Constructivism

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.

The shift in trends of thought towards constructivist epistemological guidance has favoured a change in the conception of the teaching/learning relationship. It is no longer understood as being a cause/effect relationship but rather as a relationship in which causality is reciprocal and the effects are bi-directional. An Educational Technology suited to these trains of thought must provide key factors capable of activating self regulator-y processes and training techniques regarding the control of mental proccesses together with affective and motivational states, and at the same time take into consideration the particular characteristics of the learner together with those relaying to the task and contexts inherent in the learning process itself.