The Jungian irrational functions in pedagogical context: reflections on the role of cognitive patterns in pedagogical contexts from the experience in the elaboration of work slogans

Abstract

The main research in the fields of pedagogical didactics and learning has as a common denominator the marginalization of an aspect that is fundamental in the implementation of strategies aimed at improving teaching practices (particularly in the classroom). The emphasis so far has been focused much more on the person who teaches and their teaching tools than in the auditorium that receives it: the students. Often the references to the student body suffer from a characterization that takes into account the most relevant features that these present; elements that really makes the difference in what refers to the mode of transmission and reception of the communicational act that consists, to a large extent, the teaching practice. This fundamental character rests on the auditory cognitive patterns –that C. G. Jung defined in his 1921 work (Psychological Types or The Psychology of Individuation) as “irrational functions”– those through which the information of the world that surrounds us is entered into consciousness.

In the present work reference is made to the most relevant research in the area, in order to point out this absence in general in the visualization and treatment of students' cognitive patterns (the Jungian irrational functions) as an essential feature. At the same time, it is intended to claim this cognitivist perspective as an area of ​​research that should be explored and addressed in this context, in order to have new inputs that help improve current teaching strategies.