Developmental psychology and service-learning: A theoretical framework.

1998 ◽  
pp. 68-84 ◽  
Author(s):  
Jay W. Brandenberger
Keyword(s):  
Service Learning ◽  
Developmental Psychology ◽  
Theoretical Framework

scholarly journals On perception as the basis for object concepts

2020 ◽  
Vol 26 (2-3) ◽  
Author(s):  
Unknown / not yet matched ◽  
Cintia Rodríguez
Keyword(s):  
Developmental Psychology ◽  
Theoretical Framework ◽  
Conceptual Basis ◽  
Conceptual Foundation ◽  
Sensory Experiences ◽  
Physical Attributes ◽  
Cultural Functions ◽  
Epistemological Perspectives

Abstract Within cognitive and developmental psychology, it is commonly argued that perception is the basis for object concepts. According to this view, sensory experiences would translate into concepts thanks to the recognition, correlation and integration of physical attributes. Once attributes are integrated into general patterns, subjects would become able to parse objects into categories. In this article, we critically review the three epistemological perspectives according to which it can be claimed that object concepts depend on perception: state non-conceptualism, content non-conceptualism, and content conceptualism. We show that the three perspectives have problems that make perception inadequate as a conceptual basis. We suggest that the inquiry about the origin and development of object concepts can benefit from a pragmatic perspective that considers objects’ cultural functions as a conceptual foundation. We address this possibility from the theoretical framework of the pragmatics of the object, considering the importance of objects’ functional permanence.

scholarly journals Reconceptualising the Child’s Right to Development: Children and the Capability Approach

2013 ◽  
Vol 21 (3) ◽  
pp. 523-542 ◽  
Author(s):  
Noam Peleg
Keyword(s):  
Human Development ◽  
Capability Approach ◽  
Developmental Psychology ◽  
Theoretical Framework ◽  
Active Participation ◽  
Alternative Framework ◽  
Right To Development ◽  
Children’S Agency ◽  
The Capability Approach ◽  
The Way

The article proposes adopting the Capability Approach as a theoretical framework to analyse the child’s right to development. Currently, the child’s right to development is realised as the child’s right to become an adult. This interpretation is problematic on several grounds, primarily its usage of developmental psychology as an underlying narrative to conceptualise childhood and interpret children’s rights, and its lack of respect for children’s agency. Using the Capability Approach’s conception of ‘human development’ as an alternative framework can change the way in which childhood and children’s development are conceptualised and, consequently, change the interpretation of the child’s right to development. It can accommodate simultaneously care for the child’s future and the child’s life at the present; promote respect for a child’s agency and active participation in her own growth; and lay the foundations for developing concrete measures of implementation.

scholarly journals Service Learning: A Philosophy and Practice to Reframe Higher Education

2021 ◽  
Vol 8 (2) ◽  
pp. 115-138
Author(s):  
Luigina Mortari ◽  
Marco Ubbiali
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Common Good ◽  
Equal Opportunity ◽  
Democratic Education ◽  
Learning Experience ◽  
Theoretical Framework ◽  
Primary Teacher ◽  
Community Research ◽  
Education Service

In order to answer the call of Agenda 2030 (UN, 2015), higher education must assist in giving form to a new society in which democracy is cultivated in both the minds and practices of our society. A democratic education is the answer to the challenges of contemporary society, which is characterized by indifference and an unwillingness to engage for the common good. Educational practices are often aligned to this trend so that they are planned with the aim of developing competences useful for individual success and the economic improvement of society. It is necessary to envision a new design for higher education that promotes in people the disposition to engage in the construction of a society where everyone has an equal opportunity to live a good and fulfilling life. Useful for this purpose can be a rediscovery of the classical position of Plato, Socrates, and Aristotle that present virtue and ethics as a theoretical framework for education. This framework can be used as a foundation upon which to renew academic practices by planning and designing experiences able to translate theory into actions. Service learning is an interesting model that would allow for this and would guide practices that support a democratic education informed by virtue and ethics. If useful for redirecting higher education, service learning is particularly suitable for educating teachers, the practitioners who have a great responsibility for transforming society through education. In this paper, after developing the appropriate theoretical framework, we present, as an example of service learning, the Community Research Service Learning experience carried out at the University of Verona in the Primary Teacher Education master's degree program. Keywords: higher education; service

scholarly journals On perception as the basis for object concepts: a critical analysis

2018 ◽  
Author(s):  
Nicolás Alessandroni ◽  
Cintia Rodríguez
Keyword(s):  
Critical Analysis ◽  
Developmental Psychology ◽  
Theoretical Framework ◽  
Conceptual Basis ◽  
Conceptual Foundation ◽  
Sensory Experiences ◽  
Physical Attributes ◽  
Cultural Functions ◽  
Epistemological Perspectives

Within cognitive and developmental psychology it is commonly argued that perception is the basis for object concepts. According to this view, sensory experiences would translate into concepts as a result of the recognition, correlation and integration of physical attributes. Once attributes are integrated into general patterns, subjects would become able to parse objects into categories. In this article, we critically review the three epistemological perspectives according to which can be claimed that object concepts depend on perception: state non-conceptualism, content non-conceptualism, and content conceptualism. We show the three perspectives have problems that make perception inadequate as a conceptual basis. We suggest that the inquiry about the origin and development of object concepts can benefit from a pragmatic perspective that considers objects’ cultural functions as a conceptual foundation. We address this possibility from the theoretical framework of the pragmatics of the object, considering the importance of objects’ functional permanence.

Moving Toward Emotions in the Aesthetic Experience

2021 ◽  
pp. 22-26
Author(s):  
Cinzia Di Dio ◽  
Vittorio Gallese
Keyword(s):  
Motor System ◽  
Aesthetic Experience ◽  
Developmental Psychology ◽  
Empirical Work ◽  
Theoretical Framework ◽  
Future Research ◽  
Current Opinion ◽  
Complex Construction ◽  
The Aesthetic

In this chapter, the authors comment on their original review published in 2009 in Current Opinion in Neurobiology where, as they build a general theoretical framework that encompasses major empirical work in the field of neuroaesthetics since then, they also emphasize the role of the motor system and emotions in building an aesthetic experience. In this chapter, the authors extend their previous view with further empirical evidence, including from clinical and developmental psychology, thus supporting the idea that perception is not a mere “visual” copy of what is before our eyes, but the result of a complex construction whose outcome depends on the contribution of our body and its motor potential, our senses and emotions, imagination and memories. While the authors offer some food for thought for future research, they conclude by introducing a fairly recent line of study that explores the role of embodiment in architecture.

scholarly journals Robotic Nudges for Moral Improvement through Stoic Practice

2019 ◽  
Vol 23 (3) ◽  
pp. 425-455 ◽  
Author(s):  
Michał Klincewicz ◽  
Keyword(s):  
Developmental Psychology ◽  
Theoretical Framework ◽  
Moral Cognition ◽  
Design And Development ◽  
Contemplative Practices ◽  
Moral Improvement ◽  
Over Time

This article offers a theoretical framework that can be used to derive viable engineering strategies for the design and development of robots that can nudge people towards moral improvement. The framework relies on research in developmental psychology and insights from Stoic ethics. Stoicism recommends contemplative practices that over time help one develop dispositions to behave in ways that improve the functioning of mechanisms that are constitutive of moral cognition. Robots can nudge individuals towards these practices and can therefore help develop the dispositions to, for example, extend concern to others, avoid parochialism, etc.

scholarly journals The systems approach in developmental psychology: fundamental concepts and principles

2012 ◽  
Vol 28 (4) ◽  
pp. 457-465 ◽  
Author(s):  
Carolina Tinajero ◽  
M. Fernanda Páramo
Keyword(s):  
Developmental Psychology ◽  
Systems Approach ◽  
Theoretical Framework ◽  
Core Concepts

Developmental Psychology seems to have come to an unifying theoretical framework which may make feasible to overcome the fragmentation so frequently referred to within the discipline. This is indicated by the widespread support being given to the systems approach, enriched by dialectic and contextual postulates. In this article, we briefly review the antecedents of this approach and explore its core concepts, indicating their roots and the precise way in which they are applied to developmental analyses today. We also examine the implications of the systems approach for developmental investigation, and its challenges.

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