THE MAN AND HIS ENVIRONMENT

The existence of man as a species is linked to the environment. Natural disasters

they can be the negative response of the environment towards man.

Any consideration regarding the living-inert separation is closely related to the

antagonism present in the nature of an ascending and a descending path in the processes
natural sciences, one pertaining to the biological sphere and the other pertaining to the phenomenology described by the
increase of entropy.

Recognize and familiarize oneself with the downward path, with the constant degradation of the non-living in
nature is to accentuate the discrepancy between us and the world; even more so when the
The degradation of the world is elevated to the rank of law.

The nature of man in Aristotle's political theory indicates that it is found

built on a specific conception of man.

Man is born much less prepared for life than other animals. The lack of
hair covering and therefore, natural protection against the elements; the organs are missing
natural attack patterns and an appropriate body formation for escape; the man is overwhelmed by
Most animals have a sharpness of the senses; they have a deficiency, which is mortally dangerous.
for his life, of authentic moments and throughout his nursing and childhood period is subjected to
an incomparably prolonged need for protection.

Animals are born specialized and thus determined by nature, man makes himself so.
used in very different ways, the natural realities. The animal world is
programmed from its first cell and will fulfill the destiny, inexorably guided by the
instants and circumstances.

Man is a social being because he has an intelligent praxis, that is, he knows the real in
how real and can organize the means in the end, in various ways, among which it demands
to organize in groups to defend themselves and modify the environment. Man by nature is a being
Socially, through language, man relates to each other; thus building culture.

Man is born as a destitute and unfinished being; moreover, he is always unfinished.

the realization of man does not develop and achieve itself as in animals, but through a
continuous effort of learning, reflection, and free will. It experiences a continuous tension
between what it is and what it wants

Man is just another organism on our planet, since Prehistory, that is, in the early
stages of human development, with the appearance of bipedal beings with characteristics
purely human (Pithecanthropus and Sinanthropus), up to the first written testimonies that
and begins the so-called Ancient Age, there are relationships between man and the
environment that surrounds it, where it transforms the surroundings through its practical activity.
It is so important to give importance to the environment
The subsistence in humans is related to food sources, technology, and the
methods to obtain them, as well as the ways in which social groups are organized or
societies to produce and distribute them. For millions of years, man has probably
they fed on the go, just like other primates. The way of life associated with this
the feeding strategy is generally organized around small social groups and
relatives who supply themselves from different sources depending on the time of year.

Human characteristics

The history of human evolution deals with both the development of cultural behavior and
the changes in the physical aspect. The term culture, in anthropology, traditionally refers to the
a set of distinct traits, spiritual and material, intellectual and emotional, that characterize
to a society or human social group, and includes elements such as technology, language and
the art.

Human cultural behavior depends on the social transfer of information from a

generation to the next, which in turn depends on a sophisticated communication system
like language.

The term culture has frequently been used to distinguish human behavior from that of
other animals. However, some non-human animals also seem to have ways of
learned cultural behavior. For example, groups of chimpanzees use different
techniques for capturing termites with sticks for feeding. Likewise, in some regions the
Chimpanzees use stones or pieces of wood to crack nuts.

There are chimpanzees in other regions that do not exhibit this behavior, even though they have
forests with similar trees and have materials to make utensils. These differences
Regional traditions resemble those that man passes down from generation to generation. The
customs are a fundamental aspect of culture and paleoanthropologists assume that the
primitive hominids also had some type of traditions.

However, modern humans differ from other animals and probably from many
primitive human species in the capacity to actively teach each other and
transmit and accumulate large amounts of knowledge. Man also needs a
exceptionally long period of learning before reaching adulthood, and has the physical capabilities
and mental language

Language in all its forms; spoken, signed, or written, provides a means of

communication of enormous amounts of information, far superior to what any animal
seems able to communicate through gestures and vocalizations.
The study of man must have a holistic character, and the selection encompasses all the
spheres that integrate man, not as a sum but in his synthesis and intra relationships
the interstars, in their involvement in a specific medium and in the interrelation with others
people.

There are several scientific disciplines that study man in the development of labor activity,
such as medicine, anthropology, psychology, law, sociology, and others, but the
psychology in the development of the personnel selection process in organizations has always been
occupied a privileged position due to the scope of its object.

When referring to the existence of different spheres, the interrelationship must be addressed.
dependency among all; that is, between the biological, the psychological, and the social integrated in the
man, and it is that integration that reflects the capacity of a specific person or group of them
to successfully develop a particular activity.

Talking about a whole makes sense when there are parts, just as talking about parts makes sense.
It makes sense when there is a whole; therefore, these links should be valued in a dialectical sense.
recognize its holistic and synergistic nature. This implies analyzing the system and its components
whose interactions acquire a different qualitative dimension.

Sensory perception and its application in organizations

Among the theories of human relations that help us understand better

man as part of a social system composed of organizations and institutions.

We found Alexandr Romanovich Luria (Kazan, 1902 - Moscow, 1977) developed his work
studying the brain and nervous system together with psychological processes,
focusing on cognitive development from the sociocultural integration proposed by Vygotsky,
your teacher and theoretical guide, in his Socio-Cultural Genetic Theory of the Mind.

This is done in an applied manner to the neurophysiological processes of the brain and nervous system.
particularly about the diseases or injuries that humans suffer from, such as aphasia, the
traumatic injuries, alterations in memory, attention, and perception, without neglecting care
the normal physiological processes.

Luria pointed out that: "Human conscious activity can be guided not by direct impression.
from the external situation, but by a deeper understanding of the intrinsic laws that exist
after her; hence there are all the reasons to say that man's behavior based on the
"Knowledge of the need is free." He did not deny the "hereditary programs" nor the value of the
personal experience (subjective) but will emphasize the need for another element: the impact
and the effect of the legacy of cultural-social knowledge that is transmitted socially through the
active teaching that adults play in the life of the child: parents, teachers,
help agents such as psychologists and doctors. Without awareness mediated by the socio-cultural context, all
Explanation about how the human being functions, including the neurobiological aspects.
incomplete. The socio-cultural is what makes us human.

Language, Luria continues to say, is a product of the social-cultural experience of human beings.
Share and validate this idea with your teacher Vygotsky, who identified language as the
fundamental constitutional element of consciousness. Language influences and modifies the forms and the
final result of the cortical perceptions. Language frees humans from their animalism
to evolve into a subject that has the capacity to think about the past, present, and future.
Only through language can human beings create symbolic representations of themselves.
and the world around him, carrying out this process since his childhood, a very important stage in the
understanding the development of consciousness, as well as a process that continues throughout
life (adulthood, old age) dynamic and transformative.

The implications and applications remain relevant today, under the premises of Vygotsky and Luria in
His Socio-Cultural Theory about the mind focuses from this new sociocognitive paradigm.
We talk about learning to learn in order to develop cognitive and emotional learning potential.
of the apprentices. Process-centered teaching identifies the teacher as a mediator of the
learning and mediator of social culture.

From this new sociocognitive paradigm, we talk about learning to learn in order to develop the
cognitive and affective learning potential of learners.

Process-centered teaching identifies the teacher as a mediator of learning and

mediator of social culture.

The previous reflections frame a new sociocognitive paradigm and therefore imply a
a scientific revolution (according to Kuhn), moving from the behaviorist paradigm to the paradigm
sociocognitive and jumping from the practice of a teaching-learning model to a model of
learning - teaching. It is there that one acquires a true meaning centered on a new
dimension: as a mediator of learning and social culture.

The advantages of applying the Vygotsky-Luria socio-cultural approach can certainly help in
organizations creating 'zones of possibilities' working in conditions of uncertainty.

The organization as an autonomous and independent entity is based on corporate principles that
they define and identify among which we find:

Every duty is based on a nuclear advantage (it is that which only the company can
to provide, is the tacit knowledge of the company, the organizational know-how), the core advantage
create the organization, this gives us the principle of reality that corresponds to the principle of
organization.

Returning to the previous point and considering that every organization is an intelligent organization;
We must ask ourselves why some organizations learn better and faster than others?

It is the testimony of organizational change, since organizations reflect within themselves.

a series of transformations and renovations, which is most certainly the result of: the
acquisition of knowledge, culture, and values - understood as - learning of individuals who
they integrate the organization.

The organization is called to promote adaptive learning and at the same time a
generative learning.

The first seeks for the organization to adapt to the current reality. The second looks to the
organization as an entity in which creative tension must emerge to achieve the vision,
implement management strategies from the top management to increase effectiveness and
health of the same; through the methodological application of theories related to the sciences of
behavior and meaningful learning.

These organizations reflect a series of transformations and renewals within themselves, which
is the result, most likely of: the acquisition of knowledge, culture, and values –
understand - learning of the people who make up the organization.

The organization is called to promote adaptive learning while at the same time
generative learning. The first seeks for the organization to adapt to the current reality. The
second looks at the organization as an entity in which creative tension must emerge to
achieve the vision adopts strategies to change reality

In this learning process, the aim is:

Learn more about oneself, others, and the world.

To be able to do something we couldn't do before

To have a new skill or ability.

Stop being the person one was.

In this aspect, the idea of learning to learn, unlearning and relearning is taken into account, as the
The constantly changing world presents us with complexities that must be faced with models.
minds capable of viewing the organization with a systemic perspective, traditional models of
to apprehend reality, to read the environment and the organization is left behind, it is
It is necessary for management to learn to decode from a systemic perspective; that requires a
generative system learning.
This implies a macroscopic vision (as Vygotsky pointed out), which allows seeing reality without
decompose the whole, see the whole to know how to place ourselves, understand better, and be more efficient.

It is necessary for this to highlight large components, to look very deeply at the
interrelationships, filter details, be objective, constructive with a holistic vision. As mentioned.
Geus, the Dutchman who was once the main planner of Shell, defines it as 'the process of the
how management teams change the mental models of their company, their markets, and their
competitors

This will result in an organization that is comparable to a symbolic analyst, capable of making
reading the codes emitted by contemporary society. With strategies that confront
the new challenges.