La ética y los saberes de recursividad en la formación de psicólogos/as. Ethics and knowledge of recursivity in psychologists training.
Abstract
Resumen
En este trabajo partimos de la caracterización de la psicologÃa en tanto ciencia y profesión, caracterÃstica asentada en la tradición académica argentina que se remonta a los orÃgenes de la psicologÃa como carrera de grado hacia fines de la década de 1950, y que llega a nuestros dÃas. En función de ello, cuatro son las cuestiones que abordaremos en este trabajo. En primer término, abordaremos el tema de los saberes que abarca la psicologÃa para mostrar la necesariedad de dos dimensiones epistémicas Ãntimamente imbricadas: la discursividad y la recursividad, o, el saber y su otra parte del metasaber. En segundo lugar, nos interesará situar la psicologÃa como profesión en el ámbito de la praxis, más que en el lugar de la poiesis, remontando la distinción griega entre las implicancias de estas dos modalidades del “hacerâ€. Tercero, nos centraremos en la concurrencia y divergencia de la ética y la deontologÃa, sus roles, lÃmites y potencialidades dentro de campo psicológico, en general y de la moral
cientÃfico-profesional en particular. Finalmente nos abocaremos a la definición y caracterización que, creemos, debe cumplir la ética epistemologÃa en tanto saberes de recursividad en la formación de psicólogos/as.
Palabras clave: Ética – epistemologÃa – formación - psicologÃa
Abstract
This work deals with the characterization of psychology as a science and profession. This feature is part of the Argentine academic tradition which goes from the origins of psychology as an undergraduate program by the end of the 1950s to the present day. In relation to this topic, four issues are analysed: a) the knowledges of psychology showing the necessity of two epistemic dimensions closely related, namely the discursivity and recursivity, or knowledge and metaknowledge, b) the role of psychology as a profession within the praxis, rather than in the poiesis, according to the Greek distinction between the implications of these two modalities of the “doingâ€, c) the concurrence and difference of ethics and deontology, their roles, bounds and potentialities within the psychological field in general, and that of scientific-professional morality in particular, and d) the definition and characterization of ethics and epistemology as knowledge of recursivity in psychologists’ training.
Key words: Ethics – epistemology – training - psychology
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