José Victor Orón Semper - Academia.edu (original) (raw)
Papers by José Victor Orón Semper
espanolEn el presente capitulo mostraremos cual es la propuesta antropologica subyacente a la pro... more espanolEn el presente capitulo mostraremos cual es la propuesta antropologica subyacente a la propuesta dominante hoy en dia sobre educacion emocional que es conceptualizada como regulacion emocional. Como mostraremos, esta descansa en una propuesta antropologica que se centra en el yo-fuerte que hemos llamado “autonomous self”, como referente casi absoluto en su toma de decisiones que interactua con el medio y las relaciones en funcion de desplegar su dominio en el entorno. Dicha propuesta se encuentra lejos de otras propuestas de corte personalista que destacan dimensiones mas profundas en la persona que la de ser simplemente sujeto de las acciones y que valora mucho mas el peso constituyente de las relaciones interpersonales. EnglishTIn this chapter we will show what is the anthropological proposal that underlies the dominant and current proposal on emotional education that is conceptualized as emotional regulation. As we will show, this rests on an anthropological proposal that ...
Estudios sobre Educación
Antes de hablar de innovación educativa, necesitamos determinar qué entendemos por perfeccionar t... more Antes de hablar de innovación educativa, necesitamos determinar qué entendemos por perfeccionar tanto el acto educativo como el proceso de crecimiento de las personas involucradas en él. Inspirados por la forma de entender el desarrollo personal de Leonardo Polo y Erik Erikson, entre otros autores, analizamos los requisitos antropológicos y psicológicos necesarios para que emerja la novedad tanto en cada acto educativo como en los actores que participan en él. Encontramos que la novedad emerge en el interior de cada acto educativo cuando la competencia se pone al servicio de la transformación del mundo en aras del encuentro interpersonal.
![Research paper thumbnail of [Considerations for the Definition of a Interval of Vulnerability/Possibility in Adolescence]](https://attachments.academia-assets.com/87631335/thumbnails/1.jpg)
](Cuadernos de bioetica : revista oficial de la Asociacion Espanola de Bioetica y Etica Medica
This article explores the hypothesis that while maturation related cognitive abilities reaches ma... more This article explores the hypothesis that while maturation related cognitive abilities reaches maturity around the age of fifteen, maturation related social skills is delayed until well into the twenties. Our goal is to try to define what is the window of opportunity/vulnerability and what is the maturational status of the young in this interval. In this context, we argue how the maturational time of the closing of adolescence has an impact on the valuation of autonomy in decision-making of the person. Particularly, we figure out implications for the assessment of the autonomy of youth in health issues, and also criminal liability. In the conclusion, we offer some educational criteria that may provide guidance for implementing both social policy and educational programs.
Revista De Ciencias De La Educacion Organo Del Instituto Calasanz De Ciencias De La Educacion, 2014
RESUMEN: El presente trabajo se trata de una revisión de la emoción adolescente desde la neuropsi... more RESUMEN: El presente trabajo se trata de una revisión de la emoción adolescente desde la neuropsicología. En el apartado “el punto de partida” se hace una breve presentación de la neuroanatomía emocional que es desarrollada en el glosario de términos. Luego se analiza el signifi cado de emoción y sentimiento y sus diferencias que, desde el punto de vista de la neuropsicología, son más conceptuales que funcionales. Lo mismo encontramos al comparar la emoción y la razón. Ninguno de estos elementos son individualizables y se dan simultáneamente. Se analiza cómo de modo general la emoción está modulando las funciones ejecutivas, la cognición, la memoria y en defi nitiva la identidad. Clarifi cado todo este contexto, en el apartado “el proceso madurativo emocional del adolescente” se ve cómo se da lo anterior dentro del crecimiento propio del joven. Además del proceso bien conocido de maduración temprana de áreas subcorticales precediendo a la maduración cortical que les predispone a ser grandes buscadores de novedad, se estudia toda una amplia amalgama de procesos que permiten tener una visión más acertada de lo que es la adolescencia. La infl uencia de las hormonas, los cambios estructurales y funcionales del cerebro permiten dibujar la adolescencia como un tiempo de especiales oportunidades. Veremos cómo una adecuada maduración emocional es garantía de éxito en los ámbitos de crecimiento: las funciones ejecutivas (atención, toma de decisiones, control de la voluntad, y trabajo con la memoria), la identidad y la socialización haciendo presente también la diferenciación sexual. La relevancia de este trabajo está en que, si la educación es ayudar a crecer y desarrollarse, entonces conocer lo que ocurre en el joven es fundamental para que el educador pueda responder a la pregunta qué puedo hacer yo para apoyar ese crecimiento.
Frontiers in human neuroscience, 2014
Archives of Psychology, 2020
As human beings we need to relate to others; the exercise of our professional roles demands it. R... more As human beings we need to relate to others; the exercise of our professional roles demands it. Relationships, however, bring about challenges to the self that require us to act with integrity. Different approaches to integrity configure different ways of cognitively and intuitively feeling and acting in our relationships. Moreover, different ways of understanding human development are related to different ways of understanding integrity in the self. While not an exhaustive account, we sketch out three models of human development that capture much of this diversity, the so-called autonomous self (AS), processual self (PS) and inter-processual self (IPS). Each has a particular way of defining integrity in the self and understanding action. The AS and PS models understand integrity as internal coherence thanks primarily to rational exercise, with priority given to the content of action, while relations are seen as resources. AS and PS focus on cognition through rational or emotional a...
Frontiers in Psychology, 2016
Frontiers in Psychology
Rather than occurring abstractly (autonomously), ethical growth occurs in interpersonal relations... more Rather than occurring abstractly (autonomously), ethical growth occurs in interpersonal relationships (IRs). It requires optimally functioning cognitive processes [attention, working memory (WM), episodic/autobiographical memory (AM), inhibition, flexibility, among others], emotional processes (physical contact, motivation, and empathy), processes surrounding ethical, intimacy, and identity issues, and other psychological processes (self-knowledge, integration, and the capacity for agency). Without intending to be reductionist, we believe that these aspects are essential for optimally engaging in IRs and for the personal constitution. While they are all integrated into our daily life, in research and academic work, it is hard to see how they are integrated. Thus, we need better theoretical frameworks for studying them. That study and integration thereof are undertaken differently depending on different views of what it means to live as a human being. We rely on neuroscientific data ...
Science and Religion in Education; Springer, 2019
The relationship between science and faith is not a given, nor is it objectively defined, but rat... more The relationship between science and faith is not a given, nor is it objectively defined, but rather depends on personal ways of approaching this relationship. Accordingly, it can be lived as a conflict, i.e. as agency striving to master independent and separate domains or as a process of dialogue or an integral relationship. In this chapter, we suggest that adopting one stance or the other depends on factors that go beyond the rational assessment that a person makes of science or faith. To explain the perspective that people adopt, cross-disciplinary theoretical insights relevant to human beings and their development are decisive. Based on previous research consolidating several theoretical proposals across a diverse disciplinary orientation (mainly philosophy, psychology and neuroscience), we suggest that there are two contrasting paradigms for conceiving of the self and human development, namely, the autonomous self (AS) and the inter-processual self (IPS) (Akrivou K, Oron JV: Challenges of capitalism for virtue and the common good: Inter-disciplinary perspectives. Edward Elgar, Cheltenham, 2016). We purport here that, depending on which of these two corresponding backgrounds characterises the person, people will ‘see’ and live the relationship—dialogue between science and faith—differently.
The relationship between science and faith is not a given, nor is it objectively defined, but rat... more The relationship between science and faith is not a given, nor is it objectively defined, but rather depends on personal ways of approaching this relationship. Accordingly, it can be lived as a conflict, i.e. as agency striving to master independent and separate domains or as a process of dialogue or an integral relationship. In this chapter, we suggest that adopting one stance or the other depends on factors that go beyond the rational assessment that a person makes of science or faith. To explain the perspective that people adopt, cross-disciplinary theoretical insights relevant to human beings and their development are decisive. Based on previous research consolidating several theoretical proposals across a diverse disciplinary orientation (mainly philosophy, psychology and neuroscience), we suggest that there are two contrasting paradigms for conceiving of the self and human development, namely, the autonomous self (AS) and the inter-processual self (IPS) (Akrivou K, Oron JV: Ch...
Sustainability
Sustainable decisions in education are those which pursue long-term achievements for students. In... more Sustainable decisions in education are those which pursue long-term achievements for students. In many cases, the principals of the schools are those who must make these decisions. In this paper we explore some of the factors that influence the students’ long-term development by means of an analysis of the correlation between certain organizational aspects of the schools which directly depend on the principals and the scores that their students have obtained in the International Assessment PISA 2018 in mathematics, reading and science. The results point to a better long-term student achievement when the organizational decisions are designed to enhance interpersonal relationships (teacher-teacher, teacher-student and student-student), responding to the specific needs of each person and based on trust. Conversely, it seems that when the organizational decisions are merely made to control academic life, they either bear upon academic achievement in a negative way or do not significantl...
Frontiers in Behavioral Neuroscience
Frontiers in Behavioral Neuroscience
Studies in Philosophy and Education
espanolEn el presente capitulo mostraremos cual es la propuesta antropologica subyacente a la pro... more espanolEn el presente capitulo mostraremos cual es la propuesta antropologica subyacente a la propuesta dominante hoy en dia sobre educacion emocional que es conceptualizada como regulacion emocional. Como mostraremos, esta descansa en una propuesta antropologica que se centra en el yo-fuerte que hemos llamado “autonomous self”, como referente casi absoluto en su toma de decisiones que interactua con el medio y las relaciones en funcion de desplegar su dominio en el entorno. Dicha propuesta se encuentra lejos de otras propuestas de corte personalista que destacan dimensiones mas profundas en la persona que la de ser simplemente sujeto de las acciones y que valora mucho mas el peso constituyente de las relaciones interpersonales. EnglishTIn this chapter we will show what is the anthropological proposal that underlies the dominant and current proposal on emotional education that is conceptualized as emotional regulation. As we will show, this rests on an anthropological proposal that ...
Estudios sobre Educación
Antes de hablar de innovación educativa, necesitamos determinar qué entendemos por perfeccionar t... more Antes de hablar de innovación educativa, necesitamos determinar qué entendemos por perfeccionar tanto el acto educativo como el proceso de crecimiento de las personas involucradas en él. Inspirados por la forma de entender el desarrollo personal de Leonardo Polo y Erik Erikson, entre otros autores, analizamos los requisitos antropológicos y psicológicos necesarios para que emerja la novedad tanto en cada acto educativo como en los actores que participan en él. Encontramos que la novedad emerge en el interior de cada acto educativo cuando la competencia se pone al servicio de la transformación del mundo en aras del encuentro interpersonal.
Cuadernos de bioetica : revista oficial de la Asociacion Espanola de Bioetica y Etica Medica
This article explores the hypothesis that while maturation related cognitive abilities reaches ma... more This article explores the hypothesis that while maturation related cognitive abilities reaches maturity around the age of fifteen, maturation related social skills is delayed until well into the twenties. Our goal is to try to define what is the window of opportunity/vulnerability and what is the maturational status of the young in this interval. In this context, we argue how the maturational time of the closing of adolescence has an impact on the valuation of autonomy in decision-making of the person. Particularly, we figure out implications for the assessment of the autonomy of youth in health issues, and also criminal liability. In the conclusion, we offer some educational criteria that may provide guidance for implementing both social policy and educational programs.
Revista De Ciencias De La Educacion Organo Del Instituto Calasanz De Ciencias De La Educacion, 2014
RESUMEN: El presente trabajo se trata de una revisión de la emoción adolescente desde la neuropsi... more RESUMEN: El presente trabajo se trata de una revisión de la emoción adolescente desde la neuropsicología. En el apartado “el punto de partida” se hace una breve presentación de la neuroanatomía emocional que es desarrollada en el glosario de términos. Luego se analiza el signifi cado de emoción y sentimiento y sus diferencias que, desde el punto de vista de la neuropsicología, son más conceptuales que funcionales. Lo mismo encontramos al comparar la emoción y la razón. Ninguno de estos elementos son individualizables y se dan simultáneamente. Se analiza cómo de modo general la emoción está modulando las funciones ejecutivas, la cognición, la memoria y en defi nitiva la identidad. Clarifi cado todo este contexto, en el apartado “el proceso madurativo emocional del adolescente” se ve cómo se da lo anterior dentro del crecimiento propio del joven. Además del proceso bien conocido de maduración temprana de áreas subcorticales precediendo a la maduración cortical que les predispone a ser grandes buscadores de novedad, se estudia toda una amplia amalgama de procesos que permiten tener una visión más acertada de lo que es la adolescencia. La infl uencia de las hormonas, los cambios estructurales y funcionales del cerebro permiten dibujar la adolescencia como un tiempo de especiales oportunidades. Veremos cómo una adecuada maduración emocional es garantía de éxito en los ámbitos de crecimiento: las funciones ejecutivas (atención, toma de decisiones, control de la voluntad, y trabajo con la memoria), la identidad y la socialización haciendo presente también la diferenciación sexual. La relevancia de este trabajo está en que, si la educación es ayudar a crecer y desarrollarse, entonces conocer lo que ocurre en el joven es fundamental para que el educador pueda responder a la pregunta qué puedo hacer yo para apoyar ese crecimiento.
Frontiers in human neuroscience, 2014
Archives of Psychology, 2020
As human beings we need to relate to others; the exercise of our professional roles demands it. R... more As human beings we need to relate to others; the exercise of our professional roles demands it. Relationships, however, bring about challenges to the self that require us to act with integrity. Different approaches to integrity configure different ways of cognitively and intuitively feeling and acting in our relationships. Moreover, different ways of understanding human development are related to different ways of understanding integrity in the self. While not an exhaustive account, we sketch out three models of human development that capture much of this diversity, the so-called autonomous self (AS), processual self (PS) and inter-processual self (IPS). Each has a particular way of defining integrity in the self and understanding action. The AS and PS models understand integrity as internal coherence thanks primarily to rational exercise, with priority given to the content of action, while relations are seen as resources. AS and PS focus on cognition through rational or emotional a...
Frontiers in Psychology, 2016
Frontiers in Psychology
Rather than occurring abstractly (autonomously), ethical growth occurs in interpersonal relations... more Rather than occurring abstractly (autonomously), ethical growth occurs in interpersonal relationships (IRs). It requires optimally functioning cognitive processes [attention, working memory (WM), episodic/autobiographical memory (AM), inhibition, flexibility, among others], emotional processes (physical contact, motivation, and empathy), processes surrounding ethical, intimacy, and identity issues, and other psychological processes (self-knowledge, integration, and the capacity for agency). Without intending to be reductionist, we believe that these aspects are essential for optimally engaging in IRs and for the personal constitution. While they are all integrated into our daily life, in research and academic work, it is hard to see how they are integrated. Thus, we need better theoretical frameworks for studying them. That study and integration thereof are undertaken differently depending on different views of what it means to live as a human being. We rely on neuroscientific data ...
Science and Religion in Education; Springer, 2019
The relationship between science and faith is not a given, nor is it objectively defined, but rat... more The relationship between science and faith is not a given, nor is it objectively defined, but rather depends on personal ways of approaching this relationship. Accordingly, it can be lived as a conflict, i.e. as agency striving to master independent and separate domains or as a process of dialogue or an integral relationship. In this chapter, we suggest that adopting one stance or the other depends on factors that go beyond the rational assessment that a person makes of science or faith. To explain the perspective that people adopt, cross-disciplinary theoretical insights relevant to human beings and their development are decisive. Based on previous research consolidating several theoretical proposals across a diverse disciplinary orientation (mainly philosophy, psychology and neuroscience), we suggest that there are two contrasting paradigms for conceiving of the self and human development, namely, the autonomous self (AS) and the inter-processual self (IPS) (Akrivou K, Oron JV: Challenges of capitalism for virtue and the common good: Inter-disciplinary perspectives. Edward Elgar, Cheltenham, 2016). We purport here that, depending on which of these two corresponding backgrounds characterises the person, people will ‘see’ and live the relationship—dialogue between science and faith—differently.
The relationship between science and faith is not a given, nor is it objectively defined, but rat... more The relationship between science and faith is not a given, nor is it objectively defined, but rather depends on personal ways of approaching this relationship. Accordingly, it can be lived as a conflict, i.e. as agency striving to master independent and separate domains or as a process of dialogue or an integral relationship. In this chapter, we suggest that adopting one stance or the other depends on factors that go beyond the rational assessment that a person makes of science or faith. To explain the perspective that people adopt, cross-disciplinary theoretical insights relevant to human beings and their development are decisive. Based on previous research consolidating several theoretical proposals across a diverse disciplinary orientation (mainly philosophy, psychology and neuroscience), we suggest that there are two contrasting paradigms for conceiving of the self and human development, namely, the autonomous self (AS) and the inter-processual self (IPS) (Akrivou K, Oron JV: Ch...
Sustainability
Sustainable decisions in education are those which pursue long-term achievements for students. In... more Sustainable decisions in education are those which pursue long-term achievements for students. In many cases, the principals of the schools are those who must make these decisions. In this paper we explore some of the factors that influence the students’ long-term development by means of an analysis of the correlation between certain organizational aspects of the schools which directly depend on the principals and the scores that their students have obtained in the International Assessment PISA 2018 in mathematics, reading and science. The results point to a better long-term student achievement when the organizational decisions are designed to enhance interpersonal relationships (teacher-teacher, teacher-student and student-student), responding to the specific needs of each person and based on trust. Conversely, it seems that when the organizational decisions are merely made to control academic life, they either bear upon academic achievement in a negative way or do not significantl...
Frontiers in Behavioral Neuroscience
Frontiers in Behavioral Neuroscience
Studies in Philosophy and Education