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E-book
Author Roth, Wolff-Michael, 1953-

Title Understanding educational psychology : a late Vygotskian, Spinozist approach / Wolff-Michael Roth, Alfredo Jornet
Published Switzerland : Springer, [2017]

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Description 1 online resource (336 pages)
Series Cultural psychology of education ; v. 3
Cultural psychology of education ; v. 3.
Contents Machine generated contents note: 1. Vygotsky, Spinoza, and Cultural Psychology of Education -- What Vygotsky Might Have Glimpsed -- Marxist Foundations of Vygotsky's Work to Come -- Towards a New Psychology -- Restoring Life in and to Vygotsky's Legacy -- Steps Towards a Non-dualist Discipline -- Transcending Dichotomies -- Knowing-How and Life's Power to Act -- Concrete Human Psychology -- Conceptual Sketch of the Remainder of This Book -- References -- pt. I Foundations -- 2. Biology I Culture -- From the Origin of the Psyche -- Modeling Morphogenesis -- From Biology to Culture -- Thinking Body and the Body -- Mind Problem -- Coda: Intermeshing of Body and Culture -- References -- 3. Communicating Relation of Thinking and Speaking -- Unity/Identity of Opposites -- Finding Thinking in Communicating -- Moving to Know -- From the First Dim Stirring of a Thought to Its Formulation -- Coda: Thinking and Communicating as Intransitive Verbs -- References -- 4. Intrasubjectivity Common Approaches to Intersubjectivity -- Givenness of the World -- Word as Reality for Two Persons -- Coda: Revisiting Intersubjectivity and Mediation -- References -- 5. Primacy of the Social and Sociogenetic Method -- Ways of Theorizing the Social -- Social Constructivist Way -- Ethnomethodological Take -- Social for a Cultural Psychology of Education -- Social in Mathematical Reasoning -- Social Nature of Joint (Social) Work -- Sociogenetic Method -- Ontogenetic Origin of Mathematical Reasoning -- Identity Is at Stake -- Coda: Demystifying Internalization -- References -- 6. Learning Classical Studies of Reasoning on the Balance Beam -- Reasoning on the Balance Beam in a Classroom Setting -- Reasoning in Context -- Reasoning and Social Relations -- Monist Account of Reasoning on the Balance Beam -- Coda: What Changes in Learning and Development -- References -- pt. II Case Studies -- 7. Social Nature of Reading -- From the Origins of Reading -- Reading Aloud -- Coda: Reading Is a Mode of the Thinking Body -- References -- 8. Intention -- A Product of Joint Social Work -- Rethinking the Genesis of Intention -- Paradox of Learning-motivated Task -- Coda: Motivation and the Unity of Affect and Intellect -- References -- 9. Culturing Conceptions -- On Misconceptions and Situated Language Use -- On Finding Conceptions -- Lifeworld and Language -- Misconceptions From and For the Other -- Against the Reduction of the Nonverbal to the Verbal -- Coda: From Concepts (Meanings) to Sense-Giving Fields -- References -- 10. Natural History of the Sign -- Problematizing the Sign -- Genesis of Signs in Practical School Activity -- Genesis of Signs in Adult Activity -- Coda: Investigating the Sign as Historical Process -- References -- 11. Genesis of the Zone of Proximal Development -- (Teaching Noticing a Problem of Seeing-as -- Searching for a Way of Letting the Phenomenon Reveal Itself -- Coming to See as the Phenomenon Reveals Itself -- Coda: The Zone of Proximal Development Redux -- References -- pt. III Implications -- 12. Thinking Body -- Lesson Fragment -- Words and Relations -- Manifesting, Producing, and Being (in) the Relation -- Addressivity and the Intra-intersubjective Nature of Talk -- Thinking Body and Affects -- Body Position and Orientation -- Changing Functions of Hand/Arm Movements -- Prosody -- There Is but One Substance -- Transcending the Mind -- Matter Opposition -- (Thinking Òther Within' for the Psychologist -- Coda: A Monist Approach for Educational Psychology -- References -- 13. "The Way to Freedom" in/for Education -- Problem of (Learning) Context -- Historical Senses of Context -- Bracketing and Rethinking Context -- Schooling and Re/Production -- Re/Production of Inequality -- (Objectification Towards an Education that Matters -- Activist Transformation -- Transforming Whole Persons -- From Anthropogenesis to Freedom -- References -- Appendix: Transcription Conventions -- Reference
Summary This book takes up the agenda of the late (but unknown) L.S. Vygotsky, who had turned to the philosopher Spinoza to develop a holistic approach to psychology, an approach that no longer dichotomized the body and mind, intellect and affect, or the individual and the social. In this approach, there is only one substance, which manifests itself in different ways in the thinking body, including as biology and culture. The manifestation as culture is premised on the existence of the social. In much of current educational psychology, there are unresolved contradictions that have their origin in the opposition between body and mind, individual and collective, and structure and process-including the different nature of intellect and affect or the difference between knowledge and its application. Many of the same contradictions are repeated in constructivist approaches, which do not overcome dichotomies but rather acerbate them by individualizing and intellectualizing our knowledgeable participation in recognizably exhibiting and producing the everyday cultural world. Interestingly enough, L.S. Vygotsky, who is often used as a referent for making arguments about inter- and intrasubjective "mental" "constructions," developed, towards the end of his life, a Spinozist approach according to which there is only one substance. This one substance manifests itself in two radically different ways: body (material, biology) and mind (society, culture). But there are not two substances that are combined into a unit; there is only one substance. Once such an approach is adopted, the classical question of cognitive scientists about how symbols are grounded in the world comes to be recognized as an artefact of the theory. Drawing on empirical materials from different learning settings-including parent-child, school, and workplace settings-this book explores the opportunities and implications that this non-dualist approach has for educational research and practice
Bibliography Includes bibliographical references and index
Notes Print version record
Subject Educational psychology.
Psychology, Educational
EDUCATION -- Essays.
EDUCATION -- Organizations & Institutions.
EDUCATION -- Reference.
Educational psychology
Form Electronic book
Author Jornet, Alfredo
ISBN 9783319398686
3319398687