Scalzo, Germán
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Scalzo, Germán
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Scalzo Molina, Germán Roberto
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gscalzo
Scalzo, Germán Roberto
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ORCID
Scopus Author ID
57189442501
Researcher ID
FQV-2175-2022

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Educational Implications That Arise From Differing Models of Human Development and Their Repercussions on Social Innovation

2019 , Orón Semper, José Víctor , Akrivou, Kleio , Scalzo, Germán

Social innovation aims for creating social value primarily while it recognizes that not all technology-based progress amounts to social progress. We think that this calls for a paradigm shift in how we understand education. No one doubts that education requires intense cognitive effort, but educational proposals certainly vary depending on how cognition is understood. In this article, we suggest that different ways of understanding human development are related to different ways of understanding cognition. Thus, these different conceptions of human development affect their resulting educational proposal. While not an exhaustive account, we sketch out three models of human development, the so-called autonomous self (AS), processual self (PS), and inter-processual self (IPS). Each has different implications for education depending on their particular understanding of cognition. The AS and PS models understand cognition as a primarily rational mastery exercise, with the difference that PS uses relationships and diverse psychological faculties for the subject's cognitive development, whereas AS relies more on the subject's rational agency. On the other hand, IPS understands cognition as a relational act that, when it arises from interiority, affects all dimensions of the person. In the present article, we explore the educational consequences of these different ways of understanding cognition with the assistance of interdisciplinary dialogue from philosophy, psychology, and neuroscience, and their repercussion on social innovation with the intention of opening up reflection in the field of education and of inspiring its practitioners to rethink the model they assume. We will conclude with reflections informing educational implications for the design of programs and teacher training itself. © Copyright © 2019 Orón Semper, Akrivou and Scalzo.

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The role of empathy in shared intentionality: Contributions from Inter-Processual Self theory

2023 , Luis, Elkin O. , Martínez, Martín , Akrivou, Kleio , Scalzo, Germán , Aoiz, Martín , Orón Semper, José Víctor

Research in psychology related to the conceptualization of empathy has been on the rise in the last decades. However, we argue that there is still space for further research to help capture the important notion of empathy and its theoretical and conceptual depth. Following a critical review of the current state of the research that conceptualizes and measures empathy, we focus on works that highlight the importance of a shared vision and its relevance in psychology and neuroscience. Considering the state of the art of current neuroscientific and psychological approaches to empathy, we argue for the relevance of shared intention and shared vision in empathy-related actions. Upon review of different models that emphasize a shared vision for informing research on empathy, we suggest that a newly developed theory of self, human growth and action–the so-called Inter-Processual Self theory (IPS)–can significantly and novelly inform the theorization on empathy beyond what the literature has stated to date. Then, we show how an understanding of integrity as a relational act that requires empathy is an essential mechanism for current key research on empathy and its related concepts and models. Ultimately, we aim to present IPS as a distinctive proposal to expand upon the conceptualization of empathy. Copyright © 2023 Luis, Martínez, Akrivou, Scalzo, Aoiz and Orón Semper.

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