Publication: La educación en perspectiva psicológica y su papel en el desarrollo del superyó
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2016-03-02
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Universidad Complutense de Madrid
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Abstract
El presente trabajo pretende realizar un análisis sobre la educación bajo una perspectiva psicológica y de hallar la función que ésta cumple sobre la mente de los individuos, especialmente sobre la instancia denominada “Superyó” por la corriente psicoanalista como parte de la estructura que compone cada identidad individual. Para conseguir los objetivos se hace un amplio recorrido histórico de lo que ha sido la educación y cómo ha ido evolucionando hasta la época actual. Se tiene en cuenta que una parte de la actividad humana viene definida genéticamente tal como ocurre en plantas y animales, pero será en su mayor parte adquirida mediante un proceso de aprendizaje extraordinariamente complejo por el que se van adquiriendo las formas de sentir, pensar y comportarse. En todo el proceso de aprendizaje a lo largo de la historia humana, la función del tabú y los mitos se han extendido por las diversas civilizaciones creando una tradición oral cuya funcionalidad permitía el entendimiento del mundo, hasta llegar a crearse la filosofía y posteriormente la ciencia, para culminar con el progreso y la evolución social; pero el ser humano se ve cada más influido por la presión creciente de las sociedades modernas que cada vez exigen una mayor capacidad de adaptación sin que dicha exigencia vaya acompañada de un proceso educativo que contribuya a obtener la capacidad requerida, lo que ocasiona desajustes emocionales que generan una alta tasa de infelicidad y, en muchos casos, se convierte en fuente de morbilidad. En la búsqueda de las causas que generan los desajustes personales, la presente tesis focaliza su atención sobre dos factores concretos a los que se considera responsables de la dificultades adaptativas. Estos factores son el miedo y el deseo, emociones que tienen una base genética pero que son mayoritariamente aprendidas mediante el proceso de aprendizaje y socialización, frecuentemente como herramientas de control sobre los educandos y posteriormente sobre la sociedad en general. Ambos factores van penetrando en el Superyó a medida que éste se crea, pasando a formar parte de la estructura de personalidad, lo que moldea la forma de “sentir” y de afrontar la vida...
This paper aims to analyse education from a psychological point of view and to determine its function on the minds of individuals, especially concerning what is called "super-ego" in the psychoanalytic movement which forms part of the structure that makes up each individual identity. In order to achieve the objectives, a comprehensive historical study on education in the past and how it has evolved to the present day has been completed. It is understood that a part of human activity is genetically defined just as it is in plants and animals but it will mostly be acquired through an extraordinarily complex learning process by which the ways of feeling, thinking and behaving are acquired. Throughout the entire learning process in human history, the role of taboos and myths have spread across the various civilizations creating an oral tradition with a function that allowed the understanding of the world. This later resulted in the creation of philosophy and then science, followed by social progress and development. However, the human being is constantly influenced by the increasing pressure of modern societies which require an increasingly greater adaptability without said requirement being accompanied by an educational process which helps obtain the required capacity, causing emotional imbalances that generate a high rate of unhappiness and, in many cases, it becomes a source of morbidity. In the search for the causes of these personal imbalances, this thesis focuses on two specific factors which are considered responsible for the adaptive difficulties. These factors are fear and desire, emotions that have a genetic basis but are mostly learnt through a process of education and socialization, often as tools of control over the students and later on society in general. Both factors penetrate the super-ego as it is created, becoming part of the personality structure, which shapes the way to "feel" and face life...
This paper aims to analyse education from a psychological point of view and to determine its function on the minds of individuals, especially concerning what is called "super-ego" in the psychoanalytic movement which forms part of the structure that makes up each individual identity. In order to achieve the objectives, a comprehensive historical study on education in the past and how it has evolved to the present day has been completed. It is understood that a part of human activity is genetically defined just as it is in plants and animals but it will mostly be acquired through an extraordinarily complex learning process by which the ways of feeling, thinking and behaving are acquired. Throughout the entire learning process in human history, the role of taboos and myths have spread across the various civilizations creating an oral tradition with a function that allowed the understanding of the world. This later resulted in the creation of philosophy and then science, followed by social progress and development. However, the human being is constantly influenced by the increasing pressure of modern societies which require an increasingly greater adaptability without said requirement being accompanied by an educational process which helps obtain the required capacity, causing emotional imbalances that generate a high rate of unhappiness and, in many cases, it becomes a source of morbidity. In the search for the causes of these personal imbalances, this thesis focuses on two specific factors which are considered responsible for the adaptive difficulties. These factors are fear and desire, emotions that have a genetic basis but are mostly learnt through a process of education and socialization, often as tools of control over the students and later on society in general. Both factors penetrate the super-ego as it is created, becoming part of the personality structure, which shapes the way to "feel" and face life...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Filosofía, leída el 04-11-2015