Approaching the question from a constructivist point of view, the aim
of this article is twofold: firstly using as a basis the theoretical
re-examinations of studies centring on the analysis of the
relationships between affectivity and cognition, we wish to emphasize,
on a theoretical level, thus breaking down the conceptual boundaries
which had previously fashioned them as separate «regions» of the mind.
And, secondly, we wish to propose, on a practical level, guidelines for
educational intervention/action in order to achieve the development of
affectivity integrated within the process of personal development. Pilar Aznar Minguet
Key words: Affectivity. Cognition. Learning. Constructivism.
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Nº 200, enero-abril 1995 
