La formación en reglas proambientales: implicaciones para la educación ambiental y el cambio climático
DOI
10.22550/2174-0909.4175
Abstract
The concern regarding the gap between words and actions has spread through different contexts, in particular those relating to environmental education. Despite repeated warnings about the damaging impact of human behaviour on the environment and the effect of actions undertaken to teach people to protect the environment (pro-environmental behaviours), there have been few advances in relation to favourable responses from people’s actions. The alternatives proposed in environmental education to reduce this gap include research relating to teaching pro-environmental rules and its impact on human behaviour. Rule learning poses challenges for the comprehension of human behaviour, especially for environmental education in general and climate change in particular as well as being proposed as an epistemological and theoretical approach to human behaviour insofar as it differs from the established approach in physiological, medical, attitudinal, cognitive, or motivational mediation models that explain behaviour on the basis of factors that are internal to the individual. This article discusses the origins, genetic or environmental [Chomsky (1959) vs. Skinner (1957, 1981)], of verbal behaviour with regards to its origin and development in ontogenesis. Afterwards, it considers the notion of rule-governed behaviour with the definitions and different taxonomies that have been proposed regarding rules, as well as the variables associated with (in) sensitivity to following them and the possible alternative approaches for each of the (in)sensitivity factors identified. Finally, it analyses the role of education in pro-environmental rules for regulating people’s own behaviour and in the design of macro- and metacontingencies to incentivise environmental protection in large human groups.
Referencias | References
Alcock, J. (2003). The triumph of sociobiology. Oxford.
Álvarez-González, C. J. (2010). La relación entre lenguaje y pensamiento de Vigotsky en el desarrollo de la psicolingüística moderna [Thinking and language in Vigotsky and the presence of his theory in the modern psycholinguistics]. RLA, Revista de Lingüística Teórica y Aplicada, 48 (2), 13-32. https://dx.doi.org/10.4067/S0718-48832010000200002
Bandura, A., & Walters, R. H. (1959). Adolescent aggression: A study of the influence of child-training practices and family interrelationships. Ronald.
Baum, W. M. (2017). Understanding behaviorism: Behavior, culture, and evolution. John Wiley & Sons.
Bermúdez, J. (2021). ¿Por qué incumplimos la ley? Carta a un joven estudiante [Why do we break the law? Letter to a young student]. Ariel.
Broadbent, D. E. (1958). The selective nature of learning [El carácter selectivo del aprendizaje]. In D. E. Broadbent, Perception and communication [Percepción y comunicación] (pp. 244-267). Pergamon Press.
Catania, A. C. (2003). Verbal governance, verbal shaping, and attention to verbal stimuli. In K. A. Lattal, y P. N. Chase (Eds.), Behavior theory and philosophy (pp. 301-321). Springer US.
Cerutti, D. T. (1989). Discrimination theory of rule-governed behavior. Journal of the experimental analysis of behavior, 51 (2), 259-276.
Chawla, L., & Derr, V. (2012). The development of conservation behaviors in childhood and youth. In Susan D. Clayton (Ed.), The Oxford handbook of environmental and conservation psychology (pp. 527-555). Oxford University Press.
Chomsky, N. (1959). A review of B. F. Skinner’s Verbal behavior. Language, 35 (1), 26-58.
Cialdini, R. B., Reno, R. R., & Kallgren, C. A. (1990). A focus theory of normative conduct: Recycling the concept of norms to reduce littering in public places. Journal of Personality and Social Psychology, 58 (6), 1015-1026.
Corraliza, J. A., & Collado, S. (2011). La naturaleza cercana como moderadora del estrés infantil [Close nature as a moderator of childhood stress]. Psicothema, 23 (2), 221-226.
De la Fuente, J. (2017). Theory of self- vs. externally-regulated learningTM: Fundamentals, evidence, and applicability. Frontiers in Psychology, 8, 1675.
De la Fuente, J., González-Torres, M. C., Aznárez-Sanado, M., Martínez-Vicente, J. M., Peralta-Sánchez, F. J., & Vera, M. M. (2019). Implications of unconnected micro, molecular, and molar level research in psychology: The case of executive functions, self-regulation, and external regulation. Frontiers in Psychology, 10, 1919.
Gifford, R. (2011). The dragons of inaction: psychological barriers that limit climate change mitigation and adaptation. American Psychologist, 66 (4), 290-302.
Glenn, S. S. (1988). Contingencies and metacontingencies: Toward a synthesis of behavior analysis and cultural materialism. The Behavior Analyst, 11 (2), 161-179.
Glenn, S. S. (1991). Contingencies and metacontingencies: Relations among behavioral, cultural, and biological evolution. In P. A. Lamal (Ed.), Behavioral analysis of societies and cultural practices (pp. 39–73). Hemisphere Publishing Corp.
Glenn, S. S. (2003). Selección en dos niveles en la evolución de la ciencia [Two-level selection in the evolution of science]. Revista Latinoamericana de Psicología, 35 (3), 281-288.
Glenn, S. S. (2004). Individual behavior, culture, and social change. The Behavior Analyst, 27 (2), 133-151.
Glenn, S. S., Malott, M. E., Andery, M. A. P. A., Benvenuti, M., Houmanfar, R. A., Sandaker, I., Todorov, J. C., Tourinho, E. Z., & Vasconcelos, L. A. (2016). Toward consistent terminology in a behaviorist approach to cultural analysis. Behavior and Social Issues, 25 (1), 11-27.
Gómez, I., Moreno, E., & López, N. (2006). Sensibilidad a unas u otras contingencias en el marco de la conducta gobernada por reglas [Sensitivity to one or the other contingencies in the framework of rule-governed conduct]. Plaza y Valdés.
GramaPsico. (2023, 3 de mayo) LANGUAGE and VERBAL BEHAVIOR II ~ NOAM CHOMSKY and CHARLES CATANIA #110 [Video]. YouTube. https://www.youtube.com/watch?v=9bwLMXob-AI&t=2299s&ab_channel=enGramaPsico%CE%A8
Gutiérrez, G. (2005). I. P. Pavlov: 100 años de investigación del aprendizaje asociativo [I. P. Pavlov: 100 years of associative learning research]. Universitas Psychologica, 4 (2), 251-255.
Harte, C., Barnes-Holmes, D., Barnes-Holmes, Y., & Kissi, A. (2020). The study of rule-governed behavior and derived stimulus relations: Bridging the gap. Perspectives on Behavior Science, 43 (2), 361-385.
Hayes, S. C., Barnes-Holmes, D., & Roche, B. (Eds.). (2001). Relational frame theory: A post-Skinnerian account of human language and cognition. Springer Science & Business Media.
Kissi, A., Hughes, S., Mertens, G., Barnes-Holmes, D., De Houwer, J., & Crombez, G. (2017). A systematic review of pliance, tracking, and augmenting. Behavior modification, 41 (5), 683-707.
Lieberman, P. (1998). Eve spoke: Human language and human evolution. WW Norton.
Luria, A. R. (1961). The role of speech in the regulation of normal and abnormal behavior. Liveright.
MacCorquodale, K. (1969). B. F. Skinner’s Verbal behavior: A retrospective appreciation. Journal of the experimental analysis of behavior, 12 (5), 831-841.
Marler, P., & Terrace, H. S. (Eds.) (1984). The biology of learning: Report of the Dahlem Workshop on the Biology of Learning, Berlin 1983, October 23-28. Springer-Verlag.
Midgley, M. (1978). Beast and man: The roots of human nature. Cornell University Press.
Neisser, U. (1967). Cognitive psychology. Appleton-Century-Crofts.
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422
Páramo, P. (2010). Aprendizaje situado: creación y modificación de prácticas sociales en el espacio público urbano [Situated learning: Creation and modification of social practices in urban public space]. Psicologia & Sociedade, 22 (1), 130-138.
Páramo, P. (2013). Comportamiento urbano responsable: las reglas de convivencia en el espacio público [Responsible urban behavior: Rules of conviviality in public space]. Revista Latinoamericana de Psicología, 45 (3), 473-485. http://dx.doi.org/10.14349/rlp.v45i3.1488
Páramo, P. (2017). Reglas proambientales: una alternativa para disminuir la brecha entre el decir-hacer en la educación ambiental [Pro-environmental rules: An alternative for reducing the “say-do” gap in environmental education]. Suma psicológica, 24 (1), 42-58. https://doi.org/10.1016/j.sumpsi.2016.11.001
Páramo, P., & Burbano, A. (2019). Gramática espacial urbana: la orientación espacial guiada por reglas verbales [Spatial and urban grammar: Spatial orientation focuses on verbal rules]. Psicogente, 22 (41), 308-332. https://doi.org/10.17081/psico.22.41.3313
Páramo, P., Burbano, A., Ojeda, G., & Angulo, E. (In press). La señalética urbana orientada a la convivencia [Coexistence-oriented urban signage]. Revista de Arquitectura (Bogotá).
Peláez, M., & Moreno, R. (1999). Four dimensions of rules and their correspondence to rule-governed behavior: A taxonomy. Behavioral Development Bulletin, 8 (1), 21-27.
Piaget, J. (1978). La equilibración de las estructuras cognitivas, problema central del desarrollo [Balancing cognitive structures, a central developmental issue]. Siglo XXI.
Pietras, C. J. (2022). Rule-governed behavior and climate change: Why climate warnings fail to motivate sufficient action. Behavior and Social Issues, 31 (1), 373-417. https://doi.org/10.1007/s42822-022-00109-y
Pinker, S (2007). The language instinct: How the mind creates language. Harper Perennial Modern Classics.
Pinker, S (2021). Racionalidad: qué es, por qué escasea y cómo promoverla [Rationality: What it is, why it is scarce and how to promote it]. Paidós.
Ribes, E. (2000). Instructions, rules, and abstraction: A misconstrued relation. Behavior and philosophy, 28 (1-2), 41-55.
Sauter, D. A., Eisner, F., Ekman, P., & Scott, S. K. (2010). Cross-cultural recognition of basic emotions through nonverbal emotional vocalizations. Proceedings of the National Academy of Sciences, 107 (6), 2408-2412. https://doi.org/10.1073/pnas.0908239106
Seligman, M. E., & Hager, J. L. (1972). Biological boundaries of learning. Appleton Century Crofts.
Skinner, B. F. (1938). The behavior of organisms: An experimental analysis. B. F. Skinner Foundation.
Skinner, B. F. (1953). Science and human behavior. The Free Press.
Skinner, B. F. (1986). The evolution of verbal behavior. Journal of the Experimental Analysis of Behavior, 45, 115-122. https://doi.org/10.1901/jeab.1986.45-115
Skinner, B. F. (Ed.) (1981). Conducta verbal [Verbal behaviour]. Editorial Trillas.
Thaler, R., & Sunstein, C. (2008). Nudge: Improving decisions about health, wealth, and happiness. Penguin Books.
Tomasello, M. (2016). A natural history of human morality. Harvard University Press.
Vygotsky, L. S. (1986). Thought and language. MIT Press.
Wilson, E. O. (2012). La conquista social de la Tierra [The social conquest of the Earth]. Debate.
Wilson, E.O. (2000). Sociobiology: The new synthesis. Harvard University Press
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American educational research journal, 45 (1), 166-183.
Citación recomendada | Recommended citation
Díaz-Beltrán, L.-V. & Páramo, P. (2024). Teaching pro-environmental rules: Implications for environmental education and climate change [La formación en reglas proambientales: implicaciones para la educación ambiental y el cambio climático]. Revista Española de Pedagogía, 82 (289). https://doi.org/10.22550/2174-0909.4175
Licencia Creative Commons | Creative Commons License
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Included in
Palabras clave | Keywords
pro-environmental behaviour, universal grammar, verbal regulation, rules-governed behaviour, environmental education.
