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Resumen.Se propone una lógica de diseño curricular para la psicología, basada en el tránsito secuenciado entre los dominios funcionales del lenguaje ordinario y diversos lenguajes técnicos. Se examinan los dominios del lenguaje ordinario, de los lenguajes técnicos de historia natural y del lenguaje técnico de la teoría científica. Se plantean cinco momentos del proceso de fundamentación, construcción y aplicación de la ciencia, con funciones de conocimiento diferentes. Esta propuesta permite reproducir el ejercicio de la ciencia en la forma de aprendizaje y evita la confusión conceptual propia de la invasión categorial entre niveles de lenguaje. Ordinary language and technical language: a university curriculum project for psychology.Abstract.A logical approach for curriculum design for psychology is proposed based on the sequential course between the functional domains of ordinary language and various technical languages. The domains of common language, the technical languages of natural history, and the technical language of scientific theory are examined. Five temporary stages in the process of founding, building up, and applying science with distinctive knowledge functions are advocated. This proposal allows for reproducing the practice of science as a learning exercise, and prevents conceptual confusion emerging from categorical invasion between language levels.
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