An integrating conception of human learning

Abstract

Throughout the history of scientific psychology,  different  learning  theories  have been  developed.  These  theories  are  unilateral since  they  address  partial  aspects  that  are considered   in   a   categorical   way,   namely, without    considering    different    ones.    The polarity  between  stimulus-response  theories and  cognitive  and  humanist  theories  is  an example    of    this    position.    Hence,    being supporters   of   a   fullest   and   most   objective knowledge    of    the    psyche,    we    consider necessary to work for a dialectical, synthetical or   integrating   learning   theory   that   would critically incorporate, re-elaborate and integrate    everything    that    the    worldwide psychology    has    provided    related    to    this direction. According to the dialectical principle of   analysis   and   synthesis   unity,   it   is   not denied, but affirmed, the need for analytical or partial   theories  that  deepen  the  nature  of different  aspects  and  moments  of  human  and animal   learning,   without   hyperbolizing   or falling    into    unilateral    approaches.    The position  we  assume  is  dialectical  since  we strive    for    a    multilateral    approach    that emphasizes  human  learning  as  a  reflex  of  the sociohistorical  context,  and,  simultaneously, considers   the   creative   function   of   what   is learned. We  advocate the  need to develop and present  a  psychological  learning  theory  as  a pivotal    theme    for    the    general    and    the pedagogical  psychology,  given  its  theoretical and  practical  value.  This  is  a  collective  and long-term   task.   In   the   present   article,   we advance  some  points  that  can  be  discussed, maintained, abandoned or improved.