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Throughout the history of philosophy and science, the concept of God has held a prominent place, sparking debates and reflections on the nature of the divine and its relationship with the world (Domínguez, 2022). Among the philosophers who have left a lasting mark in this field, Baruch Spinoza stands out, with his pantheistic ideas captivating the attention of numerous thinkers and scholars over the centuries. One of the thinkers influenced by his conception of God was the scientist Albert Einstein. Domínguez (2022) mentions that Einstein, renowned for his theory of relativity and profound questioning of the cosmos, found in Spinoza's ideas a point of reference for his own quest for answers and his understanding of the universe. The Transcendent Conception of Spinoza Spinoza distinguished himself by developing a pantheistic conception of God that challenged the traditional beliefs of his time (Marín, 2003). In contrast to the conventional view of a personal and omnipotent God, he posited the existence of a divine entity that transcended the bounds of individuality and encompassed the entirety of nature. According to Spinoza, God is grounded in the attribution of three infinite characteristics: eternity, omnipresence, and omnipotence. In correspondence with Marín (2003), these attributes closely intertwine with the natural laws governing the functioning of the universe, thus providing a solid foundation for the very existence of reality as we know it. According to Spinoza's thought, God does not confer a specific purpose or finality upon the world, but reality is an intrinsic manifestation of divinity itself (Castillero, 2017). In this sense, God is conceived as a nature that encompasses and gives rise to different modes or manifestations, such as thought and matter. For Spinoza, God encompasses all that exists, and outside of Him, there is nothing more (Castillero, 2017). According to Marin (2003), this philosophical approach, distanced from a creating divinity and closer to a naturalistic and materialistic view of the world, represented a significant departure from conventional beliefs. These ideas transcended the boundaries of philosophy and found resonance in the mind of Albert Einstein, one of the most influential scientists in history (Marín, 2003). Einstein experienced a connection between science and spirituality when contemplating the attributes proposed by Spinoza. As mentioned by Marín (2003), for Einstein, understanding natural laws was a way to approach the divine, a path to delve into the mystery and grandeur of the divine. Pantheism and Einstein's Scientific Spirituality Pantheism is a philosophical perspective that posits that God and the universe are one and that everything that exists is a manifestation of God (Andrei, 2023). This perspective had a notable influence on Einstein's conception of God. According to the scientist, God was not conceived as a personal entity but rather as an impersonal force that revealed itself through nature and the laws that governed it. Andrei (2023) mentions that from this viewpoint, nature was considered the primordial source of all reality, and science was seen as the necessary tool to fully comprehend it. Einstein believed in the possibility of reconciling religion and science, considering them not as opposing forces but as complementary to each other (Gallagher, 2020). In a lecture given in 1939, he expressed, "Religion without science is blind, and science without religion is lame" (Ogles, 2003). For Einstein, both science and religion were different ways of approaching the same reality, and both were necessary to achieve a complete understanding of the world (Ogles, 2003). Gallagher (2020) mentions that from this perspective, science provided a means to explore and discover the laws and mechanisms governing the universe, while religion offered a spiritual and ethical framework for understanding the deeper meaning of our existence. God as Cosmic Order According to Einstein's perspective, the conception of God as a cosmic order turned out to be a fundamental source of meaning and purpose in human existence (Benítez, 1999). In his worldview, the relationship between God, human beings, and the purpose of life took on transcendental significance (Benítez, 1999). This is evident in the well-known "God Letter" written by Einstein in 1954, where his stance on formal religion and his conception of God can be appreciated (Forssmann, 2019). In it, as stated by Forssmann (2019), he asserts that the word "God" is simply an expression of human weakness and that the Bible and the legends it contains are primitive in their nature. Although Einstein came from a Jewish family, his thoughts on religion were shaped during his time in Zurich when he had access to the works of the philosopher Baruch Spinoza. For Spinoza, God was an entity identified with nature and did not intervene in human affairs (Benítez, 1999). In this sense, Einstein did not refer to God from a religious perspective but conceived of God as a metaphor for nature (Barron, 2018). Essentially, in correspondence with Barron (2019), what Einstein wanted to express was that natural laws could not be altered by human will. The Enduring Influence of Spinoza and Einstein The influence of Spinoza has left a mark on thought, and his conception of God continues to be the subject of study and reflection today. Similarly, Einstein's view of divinity remains relevant and significant, as it highlights the convergence between science, spirituality, and philosophy when addressing the understanding of the universe and existence. In our constant search for meaning and purpose in life, the notion of God as a cosmic order has played a transcendent role throughout history. Such a conception can provide a source of inspiration and meaning, offering a foundation from which to explore the ultimate purpose of our existence. Spinoza, with his philosophical approach, invites us to contemplate a God who is not conceived as an anthropomorphic or supernatural entity, but rather as a cosmic entity that encompasses the entirety of the universe. His pantheistic vision encourages us to reflect on the interconnectedness of all things, recognizing that every element of the cosmos is an integral part of divinity. This perspective prompts reflection on our own existence and our place in the universe. On the other hand, Einstein's view of God reveals a mindset that delves into the depths of science and spirituality. For Einstein, God is not defined in traditional religious terms but as a cosmic force governing the laws of the universe. His conception of God as a mathematical and harmonious order reflects his fascination with the underlying structure of the cosmos and his belief that the universe itself manifests a transcendent intelligence and purpose. The convergence between these visions allows us to understand that both science and spirituality have the capacity to address fundamental aspects of the human experience and offer complementary perspectives for understanding our existence. By exploring the philosophical, scientific, and spiritual dimensions of reality, we can embark on a journey of deeper discovery and meaning, finding answers to the most transcendent questions that have troubled humanity throughout the centuries. References Andrei, M. (2023). What Einstein thought about God, the Universe, Science and Religion. ZME Science. Recuperado 18 de junio de 2023, de https://www.zmescience.com/science/einstein-christian-15102017/ Barron, J. (2018, 4 diciembre). La "Carta de Dios# de Einstein, una Misiva Viral de 1954. The New York Times. Recuperado 18 de junio de 2023, de https://www.nytimes.com/es/2018/12/04/espanol/einstein-carta-de-dios.html Benítez, H. (1999). Einstein y la Religión. Anales de la Universidad de Chile. Recuperado 18 de junio de 2023, de https://web.uchile.cl/publicaciones/anales/9/doc1.html Castillero, O. (2017). ¿Cómo era el Dios de Spinoza y por qué Einstein Creía en él? Psicología y Mente. Recuperado 18 de junio de 2023, de https://psicologiaymente.com/cultura/dios-de-spinoza Daros, W.R. (2008). Religión y Ciencia en el Pensamiento de Albert. Secretaría de Educación de Coahuila. Recuperado 18 de junio de 2023, de https://web.seducoahuila.gob.mx/biblioweb/upload/DAROS.pdf Domínguez, I. (2022). El Dios de Spinoza, ¿el Dios de Einstein? Ethic. Recuperado 18 de junio de 2023, de https://ethic.es/2022/09/el-dios-de-spinoza-el-dios-de-einstein/ Forssmann, A. (2019, 14 marzo). Einstein: «La Palabra Dios es la Expresión y el Producto de las Debilidades Humanas». National Geographic. Recuperado 18 de junio de 2023, de https://historia.nationalgeographic.com.es/a/einstein-la-palabra-dios-es-expresion-y-producto-debilidades-humanas_13642 Gallagher, B. (2020). How Einstein Reconciled Religion to Science. Nautilus. Recuperado 18 de junio de 2023, de https://nautil.us/how-einstein-reconciled-religion-to-science-2-238048/ Marín, T.J. (2003). Spinoza y la Idea de Dios. Universidad de La Salle. Recuperado 18 de junio de 2023, de https://ciencia.lasalle.edu.co/ filosofia_letras/371 Ogles, B. (2003). Science and Religion. Vanderbilt. Recuperado 18 de junio de 2023, de https://www.vanderbilt.edu/AnS/physics/brau/H182/Term%20papers%20'02/Benjamin.htm

The legacy of Baruch Spinoza (1632 - 1677), the renowned Dutch philosopher of the 17th century, transcends the passage of time and continues to exert a significant influence in various fields of knowledge, such as philosophy, ethics, and psychology. Although his ideas were considered controversial in his time, they are still the subject of ongoing study and analysis by prominent scholars, philosophers, and psychologists today. Biography Bento Spinoza, also known as Baruch and Benedictus, was born in Amsterdam in the year 1632 into a family of Sephardic Hispanic-Portuguese origin (Fernández & Tamaro, 2004; Nadler, 2020). His father, Miguel, was a prominent merchant, and his mother, Hannah, passed away when he was six years old (Popkin, 2023). He received his education in a Jewish boys' school, where he learned Hebrew and Jewish philosophy. At the age of 18, he began working in the tropical fruit business and formed friendships with young entrepreneurs of different religions. When he was 20, he was accused of heresy along with two other young men who were teaching in the Sabbath school. During this time, as per Popkin (2023), a book challenging the accuracy of the Bible appeared, which influenced Spinoza's ideas. On July 27, 1656, he was excommunicated by the Sephardic community in Amsterdam. However, he was offered the chance to have the excommunication rescinded and receive a pension if he agreed to attend religious services and remain silent, an offer he declined (Nadler, 2020; Popkin, 2023). After his excommunication, he changed his name from Baruch to Benedictus and maintained some contact with certain members of the Jewish community (Popkin, 2023). Popkin (2023) mentions that while the exact reasons for his excommunication are a matter of debate, it is suggested that it may have been due to his denial of the immortality of the soul or his views on the interpretation of the Bible. In 1656, he joined the Collegiants, a religious group in Amsterdam, and also became involved with the Quakers (Popkin, 2023). In 1660, Fisher published a book that raised biblical criticisms similar to those of Spinoza. Some believe he lived with them after leaving the Jewish community, while others think he stayed with Francisc van den Enden and taught at his school. During this time, in correspondence with Popkin (2023), he collaborated on the translation of Quaker pamphlets into Hebrew and engaged in theological discussions, asserting that God exists only "philosophically." In 1661, due to an assassination attempt, he moved from Amsterdam to Rijnsburg, where he lived in solitude, working as a lens grinder and dedicating himself to his philosophy (Popkin, 2023). During this time, he established contacts with intellectuals such as Henry Oldenburg and Robert Boyle. In 1661, he began writing the "Tractatus de Intellectus Emendatione," and around 1662, he completed his work in Dutch titled "Korte verhandeling van God, de mensch en deszelfs welstand" while working on his most famous work, the "Ethics." According to Popkin (2023), in 1663, he published "Renati des Cartes Principiorum Philosophiae," an exposition of René Descartes' philosophical principles. In the mid-1660s, he moved to the outskirts of The Hague, where he established a circle of intellectual acquaintances and gained recognition as a significant intellectual figure (Popkin, 2023). In accordance with Popkin (2023), in 1670, he became known as the author of the "Tractatus Theologico-Politicus," a work that sparked debates throughout Europe. In this text, he combines biblical criticism, political philosophy, philosophy of religion, and metaphysics (Popkin, 2023). He expresses skepticism about the historical accuracy of the Bible and analyzes its content through scientific study of language, history, and past beliefs. He denies the possibility of miracles, arguing that they all have a rational and scientific explanation. He maintains that the Scriptures are a collection of Hebrew writings by different authors and lack a supernatural dimension. According to Popkin (2023), in its central message, he emphasizes the existence of God, divine causality, and the importance of human interactions. From a political standpoint, he argues that societies do not originate from supernatural forces but in response to human needs and values (Popkin, 2023). Inspired by Hobbes' idea, he justifies political authority based on the well-being and security of the people, advocating for religious tolerance as long as religions are subordinate to the state and promote obedience. He defends absolute obedience to the sovereign and contends that the people have no right to rebel, even if the sovereign rules poorly. Popkin (2023) mentions that regarding freedom of thought and expression, he advocates for complete freedom as long as it does not interfere with the state's order. In 1673, he was invited to Utrecht to meet with Louis II, Prince of Condé (Popkin, 2023). However, upon returning to The Hague, he was accused of being in alliance with the enemies of the Netherlands. Although he considered moving to Paris or accepting a chair at the University of Heidelberg, he chose to remain in the Netherlands for security reasons. In 1675, he completed his masterpiece, the "Ethics," but postponed its publication due to potential controversy. After his death in 1677, Popkin (2023) mentions that the "Ethics" was published alongside the unfinished "Tractatus de Intellectus Emendatione" and the "Tractatus Politicus." Ethics and Philosophy of Mind "Ethics" is a widely recognized work that systematically addresses metaphysics, epistemology, and ethics. It posits the existence of God as a substance with infinite attributes (Moreno et al., 2001; Popkin, 2023). This divine substance, which can also be called nature, is the fundamental basis of everything that exists in the universe. Unlike more traditional theistic conceptions, Spinoza defends pantheism, a philosophical perspective that holds that God and the universe are one and the same reality (Moreno et al., 2001; Popkin, 2023). The Center for Philosophical Studies (2023) mentions that, from this perspective, everything that exists is a modification of God, meaning that everything in the universe is a manifestation of the divine substance. One of the highlights in Spinoza's thought is his conception of mind and body. For him, the mind and body are a single complex entity, which is thought and experienced in two distinct ways (Popkin, 2023). The mind represents the thinking aspect of reality, while the body is the extensive and physical aspect (Popkin, 2023). He postulates a necessary causal relationship between them, arguing that they cannot exist independently (Hübner, 2022). It's not a relationship of dependence or mutual influence but an intrinsic necessity of coexistence. According to Hübner (2022), Spinoza posits that the mind and body mutually affect each other, and any change or action occurring in one of them directly impacts the other. In addition to his contributions on the existence of God and deterministic causality, he develops the concept of "conatus," which refers to the innate drive of all beings to persevere in their existence and seek happiness. Conatus represents a vital force that impels each individual to maintain a state of existence and seek their well-being. Affections, such as love, joy, hatred, and sadness, are mental states that arise from the interaction between conatus and the external world. These affections reflect how our external experiences affect us and relate to our vital drive. Love and joy occur when we perceive something contributing to our happiness and well-being, while hatred and sadness arise when we perceive threats or obstacles to our happiness. In Part V of the "Ethics," he explores human freedom and how to attain it (Popkin, 2023). According to him, freedom is achieved by understanding the power of emotions and accepting what cannot be controlled. Additionally, he emphasizes the importance of cultivating knowledge and intellect as paths to true freedom. He argues that the highest knowledge involves a deep intellectual understanding of things as modes and attributes of God. This leads to an intellectual love for God and a rational-mystical experience in which thought and spiritual experience merge. In this state, as described by Popkin (2023), an intimate union between thought and divinity is experienced, leading to a higher perception of reality. The Influence of Baruch Spinoza on Psychology Spinoza's philosophy has had a significant impact on the development of modern psychology, particularly in cognitive-behavioral therapy and other forms of reason-based therapy (Guzmán, 2018). His most notable contribution lies in his conceptualization of passions, which has been relevant for understanding and regulating emotions in contemporary psychology (Amil & Fernandez, 2015). He argued that passions were mental states that emerged from the interaction between the body and the environment. These passions could be understood and controlled through reason. According to Amil & Fernandez (2015), this perspective has been embraced in modern psychology and has influenced the development of various therapeutic approaches. Furthermore, he posited that there are three types of human knowledge (Guzmán, 2018). The first arises from the slavery of passions, where emotions and desires drive our actions without our awareness. In contrast, knowledge derived from reason and an awareness of causes allows us to consciously control our passions and achieve greater freedom. Finally, disinterested intuition resembles the viewpoint of God, as it provides us with a profound understanding of reality (Guzmán, 2018). According to Ricci (2022), this perspective has influenced cognitive-behavioral therapy, which aims to modify dysfunctional thoughts and beliefs to attain emotional balance and psychological well-being. Spinoza's view of the mind as an integral part of nature has left a lasting mark on the field of psychology (Guzmán, 2018). He argues that the mind and body are inseparable components of the same entity, and he suggests that the mind emerges as an emergent property of the body. This conception has had a significant impact on contemporary psychology by challenging traditional notions of Cartesian dualism. In line with Guzmán (2018), the Spinozist perspective has provided a more holistic and coherent theoretical framework by recognizing the interdependence between the mind and the body, rejecting the idea of a sharp division between the mental and the physical. Spinoza and Modern Psychology One of the areas where his thinking has had a significant impact is the theory of self-determination (Ricci, 2022). This theory suggests that motivation is rooted in the satisfaction of the needs for autonomy, competence, and relatedness. Autonomy bears resemblance to the Spinozist idea of freedom, in which the individual's capacity to act in accordance with their own will and reason is valued, free from oppressive external influences. Likewise, competence shares similarities with Spinoza's conception of power, the drive towards self-realization, and the development of skills and abilities. Finally, according to Ricci (2022), relationships reflect the Spinozist understanding of interdependence and the need for belonging to a community. The theory of mind in evolutionary psychology has undergone a profound influence thanks to Spinoza's ideas, whose conception of the mind as an intrinsic entity of nature has been fundamental in understanding the development and evolution of the mind (Ricci, 2022). From the Spinozist perspective, the mind is not an exclusive attribute of humans but is understood as another manifestation of the complexity and diversity present in nature. Consequently, as per Ricci (2022), researchers studying the theory of mind have relied on Spinoza's ideas to explore how mental processes have evolved in humans and how they interact with their environment. In his work "Ethics," he presents arguments that shed light on the nature and role of emotions (Brown & Stenner, 2001). Emotional experiences are influenced by how individuals interpret and react to stimuli from the world. A fundamental aspect is that emotions are not immutable but can be altered through reason. This notion implies that individuals are capable of exerting some control over their emotions through a process of reflection and rational understanding. According to Brown & Stenner (2001), cognitive-behavioral therapy, for example, is based on the premise that thought patterns influence emotions and can be modified through reflection and reasoning. Lastly, Spinoza was a precursor of the scientific method in philosophy and psychology (Blunden, 2017). His geometric-deductive approach laid the foundation for a more scientific and rigorous understanding of the human mind, influencing how psychologists approach research and theory construction. In line with Blunden (2017), his vision of the mind-body unity has also left a lasting mark on contemporary psychology, promoting the exploration of interactions between biological and psychological processes in understanding human behavior. Practical Applications of Spinoza's Philosophy in Psychology Spinoza's philosophy, with its focus on self-awareness and the management of emotions, has practical applications in various fields of psychology, especially in therapy and the promotion of mental well-being. Spinoza's ideas can be integrated into therapeutic approaches such as cognitive-behavioral therapy and other reason-based therapies (Bernard, 1972). In cognitive-behavioral therapy, for example, Spinoza's teachings can assist patients in understanding and controlling their emotions more effectively. By developing greater self-awareness of their thoughts and emotions, individuals can identify and challenge negative and self-destructive thought patterns contributing to their psychological distress. Furthermore, understanding human nature and the relationship between conatus and emotions can be valuable in promoting mental well-being and preventing mental illnesses (Ricci, 2022). By recognizing the importance of conatus and how it influences emotions, individuals can become more aware of their intrinsic needs and desires. This enables them to make decisions and set goals that align with their true nature, potentially leading to greater personal satisfaction and psychological well-being. Spinoza's philosophy has left a lasting mark on the history of psychology, and although its influence has often been overlooked, various studies have highlighted the significance of his thought in the development of modern psychology (Bernard, 1972). In particular, Spinoza's profound influence on William James' theory of emotion, recognized as one of the founders of modern psychology, has been emphasized (Bernard, 1972). According to his theory, emotions were not merely passive reactions but also played an active role in how we perceive and respond to the world. References Amil, A., & Fernandez, V. (2015). Baruch Spinoza. Universidad de Buenos Aires. Recuperado 14 de junio de 2023, de https://www.aacademica.org/000-015/3.pdf Bernard, W. (1972). Walter Bernard. Journal of the History of the Behavioral Sciences. Recuperado 14 de junio de 2023, de https://onlinelibrary.wiley.com/doi/pdf/10.1002/1520-6696(197204)8:2%3C208::AID-JHBS2300080207%3E3.0.CO;2-F Blunden, A. (2017). Spinoza in the History of Cultural Psychology and Activity Theory. Ethical Politics. Recuperado 14 de junio de 2023, de https://www.ethicalpolitics.org/ablunden/works/spinoza.htm Brown, S. S., & Stenner, P. (2001). Being Affected: Spinoza and the Psychology of Emotion. International Journal of Group Tensions, 30(1), 81-105. https://doi.org/10.1023/a:1026658201222 Centro de Estudios Filosóficos. (2023). La Ética de Baruch Spinoza. Centro de Estudios Filosóficos. Recuperado 14 de junio de 2023, de https://centrodeestudiosfilosoficos.com.mx/cursos/seminarios/la-etica-de-baruch-spinoza/ Fernández, T., & Tamaro, E. (2004). Biografia de Baruch de Spinoza. Baruch de Spinoza. Recuperado 11 de junio de 2023, de https://www.biografiasyvidas.com/biografia/s/spinoza.htm Guzmán, G. (2018). Baruch Spinoza. Psicología y Mente. Recuperado 14 de junio de 2023, de https://psicologiaymente.com/biografias/baruch-spinoza Hübner, K. (2022). Spinoza’s Epistemology and Philosophy of Mind. Stanford Encyclopedia of Philosophy. Recuperado 14 de junio de 2023, de https://plato.stanford.edu/entries/spinoza-epistemology-mind/ Marrama, O. (2019). Spinoza’s Theory of the Human Mind: Consciousness, Memory, and Reason. University of Groningen. Recuperado 14 de junio de 2023, de https://philarchive.org/archive/MARSTO-16 Moreno, V., et al. (2001). Biografía de Baruch Spinoza. Buscabiografias.com. Recuperado 11 de junio de 2023, de https://www.buscabiografias.com/biografia/verDetalle/1285/Baruch%20Spinoza Nadler, S. (2020). Baruch Spinoza. Stanford Encyclopedia of Philosophy. Recuperado 14 de junio de 2023, de https://plato.stanford.edu/entries/spinoza/ Popkin, R. H. (2023). Benedict de Spinoza. Encyclopedia Britannica. Recuperado 14 de junio de 2023, de https://www.britannica.com/biography/Benedict-de-Spinoza Ricci, G. (2022). Spinoza y el Republicanismo. TeseoPress. Recuperado 11 de junio de 2023, de https://www.teseopress.com/spinozayelrepublicanismo/ Van Reijen, M. (2016). Filosofía Práctica como Alternativa a la Psicoterapia. Diálogos. Recuperado 14 de junio de 2023, de https://revistas.upr.edu/index.php/dialogos/article/view/13164

Robert Boyle (1627 - 1691) was an English natural philosopher, chemist, physicist, and inventor, known for his valuable contributions in diverse fields such as chemistry, physics, and scientific experimentation. His legacy transcends the boundaries of a specific discipline, as his brilliance and dedication laid the groundwork for the advancement of modern chemistry while also influencing the evolution of experimental psychology. Life and Work of Robert Boyle Robert Boyle was born on January 25th, 1627, in Lismore Castle, County Waterford, Ireland (Principe, 2023). His birth was a significant event, as he came from one of the wealthiest and most prominent families in Great Britain (Sánchez, 2021). According to Principe (2023), he was the fourteenth child and seventh son of Richard Boyle, the first Earl of Cork, and his second wife, Catherine Fenton, daughter of Sir Geoffrey Fenton, the Secretary of State for Ireland. At the age of eight, he began his formal education at Eton College, where his studious nature quickly became evident (Principe, 2023). In 1639, he and his brother Francis embarked on a continental tour with their tutor Isaac Marcombes. However, as mentioned by Principe (2023), their foreign adventure was interrupted in 1642 due to the Irish Rebellion, at which point Francis decided to return home, leaving Robert in Geneva with his tutor. He returned to England in 1644, where he settled on his hereditary estate in Stalbridge, Dorset (Principe, 2023). He began a notable career as a writer, expressing his ethical and devotional vision in a series of treatises that resonated with the audiences of the time. According to Principe (2023), his literary works, some of which drew inspiration from stylistic and rhetorical models in French literature, particularly romantic writings, captivated his readers and left a lasting mark on literary history. After a series of back-and-forths between Ireland and England, he made the decision to settle on one of his estates in 1652 (Sánchez, 2021). However, his stay proved to be brief, lasting only two years. In 1654, he chose to return to England, as he believed that Ireland did not provide the optimal conditions to continue his scientific research. According to Sánchez (2021), Boyle considered that at that time, the necessary facilities to acquire new chemical instruments did not exist in Ireland, and furthermore, the local population lacked sufficient knowledge to understand and appreciate his research and advancements in the scientific field. In 1659, he and Robert Hooke, the ingenious inventor and later curator of experiments for the Royal Society, completed the construction of their famous air pump and used it to study pneumatics (Principe, 2023). Their resulting discoveries about air pressure and vacuum were published in Boyle's first scientific publication, "New Experiments Physico-Mechanical, Touching the Spring of the Air and Its Effects" (1660). As per Principe (2023), Boyle and Hooke uncovered various physical characteristics of air, including its role in combustion, respiration, and sound transmission. In 1661, he presented his second work titled "The Sceptical Chymist," a monumental milestone that marked a turning point in establishing chemistry as a science (Sánchez, 2021). The content of this work was not only relevant but also widely noted for the audacity with which Boyle challenged prevailing theories of the time. He engaged in a rigorous and well-founded critique of Aristotle's theory of the four elements, which proposed that water, earth, fire, and air were the basic components that combined to form matter. Instead, according to Sánchez (2021), Boyle argued that matter was composed of fundamental particles. In 1662, he made a revolutionary discovery that would later be known as Boyle's law (Principe, 2023). This law, which has become a cornerstone of the physics of gases, establishes an inverse relationship between the pressure and volume of a gas. The experiment involved measuring the volume occupied by a fixed amount of air when compressed with varying loads of mercury. As the pressure increased by exerting greater force on the mercury, a proportional decrease in the volume of the gas was observed. Conversely, as Principe (2023) explains, reducing the pressure by decreasing the mercury load caused the gas volume to expand accordingly. In 1663, the group of philosophers transformed into what we now recognize as the prestigious Royal Society of London (Sánchez, 2021). This institution is considered the oldest scientific society in the United Kingdom and one of the longest-standing in all of Europe. According to Sánchez (2021), it was the King of England, Charles II, who bestowed upon Boyle the distinction of being a member of the Royal Society's council in recognition of his notable contributions to the scientific field. In 1668, he made the decision to leave Oxford and settle in London, where he found refuge in the home of his sister Katherine Jones, located on Pall Mall (Principe, 2023). There, he set up a laboratory, hired assistants, received visitors, and dedicated himself to publishing books related to his research. It was in this environment that he found an opportunity to engage with the Royal Society. According to Principe (2023), in 1680, he was offered the presidency of the Royal Society as well as the bishopric, both of which he declined. Starting from 1689, his health began to weaken and become more fragile, leading him to gradually withdraw from public life and reduce his involvement with the Royal Society (Sánchez, 2021). This gradual retreat allowed him to focus on the legacy he wanted to leave as a scientist, planning and developing chemical research that could be continued by his followers and contribute to the advancement of science. Despite his efforts to take care of his health, it did not improve, and ultimately, on December 31st, 1691, he passed away due to paralysis. As stated by Sánchez (2021), his legacy resides in the memory of the scientific community, as well as in the graveyard of the Anglican church of St Martin-in-the-Fields, where his remains rest. Theory of Knowledge Robert Boyle distinguished himself through his empiricist approach and his tireless pursuit of knowledge based on observation and experimentation (Silva & Martín, 2016). Boyle's empiricist perspective, which advocated that knowledge is obtained through direct experience, had a significant impact on the understanding of human beings and their relationship with the surrounding world. According to his propositions, meticulous observation and rigorous experimentation are the pillars for constructing solid and reliable knowledge. Silva & Martín (2016) mention that by emphasizing objectivity as a fundamental element in the knowledge acquisition process, Boyle laid the groundwork for the development of psychology and other scientific disciplines. His Focus on Experimental Psychology His legacy in the field of experimental psychology is highly relevant and has left a profound mark on the understanding of the human mind and behavior (Sánchez, 2021). In accordance with Sánchez (2021), his scientific and experimental approach laid the foundation for the systematic study of these phenomena, thus allowing significant advances in the comprehension of how different aspects of psychology function and interrelate. One of his contributions was the application of experimentation as a research method (Ceroni, 2011). Through experiments, he investigated and analyzed mental processes with greater precision and rigor (Ceroni, 2011). These experiments proved fundamental in unveiling the mysteries of perception, memory, and other crucial aspects of psychology (Sánchez, 2021). Regarding visual perception, he demonstrated that the perception of depth is based on the convergence of the eyes (Ceroni, 2011). According to Ceroni (2011), this discovery was a milestone in understanding how the visual system interprets and processes environmental information, providing a three-dimensional view of the world. Likewise, his experiments in the realm of memory were also relevant and contributed valuable insights to this area of study (Ceroni, 2011). Through his research, he empirically demonstrated that repetition is an effective technique for enhancing information retention in memory. Corresponding with Ceroni (2011), this finding has significant implications in the educational field and in the optimization of learning strategies, as it shows that repetition can be a powerful tool for promoting the storage and retrieval of knowledge. On the Mind and the Soul In addition to his significant scientific contributions, he also delved into the fascinating study of the human mind and its intricate relationship with the body. Regarding his perspective on the mind and the soul, he firmly held that these were distinct and separate entities (Dimitrov, 2014). According to his view, the mind was an immaterial entity residing in the brain, capable of thinking and reasoning, while the soul, as Dimitrov (2014) states, was an immortal entity dwelling within the body and was considered responsible for life and consciousness. However, he didn't settle for merely proposing these ideas; he also believed that both the mind and the soul were subjects of study within the scientific domain (Dimitrov, 2014). Dimitrov (2014) mentions that for Boyle, these entities could be explored and understood through methods based on observation and rigorous experimentation. With an unwavering scientific mind, he was convinced that both chemistry and physics provided the necessary tools to delve into the essential nature of the mind and the soul, thus enabling a better understanding of their functioning and intricate interactions. References Ceroni G., M. (2011). Rememorando a Robert Boyle: En el Año Internacional de la Química - 2011. Revista de la Sociedad Química del Perú, 77(1), 7–10. http://www.scielo.org.pe/scielo.php?pid=S1810-634X2011000100001&script=sci_arttext Dimitrov, T. (2014). La Dimensión Espiritual de Grandes Científicos. Universidad Iberoamericana. https://ibero.mx/web/filesd/publicaciones/la_dimension_espiritual.pdf Principe, L. M. (2023). Robert Boyle. En Encyclopedia Britannica. https://www.britannica.com/biography/Robert-Boyle Sánchez, E. (2021, noviembre 27). Robert Boyle: Biografía y Aportes de Este Investigador. Psicología y Mente. https://psicologiaymente.com/biografias/robert-boyle Silva, C., & Martín, L. T. (2016, febrero 24). Robert Boyle y John Locke: Mecanismo, Percepción y Teoría de las Ideas. Redalyc.org. https://www.redalyc.org/journal/414/41449296006/html/

Psychology, a discipline that has undergone a continuous evolution throughout history, has been enriched by the contributions of various thinkers and theorists who have left a lasting mark on its development. Among them, Géraud de Cordemoy stands out, a French philosopher of the 17th century whose contributions to psychology deserve special recognition. Géraud de Cordemoy (1626 - 1684), with his insight and intellectual acuity, delved deeply and systematically into the mysteries of the human mind, laying the foundations for psychology as a scientific discipline in his time. His research and reflections transcended the conventional limits of his era and allowed him to establish solid foundations for the study of mental processes and human behavior. Introduction to the Life and Work of Géraud de Cordemoy Géraud de Cordemoy, also known as Gerauld de Cordemoy, was born on October 6th, 1626, as the son of a professor at the University of Paris (Ablondi, 2022; Montagud, 2020). He was the third of the four children of Géraud and Nicole de Cordemoy, and the only son in the family (Ablondi, 2022). His early childhood remains largely in the shadows, as besides the loss of his father at the age of nine, there are hardly any records shedding light on those early years of his life. While the date of his marriage to Marie de Chazelles is undocumented, Ablondi (2022) mentions that his first of five children came into the world on December 7th, 1651, when Cordemoy was twenty-five years old. In addition to working as a lawyer to make a living, he became deeply involved in Parisian philosophical circles, allowing him to expand his knowledge and contribute to the intellectual sphere of his time (Ablondi, 2022). Through his fervent interest in philosophy, he had the opportunity to attend numerous intellectual salons where ideas were debated, and knowledge was exchanged with prominent thinkers of the era. During these gatherings, according to Ablondi (2022), he had the privilege of forming relationships with notable figures like the Minim Emmanuel Maignan and the physicist Jacques Rohault, who led enriching philosophical discussions. In the year 1664, the essay "Discours de l'áction des corps" (Discourse on the Action of Bodies) was published and found a prominent place in the posthumous publication of René Descartes' work "Le Monde" (The World), thanks to the efforts of Claude Clerselier (Ablondi, 2022). This essay, which would later become the second of the six discourses comprising one of Cordemoy's most important works, "Le Discernement du corps et de l'âme en six discours pour servir à l'éclaircissement de la physique" (1666), marked a milestone in the philosophical and scientific thought of the time. According to Ablondi (2022), in this work, Cordemoy presents his atomism, arguments in favor of occasionalism, and his accounts of the distinction and interaction between the mind and the body. Another significant work was the "Discours physique de la parole" (Physical Discourse on Speech), published in 1668, as well as his "Copie d'une lettre ecrite à un sçavant religieux de la Compagnie de Jésus" (Copy of a Letter Written to a Learned Religious of the Society of Jesus) (Ablondi, 2022). This latter work represented his attempt to reconcile Cartesian philosophy with the narrative of creation found in the Book of Genesis. On the other hand, his "Discours physique de la parole" addressed the production of speech, leading Cordemoy to be considered one of the most prominent French philosophers. In fact, according to Ablondi (2022), his influence was so significant that he became the model for the character of the Philosophy Master in Molière's play, "Le Bourgeois Gentilhomme.” Apart from the aforementioned works, he left behind a broad and diverse philosophical and literary legacy, including other notable works such as his "Traitez de Metaphysique" (Treatise on Metaphysics) and his "Traitez sur l'Histoire et la Politique" (Treatise on History and Politics) (Ablondi, 2022). According to Ablondi (2022), these works, despite their shorter length, contain valuable reflections and analyses on various intellectually and socially relevant topics. In addition to his achievements as an author and thinker, Cordemoy played a role in the academic and political spheres (Ablondi, 2022). He became the director of l'Académie Française, having been elected as a member in the year 1675, which provided him with the opportunity to engage in intellectual debates and collaborate with other scholars. Additionally, he had the honor of being the tutor to the Dauphin, the son of King Louis XIV, demonstrating the recognition and trust placed in his wisdom and educational ability (Ablondi, 2022). His influence as a mentor and his involvement in intellectual and political circles reflect his significance as a prominent figure of the era. Unfortunately, Cordemoy's life was cut short prematurely by a sudden illness when he was only 58 years old (Ablondi, 2022). At the time of his passing, he was immersed in writing a history of France, a monumental project that was ultimately completed by his eldest son, Louis-Géraud (Ablondi, 2022). This work was published in two volumes, the first in the year 1685 and the second in 1689, becoming an important historical legacy that covered various periods and fundamental events of the French nation (Ablondi, 2022). Cordemoy's dedication and efforts in undertaking this task underscore his passion for historical knowledge and his desire to contribute to the understanding of national identity. The Theory of "Action at a Distance" Cordemoy's contribution to psychology lies in his theory of "action at a distance," which postulates that the mind can exert influence over the body without the need for a direct physical connection (Audi, 2015). It's interesting to note that Cordemoy was influenced by Cartesian thought (Benítez & Velázquez, 2021). However, Cordemoy took it a step further by developing the idea that the mind and the body are two separate entities that interact with each other through "action at a distance" (Montagud, 2020). This notion had an impact on the understanding of the relationship between the mind and the body in modern psychology. Indeed, according to Audi (2015), this theory has been used to explain phenomena such as hypnosis and suggestion. This theory has found applications in studying phenomena like telepathy and clairvoyance, sparking interest and debate in modern psychology (Audi, 2015). According to this theory, the mind has the capacity to influence the body even across significant distances, suggesting the possibility of exerting remote influence over other bodies. This idea has stimulated the exploration of new forms of interaction and connection between individuals that go beyond conventional limits of time and space, raising questions about the nature of the mind and its ability to transcend physical barriers. The Body as the Instrument of the Mind Cordemoy's contribution to the field of philosophy stands out for his development of the idea that the body is an instrument through which the mind interacts with the world (Manning, 2012). In this conception, the body becomes a fundamental means for the mind to manifest itself and carry out actions in its environment (Montagud, 2020). According to Montagud (2020), this perspective is linked to the advancements in contemporary psychology, which has extensively explored the relationship between the body and the mind, highlighting the importance of their interaction in understanding human behavior as a whole. In his first discourse, Cordemoy addresses the concept of "bodies," which resemble what is now understood as atoms (Montagud, 2020). These bodies have limited extension that gives them a defined shape, referred to as "figure." Furthermore, he considers bodies as indivisible substances, incapable of breaking down into smaller units. On the other hand, he asserts that one body cannot pass through another, thus establishing a spatial relationship between them, which he calls "place." According to Montagud (2020), the movement of a body from one place to another is known as "motion," while a body that remains in place without being displaced or subjected to any external force is in a state of rest. According to Cordemoy, matter can be comprehensibly conceived as a collection of bodies, with these bodies being an integral part of matter itself (Montagud, 2020). In this sense, as per Montagud (2020), he posits that when these bodies are close to each other and grouped together, they are referred to as clusters; conversely, if these bodies undergo constant positional change, they acquire the nature of a fluid; and finally, if the bodies are inseparably united, they take on the form of a mass. Cordemoy was among the first to glimpse the connection between Cartesian physics and a philosophical current known as occasionalism, which posits that God is the only true and active cause in the world (Montagud, 2020). This notion is explicitly presented in his fourth Discourse, where he introduces the idea that bodies lack intrinsic motion, as they remain bodies even when in motion. In other words, according to Montagud (2020), bodies do not undergo a transformation into a momentary entity endowed with the property of motion, only to revert to bodies in a state of rest. Therefore, if bodies do not possess the capacity to generate motion by themselves, the original source of such motion cannot be a body (Montagud, 2020). Within Cordemoy's philosophy, there are two types of substances: bodies and the mind. Consequently, the entity that imparts motion to bodies must be a mind. However, the mind, at least the human mind, lacks the ability to generate motion. For instance, we cannot halt the replication of liver cells or halt the aging process. Montagud (2020) notes that it is from this consideration that Cordemoy arrives at the conclusion that the only entity capable of initiating motion is God, whose infinite mind is characterized by its unlimited capacity to influence bodies. Language as a Pathway for Communicating Thought In his philosophy, he delves into the intricate dilemma of how we can be certain that other human beings possess the faculty of thinking (Montagud, 2020). While each individual is aware of their own capacity to think, it becomes impossible to delve into the minds of others to confirm whether they too are immersed in processes of thought or whether, on the contrary, they are mere automatons devoid of such capacity. In correspondence with Montagud (2020), facing this enigma, Cordemoy presents an interesting perspective: the observation of language as a pathway to infer the existence of thought in others. Human language becomes the quintessential channel through which individuals are capable of sharing their world in a creative manner (Montagud, 2020). This creativity, intrinsic to language, eludes any merely mechanical explanation that could be applied to a soulless automaton or machinery. Thus, a distinction is established between the genuine use of language, in which thought is expressed, and the mere act of producing sounds without cognitive underpinnings. According to Montagud (2020), true language implies the ability to emit, through sound, signals that reflect internal thought, that is, the ability to communicate and share what one harbors in the mind. For any form of discourse to exist, it posits the need to fulfill two fundamental requirements. First, the physical act of producing sounds through the voice is required, an attribute that arises from the body itself. Second, it is essential to possess the faculty of thought, an intrinsic capacity of the soul. According to Montagud (2020), it is only through the conjunction of these two elements that language acquires its meaning and becomes a tool to transmit and share the deepest and most complex thoughts. The Lasting Power of Cordemoy's Ideas in Psychology It's impressive how Cordemoy's works not only exerted a significant influence in his own era but also stand as a solid example of how the ideas of a brilliant thinker can endure through time and remain relevant in a discipline, even centuries after their passing (Montagud, 2020). According to Montagud (2020), Cordemoy's contributions across a wide range of topics, such as his controversial notion of "action at a distance," as well as his profound exploration of the relationship between the body and the mind, have been widely taken up and developed by other thinkers and theorists over the years. References Ablondi, F. (2022). Géraud de Cordemoy (Stanford Encyclopedia of Philosophy). The Stanford Encyclopedia of Philosophy. Recuperado 26 de junio de 2023, de https://plato.stanford.edu/entries/cordemoy/ Audi, R. (2015). The Cambridge Dictionary of Philosophy (2.a ed.). Cambridge University Press. https://ia800206.us.archive.org/25/items/RobertiAudi_The.Cambridge.Dictionary.of.Philosophy/Robert.Audi_The.Cambridge.Dictionary.of.Philosophy.pdf Benítez, L., & Velázquez, S.A. (2021). Descartes y sus Interlocutores (1.a ed.). Universidad Nacional Autónoma de México. https://ru.atheneadigital.filos.unam.mx/jspui/bitstream/FFYL_UNAM/4726/1/Descartes%20y%20sus%20interlocutores%20EIPE.pdf Capella, F. (2023, 20 marzo). Libertad, libre albedrío y determinismo. Instituto Juan de Mariana. Recuperado 26 de junio de 2023, de https://juandemariana.org/ijm-actualidad/analisis-diario/libertad-libre-albedrio-y-determinismo/ Haas, D. (2022). Libertad de la Voluntad. LibreTexts Español. Recuperado 26 de junio de 2023, de https://espanol.libretexts.org/Humanidades/Filosof%C3%ADa/Introducci%C3%B3n_a_la_Filosof%C3%ADa_-_Filosof%C3%ADa_de_la_Mente_(Salazar_Ed.)/Libertad_de_la_voluntad_%E2%80%94_Introducci%C3%B3n_a_la_filosof%C3%ADa%3A_filosof%C3%ADa_de_la_mente Hatfield, G. (2023). Mind and Psychology in Descartes. En The Oxford Handbook of Descartes and Cartesianism (pp. 105-123). https://doi.org/10.1093/oxfordhb/9780198796909.013.6 Manning, G. (2012). Descartes, Other Minds and Impossible Human Bodies. California Institute of Technology. https://quod.lib.umich.edu/cgi/p/pod/dod-idx/descartes-other-minds-and-impossible-human-bodies.pdf?c=phimp;idno=3521354.0012.016;format=pdf Montagud, N. (2020). Géraud de Cordemoy: Biografía de este Filósofo Francés. Psicología y Mente. Recuperado 26 de junio de 2023, de https://psicologiaymente.com/biografias/geraud-de-cordemoy

Sir William Petty (1623 - 1687), an eminent English economist, scientist, and philosopher, distinguished himself through his remarkable contributions in the field of economic and social psychology. His valuable research laid the foundation for the development of future studies in statistical and demographic analysis, as well as labor theory of value and work motivation. In addition to his profound impact in these fields, his ideas and discoveries have transcended time, creating a lasting legacy in the understanding of economic and social phenomena. Introduction to the Life and Work of William Petty Sir William Petty, an eminent intellectual born on May 23, 1623, in Ramsey County, England, emerged from a humble and modest background, as his father worked as a weaver (Montagud, 2020). The early years of his life were spent at the Grammar School in his hometown, where his curious and knowledge-thirsty mind found a conducive environment to flourish. Endowed with exceptional intelligence, he soon became a role model within his educational circle, inspiring admiration and astonishment among his peers and teachers. However, despite his academic brilliance, Montagud (2020) recounts that he was compelled to take on work responsibilities from a very young age. The challenging economic situation faced by William's family forced them to seek any opportunity for additional income (Montagud, 2020). Aware of this pressing need, the young man decided to embark on a maritime journey as a cabin boy on a ship. Unfortunately, according to Montagud (2020), when the vessel finally reached the shores of France, his companions made an unexpected and cruel decision: they chose to abandon him to his fate, disregarding the devastating consequences of their actions. However, far from being intimidated, he saw his arrival in France as a unique opportunity and decided to approach the Jesuits at the University of Caen in Normandy (Montagud, 2020). His letter, written in impeccable Latin, astonishingly captured the institution's attention, resulting in his immediate admission. Once back in England at the age of 17, he had the opportunity to study philosophy, geometry, and astronomy at the University of Oxford. Montagud (2020) recounts that at Oxford, he immersed himself in the study of philosophy, geometry, and astronomy, nurturing his thirst for knowledge and strengthening his academic skills. During the English Civil War, he was forced to seek refuge in Holland (Montagud, 2020). There, far from the chaos and violence that plagued England, he decided to pursue studies in medicine, a field of knowledge that paradoxically would become a fundamental element for his future investigations in economics. According to Montagud (2020), this multidisciplinary aspect of Petty stands as a testimony to his passion for learning and his tireless pursuit of knowledge, which led him to merge two seemingly disparate but intrinsically connected disciplines. Upon completing his studies, he had the opportunity to meet the philosopher Thomas Hobbes in Paris, an emblematic figure in the political and social thought of the time (Montagud, 2020). According to Rothbard (2010), this extraordinary coincidence allowed him to serve as Hobbes' personal secretary, providing him with a unique opportunity to further enrich his intellect and expand his perspectives in various disciplines. At the age of 24, he decided to return to London, the city that saw him grow and held a special place in his heart (Montano, 2023). Despite his relative youth, his intellectual abilities and dedication to studies distinguished him prominently, opening doors to a world of opportunities in the academic and cultural sphere (Montagud, 2020). His curiosity and passion for knowledge propelled him to seek a prominent place among the intellectuals of his time. According to Montagud (2020), thanks to his perseverance and dedication, he achieved his goal and became a professor at the University of Oxford. The English invasion of Ireland marked a crucial turning point in Petty's life (Montagud, 2020). Amidst the tumultuous and challenging conflict, he made the decision to join the army, serving as a physician. Specifically, he had the privilege of developing a friendship with Oliver Cromwell, who undoubtedly stood as a prominent leader and key figure in that turbulent context. Montagud (2020) mentions that it was through his closeness with Cromwell that Petty received a highly relevant and commendable assignment, demonstrating the importance of forged bonds in times of adversity. Thus, during the years 1655 and 1658, he embarked on a journey across Ireland, fulfilling the task of mapping the territory (Montagud, 2020). His hard work and dedication paid off, as a reward for his labor, he was granted vast stretches of land as a form of payment for his services. In this way, young William Petty, whose childhood had been marked by poverty, transformed into a prosperous landowner. According to Montagud (2020), the fact that he associated with Cromwell allowed him to gain renown and access valuable properties, thus consolidating his social and economic standing. Such was his success that he became a member of the English Parliament, which undoubtedly solidified his prestige and recognition in society (Montagud, 2020). Not content with this, he played a fundamental role as one of the founders of the Royal Society, a British scientific institution established in 1660, which has left a mark on the development of science and knowledge (Montagud, 2020; Sheikh, 2022). Leveraging his position, he fully engaged in the study and exploration of various scientific disciplines, which led him to become the author of numerous books (Montagud, 2020). According to Montagud (2020), these works, in which he presented his theories and discoveries, contributed to consolidating his reputation as a renowned intellectual. His contributions to political economy are worthy of recognition, as his legacy spans a wide range of areas, with a special emphasis on statistics and demography (Díaz, 2014). Corresponding to Díaz (2014), throughout his prolific career, he produced a series of works that have become fundamental in the field, including "The Advice of W.P. to Mr. Samuel Hartlib" (1664), "Political Anatomy of Ireland" (1672), "Political Arithmetic" (1676), and "Some Observations upon the Bills of Mortality" (1690). In his masterpiece, "Political Arithmetic," he presented innovative ideas that demonstrated his progressive vision and commitment to the welfare of society. One notable aspect of this work was his proposal to establish a Health Council in London, a body dedicated to safeguarding and improving the population's health (Díaz, 2014). According to Díaz (2014), this pioneering suggestion reflected his concern for the underprivileged and the need to provide proper medical care to those lacking resources. The death of William Petty occurred in London, specifically on December 16, 1687, leaving behind a prominent and deserving legacy that conferred upon him the title of "sir," an honor bestowed in recognition of his prolific career and valuable contributions to his homeland, England (Montagud, 2020). This historical event represents the end of a life filled with achievements and significant contributions in various fields, acknowledged and valued by both his contemporaries and future generations. The Statistical Legacy of William Petty One of the most significant and notable contributions that William Petty made to the economic and social discipline was the introduction and application of statistical methods in budget analysis (Montagud, 2020). Corresponding to Montagud (2020), from the beginning of his research, William Petty recognized the importance of statistics as a powerful tool for understanding and evaluating complex economic and social phenomena. In his work titled "A Treatise of Taxes and Contributions" published in 1662, he used empirical data to conduct a meticulous analysis of the economy and population (Montagud, 2020). He did not settle for mere abstract theories but sought to substantiate his arguments with the tangible reality that numbers provided. This approach allowed him to formulate concrete proposals to improve society at his time. One of these suggestions was the establishment of a Health Council in the city of London to effectively address the health issues of the moment. Furthermore, according to Montagud (2020), he advocated for the creation of a hospital specialized in the treatment of contagious diseases, demonstrating his visionary outlook and concern for public health. In his work "Political Arithmetick" (1662), he addressed topics such as population, production, and trade. This thinker stood out as one of the pioneers in employing empirical data as a tool for economic analysis, thus laying the groundwork for future research in this field. One of his most notable achievements was his creation of the concept of full employment, an idea that transcended his time and remained relevant to the present day (Montano, 2023). Additionally, according to Montagud (2020), he formulated Petty's Law, which has become a key reference in the economic domain. In his work "Verbum Sapienti" (1664), he established a direct relationship between population and production (Montano, 2023). In this sense, he proposed the idea that labor was the source of all wealth, while also introducing the concept of the economy as an interconnected system where each part influences the others. This perspective allows us to understand the complexity of economic processes and how changes in one part of the system can have repercussions on all the others (Montano, 2023). Thanks to his holistic approach, he managed to provide a more comprehensive and sophisticated vision to the field of economics, transcending the limitations of traditional theories and opening the door to new discoveries. The Lasting Legacy of the Labor Theory of Value One of its most notable contributions was its labor theory of value, which made a significant impact in the field of economic psychology. This theory, in contrast to the market value theory that argued goods and services were governed by supply and demand, posited that the value of these goods and services did not depend on demand but on the amount of labor required for their production (Hull, 1900; Sheikh, 2022). Hull (1900) mentions that delving into the labor theory of value allows us to appreciate its impact on understanding the relationship between labor, production, and the value of goods and services, as well as its influence on subsequent theories related to motivation and compensation in labor. It is important to highlight that Petty's labor theory of value not only had repercussions in his time but also influenced later economic theories. One notable influence was its impact on Marx's theory of value (McGovern, 2007). Marx adopted this theory and used it as a foundation to explain the exploitation of workers by capitalists. McGovern (2007) mentions that, from the Marxist perspective, the value of a good or service is based on the amount of labor needed to produce it, and this premise was crucial in his critical analysis of the capitalist system. Petty's Demographic Perspective and Its Social Impact One of Petty's most notable contributions lies in his demographic approach, which played a crucial role in unraveling a series of crucial aspects in society. Thanks to his research and demographic analysis, a deeper understanding of population distribution, social mobility, and factors that influence people's quality of life was achieved. Thus, according to Banta (1987), his findings laid the foundation for future research in the field of social psychology, providing a broad perspective on the interaction between individuals and their social environment. Another contribution was the development of the surplus theory, which emerged as one of the most influential theories in the economic realm (McGovern, 2007). According to the established premises, all economic exchanges were governed by laws that Petty considered inherent, and consequently, all things had to be valued through two natural denominations: land and labor. According to McGovern (2007), this theory provided a solid conceptual framework that permeated the field of economics, contributing to a deeper and holistic understanding of economic processes and their implications for society. Furthermore, Petty stood out as a strong advocate for public health, convinced that disease prevention took primordial importance compared to its subsequent treatment (Montagud, 2020). Hence, he proposed the need to establish a Health Council in London, as well as the creation of a hospital where continuous medical education would be promoted (Montagud, 2020). These initiatives reflected his concern for promoting the well-being and health of the population, demonstrating a forward-thinking vision that transcended his era and laid the groundwork for the implementation of public policies that prioritize prevention and healthcare for the benefit of society as a whole. The Lasting Legacy of William Petty William Petty left a lasting legacy in the field of economic and social psychology (Montagud, 2020). Not only was he renowned for his scholarship in these areas, but he also became one of the early thinkers to establish significant connections between demography, economics, and public health. According to Montagud (2020), his interdisciplinary approach and outstanding work in integrating different fields of study have been instrumental in the advancement and development of economic and social psychology as a whole. Within his legacy, Petty advocated for recognizing the value of labor and promoted the importance of long-term economic planning supported by solid statistical data (Montagud, 2020). These ideas have served as a source of inspiration for various psychological and economic currents, which continue to play a relevant role in researching human behavior and complex social interactions to this day. In fact, according to Montagud (2020), the labor theory of value became a fundamental pillar for future studies in the field of labor theory and work motivation, providing valuable perspectives on how individuals assess and engage in their daily tasks. Petty also stood out for his commitment to public health and societal well-being. Among his proposals was the establishment of a Health Council in London, an initiative aimed at addressing the comprehensive health challenges and needs of the time (Montagud, 2020). Furthermore, his dedication was demonstrated through the creation of a hospital that not only provided medical care but also expanded the training of physicians, a tangible recognition of the vital importance of medicine in the social fabric. In this way, according to Montagud (2020), his deep concern for ensuring public health and equitable access to medical services for the benefit of society as a whole becomes evident. References Banta, J.T. (1987). Sir William Petty: Modern Epidemiologist (1623–1687). Journal of Community Health, 12(2-3), 185-198. https://doi.org/10.1007/bf01323480 Hull, C.H. (1900). Petty’s Place in the History of Economic Theory. JSTOR. Recuperado 22 de junio de 2023, de https://www.jstor.org/stable/1882563 McGovern, M. (2007). William Petty: An Unlikely Influence on Karl Marx. Trinity College Dublin. Recuperado 23 de junio de 2023, de https://www.tcd.ie/Economics/assets/pdf/SER/2007/Mark_McGovern.pdf Montagud, N. (2020). William Petty: Biografía de este Filósofo y Economista. Psicología y Mente. Recuperado 22 de junio de 2023, de https://psicologiaymente.com/biografias/william-petty Montano, J. (2023). William Petty. Lifeder. Recuperado 22 de junio de 2023, de https://www.lifeder.com/william-petty/#referencias Rothbard, M. N. (2010). Sir William Petty and the Mathematics of Power. Mises Institute. Recuperado 24 de junio de 2023, de https://mises.org/library/sir-william-petty-and-mathematics-power Sheikh, M. (2022). The Life of Sir William Petty 1623-1687. Owlcation. Recuperado 22 de junio de 2023, de https://owlcation.com/humanities/William-Petty-biography-of-this-philosopher-and-economist Díaz, Y.O. (2014). William Petty: un Clásico de la Economía Política. Su Aportación a las Categorías Económicas. Debate Económico. Recuperado 22 de junio de 2023, de https://biblat.unam.mx/hevila/DebateeconomicoMexicoDF/2014/vol3/no7/6.pdf

Education is a complex process that involves different stakeholders, including caregivers, educators, and healthcare professionals (Delgado, 2022). Each of them plays a crucial role in the development and academic performance of children. According to a study conducted at the University of Atlántico, it is evident that stimulating academic achievement also contributes to the development of critical thinking in children (Alquichire & Arrieta, 2018). Therefore, it is essential to foster close collaboration between educators, healthcare professionals, and caregivers to effectively achieve this goal. Alliance for Educational Success The connection between caregivers, schools, and children is crucial in collaborative work (Roldán, 2020). This connection establishes a foundation for the educational and emotional success of students by providing them with a supportive and guiding environment that enhances their skills and knowledge (Roldán, 2020). The involvement of caregivers in their children's education strengthens the learning process and fosters trust and motivation. According to Delgado (2022), children feel supported and valued when they see their caregivers and teachers working hand in hand to provide them with the best learning opportunities. Furthermore, families play a leadership role in this collaboration and can assist teachers in the classroom teaching process (Delgado, 2022). By closely understanding the needs and strengths of their children, caregivers can offer valuable information to teachers, enabling them to adapt their educational approach and provide personalized attention to each student. In line with Delgado (2022), this synergy between caregivers and teachers creates an enriching and stimulating learning environment where the holistic development of students is fostered. The Key Lies in Communication Establishing appropriate communication channels is the first step to achieving this collaboration (Fernández, 2022). By maintaining regular communication, teachers can inform families about school events and participation opportunities, generating enthusiasm and commitment from caregivers to get involved in their children's education (Fernández, 2022). This can include the use of emails or online messaging applications where families can receive relevant information. However, communication should not be limited to just providing information but also to actively listening to the concerns and questions of caregivers, creating a space for dialogue and constructive feedback. Another effective strategy is conducting interviews among caregivers, teachers, and students (Guerrero, 2023). According to Fernández (2022), these interviews provide a space where families can offer their support and understanding to educators, while teachers can gather valuable information about the students and their individual needs. Empowering Children's Academic Performance Educators and healthcare professionals play a crucial role in providing caregivers with effective parenting strategies that can support their children's learning (National Association for the Education of Young Children, 2020). By sharing these strategies, families are equipped with the necessary tools to foster academic success in their children (National Association for the Education of Young Children, 2020). According to Delgado (2022), these strategies encompass a wide range of approaches, from establishing routines and clear boundaries to promoting healthy study habits and much more. Autonomy and intrinsic motivation are strategies to promote the development and academic performance of children. This involves allowing them to make decisions and assume age-appropriate responsibilities, encouraging them to learn on their own and discover new things. One way to achieve this is by encouraging them to participate in sports, as it not only contributes to their health but also enhances their concentration and academic performance (Delgado, 2022). Through this involvement, they learn to make decisions about how to play, how to improve their skills, and how to work as a team. This gives them the opportunity to take responsibility for their own development and learn to face challenges that come their way. Another simple yet effective strategy is the choice of a supportive educational platform, which can motivate children and help them improve their outcomes (Delgado, 2022). By seeking online resources that reinforce school content, caregivers provide their children with an additional tool for their academic growth. Furthermore, in line with Delgado (2022), online tutoring represents a valuable option to overcome any academic difficulties that may arise. Supporting Children's Academic Performance In the pursuit of improving children's academic performance, it is crucial to consider the individual needs of each student. To achieve this, educators and healthcare professionals can work together (Peterson & Elam, 2020). This collaboration proves beneficial as healthcare professionals provide information about the health and well-being of children, while educators provide specific data about their academic performance. Peterson & Elam (2020) mention that, thanks to this synergy, educators can adapt the curriculum and meet individual needs more effectively. However, in practice, identifying and supporting students with difficulties can pose a significant challenge (ED100, 2022). In places like California, where there is a shortage of trained special education teachers, elementary school teachers in regular classrooms take on the responsibility of identifying and assisting children who require additional support. In line with ED100 (2022), it is in this context that parents and teachers play a crucial role by being able to recognize potential learning issues early on, provided they are attentive to the symptoms. Apoyo en el Hogar y en la Escuela Para lograr un ambiente de apoyo tanto en el hogar como en la escuela, es esencial que los cuidadores y los educadores trabajen en conjunto (ED100, 2022). La colaboración entre ambas partes es fundamental para crear un entorno positivo que fomente el amor por el aprendizaje y establezca expectativas realistas (ED100, 2022). De acuerdo con el Centro de Aprendizaje y Conocimiento en la Primera Infancia (2021), una manera efectiva de lograr esto es celebrando los logros y reconocer el esfuerzo para mantener la motivación y el compromiso de los estudiantes. Un informe del Departamento de Educación de los Estados Unidos (2021) destaca la importancia del apoyo social y emocional para mejorar el rendimiento académico. Por lo tanto, es crucial que los cuidadores y los educadores colaboren para crear un entorno de apoyo en el hogar y en la escuela, proporcionando una base sólida para el éxito académico. En el hogar, los cuidadores tienen un papel fundamental en la creación de un espacio acogedor y afectuoso (Centro de Aprendizaje y Conocimiento en la Primera Infancia, 2021). Esto se debe a que los niños y niñas se sienten cómodos y seguros cuando los cuidadores y los miembros de la familia son intencionales en la creación de un entorno acogedor. Además, conforme con el Centro de Aprendizaje y Conocimiento en la Primera Infancia (2021), es esencial asignar un lugar y horario específicos para realizar las tareas escolares, revisar las asignaciones y proyectos, y conversar diariamente con los hijos sobre sus actividades escolares. En la escuela, los educadores pueden establecer una cultura de inclusión y respeto que involucre a todos los estudiantes (Departamento de Salud y Servicios Humanos de los Estados Unidos, 2019). También pueden asistir a la reunión de inicio de clases y a las reuniones entre padres y maestros, visitar la escuela y su sitio web, y apoyar las expectativas de la tarea en el hogar (Hoffses, 2018). En correspondencia con Hoffses (2018), la tarea para el hogar en la escuela primaria refuerza y extiende el aprendizaje en el salón de clases y ayuda a los niños a poner en práctica habilidades importantes de estudio. References Alquichire, S.L., & Arrieta, J.C. (2018). Relación entre Habilidades de Pensamiento Crítico y Rendimiento Académico. Dialnet. Recuperado 9 de junio de 2023, de https://dialnet.unirioja.es/servlet/articulo?codigo=7537917 Centro de Aprendizaje y Conocimiento en la Primera Infancia. (2021, 22 marzo). El Aprendizaje en el Hogar y en Entornos Similares. Recuperado 9 de junio de 2023, de https://eclkc.ohs.acf.hhs.gov/es/entornos-de-aprendizaje/articulo/hablemos-de-el-aprendizaje-en-el-hogar-y-en-entornos-similares Delgado, J. (2022). ¿Cómo mejorar el rendimiento académico de los niños? Etapa Infantil. Recuperado 9 de junio de 2023, de https://www.etapainfantil.com/mejorar-rendimiento-academico-ninos Departamento de Salud y Servicios Humanos de los Estados Unidos. (2019, 5 diciembre). Creación de un Entorno Seguro. Recuperado 9 de junio de 2023, de https://espanol.stopbullying.gov/prevenci%C3%B3n-mks7/creaci%C3%B3n-de-un-entorno-seguro ED100. (2022). Necesidades Especiales: ¿Por qué no Enseñar a Todos los Niños de la Misma Manera? Recuperado 9 de junio de 2023, de https://ed100.org/lessons/2-7-necesidades-especiales-por-que-no-ensenar-a-todos-los-ninos-de-la-misma-forma Fernández, A. (2022). La importancia de la comunicación entre familias y escuela. Eres Mamá. Recuperado 9 de junio de 2023, de https://eresmama.com/la-importancia-de-la-comunicacion-entre-familias-y-escuela/ Guerrero, J. A. (2023). 8 Estrategias para Involucrar a los Padres de Familia con la Escuela. Docentes al Día. Recuperado 9 de junio de 2023, de https://docentesaldia.com/2019/11/10/estrategias-para-involucrar-y-tener-una-buena-comunicacion-con-los-padres-de-familia/ Hoffses, K. (2018). 10 Maneras de Ayudar a su Hijo a Lograr el Éxito en la Escuela Primaria. Kids Health. Recuperado 9 de junio de 2023, de https://kidshealth.org/es/parents/school-help-elementary.html National Association for the Education of Young Children. (2020). Prácticas Apropiadas al Desarrollo. Recuperado 9 de junio de 2023, de https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/dap_ps_spanish.pdf Peterson, G., & Elam, E. (2020). Observación y Evaluación en la Educación de la Primera Infancia. Child Development. Recuperado 9 de junio de 2023, de https://www.childdevelopment.org/docs/default-source/pdfs/spanishobservation_and_assessment_final_elite_3-26-20.pdf?sfvrsn=f427ed53_2 Roldán, M. J. (2020). La importancia de la participación de los padres en la escuela. Etapa Infantil. Recuperado 9 de junio de 2023, de https://www.etapainfantil.com/importancia-participacion-padres-escuela

Education plays a fundamental role in the comprehensive development of children and youth, providing them with the necessary tools to grow intellectually, emotionally, and socially. In this sense, caregivers play a crucial role in the academic success of their sons and daughters, as their influence on motivation, self-esteem, and emotional well-being can make a difference in their school performance and attitude towards learning (Drevitch, 2021). Positive parenting emerges as an effective strategy to support the cognitive and emotional development of boys and girls, while helping caregivers establish realistic expectations regarding the academic performance of their children. Positive Parenting: Key to Academic Success Positive parenting is an approach to child-rearing that focuses on the emotional well - being of children and the creation of a safe and affectionate home environment (Mecking, 2020). It is based on the idea of fostering a respectful and loving relationship between caregivers and children, promoting open communication, emotional support, and the establishment of clear yet flexible boundaries. The importance of parenting styles in children's academic development has been the subject of research in various studies. One such study conducted by Robledo (2019) revealed that parenting styles play a fundamental role in the academic performance of children aged 3 to 5. This study found that children who received positive parenting, characterized by an affectionate, stimulating, and structured environment, showed better results in terms of academic achievements. Furthermore, another study conducted by Mendoza et al. (2019) also highlighted the importance of parenting practices in students' academic performance. This study found a significant effect of parental practices on children's academic performance, supporting the idea that parenting plays a decisive role in educational success. Together, these findings underscore the relevance of positive parenting as an effective tool to enhance children's academic performance. Realistic Expectations and Loving Support It is important for caregivers to establish realistic and achievable expectations for their children (Aranzábal, 2021). By doing so, they provide a clear and understandable framework for their children's academic progress. Striking the right balance between challenging children and providing them with necessary support is crucial for their academic success (Mecking, 2020). This involves recognizing and valuing each child's individual skills and abilities. Caregivers should expect their children to participate and make an effort, encouraging them to reach their full potential, but they should also be aware of their limitations and not demand more than they are capable of. In this regard, the Atenea Studies Center (2023) emphasizes the importance of understanding that each child has a unique pace and style of learning. As a result, caregivers must pay attention to the individual signals and needs of their children, adapting their expectations and support accordingly. This involves fostering a supportive and encouraging environment, where mistakes are seen as learning opportunities and progress is valued more than immediate results. Caregivers' expectations have a significant impact on the development of their children (Seifert, 2021). They can help nurture children's self-esteem and stimulate healthy development (Seifert, 2021). When caregivers have realistic and appropriate expectations, they provide an environment where children feel supported and motivated to achieve their goals. These expectations can instill confidence in their abilities and capacities, which in turn strengthens their self-concept and promotes healthy emotional and cognitive growth. However, excessive expectations can have negative effects, such as feelings of failure and stress. Children may constantly feel like they are not meeting their caregivers' expectations, undermining their self-esteem and creating a constant state of anxiety. Furthermore, unrealistic expectations can lead to a perfectionistic mindset, where children constantly feel pressured to excel in all aspects of their lives, which can be exhausting and detrimental to their emotional and mental well-being. Therefore, it is important for caregivers to understand what expectations are and recognize their origins. Often, caregivers' expectations are influenced by their own unfulfilled experiences and desires. It is essential for caregivers to reflect on their own expectations and work towards developing realistic and objective expectations for their children. This involves considering each child's individual abilities, interests, and needs, fostering an environment of unconditional acceptance and love. Teaching Study Skills and Motivation Study habits are the best predictor of academic success, even more so than intelligence or memory level (University of Granada, 2021). Therefore, it is important for caregivers to teach their children study skills and organization from an early age. To do so, caregivers can establish study routines, manage time effectively, and create a conducive learning environment at home (Mecking, 2020). Additionally, according to Ramirez (2023), caregivers can provide practical advice to help their children stay focused and motivated in their academic tasks. Another important aspect for fostering effective study habits is motivation. According to a study conducted at a federal institute of technology in Mexico City, students face issues due to a lack of strategies to increase motivation and self-esteem (Hernández et al., 2012). Therefore, it is essential for caregivers to help their children stay motivated and focused on their academic tasks. To do so, in line with Ramirez (2023), caregivers can establish realistic goals and celebrate achieved accomplishments. Open and Affectionate Communication Maintaining open and honest communication with children about their academic experiences and challenges is crucial for their academic success (Mecking, 2020). Caregivers can provide emotional support and create a safe environment where children feel comfortable expressing their concerns and seeking help when needed. Effective and affectionate communication benefits children and every member of the family throughout their lives. Therefore, it is important for caregivers to actively listen to their children and provide the necessary support to overcome academic challenges. The way caregivers communicate with their children not only teaches them how to communicate with others but also shapes their emotional development and their ability to relate to others (UNICEF, 2023). Effective communication between caregivers and children goes beyond the words exchanged and includes the actions and gestures that accompany those messages. Children constantly absorb information from their environment, and interactions with their caregivers provide a crucial framework for understanding how they should relate to others. Therefore, according to UNICEF (2023), it is important for caregivers to communicate effectively with their young children to strengthen the bond through both their words and actions. Collaboration Between Caregivers and School Collaboration between caregivers and school is essential to improve children's academic performance (Mecking, 2020). School and family are two contexts that play an important role in the development of children and adolescents. Therefore, it is important to establish a collaborative relationship with the teachers of the children and actively participate in their education. This implies not only staying informed about their academic progress but also being attentive to any significant changes in their behavior, attitude, or performance during the school year. The U.S. Department of Education (2003) mentions that if caregivers notice a major change in their child's behavior, academic performance, or attitude during the school year, they should immediately contact the teacher. Furthermore, caregivers should take the opportunity to share relevant information about their children's talents, skills, interests, and study habits (U.S. Department of Education, 2003). By providing details about their child's strengths and areas for improvement, caregivers help teachers better understand the child's specific academic needs. This may include more sensitive aspects, such as self-esteem issues related to weight or speech difficulties. The U.S. Department of Education (2003) mentions that by being open and willing to discuss these topics, caregivers contribute to the teacher's ability to adapt their educational approach and provide appropriate support to help the child overcome any challenges. References Aranzábal, K. (2021). Las Expectativas Realistas con los Hijos. Katia Aranzábal. Recuperado 8 de junio de 2023, de https://katiaranzabal.com/disciplina-positiva/las-expectativas-realistas-hijos/ Centro de Estudios Atenea. (2023). Guía de Padres Para Ayudar a sus Hijos a Lograr el Éxito Académico. Recuperado 8 de junio de 2023, de https://www.centrodeestudiosatenea.es/blog/guia-de-padres-para-ayudar-a-sus-hijos-a-lograr-el-exito-academico-36.html Drevitch, G. (2021). La Crianza Positiva y el Desarrollo Cognitivo en la Infancia. Psychology Today. Recuperado 8 de junio de 2023, de https://www.psychologytoday.com/es/blog/la-crianza-positiva-y-el-desarrollo-cognitivo-en-la-infancia Hernández, C. A., Rodríguez, N., & Vargas, Á. E. (2012). Los Hábitos de Estudio y Motivación Para el Aprendizaje de los Alumnos en Tres Carreras de Ingeniería en un Tecnológico Federal de la Ciudad de México. Scielo. Recuperado 8 de junio de 2023, de https://www.scielo.org.mx/scielo.php?pid=S0185-27602012000300003&script=sci_arttext Mecking, O. (2020). Qué es la Crianza Intensiva y por qué Cada vez Tiene más Éxito en Europa a la Hora de Educar a los Hijos. BBC News Mundo. Recuperado 8 de junio de 2023, de https://www.bbc.com/mundo/vert-cap-52974379 Mendoza, K.B, et al. (2019). Efectos de las Prácticas de Crianza Sobre el Rendimiento Académico y su Contribución a la Terapia Psicológica. Redalyc. Recuperado 7 de junio de 2023, de https://www.redalyc.org/journal/559/55962867016/html/ Ramirez, S. (2023, 5 marzo). Cómo Fomentar Hábitos de Estudio Efectivos Para Niños. Que Buenas Ideas. Recuperado 8 de junio de 2023, de https://quebuenasideas.com/habitos-de-estudio-en-ninos-y-como-mejorarlos/ Robledo, L.J. (2019). Influencia de las Pautas de Crianza en el Desempeño Escolar con Niños de 3 a 5 Años. Corporación Universitaria Minuto de Dios. Recuperado 8 de junio de 2023, de https://repository.uniminuto.edu/bitstream/10656/13047/1/UVDT.EDI_RobledoFlorezLizethJohanna_2019.pdf Seifert, C. (2021, 20 noviembre). ¿Qué Efectos Tienen las Expectativas de los Padres en los Hijos? eHow en Español. Recuperado 8 de junio de 2023, de https://www.ehowenespanol.com/que-efectos-tienen-las-expectativas-de-los-padres-en-los-hijos_12689075/ UNICEF. (2023). Cómo Comunicarte de Manera Efectiva con tus Hijos Pequeños. Recuperado 8 de junio de 2023, de https://www.unicef.org/parenting/es/cuidado-infantil/como-comunicarte-manera-efectiva-hijos-pequenos Universidad de Granada. (2021). Hábitos de Estudio. Recuperado 8 de junio de 2023, de https://ve.ugr.es/sites/vic/ve/public/ficheros/extendidas/2018-12/Hábitos%20de%20Estudio.pdf U.S. Department of Education. (2003). Cómo Colaborar con los Maestros y las Escuelas. Recuperado 8 de junio de 2023, de https://www2.ed.gov/espanol/parents/academic/escuela/part8.html

In life, individuals establish different relationships with people in their environment, such as at work, school, with friends, and most importantly, with family. The latter is especially important for development and adaptation (Cerón & Merchán, 2017). The family is the first place where children learn how to relate to others, so caregivers have the responsibility to educate, shape, and guide their children (Vega, 2020). However, sometimes caregivers follow the same parenting patterns they received or do the opposite of what they experienced, which is not always the best approach. Therefore, according to Vega (2020), it is important for caregivers to pay attention to their parenting style, as this can have negative consequences for their children in various domains. The Role of the Family in Academic Performance Academic performance is the level of learning achieved by a student, determined by their ability to acquire knowledge from the curriculum established by the institution, as well as the skills, abilities, and interests developed in the educational context (Cerón, Merchán & Cortes, 2018). This performance becomes a key indicator to evaluate academic success or failure, usually measured through grades obtained. However, according to Cerón, Merchán & Cortes (2018), academic performance does not depend solely on the student but is influenced by various social, institutional, and family factors. In particular, the family plays a fundamental role in the development of skills that influence academic performance (Cerón, Merchán & Cortes, 2018). The involvement and support of caregivers in the educational process, their expectations for their children, long working hours, and the establishment of behavioral norms are some of the family characteristics that affect the outcomes. Therefore, in accordance with Cerón, Merchán & Cortes (2018), it is important to study these family characteristics to better understand academic performance and its relationship with parenting styles. The Power of Attachment Attachment is a special bond established between a person and their primary caregiver, usually the mother (Cerón, Merchán & Cortes, 2018). This bond serves a biological function by providing care and protection to the individual, such as in the case of breastfeeding and attention during the early years of life. According to Cerón, Merchán & Cortes (2018), the type of attachment developed in infancy influences exploration and interaction with others in later stages, such as adolescence and adulthood. There are different types of attachment, and one of the most studied is secure attachment (Cerón, Merchán & Cortes, 2018). Children with secure attachment feel comfortable exploring their environment and show initiative in interacting with unfamiliar people, displaying calmness when reunited with their attachment figure. On the other hand, there is insecure attachment, which is subdivided into two categories: anxious attachment and avoidant attachment. Children with anxious attachment tend to display inappropriate behaviors, such as crying and fear, and have difficulty controlling their emotions and facing stressful situations. Finally, according to Cerón, Merchán & Cortes (2018), children with avoidant attachment often avoid emotional contact and closeness with their attachment figure. Children with secure attachment tend to be more intelligent and achieve better academic results than those with anxious or insecure attachment (Fuentealba & Letzkus, 2014). This is because caregivers with secure attachment foster an environment of trust, emotional support, and cognitive stimulation, which has an impact on the child's personality and perception of their capabilities. Furthermore, according to Fuentealba & Letzkus (2014), individuals with secure attachment have greater self-knowledge and knowledge of others, which is fundamental for social interaction. Impact of Parenting Styles on Academic Performance There are four parental educational styles that describe how caregivers regulate their children's behavior (Cerón, Merchán & Cortes, 2018). The democratic style is based on valuing the individuality of the children, establishing rules and norms at home with their participation in decision-making (Vega, 2020). The authoritarian style is characterized by imposition, severity in punishments, and lack of dialogue. The permissive style allows children to act without restrictions, satisfying their desires, which can result in aggressive behavior when their demands are not met (Vega, 2020). Finally, according to Cerón, Merchán & Cortes (2018), the indifferent style is characterized by a lack of attention to the emotional needs of the children and the absence of rules and boundaries. It is important to highlight that communication and attachment play a fundamental role in the relationship between parenting styles and children's academic performance (Vega, 2020). The democratic style, by fostering assertive communication and emotional support, is associated with adaptive academic achievement strategies and high self-esteem in children. In contrast, families with authoritarian and permissive styles exhibit less adaptive skills and lower self-esteem in children. Furthermore, according to Vega (2020), the permissive style has been associated with aggressive behaviors and a lack of compliance with school and family activities, which can negatively impact academic performance. Communication and Academic Performance Communication plays a fundamental role in family and social relationships as it facilitates interaction between individuals, even when ideas and opinions differ (Zambrano, Campoverde & Idrobo, 2019). According to Zambrano, Campoverde & Idrobo (2019), in the caregiver-child relationship, communication plays a crucial role in fostering trust and respect through dialogue, providing a space where both caregivers and children can freely express their opinions. Communication and academic performance are closely related, as a lack of good communication hinders concentration and the achievement of favorable performance (Zambrano, Campoverde & Idrobo, 2019). The lack of communication between caregivers and children directly affects academic performance because students lack guidance and supervision in their studies, leading to poor performance. Therefore, according to Zambrano, Campoverde & Idrobo (2019), the lack of communication is the main factor that negatively affects students, resulting in low academic performance, failing subjects, and even school dropout. In addition to communication, caregivers' attitude towards education influences their children's learning process (Zambrano, Campoverde & Idrobo, 2019). When caregivers show genuine interest in their children's academic progress, it motivates and stimulates their school performance. On the other hand, according to Zambrano, Campoverde & Idrobo (2019), lack of support, disinterest, or a lack of communication regarding the importance of education can lead to a decrease in motivation and low academic performance. Strategies to Promote Healthy Communication and Secure Attachment Healthy communication is essential in the family to foster secure attachment in children. Attachment is the closest relationship formed between parents or caregivers and the child from birth, and it is crucial for the child's psychological development and the formation of their personality (Alvarez, 2019). In this sense, parents can employ various strategies in their daily lives to promote healthy communication and secure attachment in children. Children need to feel loved no matter what they do or say. Providing unconditional love gives them the emotional security they need to explore the world and develop in a healthy manner. As stated by Rojas (2023), secure attachment is based on the security provided by parents, which has a significant impact on children's ability to relate to others in a healthy way in the future. By experiencing this secure attachment, children find a solid foundation that allows them to build strong and lasting relationships, as well as develop positive self-esteem and self-confidence that accompany them throughout their lives. Unconditional love provided by parents is an invaluable gift that enables children to face life's challenges with courage and resilience. Reinforcement is essential for the development of any individual, but it becomes even more relevant in the case of young children who are taking their first steps in life. In this crucial stage, recognition, consideration, and rewards play a fundamental role in making the child feel valued and loved (Alvarez, 2019). Parents can use positive reinforcement to promote secure attachment in children. By implementing techniques such as sincere praise and recognition of achievements, parents can strengthen their children's self-esteem and foster a sense of self-confidence. In this way, an affectionate and stimulating environment is created, contributing to healthy emotional and social development in children. Parents play a crucial role in teaching their children to recognize and express their emotions in a healthy manner. According to Rojas (2023), teaching emotional intelligence becomes a powerful tool to promote the development of secure attachment in children. By learning to understand and regulate their emotions, children acquire vital skills for their emotional and social well-being. Emotional regulation is crucial for children to learn how to manage stress and face life's challenges in a healthy way. By learning to identify and express their emotions appropriately, children gain greater capacity to regulate their own emotional state, allowing them to handle difficult situations with resilience and adaptability. Effective communication is essential for fostering secure attachment in children. Parents can use effective communication to express their feelings and emotions clearly and directly, as well as to listen to and understand their children's emotional needs (Alvarez, 2019). Through effective communication, parents can establish clear and consistent boundaries. As Rojas (2023) points out, these boundaries provide children with the necessary structure for healthy development, fostering their security and well-being. Play and fun are important for fostering secure attachment in children. Beyond mere entertainment, play and fun become powerful tools for establishing a strong emotional connection between parents and children, as well as stimulating the creativity and imagination of the little ones (Alvarez, 2019). By engaging in playful activities, parents not only strengthen emotional bonds but also provide a space of trust in which children feel safe to explore, experience, and express themselves freely. Play and fun thus become a pathway to build a solid and lasting relationship between parents and children, based on love, mutual respect, and shared enjoyment of meaningful moments. References Alvarez, M. J. (2019, September). La Importancia del Apego en el Desarrollo Infantil. Familia Y Salud. Retrieved June 7, 2023, from https://www.familiaysalud.es/vivimos-sanos/salud-emocional/en-el-lactante-y-nino-pequeno/la-importancia-del-apego-en-el Cerón, A., & Merchán, M. (2017). Tipo de Apego y Prácticas de Crianza Como Factores Asociados al Rendimiento Académico en Adolescentes de una I.E.M. de Facatativá. Universidad De Cundinamarca. Retrieved June 6, 2023, from https://repositorio.ucundinamarca.edu.co/bitstream/handle/20.500.12558/562/Tipo%20de%20Apego%20y%20prácticas%20de%20crianza%20como%20factores%20asociados%20al%20rendimiento%20académico%20en%20adolesce.pdf?sequence=2&isAllowed=y Cerón, A., Merchán, M., & Cortes, R. (2018). Apego y Prácticas de Crianza Como Factores Asociados al Rendimiento Académico en Adolescentes. Integración Académica En Psicología. Retrieved June 6, 2023, from https://integracion-academica.org/anteriores/27-volumen-6-numero-17-2018/199-apego-y-practicas-de-crianza-como-factores-asociados-al-rendimiento-academico-en-adolescentes Fuentealba, M.A., & Letzkus, M. (2014). Relación de Apego, Rendimiento y Factores de Retención. Trilogía Ciencia Tecnología Sociedad. Retrieved June 6, 2023, from https://sitios.vtte.utem.cl/trilogia/wp-content/uploads/sites/9/2019/10/revista-trilogia-facultad-administracion-economia-vol26-n36-2014-Fuentealba-Letzkus.pdf Jacobson, R., Phillips, L., & Levine, A. (2022). Cómo Hablarle a los Niños Pequeños. Child Mind Institute. https://childmind.org/es/articulo/como-hablar-a-los-ninos-pequenos/ López, N. (2020). Familia, normas y pautas de Crianza en niños de la institución Educativa Mario Morales Delgado Fe y Alegría de Santander. Universidad Autónoma De Bucaramanga. Retrieved June 6, 2023, from https://repository.unab.edu.co/bitstream/handle/20.500.12749/12064/2020_Tesis_Natalia_Andrea_Lopez.pdf?sequence=1&isAllowed=y Rojas, P. A. (2023, May 15). Claves que Fomentarán el Apego Seguro en tus Niños. Eres Mamá. Retrieved June 7, 2023, from https://eresmama.com/claves-fomentaran-apego-seguro-ninos/ Vega, M. (2020). Estilos de Crianza Parental en el Rendimiento Académico. Podium. https://doi.org/10.31095/podium.2020.37.7 Zambrano, Y.Y., Campoverde, A.C., & Idrobo, J.C. (2019). Importancia Entre la Comunicación Padres e Hijos y su Influencia en el Rendimiento Académico en Estudiantes de Bachillerato. Polo Del Conocimiento, 4(5), 138. https://doi.org/10.23857/pc.v4i5.969

Parenting is an inherent process in human beings that involves a relationship between organisms from different generations, and their interaction provides resources related to survival, reproduction, care, and socialization (Herrera, Bedoya & Alviar, 2019). Parenting involves contextual properties and characteristics that encompass the implicit idea of diversity. It is a spectrum of activities that caregivers engage in with their children and the management of available resources aimed at supporting the process of psychological development. In accordance with Herrera, Bedoya & Alviar (2019), parenting involves specific components such as health, learning opportunities, and love. Consistency in Parenting Consistency in parenting style is crucial in providing a stable and predictable environment for children (Sabater, 2020). A study indicates that being consistent in expectations, routines, and parental support contributes to academic performance (Mosquera, 2015). Children who grow up in a consistent environment are more likely to achieve long-term academic and personal success. Furthermore, according to Raya, Erreruzo & Pino (2008), consistency in parenting also helps children develop social and emotional skills, such as the ability to establish healthy relationships and regulate their emotions. It is important to highlight that consistency in parenting is also significant for children's cognitive development. Those who grow up in a consistent environment are more likely to develop strong academic skills and a foundation for long-term success (Sabater, 2020). Corresponding to Herrera, Bedoya & Alviar (2019), consistent parenting also contributes to the development of critical thinking and problem-solving, enabling children to face academic and personal challenges with confidence. The democratic style is most successful in parenting children with good academic performance and emotional stability (Lloyd, 2022). However, most caregivers do not strictly adhere to a single parenting style; instead, they tend to be a combination of various styles. The issue is that strict rule-based parenting may have an impact on affection and communication. When children are very young, a strictly run household may seem quite orderly and admirable, but as children enter adolescence and experiment with independence, they may become so afraid of their caregivers' censure that they become reserved. Therefore, according to Lloyd (2022), it is important for caregivers to find a balance between consistency and empathy with the child's perspective. The Power of Consistent Parenting The academic success of children is closely linked to how they are raised. Numerous studies have shown a direct relationship between parenting styles and students' academic performance. Consistency in parenting promotes discipline, commitment, and responsibility, which are fundamental elements for academic success (Molina, Ramírez & Sierra, 2020). In addition to fostering discipline, consistent parenting also helps children develop important social and emotional skills, such as establishing healthy relationships and effectively regulating their emotions (Raya, Herreruzo & Pino, 2008). According to Mosquera (2015), consistency in expectations, routines, and parental support positively contributes to academic achievement. Furthermore, consistent parenting is also associated with a decrease in school dropout rates and grade repetition. In Colombia, for example, there was a 4.81% dropout rate in secondary education, 1.7% of the student population repeated a grade, and 91.44% successfully completed the academic year (Mendoza, et al., 2019). A study conducted in a rural school in Palestine, Caldas, found a direct relationship between parenting practices and students' academic performance (Valero, 2021). The results indicate that parenting practices are related to students' academic achievement, suggesting that consistency in parenting is an important factor for academic success. The Impact of Inconsistent Parenting on Academic Performance The way caregivers raise their children can have a significant impact on their academic performance. When caregivers are inconsistent in their approach, they can create confusion and lack of motivation in boys and girls, which affects their school performance (Raya, Herreruzo & Pino, 2008). Additionally, the lack of structure and parental support can contribute to a lack of motivation and confusion, which can also have a significant impact on children's academic performance (Peña, 2022). Finally, in line with Mosquera (2015), children who grow up in an inconsistent environment may have difficulty following rules and meeting academic expectations, which can negatively affect their academic performance. Keys to Consistent Parenting Raising children is a complex and challenging task that requires specific skills and strategies to be effective. From a psychological perspective, caregivers can benefit from several recommendations that will help them be consistent and assertive in their daily parenting approach. Assertive communication plays a fundamental role in the process of raising children. Therefore, according to Eslava, Mora & Murillo (2022), it is essential for caregivers to promote this type of communication within the family. This involves the ability to express one's own feelings and needs clearly and respectfully, avoiding verbally attacking others and not allowing others to disrespect them. When caregivers demonstrate attentive listening and show understanding towards what their children express, the children feel heard, valued, and understood. This contributes to their healthy emotional development and strengthens their self-esteem, as they perceive that their opinions and experiences are taken into account. In addition to the aforementioned aspects, it is crucial to highlight the importance of caregivers working as a team to ensure effective and healthy parenting. This collaborative effort involves open and constant communication between caregivers, where individual needs of the children are discussed and considered (Dowshen, 2015). When caregivers work as a team, a family environment is created where active participation of all members is encouraged, and the use of children as intermediaries or tools of manipulation in conflict situations is avoided. Instead, according to Dowshen (2015), a dynamic is promoted where decisions are made jointly, taking into account the well-being and needs of each child. Likewise, according to Our Family Wizard, honesty in communication between caregivers and children plays a fundamental role in parenting. It is important for caregivers to be honest when explaining situations clearly and respectfully. This sincere and transparent attitude provides children with a sense of trust in their caregivers and in themselves. When caregivers are honest in addressing difficult situations such as family problems, changes in routines, or important decisions, they provide children with the opportunity to understand and process reality properly. By receiving accurate and truthful information, children feel secure and prepared to face the challenges that may arise. According to Dowshen (2015), dedicating quality time to children is a crucial aspect of parenting. It is essential for caregivers to establish a space exclusively dedicated to them, where they can enjoy shared and meaningful activities. These interactions not only strengthen the emotional bond between caregivers and children but also develop a deep sense of closeness and emotional connection. When caregivers make time for their children, they convey an important message: that they are valued and loved. These shared experiences foster trust and emotional security in children, as they feel they have a special place in their caregivers' lives. Finally, according to Ramírez (2005), the democratic parenting style is widely supported and recommended by experts in child psychology due to its numerous benefits in children's development. This style is characterized by being balanced, flexible, and respectful, and is based on the idea of establishing an equal relationship between caregivers and children, promoting active participation and the free expression of children in family decision-making. El Camino hacia el Éxito Académico y Personal La manera en que los cuidadores crían a sus hijos juega un papel fundamental en su éxito tanto académico como personal a largo plazo. En correspondencia con Herrera, Bedoya & Alviar (2019), tener una crianza constante y estable les brinda las herramientas necesarias para desarrollar habilidades importantes como la autodisciplina, la perseverancia, la resiliencia y la capacidad de establecer y alcanzar metas tanto académicas como personales. Los niños y niñas que crecen en un entorno familiar consistente tienen más probabilidades de tener éxito tanto en su rendimiento académico como en su vida personal a largo plazo (Raya, Herreruzo & Pino, 2008). Por consiguiente, es fundamental que los cuidadores se esfuercen por ser consistentes en su forma de criar a sus hijos, ya que esto tendrá un impacto significativo en su rendimiento académico y en su futuro. References Dowshen, S. (2015). Nueve Pasos Para una Crianza más Eficaz. Nemours KidsHealth. Retrieved June 7, 2023, from https://kidshealth.org/es/parents/nine-steps.html Eslava, M. V., Mora, A. M., & Murillo, P. A. (2022). Comunicación Asertiva y Pautas de Crianza Usadas Por Padres Jóvenes en Tiempos de COVID - 19. Universidad Santo Tomás. Retrieved June 7, 2023, from https://repository.usta.edu.co/bitstream/handle/11634/44063/2022mariaeslava.pdf?sequence=6 Herrera, O., Bedoya, L., & Alviar, M. (2019). Crianza Contemporánea: Formas de Acompañamiento, Significados y Comprensiones Desde las Realidades Familiares. Redalyc. Retrieved June 7, 2023, from https://www.redalyc.org/journal/1942/194260035004/html/ Lloyd, C. (2022, April 9). ¿Cuál es tu Estilo de Crianza? Great Schools. Retrieved June 7, 2023, from https://www.greatschools.org/gk/articles/cual-es-tu-estilo-de-crianza/?lang=es Mendoza, K.B., et al. (2019). Efectos de las Prácticas de Crianza Sobre el Rendimiento Académico y su Contribución a la Terapia Psicológica. Redalyc. Retrieved June 7, 2023, from https://www.redalyc.org/journal/559/55962867016/html/ Molina, D., Ramírez, K., & Sierra, J. (2020). Estilos de crianza y Rendimiento Académico en un Grupo de Estudiantes de Básica Primaria de un Centro Educativo del Corregimiento Altavista, Medellín 2020. Corporación Universitaria Minuto De Dios. Retrieved June 7, 2023, from https://repository.uniminuto.edu/bitstream/10656/15178/1/TP_MolinaDaniela-Ram%C3%ADrezKelly-SierraJeniffer_2020.pdf Mosquera, L.M. (2015). Influencia del Estilo de Crianza Familiar en el Aprendizaje Significativo de los Estudiantes de Inicial II de la Escuela de Educación Básica 24 de Julio del Cantón de Santa Elena, Provincia de Santa Elena Durante el año Lectivo 2014 - 2015. Universidad Estatal Península De Santa Elena. Retrieved June 7, 2023, from https://repositorio.upse.edu.ec/bitstream/46000/2110/1/UPSE-TPS-2015-0039.pdf Our Family Wizard. (n.d.). La Crianza de los Hijos Después del Divorcio: 10 Maneras de Hacer que la Crianza Compartida Funcione. Retrieved June 7, 2023, from https://es.ourfamilywizard.com/blog/parenting-after-divorce-10-ways-make-shared-parenting-work Peña, R. (2021). Cómo Influyen los Estilos Educativos Parentales en el Rendimiento Académico Según Alumnos/as de Formación Profesional. Universidad De Valencia. Retrieved June 7, 2023, from https://roderic.uv.es/bitstream/handle/10550/84639/TFM%20TEXTO%20Raquel%20Peña.pdf?sequence=1 Ramírez, M. A. (2005). Padres y Desarrollo de los Hijos: Prácticas de Crianza. Estudios Pedagógicos (Valdivia), 31(2). https://doi.org/10.4067/s0718-07052005000200011 Raya, A.F., Herreruzo, J., & Pino, M.J. (2008). El estilo de Crianza Parental y su Relación con la Hiperactividad. Redalyc. Retrieved June 7, 2023, from https://www.redalyc.org/pdf/727/72720428.pdf Sabater, V. (2022, January 20). Frases de Sabiduría Sobre la Crianza de los Hijos. La Mente Es Maravillosa. Retrieved June 7, 2023, from https://lamenteesmaravillosa.com/frases-de-sabiduria-sobre-la-crianza-de-los-hijos/ Valero, G. E. (2021). Prácticas de Crianza y su Relación con el Rendimiento Académico en un Colegio Rural del Municipio de Palestina, Caldas. Universidad Católica De Manizales. Retrieved June 7, 2023, from https://repositorio.ucm.edu.co/bitstream/10839/3442/1/Practicas_crianza_relacion_rendimiento_academico_Colegio_Rural_Municipio_Palestina_Caldas.pdf

The family is seen as one of the most relevant elements within the child's sociocultural factor, which for the child represents a whole, as well as a behavioral, disciplinary and attitudinal model that makes it an influential factor in the configuration of life (Mendoza, et al., 2019). In the family dimension, norms, values, rights, duties and roles are acquired and thus fulfill the function of preparing and forming the individual to assume his or her role in society. Thus, according to Mendoza, et al. (2019), the family becomes the dimension closest to the human being, so that he/she can later participate in other social systems such as, for example, the school. Parenting and the Socialization Process Parents are the first agents of socialization for children from the first years of life, and it is differentiated from other types of socialization by kinship ties, characterized by the existence of strong affective levels that are established between caregivers and children (Vega, 2020). Therefore, according to Vega (2020), the socialization process is an important part of parenting. Undoubtedly, socialization from infancy strengthens children's security, grants them emotional stability and the development of healthy self-esteem (Vega, 2020). It should be noted that it also depends on the form of interaction among family members. Consequently, according to Vega (2020), the influence of parents and school on sons and daughters is transcendent in socialization by instilling norms, values and/or attitudes that shape the personality of the individual, society being the scenario in which it manifests itself as an active social entity. Therefore, the family led by parents creates spaces for socialization in response to changes in the social environment, providing children with nutritional and emotional support elements to open up to educational, political, cultural and religious contexts (Vega, 2020). Hence, according to Salvia & Tuñón (2011), the importance of parents, primary caregivers, educators, relatives and friends who frequently interact with the child in the construction of a special framework of protection, nurturing, tolerance and love that guarantees the child a minimum level of emotional stability required to socialize and build a basic structure of trust. Parents' Participation in the Learning Process The family has a fundamental role in the field of training, since, in the face of constant changes, it is seen as an obligation and duty to update the educational processes that respond to the urgencies of the present (Pedraza, et al., 2017). In the family, according to Vega (2020), the son or daughter learns from childhood to communicate and relate to their immediate environment, who are their parents and siblings, who serve as models of behavior, beliefs and values; parents cover their basic needs, provide emotional well-being and psychological development, socialize norms, instill values and develop autonomous and independent children. The family forms an alliance with teachers from the beginning of children's school life, a fundamental support in the learning process (Vega, 2020). Thus, in correspondence with Vega (2020), the family, as the first school of sons and daughters, is also the context that catapults success or failure and serves as the basis for subsequent learning. In short, in accordance with Pedraza, et al. (2017), family and school form an excellent duo: the family intuitively knows children better and the school imparts scientific techniques for the acquisition of knowledge, framed in a global pedagogical process. Academic Performance On the one hand, according to Mendoza, et al. (2019), academic performance is determined by the affective and emotional balance of the student, since, the family is fundamental in the formation of the individual, the accumulation of experiences acquired and the attitudes developed, which will contribute, to a large extent, to model the personality and strengthen the academic and professional training, in turn, strengthen the relationships he has with the members of his family. On the other hand, academic performance is in itself the derivation of the knowledge that the student learns as part of his academic preparation and his ability to respond to the various elements that affect his training (Vega, 2020). Then, based on the resources used by the teacher, such as lessons, work or interviews, he evaluates the level of knowledge achieved and gives a quantitative assessment, in this sense both the teacher and the student are transcendent elements in the educational process, whose scenario is the classroom (Vega, 2020). Sinisterra (2019) mentions that, depending on the achievements attained by the student, academic performance can be low or high. Based on the above assumptions, academic performance is the maximum achievement of the student as a result of his participation in the teaching - learning process in the educational institution to which he belongs, considered as a multifactorial dimension, where dimensions such as motivation for study, interest, commitment as well as factors related to the family environment converge (Vega, 2020). Therefore, according to Vega (2020), it is important that the educational community, composed of principals, teachers, students and parents know how to identify in a timely manner the possible conflicts that may affect the student's academic development. In short, according to Sinisterra (2019), academic performance results from the learning that the student has through the organization and interaction with the information content they provide, i.e., students have the opportunity to create new ideas based on previous knowledge and knowledge provided by others that are effective for them to have a good academic performance. Translated with www.DeepL.com/Translator (free version) Effects of Parental Style on Academic Performance In correspondence with Vegas (2020), educational practices are used by parents in their work of educating and raising their sons and daughters, however, several of these practices are not adequate in the parent-child relationship, some depend on individual characteristics of the parents, such as their personality, social and cultural factors and, as a predictive axis, the value that parents give to the education and training of their sons and daughters in their preparation for life. A study conducted by Ortiz & Moreno in 2016 found that there is a clear difference between students from families with parents with the same educational style versus students with parents with different educational styles. This is because parents who share an authoritarian style have children mostly with good and excellent achievements, similar to the democratic style, and the biggest difference is with the negligent style. On the other hand, they showed that the school performance of children of parents with different parenting styles does not differ significantly. All this suggests that if both parents adopt the same parenting style, their children will have a marked line in their cognitive development, each with its positive or negative consequences, but well marked. This will not happen with students whose parents have different parenting styles, since they will vary between excellent, good, fair or poor performance due to both the observed difference in parenting style and the interference of other variables. It is also important to point out that in the same study it was clear that negligent behavior on the part of parents or caregivers has the most negative impact on children's performance. With all the findings of the study, it can be affirmed that parenting style is an important variable in achieving good or bad academic performance. Therefore, the democratic style is the best one for parents or caregivers to exercise with their sons or daughters, since it not only achieves good academic performance of children, but also that they develop healthily in all areas. Translated with www.DeepL.com/Translator (free version) Factors Influencing Academic Performance Institutional Factors These are those external factors that, when interacting with students, have a significant impact on academic performance, such as methodology, number of students, schedules, group size, number of books in the educational center's library, aspects related to the career followed by students and the institutional environment (Vega, 2020). In this sense, according to Vega (2020), some aspects can be addressed in an educational context, such as the modification of schedules or the reduction of the number of students per school group. Pedagogical Factors In this space are the theoretical and practical components that allow the transmission of the components of the curriculum in a specific way, they depend on the educational experience acquired in practice and the information that is accumulated, product of methodological innovation (Ramirez et al., 2020). According to Vega (2020), this component is based on the role of the teacher, the different teaching methods used, evaluation methods and didactic materials, in addition to the motivation students receive and the time they dedicate to preparing their lessons and school activities to be developed with the student body. Psychosocial Factors There are several elements that are part of the student's personality, such as self-esteem, self-confidence, emotional state and vision of study, which is also influenced by the meaning that the teacher projects on the learning process (Vega, 2020). In this sense, according to Vega (2020), the commitment that the student brings to his school activities with his skills and attitudes allows him to appreciate his academic achievements and feel proud of his effort. Sociodemographic Factors This area is linked to cultural and social demands, depending on the context (Ramirez et al., 2020). That is, according to Vega (2020), it refers to external elements whose characteristics belong to the family, such as, for example, the place of residence, due to the relationship with the cultural component; the academic level of the parents; the socioeconomic level, because it is considered as a causal agent of academic success or failure; the type of educational center where he/she attends or where he/she finished the studies and finally the gender of the student, since, the position of women is culturally degraded and their intelligence and ability to perform well in school is underestimated. Translated with www.DeepL.com/Translator (free version) References Mendoza, K., Montoya, Y. A., Montánchez, M. L., Montañez, J. M., & Bautista, M. J. (2019). Efectos de las Prácticas de Crianza Sobre el Rendimiento Académico y su Contribución a la Terapia Psicológica. Sociedad Venezolana De Farmacología Clínica Y Terapéutica. Retrieved December 13, 2022, from https://www.redalyc.org/journal/559/55962867016/html/ Ortiz, M. de la L., & Moreno, O. (2016). Estilos Parentales: Implicaciones Sobre el Rendimiento Escolar en Alumnos de Educación Media. Revista Digital Internacional De Psicología Y Ciencia Social. Recuperado 24 de enero de 2023, de https://cuved.unam.mx/revistas/index.php/rdpcs/article/view/61/109 Pedraza, A.P., et al. (2017). Familia y Escuela: Dos Contextos Comprometidos con la Formación en Ciclo III de la Educación Básica. Universidad Santo Tomás. Recuperado 6 de febrero de 2023, de https://www.redalyc.org/journal/5155/515558054003/html/ Ramirez, R., et al. (2020). ¿Qué Factores Podrían Afectar el Rendimiento Académico en Educación Primaria? VII Jornadas Iberoamericanas de Innovación Educativa en el Ámbito de las TIC y las TAC. Recuperado 6 de febrero de 2023, de https://accedacris.ulpgc.es/bitstream/10553/76608/2/que_factores_podrian_afectar.pdf Salvia, A., & Tuñón, I. (2011). La Primera Infancia: Importancia del Proceso de Crianza y Socialización Para el Sano Desarrollo. Acta Académica. Recuperado 24 de enero de 2023, de https://www.aacademica.org/agustin.salvia/72 Sinisterra, J. (2019). Caracterización de los Estilos Parentales de Crianza y el Rendimiento Académico en Adolescentes de 12 Años de Edad, que Asisten a la Institución Educativa Técnico Industrial Pedro Antonio Molina, Sede Inmaculada Concepción. Fundación Universitaria Católica Lumen Gentium. https://repository.unicatolica.edu.co/bitstream/handle/20.500.12237/1337/CARACTERIZACIÓN_ESTILOS_PARENTALES_CRIANZA_RENDIMIENTO_ACADÉMICO_ADOLESCENTES_12_AÑOS_EDAD_QUE_ASISTEN_INSTITUCIÓN_EDUCATIVA_TÉCNICO_INDUSTRIAL_PEDRO_ANTONIO_MOLINA_SEDE_INMACULADA_CONCEPCIÓN.pdf?sequence=1&isAllowed=y Vega, M.F. (2020). Estilos de Crianza Parental en el Rendimiento Académico. Scielo. Recuperado 13 de septiembre de 2022, de http://scielo.senescyt.gob.ec/pdf/podium/n37/2588-0969-podium-37-89.pdf

Within each family, caregivers adopt a role or parenting style depending on the treatment and relationship they have with their sons and daughters (García, 2021; Couñago, 2022). Caregivers develop strategies, behaviors and tools that enable decision-making and conflict resolution within the family (García, 2021). Therefore, according to Couñago (2022), if caregivers are concerned about providing quality early childhood education, they can prevent children from developing emotional, psychological, and social problems as they grow up. Numerous studies have been conducted over the years to define the role of caregivers in the relationship with their sons and daughters (Garcia, 2021). In the year 1971, psychologist Diana Baumrind developed a longitudinal study in which she tried to find out the influence of parental behaviors on the personality of their children (García, 2021). As a result of the study, she made a classification into three types of parenting styles: authoritarian families, permissive families and democratic families (García, 2021). Characteristics of Democratic Families In correspondence with García (2021), democratic families are also known as non-dominant authoritarian families and are characterized by their capacity to achieve a balance between controlling authoritarianism and indulgent permissiveness. This balance between firmness and affection, on the one hand, provides the affection and respect that sons and daughters deserve, trying to reach consensus on family decisions, attending to the needs of minors, validating their points of view and opinions, and explaining the reasons for decisions, but at the same time, making themselves respected, applying firmness through clear and consistent rules and limits (García, 2021). In other words, according to the Colombian Institute of Family Welfare (2020), the participation of all family members favors the construction of this balance, inasmuch as the commitments and responsibilities of each family member are determined according to their age, capabilities and levels of response to others. Democratic families provide a sense of belonging and importance to each family member, i.e., children feel included and endowed with sufficient capacity to contribute their perspectives (García, 2021). This is a very favorable fact for the development of self-esteem (García, 2021), since, in correspondence with Couñago (2022), these caregivers stimulate critical thinking and foster their autonomy. Likewise, affective bonds are created through communication and affection (Couñago, 2022). In this sense, the presence of strong connections will make things much easier. In addition, with these connections, good behavior based on respect is promoted, as well as independence, emotional intelligence and social skills (Couñago, 2022). In the same vein, according to García (2021), a real work of empowerment is carried out so that children are able to solve different situations independently. On the other hand, it is valuable to highlight the importance of giving children the opportunity to make their own decisions whenever possible (Couñago, 2022). A good strategy is to give the child the opportunity to choose what to eat or how to dress. According to Couñago (2022), giving them some independence could improve their self-esteem, personality, and problem-solving skills. Finally, rules, as well as their reasons and consequences, are brief, clear and easy for children to remember and follow (Medina, 2020). In short, according to Medina (2020), rules and limits are reasonable and appropriate for the age of each family member. Consequences of Democratic Parenting Style Self-esteem In correspondence with Couñago (2022) and García (2021), children raised in a democratic environment feel good about themselves, that is, they have security and confidence in their possibilities and in overcoming their limits. Self-concept According to Garcia (2021), children raised under the democratic parenting style develop a good self-concept, i.e., they have good self-esteem and are able to manage emotions in a positive way, demonstrating good self-control skills. Persistence Children raised in a democratic environment are tenacious and have willpower to achieve the goals and objectives they set for themselves (García, 2021). In other words, in correspondence with García (2021), they are quite persevering and persistent, tolerate frustration well, and are confident in their possibilities. Social Skills In accordance with Garcia (2021), children raised under the democratic parenting style have good social skills, i.e., they relate well with their peers and have no problems making friends or adapting to the specificities of the context. Frustration Tolerance In correspondence with Garcia (2021), children raised in a democratic environment begin to understand that the mistakes they make are actually excellent learning opportunities and that, even when they fail, their perseverance will push them to achieve their goals, however complicated they may be. References Couñago, A. (2022). Estilo de crianza democrático. Eres Mamá. Recuperado 27 de agosto de 2022, de https://eresmama.com/estilo-de-crianza-democratico/ García, L. (2021). Padres democráticos: características, tipos y consecuencias. parabebes.com. Recuperado 27 de agosto de 2022, de https://www.parabebes.com/padres-democraticos-caracteristicas-tipos-y-consecuencias-5539.html Instituto Colombiano de Bienestar Familiar. (2020). ¿Cómo construir una familia democrática? Instituto Colombiano de Bienestar Familiar. Recuperado 27 de agosto de 2022, de https://www.icbf.gov.co/mis-manos-te-ensenan/como-construir-una-familia-democratica

It seems that due to the lifestyle that is currently carried out, where people are usually in a hurry, stressed and always thinking about work, they neglect a very important part, which is the upbringing of sons and daughters (Garduza, 2019). Many caregivers prefer to give their sons or daughters a cell phone, a tablet, a computer or an X - Box, instead of having to play with them, since, they have found in technology the perfect way to "entertain" them, thus becoming indifferent fathers and mothers in the upbringing of their sons and daughters. Even, according to Gardunza (2019), there are caregivers who do not take the time to share time with their children, communicate the basic rules for a healthy coexistence or teach them the necessary social skills. Characteristics of Indifferent Caregivers According to Garduza (2019), Redondo (2019) and Torres (2022), some characteristics of indifferent caregivers are: not setting limits, rules and/or norms; maintaining a cold and distant attitude; not correcting negative behaviors; having little control over the behavior of their sons and daughters; letting the child do whatever he or she wants, since, it is the best way for the sons or daughters not to bother them; showing little affection; being distant with their sons and daughters, that is, having little availability for them; having poor communication; not playing with them and ignoring tastes, interests and abilities. However, one of the biggest signs of indifference is thinking that sons and daughters are too young to understand (Garduza, 2019). Parents often say, "leave them alone, they are just children." This implies that no matter what they do, it is okay because they are children. However, according to Gardunza (2019), if they are not taught good manners from an early age, things can get complicated as they get older, since, they were never taught to listen. Likewise, it is a mistake to think that a young child should not be told the why of situations; if not now, when? Of course, age-appropriate language should be used (Garduza, 2019). Corresponding with Gardunza (2019), engaging in conversation with them from a young age helps caregivers to always maintain good communication with their sons and daughters, since, they will be used to listening to their caregivers and most of the time they will turn to them when they feel vulnerable. In short, when an indifferent parenting style prevails, children's development is affected, since they depend on adult guidance (Torres, 2022). According to Torres (2022), the indifference of adults who are significant for children fosters a poor self-concept and low self-esteem, since, in order to feel loved and valued, every child needs attention, listening and companionship. Consequences of Caregiver Indifference Affection, communication with children, and behavioral control are fundamental elements to transmit security to children (Ocampo, 2018). Corresponding with Ocampo (2018), if a caregiver does not care about their children's school grades, their children's problems, or their behavior, it sends the negative message that they do not care about them, that they do not care about what happens to them, which, has negative consequences for children's development. According to Gardunza (2019) and Ocampo (2018), some of the consequences of the indifference of caregivers on children are: low self-concept and low self-esteem; selfishness; aggressiveness; not knowing how to assume responsibilities; vulnerability to personal and social conflicts; little or no social skills; little empathy towards others; school failure; greater probability of becoming involved in risky behaviors and too much emotional dependence on others, since, what they do not find at home they look for in their peers or in other adults. References Garduza, T. (2019). Padres indiferentes en la crianza de sus hijos. Educación en Casa. Recuperado 25 de agosto de 2022, de https://educacionencasa.net/padres-indiferentes-en-la-crianza-de-sus-hijos/ Ocampo, J. (2018). El impacto de la indiferencia de los padres sobre los hijos. Guiainfantil.com. Recuperado 25 de agosto de 2022, de https://www.guiainfantil.com/familia/padres/el-impacto-de-la-indiferencia-de-los-padres-sobre-los-hijos/ Redondo, A. (2019). Estilo educativo indiferente o negligente. Pediatria Salud. Recuperado 25 de agosto de 2022, de https://www.pediatriasalud.com/estilo-educativo-indiferente-o-negligente/ Torres, I. (2022). Estilo de crianza: ¿cómo influye en el desarrollo y comportamiento de los niños? Baby Daily. Recuperado 25 de agosto de 2022, de https://babydailyenespanol.com/ser-padres/estilo-de-crianza-como-influye-en-el-desarrollo-y-comportamiento-de-los-ninos/