Suchergebnisse

El presente artículo pretende mostrar la importancia que en los últimos tiempos ha cobrado la psicología en el ámbito de la pastoral, y es por esto que se hará un recuento de los principales autores que han abordado este tema, para luego adentrarnos en aspectos psicopatológicos que se aplican a este campo.

Este artículo sostiene que, la Psicología en general, como la mayoría de las Ciencias Sociales en América Latina, continúa legitimando una forma de conocimiento científico fragmentario, parcelario, a-histórico e individual. Poder analizar la relación entre Psicología, Ciencia Moderna y Colonialismo puede ser un punto de partida. La ciencia moderna occidental representa una mirada del mundo, que obedece a un modelo episté-mico desplegado por la Modernidad, y que no es otra cosa, que la reproducción de una hegemonía cultural, económica y política de occidente, en definitiva, una herencia colonial del capitalismo actual. La trascenden-cia epistémica para una psicología latinoamericana, no solamente implica una alternativa científica, también implica una alternativa histórica, política, ética y ontológica.

It is argued that thinking, specially everyday and social thinking, is based on a sort of mythical thought, that which is not true because it is verified, but because we believe in. Culture belongs to it. Namely, the idea of space, and its derived ideas of deepness, profoundness, consciousness, knowledge and the very thinking itself, is basically a collective and mythical thought which can not be understood by means of scientific rationality coming out of natural sciences.

As a descendant of the Enlightenment, the school is still a vital modern institution, albeit in contemporary postmodern conditions. This article takes a Foucaultian perspective to analyse the power/ knowledge and the regimes of truth involved. The arguments is that the power of the school comes from the inertial force of custom, which normalises the school's disciplinary, sanctionary, instructional, and corrective practices. The modern educational project uses disciplinary methods that promote autoidiscipline and autoregulation. Its instructional processes promote individualist learning, and its rituals turn habituation into internalisation. Consistent with the critical sentiments of a Social Psychology of Education, we propose a comprehensive approach to education and its links to acculturation, instruction, and schooling. We use a critical radical pedagogy and poststructuralist analysis to argue for the need to rethink contemporary education.

The socio-political crisis that Colombia has been going through for decades has made psychology an enormous task, namely: to think about the role it plays in the midst of these realities given in the country and in the contribution it has made and could make for its transformation. Starting from the proposals of Ignacio Martín Baró and Edgar Barrero Cuellar, this article tries to reflect on the psychology that Colombia needs, a psychology of the liberation that makes a decided commitment by a critical perspective and emancipating; which implies transcending its authoritarian epistemology, constructing theory from and for the people and deploying a transformative praxis that takes on three important tasks: to recover the historical memory, to deideologize the common sense and to promote the popular virtues.

This work aims to reflect on the contributions of Marxism to the development of political psychology. It is suggested that from this scenario emerges the political-legal domain of a dialogical type -antagonist complementary- and transdisciplinary. The reticular interaction between individual-society-species is posed in that territory, a place in which political psychology can be posed as a neo-discipline, oriented to the dialogue of knowledge under a multidimensional view. Political psychology is a relational-complex psychology, which implements a political-legal device to dialogically summon method, ideology and praxis.

This article tries to articulate certain drifts in 'social psychology of science' with different contributions from 'feminist studies of science.' This is done in a reflexive aim in order to analyze how gender structures intersect the practices of psychological knowledge production. In this process sexual subjects and objects of psychological knowledge are constructed. It is also stressed, the relevance given in feminist epistemologies to the analysis of subjectivities conformation in the production of science. As well as, to the role of diverse subject-knowledge-positions and its necessary democratic inclusion for a more objective and social fair science-psychology.

Science has been adopted as an object of study by various other disciplines, among them psychology. Approaches to the 'psychology of science' can be grouped as (1) works based principally on the study of the personal characteristics of scientists in terms of types of reasoning, personality, or special capacities such as creativity that differentiate them from non-scientists; & (2) those focused more on the cognitive aspects of science, such as philosophers, epistemologists, & cognitive psychologists or scientists sharing their interests. Areas of interest include processes of normalization in science, normative aspects in processes of publication, processes of social influence & social comparison, values & beliefs in science, belief systems, science & ideology, ethics in the production of scientific knowledge, organizational context of scientific research, & science-society relations. Prominent authors & their works in these & other areas are referenced.

This article is based on notes that the author took during the seminar series that Rhoda Unger gave as part of the Social Psychology Doctoral Program at the UAB. She gave five talks on the history of feminist psychology, and of psychology in general, in the USA. She gave an overview of the current state of play, and speculated on likely future developments. This article provides a resource for those interested in the work of a feminist within our discipline.

The principles of reality-mercy-action constitute the founding triad, which the Theology
of Liberation provides for the construction of a liberating psychosocial perspective, which
assumes an ethical commitment based on the look, on the recognition of the other, and
on the mercy, which recognizes the political implications of action and direct them toward
transformation and emancipation. This assumes solidarity and horizontality as a framework
for action and rethinks its ontological, epistemological, and methodological bases. This
perspective becomes necessary the moment that Colombia is going through in order to
contribute to the construction of peace and to the transformation of conflicts, from a concrete praxis, in which frontiers between investigation and intervention are diluted, where the aim is to attempt to overcome bureaucracy, technocracy, and the patronage, and that can walk toward transdisciplinarity. From a clear and determined option for the transformation of suffering, injustice, and exclusion, which are generated in the models of governance and development of neoliberal model is reiterated on a viable and possible alternative for psychology in Colombia and Latin America.

The thesis presented affirms that Social Psychology appears in Mexico as the result of a mix between a genuine cultural product & a new element on the academic horizon of the last twenty years of the XIX century. The place where the mixture is done features the public expression forms: press, literature, political cartoon, etc. in a time when all this gaps were full of disputes about the important social topics. In this context the project of Salvador Quevedo y Zubieta appears as an example of genuine Mexican Social Psychology in early 1906. The thesis concludes with a few doubts that question the paradigmatic form of Social Psychology, as this has been in practice in Mexico for a bit more than a century.

This article argues for a behaviourist interpretation of Wittgenstein. We propose an 'epistemological behaviourist' account of his notion of language games. The behaviourist line we propose does not deny the ontological existence of the mental, and it understands 'behaviour' in the widest, most social, sense. The gist of our argument is that any supposedly 'inner' language
game must inevitably rely on external, publicly available criteria. We explore the possibility of developing a social-psychological epistemology based on a Skinnerian analysis of language yet consistent with the Wittgensteinian perspective. We end with a discussion of the implications for Psychology of a behaviourist epistemology.