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REVIEW article

Front. Psychol.
Sec. Educational Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1411415
This article is part of the Research Topic Reviews in Educational Psychology View all 14 articles

CONSCIOUSNESS AND EDUCATION: CONTRIBUTIONS BY PIAGET, VYGOTSKY AND STEINER

Provisionally accepted
TANIA STOLTZ TANIA STOLTZ 1*Ulrich Weger Ulrich Weger 2Marcelo d. Veiga Marcelo d. Veiga 3
  • 1 Federal University of Paraná, Curitiba, Brazil
  • 2 Department of Psychology and Psychotherapy, University of Witten/Herdecke, Witten, North Rhine-Westphalia, Germany
  • 3 Alanus University of Arts and Social Sciences, Alfter, North Rhine-Westphalia, Germany

The final, formatted version of the article will be published soon.

    The objective of this study is to gain an understanding of the development of consciousness and its relationship with education based on different theoretical models -namely those by Piaget, Vygotsky and Steiner. All three of them focus on different subcomponents of the educational process and there is hence a need for integrative discussion. Piaget and Vygotsky are fundamental references in the understanding of developmental and learning processes. Steiner was a pioneer in proposing a pedagogy that progresses by integrating feeling and wanting alongside thinking in the educational process. Their theories have important similarities but also differences and these will be essential for broadening the understanding of the construction of consciousness and its relationships with education.

    Keywords: Consciousness, Education, Piaget, Vygotsky, Rudolf Steiner, Awareness, development

    Received: 02 Apr 2024; Accepted: 05 Jul 2024.

    Copyright: © 2024 STOLTZ, Weger and Veiga. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: TANIA STOLTZ, Federal University of Paraná, Curitiba, Brazil

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.