Publication: Teoría de la Mente y Desarrollo de las Inteligencias
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2005
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Asociación Española para la Educación Especial, AEDES
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Abstract
En las ciencias cognitivas hay planteado un debate entre las teorías modulares y constructivistas de la mente. Las teorías constructivistas u holistas conciben la mente como un sistema unitario, mientras que para las teorías modulares la mente está conformada por un conjunto de módulos especializados, memorias diversas, inteligencias múltiples. En el siglo XX, las teorías psicológicas que han fundamentado la práctica pedagógica, particularmente en Educación Especial, han conceptualizado la mente como una capacidad de dominio general. En la actualidad las teorías modulares están más aceptadas. La modularidad se entiende de formas destinas en las diferentes teorías. Analizamos las funciones mentales desde la perspectiva modularidad-constructivismo. Diferenciamos una mente física, una mente social y una mente lingüística. Comentamos la mente social y la teoría de la mente. Exponemos la Teoría Triárquica de la Inteligencia de Sternberg y la Teoría de las Inteligencias Múltiples de Gardner. Ambas teorías pretenden superar los modelos unidimensionales de la inteligencia y ofrecer una teoría más integradora de la mente. Las dos teorías fundamentan un programa para desarrollar la inteligencia práctica y diseñar estrategias de intervención eficaces en diferentes contextos: familiar, escolar, social. Analizamos críticamente el Programa de Inteligencia Práctica para la Escuela.
In the cognitive sciences there is a debate raised between the modular and the constructivist theories. The constructivist theories understand the mind as a unitary system whereas for the modular theories the mind is constituted by a group of specialized modules, different memories, and multiple intelligences. In the XX century, the psychologist theories that have laid the foundations of the pedagogical practice, particularly in Special Education, have conceptualized the mind as a capacity of general dominion. Currently, the modular theories are better looked upon. The modularity could be understood by different ways in different theories. We can analyze the mental functions from the point of view of the modularityconstructivism. We difference the physic mind, a social mind and a linguistic mind. We talk about the social mind and the theory of mind. We show the Sternberg´s Triarchic Theory of Intelligence and Gardner´s Multiple Intelligence Theory. Both theories try to overcome the one-dimensional models of intelligence and to give a theory more comprehensive of mind. Both theories lay the foundations of a programme to develop the practical intelligence and to design strategies of intervention that are efficient in different environments: familiar, school, social. We analyze in depth the programme Practical Intelligence for School.
In the cognitive sciences there is a debate raised between the modular and the constructivist theories. The constructivist theories understand the mind as a unitary system whereas for the modular theories the mind is constituted by a group of specialized modules, different memories, and multiple intelligences. In the XX century, the psychologist theories that have laid the foundations of the pedagogical practice, particularly in Special Education, have conceptualized the mind as a capacity of general dominion. Currently, the modular theories are better looked upon. The modularity could be understood by different ways in different theories. We can analyze the mental functions from the point of view of the modularityconstructivism. We difference the physic mind, a social mind and a linguistic mind. We talk about the social mind and the theory of mind. We show the Sternberg´s Triarchic Theory of Intelligence and Gardner´s Multiple Intelligence Theory. Both theories try to overcome the one-dimensional models of intelligence and to give a theory more comprehensive of mind. Both theories lay the foundations of a programme to develop the practical intelligence and to design strategies of intervention that are efficient in different environments: familiar, school, social. We analyze in depth the programme Practical Intelligence for School.