El Efecto Educación en el Desarrollo Social: Intelectual y Políticamente Subestimado
DOI:
https://doi.org/10.34236/rpie.v3i3.17Palabras clave:
educación y desarrollo social, educación y transición demográfica, efecto educación, expansión de la educaciónResumen
La educación básica y avanzada está ahora expandiéndose rápidamente en todo el mundo, y la literatura de investigación demográfica y epidemiológica está pletórica de resultados que muestran la sólida asociación positiva entre nivel de educación y salud, además de otros comportamientos y actitudes individuales esenciales para el desarrollo social. Este “efecto educación” es tan pronunciado que cabe suponer que la educación es una de las principales causas de la primera transición demográfica de la sociedad moderna, consistente en índices más bajos de mortalidad y fecundidad y mayor esperanza de vida, que indican una mejora significativa en la salud y desarrollo de la población en general. La primera transición demográfica ya ha ocurrido en muchas naciones en todo el mundo pero, para las naciones más pobres, esta transición sigue siendo un desafío crucial para el desarrollo social sostenible. Aunque la mayoría de demógrafos e investigadores de la salud reconocen la significativa y persistente asociación entre escolaridad formal y resultados positivos en la salud, la razón de que la educación tenga esta influencia no es bien comprendida. Habiendo de por medio cruciales implicaciones de política, existe confusión sobre el papel de la educación en las políticas de desarrollo social.
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Baker, D. P. (2009). The educational transformation of work: Towards a new synthesis. Journal of Education and Work, 22(3), 163-191.
Baker, D. P., León, J. y Collins, J. M. (2010). Facts, attitudes and health reasoning about HIV and AIDS: Explaining the education effect on condom use among adults in Sub-Saharan Africa. AIDS and Behavior, 15(7), 1319-1327.
Baker, D. P.; León, J.; Smith, E. G.; Collins, J. y Movit, M. (2011). The education effect on population health: A reassessment. Population and Development Review, 37(2), 307-332.
Baker, D. P. y LeTendre, G. K. (2005). National differences, global similarities: World culture and the future of schooling. Stanford: Stanford University Press.
Baker, D. P.; Salinas, D. y Eslinger, P. J. (s. f.). An envisioned bridge: Schooling as a neurocognitive developmental institution. Manuscrito enviado para su publicación.
Blair, C. (2006). How similar are fluid cognition and general intelligence? A developmental neuroscience perspective on fluid cognition as an aspect of human cognitive ability. Behavioral and Brain Sciences, 29, 109-160.
Blair, C.; Gamson, D.; Thorne, S. y Baker, D. P. (2005). Rising mean IQ: Cognitive demand of mathematics education for young children, population exposure to formal schooling, and the neurobiology of the prefrontal cortex. Intelligence, 33(1), 93-106.
Brand, J. E. y Xie, Y. (2010). Who benefits most from college? Evidence for negative selection in heterogeneous economic returns to higher education. American Sociological Review, 75(2), 273-302.
Breen, R. y Jonsson, J. O. (2007). Explaining change in social fluidity: Educational equalization and educational expansion in twentieth-century Sweden. American Journal of Sociology, 112(6), 1775-1810.
Breen, R. y Luijkx, R. (2007). Social mobility and education: A comparative analysis of period and cohort trends in Britain and Germany. En R. P. S. Scherer, G. Otte y M. Gangl (Eds.), Trends and mechanisms in social stratification research (pp. 102-124). Nueva York: Campus.
Bruine de Bruin, W.; Parker, A. M. y Fischhoff, B. (2007). Individual differences in adult decision-making competence. Journal of Personality and Social Psychology, 92(5), 938-956.
Ceci, S. J. (1991). How much does schooling influence general intelligence and its cognitive components? A reassessment of the evidence. Developmental Psychology, 27(5), 703-722.
Christian, K.; Bachman, H. J. y Morrison, F. J. (2001). Schooling and cognitive development. En R. J. Sternberg y E. Grigorenko (Eds.), Environmental effects on cognitive abilities (pp. 287-335). Mahwah, NJ: Lawrence Erlbaum Associates.
Cleland, J. G. y Van Ginneken, J. K. (1988). Maternal education and child survival in developing countries: The search for pathways of influence. Social Science & Medicine, 27(12), 1357-1368.
Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge: The Belknap Press of Harvard University Press.
Drori, G.; Meyer, J. W. y Hwang, H. (2006). Globalization and organization: World society and organizational change. Oxford: Oxford University Press.
Duncan, J.; Burgess, P. y Emslie, H. (1995). Fluid intelligence after frontal lesions. Neuropsychologia, 33, 261-268.
Eslinger, P. J.; Blair, C.; Wang, J.; Lipovsky, B.; Realmuto, J.; Baker, D. y Yang, Q. X. (2009). Developmental shifts in fMRI activations during visuospatial relational reasoning. Brain and Cognition, 69(1), 1-10.
Eslinger, P. J.; Flaherty-Craig, C. V. y Benton, A. L. (2004). Developmental outcomes after early prefrontal cortex damage. Brain and Cognition, 55(1), 84-103.
Frank, D. y Gabler, J. (2006). Reconstructing the university: Worldwide shifts in academia in the 20th century. Stanford, CA: Stanford University Press.
Hobcraft, J. (1993). Women’s education, child welfare and child survival: A review of the evidence. Health Transition Review, 3(2), 159-175.
Hout, M. (1984). Status, autonomy, and training in occupational mobility. The American Journal of Sociology, 89(6), 1379-1409.
Hout, M. (1988). More universalism, less structural mobility: The american occupational structure in the 1980s. The American Journal of Sociology, 93(6), 1358-1400.
Kamens, D. (2009). The expanding polity: Theorizing the links between expanded higher education and the new politics of the post-1970s. American Journal of Education, 116(1), 99-124.
Kamens, D. H.; Meyer, J. W. y Benavot, A. (1996). Worldwide patterns in academic secondary education curricula. Comparative Education Review, 40(2), 116-138.
Luria, A. R. (1976). Cognitive development: Its cultural and social foundations. Cambridge: Harvard University Press.
Martinez, M. E. (2000). Education as the cultivation of intelligence. Nueva Jersey: Erlbaum Associates.
Meyer, J. W. (1977). The effects of education as an institution. American Journal of Sociology, 83(1), 55-77.
Parsons, T. (1971). Higher education as a theoretical focus. En H. Turk y R. L. Simpson (Eds.), Institutions and social exchange: The sociologies of Talcott Parsons and George C. Homans (pp. 233-252). Indianápolis: Bobbs-Merill.
Peters, E.; Baker, D. P.; Dieckmann, N. F.; León, J. y Collins, J. (2010). Explaining the effect of education on health. Psychological Science, 21(10), 1369-1376.
Peters, E.; Västfjäll, D.; Slovic, P.; Mertz, C.; Mazzocco, K. y Dickert, S. (2006). Numeracy and decision making. Psychological Science, 17(5), 407-413.
Schaub, M. (2010). Parenting for cognitive development from 1950 to 2000: The institutionalization of mass education and the social construction of parenting in the United States. Sociology of Education, 83(1), 46-66.
Schwadel, P. (2003). The persistence of religion: The efects of education on american christianity (tesis doctoral no publicada). Pennsylvania State University, University Park, PA.
Shallice, T. y Burgess, P. (1991). Higher-order cognitive impairments and frontal lobe lesions in man. En H. M. Eisenberg y A. L. Benton (Eds.), Frontal lobe function and dysfunction (pp. 125-138). New York: Oxford University Press.
Smith, C. (2003). The secular revolution: Power, interests, and conflict in the secularization of American public life. Berkeley: University of California Press.
Stevenson, H. W.; Chen, C. y Booth, J. (1990). Influences of schooling and urban-rural residence on gender differences in cognitive abilities and academic achievement. Sex Roles, 23(9), 535-551.
Baker, D. P. (2009). The educational transformation of work: Towards a new synthesis. Journal of Education and Work, 22(3), 163-191.
Baker, D. P., León, J. y Collins, J. M. (2010). Facts, attitudes and health reasoning about HIV and AIDS: Explaining the education effect on condom use among adults in Sub-Saharan Africa. AIDS and Behavior, 15(7), 1319-1327.
Baker, D. P.; León, J.; Smith, E. G.; Collins, J. y Movit, M. (2011). The education effect on population health: A reassessment. Population and Development Review, 37(2), 307-332.
Baker, D. P. y LeTendre, G. K. (2005). National differences, global similarities: World culture and the future of schooling. Stanford: Stanford University Press.
Baker, D. P.; Salinas, D. y Eslinger, P. J. (s. f.). An envisioned bridge: Schooling as a neurocognitive developmental institution. Manuscrito enviado para su publicación.
Blair, C. (2006). How similar are fluid cognition and general intelligence? A developmental neuroscience perspective on fluid cognition as an aspect of human cognitive ability. Behavioral and Brain Sciences, 29, 109-160.
Blair, C.; Gamson, D.; Thorne, S. y Baker, D. P. (2005). Rising mean IQ: Cognitive demand of mathematics education for young children, population exposure to formal schooling, and the neurobiology of the prefrontal cortex. Intelligence, 33(1), 93-106.
Brand, J. E. y Xie, Y. (2010). Who benefits most from college? Evidence for negative selection in heterogeneous economic returns to higher education. American Sociological Review, 75(2), 273-302.
Breen, R. y Jonsson, J. O. (2007). Explaining change in social fluidity: Educational equalization and educational expansion in twentieth-century Sweden. American Journal of Sociology, 112(6), 1775-1810.
Breen, R. y Luijkx, R. (2007). Social mobility and education: A comparative analysis of period and cohort trends in Britain and Germany. En R. P. S. Scherer, G. Otte y M. Gangl (Eds.), Trends and mechanisms in social stratification research (pp. 102-124). Nueva York: Campus.
Bruine de Bruin, W.; Parker, A. M. y Fischhoff, B. (2007). Individual differences in adult decision-making competence. Journal of Personality and Social Psychology, 92(5), 938-956.
Ceci, S. J. (1991). How much does schooling influence general intelligence and its cognitive components? A reassessment of the evidence. Developmental Psychology, 27(5), 703-722.
Christian, K.; Bachman, H. J. y Morrison, F. J. (2001). Schooling and cognitive development. En R. J. Sternberg y E. Grigorenko (Eds.), Environmental effects on cognitive abilities (pp. 287-335). Mahwah, NJ: Lawrence Erlbaum Associates.
Cleland, J. G. y Van Ginneken, J. K. (1988). Maternal education and child survival in developing countries: The search for pathways of influence. Social Science & Medicine, 27(12), 1357-1368.
Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge: The Belknap Press of Harvard University Press.
Drori, G.; Meyer, J. W. y Hwang, H. (2006). Globalization and organization: World society and organizational change. Oxford: Oxford University Press.
Duncan, J.; Burgess, P. y Emslie, H. (1995). Fluid intelligence after frontal lesions. Neuropsychologia, 33, 261-268.
Eslinger, P. J.; Blair, C.; Wang, J.; Lipovsky, B.; Realmuto, J.; Baker, D. y Yang, Q. X. (2009). Developmental shifts in fMRI activations during visuospatial relational reasoning. Brain and Cognition, 69(1), 1-10.
Eslinger, P. J.; Flaherty-Craig, C. V. y Benton, A. L. (2004). Developmental outcomes after early prefrontal cortex damage. Brain and Cognition, 55(1), 84-103.
Frank, D. y Gabler, J. (2006). Reconstructing the university: Worldwide shifts in academia in the 20th century. Stanford, CA: Stanford University Press.
Hobcraft, J. (1993). Women’s education, child welfare and child survival: A review of the evidence. Health Transition Review, 3(2), 159-175.
Hout, M. (1984). Status, autonomy, and training in occupational mobility. The American Journal of Sociology, 89(6), 1379-1409.
Hout, M. (1988). More universalism, less structural mobility: The american occupational structure in the 1980s. The American Journal of Sociology, 93(6), 1358-1400.
Kamens, D. (2009). The expanding polity: Theorizing the links between expanded higher education and the new politics of the post-1970s. American Journal of Education, 116(1), 99-124.
Kamens, D. H.; Meyer, J. W. y Benavot, A. (1996). Worldwide patterns in academic secondary education curricula. Comparative Education Review, 40(2), 116-138.
Luria, A. R. (1976). Cognitive development: Its cultural and social foundations. Cambridge: Harvard University Press.
Martinez, M. E. (2000). Education as the cultivation of intelligence. Nueva Jersey: Erlbaum Associates.
Meyer, J. W. (1977). The effects of education as an institution. American Journal of Sociology, 83(1), 55-77.
Parsons, T. (1971). Higher education as a theoretical focus. En H. Turk y R. L. Simpson (Eds.), Institutions and social exchange: The sociologies of Talcott Parsons and George C. Homans (pp. 233-252). Indianápolis: Bobbs-Merill.
Peters, E.; Baker, D. P.; Dieckmann, N. F.; León, J. y Collins, J. (2010). Explaining the effect of education on health. Psychological Science, 21(10), 1369-1376.
Peters, E.; Västfjäll, D.; Slovic, P.; Mertz, C.; Mazzocco, K. y Dickert, S. (2006). Numeracy and decision making. Psychological Science, 17(5), 407-413.
Schaub, M. (2010). Parenting for cognitive development from 1950 to 2000: The institutionalization of mass education and the social construction of parenting in the United States. Sociology of Education, 83(1), 46-66.
Schwadel, P. (2003). The persistence of religion: The efects of education on american christianity (tesis doctoral no publicada). Pennsylvania State University, University Park, PA.
Shallice, T. y Burgess, P. (1991). Higher-order cognitive impairments and frontal lobe lesions in man. En H. M. Eisenberg y A. L. Benton (Eds.), Frontal lobe function and dysfunction (pp. 125-138). New York: Oxford University Press.
Smith, C. (2003). The secular revolution: Power, interests, and conflict in the secularization of American public life. Berkeley: University of California Press.
Stevenson, H. W.; Chen, C. y Booth, J. (1990). Influences of schooling and urban-rural residence on gender differences in cognitive abilities and academic achievement. Sex Roles, 23(9), 535-551.
Publicado
20-07-2011
Cómo citar
Baker, D. P. (2011). El Efecto Educación en el Desarrollo Social: Intelectual y Políticamente Subestimado. Revista Peruana De Investigación Educativa, 3(3), pp. 74–95. https://doi.org/10.34236/rpie.v3i3.17
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Derechos de autor 2011 / David P. Baker
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
