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  1. Article ; Online: The biosocial foundation of the early Vygotsky: Educational psychology before the zone of proximal development.

    Esteban-Guitart, Moisés

    History of psychology

    2018  Volume 21, Issue 4, Page(s) 384–401

    Abstract: One of Lev Vygotsky's most widely known concepts in educational psychology is the zone of proximal development (ZPD), which he began to articulate in the last 2 years of his life and work (1933-1934). This article explores an earlier period in Vygotsky's ...

    Abstract One of Lev Vygotsky's most widely known concepts in educational psychology is the zone of proximal development (ZPD), which he began to articulate in the last 2 years of his life and work (1933-1934). This article explores an earlier period in Vygotsky's career-well before he developed the concept of the ZPD-when he was actively involved in pedagogy and educational psychology. With reference to the research and teaching that Vygotsky carried out in Gomel and gathered together for publication some years later, this article highlights his initial conception of educational psychology, and then critically reviews four of his ideas from this first period, namely, (a) the pedagogical importance of the learner's individual experience ("ultimately, the child teaches himself"), (b) the pedagogical applications of interest ("from one interest of the child's to a new interest"), (c) the psychological value of play ("games are the child's first school of thought"), and (d) the link between life and education ("ultimately, only life educates"). (PsycINFO Database Record (c) 2018 APA, all rights reserved).
    Language English
    Publishing date 2018-05-14
    Publishing country United States
    Document type Journal Article
    ZDB-ID 2050091-9
    ISSN 1939-0610 ; 1093-4510
    ISSN (online) 1939-0610
    ISSN 1093-4510
    DOI 10.1037/hop0000092
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  2. Article ; Online: Transforming to Expanded Experiences in Higher Education

    González-Patiño, Javier / Esteban-Guitart, Moisés

    Distance Education Journal; Vol. 21 No.; Revista de Educación a Distancia (RED); Vol. 21 Núm. 65 (2021): Transición de la educación convencional a la educación y al aprendizaje en línea, como consecuencia del COVID19 ; 1578-7680

    #UAMskills Digital Identity Course ; La transformación hacia experiencias expandidas en educación superior: curso #UAMskills de identidad digital

    2021  Volume 65, Issue : Transición de la educación convencional a la educación y al aprendizaje en línea, como consecuencia del COVID19

    Abstract: The purpose of this paper is to analyze the transformation of a higher education course at the Autonomous University of Madrid from physical teaching to an expanded remote learning experience, mediated by digital culture and space. The pedagogical ... ...

    Abstract The purpose of this paper is to analyze the transformation of a higher education course at the Autonomous University of Madrid from physical teaching to an expanded remote learning experience, mediated by digital culture and space. The pedagogical approach of personalized education—based on providing resources, strategies and actions to facilitate learners to make sense and personal value to learning—has been central in orienting the action research project presented here. Open and connected activities have been incorporated, promoting the use of tools and platforms of the social web which have enabled participants, constituted as a community of practice, to create knowledge before, during and after synchronous sessions, as well as spread it in networks, converse with other external stakeholders and recover it later. The conclusions display how articulating cultural diversity and participatory pathways in the current social scene of complexity and uncertainty, legitimizes the relevance of personalized education to facilitate situated and meaningful learning, developing expanded, flexible and distributed experiences around a transmedia narrative that naturalizes digital culture in terms of learning opportunities and processes.

    En este artículo se analiza la transformación de un curso de educación superior de la UAM, que durante años se desarrolló de manera presencial, en experiencia de aprendizaje remoto expandido, es decir, mediado por el espacio y cultura digital. La aproximación pedagógica de la personalización educativa—diversificación de recursos, estrategias y actuaciones para facilitar que los aprendices otorguen sentido y valor personal a los aprendizajes—ha sido fundamental para orientar el proyecto de investigación acción que aquí se presenta. Se han incorporado actividades de carácter abierto, usando herramientas y plataformas de la web social, que han habilitado a los participantes, constituidos como comunidad de práctica, a crear conocimiento antes, durante y después de las sesiones síncronas, así como, difundirlo en redes, conversar con otros interesados externos y recuperarlo con posterioridad. En las conclusiones se pone de manifiesto como articular la diversidad cultural y de trayectorias de participación en el actual escenario social de complejidad e incertidumbre, legitima la relevancia de la personalización educativa para facilitar aprendizajes situados y con sentido, desarrollando experiencias expandidas, flexibles y distribuidas en torno a una narrativa transmedia que naturalice la cultura digital en lo que a oportunidades y procesos de aprendizaje se refiere.
    Keywords Educación superior ; aprendizaje conectado ; personalización educativa ; medios digitales y aprendizaje ; comunidad de práctica ; trayectorias de aprendizaje ; cultura digital ; Higher education ; connected learning ; personalized education ; digital media y learning ; community of practice ; learning pathways ; digital culture ; covid19
    Publishing date 2020-11-08
    Publisher Ediciones de la Universidad de Murcia (Editum)
    Publishing country es
    Document type Article ; Online
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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  3. Article: Meaningful Learning Experiences in Everyday Life During Pandemics. A Qualitative Study.

    González-Ceballos, Irene / Palma, Montserrat / Serra, Josep Maria / Esteban-Guitart, Moisès

    Frontiers in psychology

    2021  Volume 12, Page(s) 670886

    Abstract: The COVID-19 pandemic has drastically changed the lives of people all over the world. In particular, an unprecedented educational crisis has occurred due to the circumstances of physical distancing and remote learning. This article focuses specifically ... ...

    Abstract The COVID-19 pandemic has drastically changed the lives of people all over the world. In particular, an unprecedented educational crisis has occurred due to the circumstances of physical distancing and remote learning. This article focuses specifically on the meaningful learning experiences in the everyday lives of adolescents during the pandemic. 72 meaningful learning experiences were identified from 11 participants who recorded their specific learning experiences for a week by a means of a journal recorded by themselves. A content analysis was undertaken in order to identify the ecology (what, how, where, and who with) of the different learning experiences. The results show a prevalence of personal and conceptual learning, a presence of both formal and specifically informal, everyday activities among the meaningful learning experiences detected, the importance of peers, teacher and "learning experiences while alone," and the use of digital technologies as learning resources; they also reveal the assistance of others in the learning process. The main contribution of this study illustrates how students in everyday life during pandemics are involved in a whole range of different activities both at school and at home.
    Language English
    Publishing date 2021-05-07
    Publishing country Switzerland
    Document type Journal Article
    ZDB-ID 2563826-9
    ISSN 1664-1078
    ISSN 1664-1078
    DOI 10.3389/fpsyg.2021.670886
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  4. Article: Schooling and Identity: A Qualitative Analysis of Self-Portrait Drawings of Young Indigenous People from Chiapas, Mexico.

    Esteban-Guitart, Moises / Monreal-Bosch, Pilar / Perera, Santiago / Bastiani, José

    Frontiers in psychology

    2017  Volume 7, Page(s) 2083

    Abstract: One of the features associated with schooling and formal education is their decontextualized nature, a characteristic that has been related to the advancement of logical abstract thinking. The aim of this study was to compare and contrast self-portraits ... ...

    Abstract One of the features associated with schooling and formal education is their decontextualized nature, a characteristic that has been related to the advancement of logical abstract thinking. The aim of this study was to compare and contrast self-portraits through the graphical representations and verbal explanations made by young indigenous people from the Altos de Chiapas with different educational levels ranging from primary school to university. Participants were of the same age. The results show the abstract nature (as opposed to the concrete character) of some of the self-portraits made by the group of university students and the prevalence of individual aspects (rather than social contextual factors) especially within this same group.
    Language English
    Publishing date 2017-01-10
    Publishing country Switzerland
    Document type Journal Article
    ZDB-ID 2563826-9
    ISSN 1664-1078
    ISSN 1664-1078
    DOI 10.3389/fpsyg.2016.02083
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  5. Article ; Online: Ecocultural effects on self-concept. A study with young indigenous people from different sociodemographic contexts.

    Esteban-Guitart, Moisès / Borke, Jörn / Monreal-Bosch, Pilar

    International journal of psychology : Journal international de psychologie

    2015  Volume 50, Issue 4, Page(s) 319–324

    Abstract: This study explores self-concept among indigenous young people from different ecocultural niches in Chiapas (Mexico) through a particular self-concept task. Previous theory and research has described 3 cultural models linked with specific ... ...

    Abstract This study explores self-concept among indigenous young people from different ecocultural niches in Chiapas (Mexico) through a particular self-concept task. Previous theory and research has described 3 cultural models linked with specific sociodemographic settings that foster particular psychologies. Our aim was to compare the results of the self-concept test among indigenous groups from different sociodemographic settings in order to observed possible differences. We predicted that individuals from rural communities with little formal education (hypothesised to be Interdependent) would have self-concepts with more social and less personal components than would those with an urban, highly educated (hypothesised to be Independent), and we expected a third group of highly educated young people living in an urban context but with a rural background (hypothesised to be autonomous-related group) to value social and personal components equally. The results supported this hypothesis. Based on ecocultural theory, it is suggested that sociodemographic contexts affect the self-concept.
    MeSH term(s) Adolescent ; Adult ; Culture ; Demography ; Female ; Humans ; Male ; Mexico ; Models, Psychological ; Rural Population ; Self Concept ; Young Adult
    Language English
    Publishing date 2015-08
    Publishing country England
    Document type Journal Article
    ZDB-ID 1480995-3
    ISSN 1464-066X ; 0020-7594
    ISSN (online) 1464-066X
    ISSN 0020-7594
    DOI 10.1002/ijop.12109
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  6. Article ; Online: A Manifest in a Time of Pandemic

    Iglesias Vidal, Edgar / González-Patiño, Javier / Lalueza, José Luis / Esteban-Guitart, Moisés

    Internacional Journal of Education for Social Justice; Vol. 9 No.; 181-198 ; Revista Internacional de Educación para la Justicia Social; Vol. 9 Núm. 3 (2020): Número extraordinario: Consecuencias del Cierre de Escuelas por el Covid-19 en las Desigualdades Educativas; 181-198 ; Revista Internacional de Educación para la Justicia Social; v. 9 n. 3 (2020): Número extraordinario: Consecuencias del Cierre de Escuelas por el Covid-19 en las Desigualdades Educativas; 181-198 ; 2254-3139 ; 10.15366/riejs2020.9.3

    For a Communitarian, Sustainable, Intergenerational and Critical Education ; Manifiesto en Tiempos de Pandemia: Por una Educación Crítica, Intergeneracional, Sostenible y Comunitaria

    2020  Volume 3, Issue : Consequences of School Closure due to Covid-19 on Educational Inequalities

    Abstract: The emergency resulting from the coronavirus pandemic reminds us that, as human beings, we share a common challenge. Recently, it has been suggested that Covid-19 pandemic involve a “world perezhivanie”, a collective and traumatic “lived experience”, ... ...

    Abstract The emergency resulting from the coronavirus pandemic reminds us that, as human beings, we share a common challenge. Recently, it has been suggested that Covid-19 pandemic involve a “world perezhivanie”, a collective and traumatic “lived experience”, characterized by a profound crisis that affects not only our health, but also our economic, social, political and educational systems. In the light of this situation, we need to critically re-imagine education in 21st century. In this theoretical paper, we propose two principles designed to overcome three common biases in our understanding of learning and education. From these assumptions, we describe and illustrate the meaning and practice behind an inter-generational, personalized, shared, connected and sustainable education, based on a culture and praxis that is caring and involved, that allows us to consolidate processes of educational transformation and improvement.

    La actual emergencia derivada de la pandemia del coronavirus nos recuerda que compartimos un mismo desafío en tanto que seres humanos. Recientemente, se ha considerado la pandemia Covid-19 una experiencia colectiva y traumática (“world perezhivanie”), caracterizada por una crisis sistémica que impacta no solo en nuestra salud, sino también en nuestra economía, política, orden social y, por supuesto, en la educación. Esta situación nos impide postergar más la necesidad aún pendiente de (re)imaginar críticamente el sentido de la educación en el siglo XXI. En este artículo teórico, de carácter propositivo y deliberativo, proponemos dos principios para superar tres sesgos habituales en nuestra compresión del aprendizaje y del hecho educativo. A partir de dichas consideraciones, se describe e ilustra lo que para nosotros significa una educación intergeneracional, personalizada, compartida, conectada y sostenible, basada en una cultura y práctica de los afectos y el acompañamiento, que permita consolidar procesos de mejora y transformación educativa.
    Keywords Social justice ; Pedagogies of disruption ; Caring ; Equity ; Pandemic ; Post-Covid-19 education ; Justicia social ; Pedagogías disruptivas ; Acompañamiento ; Equidad ; Pandemia ; Educación post-Covid-19 ; covid19
    Language Spanish
    Publishing date 2020-07-23
    Publisher Universidad Autónoma de Madrid
    Publishing country es
    Document type Article ; Online
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  7. Article ; Online: Manifiesto en tiempos de pandemia

    Iglesias Vidal, Edgar / González Patiño, Javier / Lalueza, José Luis / Esteban Guitart, Moisès

    Iglesias Vidal, Edgar González Patiño, Javier Lalueza, José Luis Esteban Guitart, Moisès 2020 Manifiesto en tiempos de pandemia: por una educación crítica, intergeneracional, sostenible y comunitaria Revista Internacional de Educación para la Justicia Social (RIEJS) 9 3 181 198

    por una educación crítica, intergeneracional, sostenible y comunitaria

    2020  

    Abstract: The emergency resulting from the coronavirus pandemic reminds us that, as human beings, we share a common challenge. Recently, it has been suggested that Covid-19 pandemic involve a "world perezhivanie", a collective and traumatic "lived experience", ... ...

    Abstract The emergency resulting from the coronavirus pandemic reminds us that, as human beings, we share a common challenge. Recently, it has been suggested that Covid-19 pandemic involve a "world perezhivanie", a collective and traumatic "lived experience", characterized by a profound crisis that affects not only our health, but also our economic, social, political and educational systems. In the light of this situation, we need to critically re-imagine education in 21st century. In this theoretical paper, we propose two principles designed to overcome three common biases in our understanding of learning and education. From these assumptions, we describe and illustrate the meaning and practice behind an inter-generational, personalized, shared, connected and sustainable education, based on a culture and praxis that is caring and involved, that allows us to consolidate processes of educational transformation and improvement

    La actual emergencia derivada de la pandemia del coronavirus nos recuerda que compartimos un mismo desafío en tanto que seres humanos. Recientemente, se ha considerado la pandemia Covid-19 una experiencia colectiva y traumática (“world perezhivanie”), caracterizada por una crisis sistémica que impacta no solo en nuestra salud, sino también en nuestra economía, política, orden social y, por supuesto, en la educación. Esta situación nos impide postergar más la necesidad aún pendiente de (re)imaginar críticamente el sentido de la educación en el siglo XXI. En este artículo teórico, de carácter propositivo y deliberativo, proponemos dos principios para superar tres sesgos habituales en nuestra compresión del aprendizaje y del hecho educativo. A partir de dichas consideraciones, se describe e ilustra lo que para nosotros significa una educación intergeneracional, personalizada, compartida, conectada y sostenible, basada en una cultura y práctica de los afectos y el acompañamiento, que permita consolidar procesos de mejora y transformación educativa
    Keywords Justícia social ; Social justice ; Educational technology ; Tecnologia educativa ; covid19
    Language Spanish
    Publishing date 2020-07-23
    Publisher Universidad Autónoma de Madrid, Red Iberoamericana de Investigación sobre Cambio y Eficacia Escolar
    Publishing country es
    Document type Article ; Online
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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  8. Article ; Online: Identity and sociocultural change: Comparing young indigenous people in Chiapas who have different sociodemographic trajectories.

    Esteban-Guitart, Moisès / Perera, Santi / Monreal-Bosch, Pilar / Bastiani, José

    International journal of psychology : Journal international de psychologie

    2016  Volume 53, Issue 4, Page(s) 295–303

    Abstract: One of the most commonly used distinctions in cross-cultural studies is the one between individualism and collectivism. One of the criticisms levelled at this distinction is that it fails to incorporate the differences that may exist when comparing ... ...

    Abstract One of the most commonly used distinctions in cross-cultural studies is the one between individualism and collectivism. One of the criticisms levelled at this distinction is that it fails to incorporate the differences that may exist when comparing people from a rural context with little formal education to people from the same group who live in an urban context where formal education is the norm. Bearing in mind these sociodemographic factors, we have compared the self-concepts among 104 young indigenous people in Chiapas (Mexico), having divided them into three groups: "rural-traditional," "rural-urban" and "urban." These people's self-concepts were analysed using a task that contrasts personal self-concept with social self-concept and a technique in which participants draw themselves along with the things and people they consider most important to them. The results reveal significant differences between the three groups. The personal categories are given a higher value in the "urban" group while the social categories score higher in the "rural-traditional" group. Regarding the results of the indigenous self-portraits, from the content analysis of the drawings, 16 categories emerged. These findings are discussed in the light of Greenfield's theory of social change and human development.
    MeSH term(s) Adult ; Antigens, Neoplasm ; Carrier Proteins ; Cross-Cultural Comparison ; Cultural Evolution ; Female ; Humans ; Individuality ; Male ; Mexico ; Social Identification
    Chemical Substances Antigens, Neoplasm ; Carrier Proteins ; UBXN11 protein, human
    Language English
    Publishing date 2016-08-22
    Publishing country England
    Document type Journal Article
    ZDB-ID 1480995-3
    ISSN 1464-066X ; 0020-7594
    ISSN (online) 1464-066X
    ISSN 0020-7594
    DOI 10.1002/ijop.12381
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