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InterCambios. Dilemas y transiciones de la Educación Superior

Print version ISSN 2301-0118On-line version ISSN 2301-0126


JULIEN, Diego. The Jungian irrational functions in pedagogical context: reflections on the role of cognitive patterns in pedagogical contexts from the experience in the elaboration of work slogans. InterCambios [online]. 2019, vol.6, n.2, pp.12-17.  Epub Dec 01, 2019. ISSN 2301-0118.

The main research in the fields of pedagogical teaching and learning have as a common denominator the marginalization of an aspect that is fundamental in the implementation of strategies aimed at improving teaching practices (particularly in the classroom). The emphasis so far has been much more focused on the person he teaches and his teaching tools than in the auditorium that receives it: the students. Often the references to the student body suffer from a characterization that takes into account the most relevant features they present; elements that really make a difference in what refers to the mode of transmission and reception of the communicational act in which the teaching practice consists largely. This fundamental character rests on the cognitive patterns of the audience -which C. G. Jungdefined in his 1921 work (Psychological types) as irrational functions- those through which the information of the world around us enters into consciousness.

In this paper, reference is made to the most relevant research in the area, in order to point out this absence in general in the visualization and treatment of the students’ cognitive patterns (Jungian irrational functions) as an essential feature. In turn, it is intended to claim this cognitive perspective as an area of research that should be explored and addressed in this context, in order to have new inputs that help improve current teaching strategies.

Keywords : cognitivism; C. G. Jung; education; work slogans..

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