To be or not to be assertive, that is the question: Ser o no ser asertivo, esa es la cuestión
Introduction: This paper analyzes assertive communication (comunicación asertiva). Its main goal is showing tensions inherent to the demand “Be assertive!”. For this, it presents what limits and boosts this way of communication. Teacher’s communication is immersed in pressures being objective, affec...
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UNIVERSIDAD ANTONIO NARIÑO
2023
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| Acceso en línea: | https://revistas.uan.edu.co/index.php/papeles/article/view/1553 https://repositorio.uan.edu.co/handle/123456789/11056 |
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| _version_ | 1813306101442019328 |
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| author | Ibarra Rivas, Luis Rodolfo |
| author_facet | Ibarra Rivas, Luis Rodolfo |
| author_sort | Ibarra Rivas, Luis Rodolfo |
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| description | Introduction: This paper analyzes assertive communication (comunicación asertiva). Its main goal is showing tensions inherent to the demand “Be assertive!”. For this, it presents what limits and boosts this way of communication. Teacher’s communication is immersed in pressures being objective, affective or persuasive? Some possibilities are clarified to face them. Methodology: The plausible results of 37 studies about comunicación asertiva were reviewed and synthesized; while simultaneously, exposing limits not considered. They are illustrated by doing a meta-analysis of comunicación asertiva based on pedagogic, sociologic, psychologic, political and complex theories. Results and discussion: The offers of these 37 texts were stressed with contradictions: i) pedagogical/performative versus scientific/objective, ii) political: obey versus command, and iii) social versus individual versus circumstantial. A finding highlights the need to assess what type of communication to put into play. Conclusions: It invites to complement educational communication, considering what is valuable in comunicación asertiva and presenting limits that guide towards enhancing it when playing and socializing, or well, by pointing towards a better world. It suggests ways of communicating that improve human life by admitting strain to be assertive or not to be assertive? |
| format | info:eu-repo/semantics/article |
| id | repositorio.uan.edu.co-123456789-11056 |
| institution | Repositorio Digital UAN |
| language | spa |
| publishDate | 2023 |
| publisher | UNIVERSIDAD ANTONIO NARIÑO |
| record_format | dspace |
| spelling | repositorio.uan.edu.co-123456789-110562024-10-14T03:48:44Z To be or not to be assertive, that is the question: Ser o no ser asertivo, esa es la cuestión Ser o no ser asertivo, esa es la cuestión: To be or not to be assertive, that is the question Ibarra Rivas, Luis Rodolfo comunicación educación juego socialización Communication education game socialization Introduction: This paper analyzes assertive communication (comunicación asertiva). Its main goal is showing tensions inherent to the demand “Be assertive!”. For this, it presents what limits and boosts this way of communication. Teacher’s communication is immersed in pressures being objective, affective or persuasive? Some possibilities are clarified to face them. Methodology: The plausible results of 37 studies about comunicación asertiva were reviewed and synthesized; while simultaneously, exposing limits not considered. They are illustrated by doing a meta-analysis of comunicación asertiva based on pedagogic, sociologic, psychologic, political and complex theories. Results and discussion: The offers of these 37 texts were stressed with contradictions: i) pedagogical/performative versus scientific/objective, ii) political: obey versus command, and iii) social versus individual versus circumstantial. A finding highlights the need to assess what type of communication to put into play. Conclusions: It invites to complement educational communication, considering what is valuable in comunicación asertiva and presenting limits that guide towards enhancing it when playing and socializing, or well, by pointing towards a better world. It suggests ways of communicating that improve human life by admitting strain to be assertive or not to be assertive? Introducción: Este estudio analiza la comunicación asertiva. Su principal objetivo es mostrar tensiones inherentes a la demanda “¡Sé asertivo!”. Para ello, presenta qué limita esta forma de comunicar y lo que la impulsa. La comunicación docente está inmersa en presiones: ¿ser objetiva, afectiva o persuasiva? Se esclarecen posibilidades para encararlas. Metodología: Se revisaron y sintetizaron los plausibles resultados de 37 estudios sobre comunicación asertiva; simultáneamente, se exponen límites no considerados. Estos se ilustran al efectuar un metaanálisis de la comunicación asertiva basado en teorías pedagógicas, sociológicas, psicológicas, políticas y de lo complejo. Resultados y discusión: Las ofertas de los 37 artículos fueron tensionadas con contradicciones: a) pedagógicas/performativas versus científico/objetivas, b) políticas: obedecer versus mandar, y c) sociales versus individuales versus circunstanciales. Un hallazgo resalta la exigencia de valorar qué tipo de comunicación poner en juego. Conclusiones: Se invita a complementar la comunicación educativa considerando lo valioso de la comunicación asertiva al advertir límites que llevan a acrecentarla al jugar y socializar o al orientar a un mundo mejor. Se sugieren formas de comunicar que mejoren la vida humana al admitir la tensión ¿ser asertivo o no ser asertivo? 2023-12-11 2024-10-10T02:37:35Z 2024-10-10T02:37:35Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/version/c_970fb48d4fbd8a85 https://revistas.uan.edu.co/index.php/papeles/article/view/1553 10.54104/papeles.v15n30.1553 https://repositorio.uan.edu.co/handle/123456789/11056 spa https://revistas.uan.edu.co/index.php/papeles/article/view/1553/1379 Copyright (c) 2023 Luis Rodolfo Ibarra Rivas https://creativecommons.org/licenses/by-nd/4.0 http://purl.org/coar/access_right/c_abf2 application/pdf UNIVERSIDAD ANTONIO NARIÑO Papeles; Vol. 15 No. 30 (2023): Papeles, Vol. 15 Núm. 30 (Julio-Diciembre, 2023) Papeles; Vol. 15 Núm. 30 (2023): Papeles, Vol. 15 Núm. 30 (Julio-Diciembre, 2023) Papeles; v. 15 n. 30 (2023): Papeles, Vol. 15 Núm. 30 (Julio-Diciembre, 2023) 2346-0911 0123-0670 10.54104/papeles.v15n30 |
| spellingShingle | comunicación educación juego socialización Communication education game socialization Ibarra Rivas, Luis Rodolfo To be or not to be assertive, that is the question: Ser o no ser asertivo, esa es la cuestión |
| title | To be or not to be assertive, that is the question: Ser o no ser asertivo, esa es la cuestión |
| title_full | To be or not to be assertive, that is the question: Ser o no ser asertivo, esa es la cuestión |
| title_fullStr | To be or not to be assertive, that is the question: Ser o no ser asertivo, esa es la cuestión |
| title_full_unstemmed | To be or not to be assertive, that is the question: Ser o no ser asertivo, esa es la cuestión |
| title_short | To be or not to be assertive, that is the question: Ser o no ser asertivo, esa es la cuestión |
| title_sort | to be or not to be assertive that is the question ser o no ser asertivo esa es la cuestion |
| topic | comunicación educación juego socialización Communication education game socialization |
| url | https://revistas.uan.edu.co/index.php/papeles/article/view/1553 https://repositorio.uan.edu.co/handle/123456789/11056 |
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