¿Por qué la literatura para una educación moral? Los efectos de la literatura en la cognición social: mentalización y empatía
Main Article Content
Keywords
Nussbaum, literatura, mentalización, empatía, narrativa, educación moral
Resumen
Frente a los escépticos sobre el potencial de la literatura en la educación moral, sus promotores, de manera central el proyecto de Martha Nussbaum y sus defensores, señalan que no se atribuye ese potencial a la literatura por sí misma, sino que la lectura crítica y la conversación son elementos necesarios para que tenga lugar. Sin embargo, esta respuesta deja de lado la pregunta de por qué elegir la literatura sobre otro tipo de textos, como los científicos o los periodísticos. El presente trabajo busca mostrar que hay razones para esa elección. Con este fin, se reseñan varios estudios de la psicología cognitiva sobre los efectos de la literatura en la cognición social, principalmente sobre la mentalización y la empatía. El artículo finaliza analizando algunas limitaciones de los estudios reseñados y su aporte para la discusión sobre el potencial moral de la literatura.
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Referencias
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García Valverde, F. (2024). Silvio Astier se enfrenta a Martha Nussbaum: ¿acaso estoy leyendo mal? ALPHA: Revista de Artes, Letras y Filosofía, 2(57), 275-288. https://doi.org/10.32735/S0718-22012023000573290.
González, J., Barros-Loscertales, A., Pulvermüller, F., Meseguer, V., Sanjuán, A., Belloch, V., & Ávila, C. (2006). Reading cinnamon activates olfactory brain regions. Neuroimage, 32(2), 906-912. https://doi.org/10.1016/j.neuroimage.2006.03.037.
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Johnson, D. R. (2012). Transportation into a story increases empathy, prosocial behavior, and perceptual bias toward fearful expressions. Personality and Individual Differences, 52(2), 150-155. https://doi.org/10.1016/j.paid.2011.10.005.
Johnson, D. R. (2013). Transportation into literary fiction reduces prejudice against and increases empathy for Arab-Muslims. SSOL, 3(1), 77-92. https://doi.org/10.1075/ssol.3.1.08joh.
Johnson, D. R., Huffman, B. L., & Jasper, D. M. (2014). Changing Race Boundary Perception by Reading Narrative Fiction. Basic and Applied Social Psychology, 36(1), 83-90. https://doi.org/10.1080/01973533.2013.856791.
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Koopman, E. M. (2015). How texts about suffering trigger reflection: genre personal factors and affective responses. Psychology of Aesthetics, Creativity, and the Arts 9(4), 430-441. https://doi.org/10.1037/aca0000006.
Koopman, E. M. (2016). Effects of “literariness” on emotions and on empathy and reflection after reading. Psychology of Aesthetics, Creativity, and the Arts, 10(1), 82-98. https://doi.org/10.1037/aca0000041.
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Mar, R. A., Oatley, K., & Peterson, J. B. (2009). Exploring the link between reading fiction and empathy: Ruling out individual differences and examining outcomes. Communications, (34), 407-428. https://n9.cl/7zzrg.
Mar, R. A., Oatley, K., Hirsh, J., De la Paz, J., & Peterson, J. B. (2006). Bookworms versus nerds: Exposure to fiction versus non-fiction, divergent associations with social ability, and the simulation of fictional social worlds. Journal of Research in Personality, 40( 5), 694-712. https://doi.org/10.1016/j.jrp.2005.08.002.
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Nussbaum, M. (1996). Compassion: The Basic Social Emotion. Social Philosophy and Policy, 13(2), 27-58. https://doi.org/10.1017/S0265052500001515.
Nussbaum, M. C. (1997). Justicia poética. La imaginación literaria y la vida pública (C. Gardini, Trad.). Andrés Bello.
Nussbaum, M. C. (2005). El cultivo de la humanidad. Una defensa clásica de la reforma en la educación liberal (J. Pailaya, Trad.). Paidós.
Nussbaum, M. C. (2008). Paisajes del pensamiento. La inteligencia de las emociones (A. Maira, Trad.). Paidós.
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Aram, D., & Aviram, S. (2009). Mothers’ storybook reading and kindergartners’ socioemotional and literacy development. Reading Psychology, 30(2), 175-194. https://doi.org/10.1080/02702710802275348.
Bal, P. M, & Veltkamp, M. (2013). How Does Fiction Reading Influence Empathy? An Experimental Investigation on the Role of Emotional Transportation. PLOS ONE, 8(1), e55341. https://doi.org/10.1371/journal.pone.0055341.
Batson, C. D. (2009). These things called empathy: Eight related but distinct phenomena. En J. Decety & W. Ickes (Eds.), The Social Neuroscience of Empathy (pp. 3-15). Boston Review. https://doi.org/10.7551/mitpress/9780262012973.003.0002.
Black, J. E., & Barnes, J. L. (2015a). The effects of reading material on social and non-social cognition. Poetics, 52, 32-43. https://doi.org/10.1016/j.poetic.2015.07.001.
Black, J., & Barnes, J. L. (2015b). Fiction and social cognition: The effect of viewing award winning television dramas on theory of mind. Psychology of Aesthetics, Creativity, and the Arts, 9, 423-429. https://doi.org/10.1037/aca0000031.
Black, J. E., Barnes, J. L., Oatley, K., Tamir, D. I., Dodell-Feder, D., Richter, T., & Mar, R. A. (2021). Stories and Their Role in Social Cognition. En D. Kuiken & A. M. Jacobs (Eds.), Handbook of Empirical Literary Studies (pp. 229-250). De Gruyter. https://doi.org/10.1515/9783110645958-010.
Boulenger, V., Huk, O., & Pulvermüller, F. (2009). Grasping Ideas with the Motor System: Semantic Somatotopy in Idiom Comprehension. Cerebral Cortex, 19(8), 1905-1914. https://doi.org/10.1093/cercor/bhn217.
Carroll, N. (2000). Art and Ethical Criticism: An Overview of Recent Directions of Research. Ethics, 110(2), 350-387. https://n9.cl/3jhiw.
Coplan, A. (2004). Empathic Engagement with Narrative Fictions. The Journal of Aesthetics and Art Criticism, 62(2), 141-152. https://doi.org/10.1111/j.1540-594X.2004.00147.x.
Coplan, A. (2011). Will the Real Empathy Please Stand Up? A Case for a Narrow Conceptualization. Southern Journal of Philosophy, 49(s1), 40-65. https://doi.org/10.1111/j.2041-6962.2011.00056.x.
Davis, M. H. (1980). A Multidimensional Approach to Individual Differences in Empathy. JSAS Catalog of Selected Documents in Psychology, 10, 85. https://www.uv.es/~friasnav/Davis_1980.pdf.
De Mulder, H. N. M., Hakemulder, F., Klaassen, F., Junge, C. M. M., Hoijtink, H., & van Berkum, J. J. A. (2022). Figuring out what they feel: Exposure to eudaimonic narrative fiction is related to mentalizing ability. Psychology of Aesthetics, Creativity, and the Arts, 16(2), 242-258. https://doi.org/10.1037/aca0000428.
Djikic, M., Oatley, K., & Moldoveanu, M. C. (2013). Reading other minds: Effects of literature on empathy. Scientific Study of Literature, 3, 28-47. https://doi.org/10.1075/ssol.3.1.06dji.
Dodell-Feder, D., & Tamir, D. I. (2018). Fiction reading has a small positive impact on social cognition: A meta-analysis. Journal of Experimental Psychology: General, 147(11), 1713-1727. https://doi.org/10.1037/xge0000395.
Duncan, C., Bess-Montgomery G., & Osinubi, V. (2017). Why Martha Nussbaum is Right: The Empirical Case for the Value of Reading and Teaching Fiction. Interdisciplinary Literary Studies, 19(2), 242-259. https://doi.org/10.5325/intelitestud.19.2.0242.
Fong, K., Mullin, J. B., & Mar, R. A. (2013). What you read matters: The role of fiction genre in predicting interpersonal sensitivity. Psychology of Aesthetics, Creativity, and the Arts, 7(4), 370-376. https://doi.org/10.1037/a0034084.
García Valverde, F. (2024). Silvio Astier se enfrenta a Martha Nussbaum: ¿acaso estoy leyendo mal? ALPHA: Revista de Artes, Letras y Filosofía, 2(57), 275-288. https://doi.org/10.32735/S0718-22012023000573290.
González, J., Barros-Loscertales, A., Pulvermüller, F., Meseguer, V., Sanjuán, A., Belloch, V., & Ávila, C. (2006). Reading cinnamon activates olfactory brain regions. Neuroimage, 32(2), 906-912. https://doi.org/10.1016/j.neuroimage.2006.03.037.
Green, M. C., & Brock, T. C. (2000). The role of transportation in the persuasiveness of public narratives. Journal of Personality and Social Psychology, 79(5), 701-721. https://doi.org/10.1037/0022-3514.79.5.701.
Hakemulder, J. (2000). The Moral Laboratory. Experiments Examining the Effects of Reading Literature on Social Perception and Moral Self-Concept. John Benjamins. https://doi.org/10.1075/upal.34.
Happé, F., Cook, J. L., & Bird, G. (2017). The Structure of Social Cognition: In(ter)dependence of Sociocognitive Processes. Annual Review of Psychology, 3(68), 243-267. https://doi.org/10.1146/annurev-psych-010416-044046.
Hunt, L. (2009). La invención de los derechos humanos (J. Beltrán Ferrer, Trad.). Tusquets.
Irwanto, K. A., Aditomo, A., & Natalya, L. (2020). “Why Fiction is Better than Reality”: The Influence of Reading Fiction Narrative on Empathy. ANIMA. Indonesian Psychological Journal, 35(2). https://doi.org/10.24123/aipj.v35i2.2909.
Johnson, D. R. (2012). Transportation into a story increases empathy, prosocial behavior, and perceptual bias toward fearful expressions. Personality and Individual Differences, 52(2), 150-155. https://doi.org/10.1016/j.paid.2011.10.005.
Johnson, D. R. (2013). Transportation into literary fiction reduces prejudice against and increases empathy for Arab-Muslims. SSOL, 3(1), 77-92. https://doi.org/10.1075/ssol.3.1.08joh.
Johnson, D. R., Huffman, B. L., & Jasper, D. M. (2014). Changing Race Boundary Perception by Reading Narrative Fiction. Basic and Applied Social Psychology, 36(1), 83-90. https://doi.org/10.1080/01973533.2013.856791.
Kidd, D. C., & Castano, E. (2013). Reading literary fiction improves theory of mind. Science, 342, 377-380. https://doi.org/10.1126/science.1239918.
Koopman, E. M. (2015). How texts about suffering trigger reflection: genre personal factors and affective responses. Psychology of Aesthetics, Creativity, and the Arts 9(4), 430-441. https://doi.org/10.1037/aca0000006.
Koopman, E. M. (2016). Effects of “literariness” on emotions and on empathy and reflection after reading. Psychology of Aesthetics, Creativity, and the Arts, 10(1), 82-98. https://doi.org/10.1037/aca0000041.
Koopman, E. M., & Hakemulder, F. (2015). Effects of literature on empathy and self reflection: A theoretical-empirical framework. Journal of Literary Theory, 9(1), 79-111. https://doi.org/10.1515/jlt-2015-0005.
Mar, R. A. (2018). Evaluating whether stories can promote social cognition: Introducing the Social Processes and Content Entrained by Narrative (SPaCEN) framework. Discourse Processes, 55(5/6), 454-479. https://doi.org/10.1080/0163853X.2018.1448209.
Mar, R. A., & Oatley, K. (2008). The function of fiction is the abstraction and simulation of social experience. Perspectives on Psychological Science, 3(3), 173-192. https://doi.org/10.1111/j.1745-6924.2008.00073.x.
Mar, R. A., & Rain, M. (2015). Narrative fiction and expository nonfiction differentially predict verbal ability. Scientific Studies of Reading, 19(6), 419-433. https://doi.org/10.1080/10888438.2015.1069296.
Mar, R. A., Oatley, K., & Peterson, J. B. (2009). Exploring the link between reading fiction and empathy: Ruling out individual differences and examining outcomes. Communications, (34), 407-428. https://n9.cl/7zzrg.
Mar, R. A., Oatley, K., Hirsh, J., De la Paz, J., & Peterson, J. B. (2006). Bookworms versus nerds: Exposure to fiction versus non-fiction, divergent associations with social ability, and the simulation of fictional social worlds. Journal of Research in Personality, 40( 5), 694-712. https://doi.org/10.1016/j.jrp.2005.08.002.
Mar, R. A., Tackett, J. L., & Moore, C. (2010). Exposure to media and theory-of-mind development in preschoolers. Cognitive Development, 25(1), 69-78. https://doi.org/10.1016/j.cogdev.2009.11.002.
Modzelewski, H. (2020). Lectores ecuánimes. Una educación en ciudadanía a través de narraciones y emociones. Facultad de Humanidades y Ciencias de la Educación, Universidad de la República. https://n9.cl/os4od.
Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267-296. https://doi.org/10.1037/a0021890.
Mumper, M. L. & Gerrig, R. J. (2017). Leisure reading and social cognition: A meta-analysis. Psychology of Aesthetics, Creativity, and the Arts, 11(1), 109-120. https://doi.org/10.1037/aca0000089.
Nussbaum, M. (1996). Compassion: The Basic Social Emotion. Social Philosophy and Policy, 13(2), 27-58. https://doi.org/10.1017/S0265052500001515.
Nussbaum, M. C. (1997). Justicia poética. La imaginación literaria y la vida pública (C. Gardini, Trad.). Andrés Bello.
Nussbaum, M. C. (2005). El cultivo de la humanidad. Una defensa clásica de la reforma en la educación liberal (J. Pailaya, Trad.). Paidós.
Nussbaum, M. C. (2008). Paisajes del pensamiento. La inteligencia de las emociones (A. Maira, Trad.). Paidós.
Nussbaum, M. C. (2010). Sin fines de lucro. Por qué la democracia necesita de las humanidades (M. V. Rodil, Trad.). Katz.
Oatley K. (2016). Fiction: Simulation of Social Worlds. Trends in Cognitive Sciences, 20(8), 618-628. https://doi.org/10.1016/j.tics.2016.06.002.
Oatley, K. (1999). Why Fiction May be Twice as True as Fact: Fiction as Cognitive and Emotional Simulation. Review of General Psychology, 3(2), 101-117. https://doi.org/10.1037/1089-2680.3.2.101.
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jun 30, 2025
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Cruz Feijóo, J. . (2025). ¿Por qué la literatura para una educación moral? Los efectos de la literatura en la cognición social: mentalización y empatía. Co-Herencia, 22(42), 305–336. https://doi.org/10.17230/co-herencia.22.42.10
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