Cristina Sebastián
Biographic Data
| ID | 184090 |
|---|---|
| NAME | Cristina Sebastián |
| GIVEN NAMES | Cristina |
| FAMILY NAME | Sebastián |
| SIGNATURE | SEBASTIÁN C |
| AFFILIATIONS | Pontificia Universidad Católica de Chile |
| ORCID | 0000-0001-5038-9227 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Integrating affection, emotion, and aesthetics into a General Theory of Learning
Every learning process is an affective experience. Affect is central in experiencing learning as uncertainty. This article proposes an internal integration of affect into the learning process. The main concepts of learning are articulated with a take on the reflection framework and a dynamic and social understanding of affection, emotions, and aesthetic experiences, helping to integrate concepts like edge-emotions and liminal experiences into the…
Dialogicity and narrativity in pedagogical interaction in the classroom. A proposal for analysing teacher discourse in the teaching process / Dialogicidad y narratividad en la interacción pedagógica d…
Given that pedagogical activity is eminently discursive, this article seeks to provide conceptual elements that help to describe teachers’ pedagogical discourse when teaching curricular contents. Working from the constructivist tradition and the cultural psychology approach, which uphold the social and cultural origin of human cognition, a discursive model is proposed that involves two dimensions: the dialogic-monologic and the narrative-paradigm…
Discursive interactions in the classroom. Ideas to expand research and enhance teaching practice to multiply opportunities to learn / Interacciones discursivas en el aula. Pistas para ampliar la inves…
During the last five decades, the scientific study of classroom talk has converged in the tradition of classroom dialogue. Empirical research has progressed, showing how dialogic forms of organizing classroom talk would be more conducive to student learning and development than monologic forms. However, two major problems remain unresolved. On the one hand, and despite the research mentioned above, teachers still mostly use a monological teaching…
Between school and ethical–political everyday action
Historical thinking is a construct approached by different disciplines with a recent proliferation in research interest compared to thinking in other domains. Leading exponents do not agree on its definition and include the two main traditions: Anglo-American and German, and various groups or research centres throughout the Western world. Something problematic happens with the models of progression or development of historical thinking that lack …
Tensions, articulations, and novelty in the ontogenetic development of historical thinking
To analyse or experience history, to argue or narrate it, two approaches define and explain the phenomenon of thinking about history. In recent decades, thinking about history has become especially relevant because of its relationship with citizenship, either to evaluate evidence of the past or to guide present and future action. The contributions of psychology are diverse and come from traditions that refer to apparently antagonistic psychologic…
Construyendo identidad(es) académica(s) en tiempos flexibles
El foco de esta investigación es la reconstrucción de los ejes centrales desde los cuales se estaría sosteniendo la elaboración de una identidad docente en académicos chilenos, tomando como ejes la trayectoria profesional y la labor de enseñanza. El propósito es evidenciar la heterogeneidad de las condiciones en la que se trabaja en la universidad del siglo XXI en Chile y discutir respecto a cómo se articulan con la construcción de sentido identi…
A case of cholesteatoma in a medieval Hispano-Mudejar population (13th-14th centuries ad)
The case presented includes a left temporal bone from an individual exhumed from the Hispano-Mudejar necropolis in Uceda (Guadalajara, Spain) dated between the 13th and 14th centuries bc. External examination and computed tomography images show lesions in the external acoustic canal, in the form of diffuse widening, suggestive of a cholesteatoma originating in this canal, with invasion of the middle ear through the tympanic membrane. The difficul…
No prominent works on this page.
Between school and ethical–political everyday action
Historical thinking is a construct approached by different disciplines with a recent proliferation in research interest compared to thinking in other domains. Leading exponents do not agree on its definition and include the two main traditions: Anglo-American and German, and various groups or research centres throughout the Western world. Something problematic happens with the models of progression or development of historical thinking that lack …
Tensions, articulations, and novelty in the ontogenetic development of historical thinking
To analyse or experience history, to argue or narrate it, two approaches define and explain the phenomenon of thinking about history. In recent decades, thinking about history has become especially relevant because of its relationship with citizenship, either to evaluate evidence of the past or to guide present and future action. The contributions of psychology are diverse and come from traditions that refer to apparently antagonistic psychologic…
Construyendo identidad(es) académica(s) en tiempos flexibles
El foco de esta investigación es la reconstrucción de los ejes centrales desde los cuales se estaría sosteniendo la elaboración de una identidad docente en académicos chilenos, tomando como ejes la trayectoria profesional y la labor de enseñanza. El propósito es evidenciar la heterogeneidad de las condiciones en la que se trabaja en la universidad del siglo XXI en Chile y discutir respecto a cómo se articulan con la construcción de sentido identi…
A case of cholesteatoma in a medieval Hispano-Mudejar population (13th-14th centuries ad)
The case presented includes a left temporal bone from an individual exhumed from the Hispano-Mudejar necropolis in Uceda (Guadalajara, Spain) dated between the 13th and 14th centuries bc. External examination and computed tomography images show lesions in the external acoustic canal, in the form of diffuse widening, suggestive of a cholesteatoma originating in this canal, with invasion of the middle ear through the tympanic membrane. The difficul…
Integrating affection, emotion, and aesthetics into a General Theory of Learning
Every learning process is an affective experience. Affect is central in experiencing learning as uncertainty. This article proposes an internal integration of affect into the learning process. The main concepts of learning are articulated with a take on the reflection framework and a dynamic and social understanding of affection, emotions, and aesthetic experiences, helping to integrate concepts like edge-emotions and liminal experiences into the…
Dialogicity and narrativity in pedagogical interaction in the classroom. A proposal for analysing teacher discourse in the teaching process / Dialogicidad y narratividad en la interacción pedagógica d…
Given that pedagogical activity is eminently discursive, this article seeks to provide conceptual elements that help to describe teachers’ pedagogical discourse when teaching curricular contents. Working from the constructivist tradition and the cultural psychology approach, which uphold the social and cultural origin of human cognition, a discursive model is proposed that involves two dimensions: the dialogic-monologic and the narrative-paradigm…
Discursive interactions in the classroom. Ideas to expand research and enhance teaching practice to multiply opportunities to learn / Interacciones discursivas en el aula. Pistas para ampliar la inves…
During the last five decades, the scientific study of classroom talk has converged in the tradition of classroom dialogue. Empirical research has progressed, showing how dialogic forms of organizing classroom talk would be more conducive to student learning and development than monologic forms. However, two major problems remain unresolved. On the one hand, and despite the research mentioned above, teachers still mostly use a monological teaching…
Psychology (6 works) · Sociology (4 works) · Epistemology (3 works) · Pedagogy (3 works) · Cognitive science (2 works) · Computer Science (2 works) · Educational theories and practices (2 works) · Educator Training and Historical Pedagogy (2 works) · Humanities (2 works) · Literacy and Educational Practices (2 works)