSN 1139-7853, Vol. 19, Nº 2, 2008, págs. 123-137
• Idioma: inglés
• DOI: 10.5944/reop.vol.19.num.2.2008.11411
• Títulos paralelos:
  • Consideración de la cognición y de la emoción en el aprendizaje: Implicaciones para la orientación
• Enlaces
  • Texto completo
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    Pensar es un proceso natural. Existen varios procesos cognitivos en las tres fases recíprocas de: Inicio de la Conciencia y Organización, Pensamiento Crítico y Creativo, y Procesos Meta‐cognitivos. Las creencias y los sentimientos de un individuo se entremezclan continuamente influyéndose de forma recíproca. La consideración de “quién” soy como aprendiz influye en “cómo” se aprende. “Cómo” se aprende y se enseña depende de la conciencia sobre lo que uno piensa y siente, lo cual conforma sis‐ temas de creencias y valores. Hay algunas realidades sociales comunes que engloban y trascienden a la propia cultura. Estos temas son relevantes en la Orientación Educativa.

  • English

    Thinking is a natural process. There are various cognitive processes that occur in the three reciprocal phases of Beginning Awareness and Organization, Critical and Creative Thinking, and Meta‐cognitive Processes. Individual’s thinking and feelings are continually co‐joined and impact each other in a reciprocal fashion. Awareness of “who” one is as a learner impacts “how” one learns. “How” one learns and teaches is reliant on awareness of “what” one thinks and feels, which forms belief and value systems. There are common social and societal realities that encompass and transcend one’s culture. We consider these are basic issues to address in Educational Guidance.

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