This book series focuses on the development of new qualitative methodologies for educational psychology and interdisciplinary enrichment in ideas and practices. It publishes key ideas of methodology, different approaches to schooling, family, relationships and social negotiations of issues of educational processes. It presents new perspectives, such as dynamic systems theory, dialogical perspectives on the development of the self within educational contexts, and the role of various symbolic resources in educational processes. The series publishes research rooted in the cultural psychology framework, thus combining the fields of psychology, anthropology, sociology, education and history. Cultural psychology examines how human experience is organized culturally, through semiotic mediation, symbolic action, accumulation and exchange of inter-subjectively shared representations of the life-space. By taking this approach, the series breaks through the ontological” conceptualization of education in which processes of education are localized in liminality. In this series, education is understood as goal-oriented personal movement that is at the core of societal change in all its different forms—from kindergarten to vocational school and lifelong learning. It restructures personal lives both inside school and outside the school. The cultural psychology approach to education fits the global processes of most countries becoming multi-cultural in their social orders, refl ects the interdisciplinary nature of educational psychology, and informs the applications of educational psychology in a vast variety of cultural contexts.
This book series:
• Is the first to approach education from a cultural psychology perspective.
• Offers an up-to-date exploration of recent work in cultural psychology of education.
• Brings together new, novel, and innovative ideas.
• Broadens the practical usability of different trends of cultural psychology of education.
Author(s): Wolff-Michael Roth and Alfredo Jornet
Series: Cultural Psychology of Education
Edition: 1st
Publisher: Springer
Year: 2017
Language: English
Pages: 343
1 Vygotsky, Spinoza, and Cultural Psychology of Education ................ 1
What Vygotsky Might Have Glimpsed ..................................................... 2
Marxist Foundations of Vygotsky’s Work to Come ............................ 3
Towards a New Psychology................................................................. 8
Restoring Life in and to Vygotsky’s Legacy ............................................. 10
Steps Towards a Non-dualist Discipline ................................................... 14
Transcending Dichotomies .................................................................. 15
Knowing-How and Life’s Power to Act .............................................. 18
Concrete Human Psychology .............................................................. 22
Conceptual Sketch of the Remainder of This Book .................................. 24
References ............................................................................................ 25
Part I Foundations
2 Biology | Culture...................................................................................... 33
From the Origin of the Psyche .................................................................. 35
Modeling Morphogenesis ......................................................................... 40
From Biology to Culture ........................................................................... 44
The Thinking Body and the Body–Mind Problem.................................... 48
Coda: Intermeshing of Body and Culture ................................................. 51
References ............................................................................................... 53
3 Communicating | Thinking .................................................................... 57
Relation of Thinking and Speaking .......................................................... 58
Unity/Identity of Opposites ....................................................................... 61
Finding Thinking in Communicating ........................................................ 63
Moving to Know ....................................................................................... 67
From the First Dim Stirring of a Thought to Its Formulation ................... 72
Coda: Thinking and Communicating as Intransitive Verbs....................... 78
References ......................................................................................... 80
4 Intrasubjectivity | Intersubjectivity ....................................................... 81
Common Approaches to Intersubjectivity................................................. 82
Givenness of the World ............................................................................. 85
The Word as Reality for Two Persons ....................................................... 89
Coda: Revisiting Intersubjectivity and Mediation .................................... 96
References ..................................................................................... 99
5 Primacy of the Social and Sociogenetic Method .................................. 101
Ways of Theorizing the Social .................................................................. 103
The Social Constructivist Way ............................................................ 103
The Ethnomethodological Take ........................................................... 105
The Social for a Cultural Psychology of Education ............................ 105
The Social in Mathematical Reasoning ............................................... 107
The Social Nature of Joint (Social) Work ................................................. 111
Sociogenetic Method ................................................................................ 114
Ontogenetic Origin of Mathematical Reasoning ................................. 115
Identity Is at Stake ............................................................................... 119
Coda: Demystifying Internalization .......................................................... 123
References .................................................................................... 124
6 Learning | Development .......................................................................... 127
Classical Studies of Reasoning on the Balance Beam .............................. 129
Reasoning on the Balance Beam in a Classroom Setting ......................... 134
Reasoning in Context .......................................................................... 135
Reasoning and Social Relations .......................................................... 139
A Monist Account of Reasoning on the Balance Beam ............................ 144
Coda: What Changes in Learning and Development ................................ 147
References ................................................................................... 150
Part II Case Studies
7 The Social Nature of Reading ................................................................ 161
From the Origins of Reading .................................................................... 163
Reading Aloud .......................................................................................... 170
Coda: Reading Is a Mode of the Thinking Body ...................................... 176
References ......................................................................................... 179
8 Intention—A Product of Joint Social Work ......................................... 181
Rethinking the Genesis of Intention ......................................................... 183
The Paradox of Learning-motivated Task ................................................. 186
Coda: Motivation and the Unity of Affect and Intellect............................ 194
References ........................................................................................ 196
9 Culturing Conceptions............................................................................ 199
On Misconceptions and Situated Language Use ...................................... 199
On Finding Conceptions ........................................................................... 204
Lifeworld and Language ........................................................................... 211
Misconceptions From and For the Other .................................................. 213
Against the Reduction of the Nonverbal to the Verbal .............................. 217
Coda: From Concepts (Meanings) to Sense-Giving Fields ...................... 221
References ...................................................................................... 223
10 Natural History of the Sign .................................................................... 225
Problematizing the Sign ............................................................................ 226
Genesis of Signs in Practical School Activity ........................................... 233
Genesis of Signs in Adult Activity ............................................................ 236
Coda: Investigating the Sign as Historical Process ................................... 242
References ..................................................................................... 245
11 Genesis of the Zone of Proximal Development ..................................... 247
{Teaching | Learning} and Social Relations ............................................. 250
Noticing a Problem of Seeing-as ......................................................... 251
Searching for a Way of Letting the Phenomenon Reveal Itself ........... 253
Coming to See as the Phenomenon Reveals Itself .............................. 257
Coda: The Zone of Proximal Development Redux ................................... 260
References ....................................................................................... 263
Part III Implications
12 The Thinking Body ................................................................................. 269
A Lesson Fragment ................................................................................... 271
Words and Relations ................................................................................. 274
Manifesting, Producing, and Being (in) the Relation .......................... 275
Addressivity and the Intra-intersubjective Nature of Talk................... 275
Thinking Body and Affects ....................................................................... 277
Body Position and Orientation ............................................................ 278
Changing Functions of Hand/Arm Movements .................................. 279
Prosody ................................................................................................ 281
There Is but One Substance ...................................................................... 283
Transcending the Mind—Matter Opposition ...................................... 284
{Thinking | Communicating} .............................................................. 288
The ‘Other Within’ for the Psychologist ............................................. 291
Coda: A Monist Approach for Educational Psychology ........................... 293
References .................................................................................... 294
13 “The Way to Freedom” in/for Education .............................................. 297
The Problem of (Learning) Context .......................................................... 299
Historical Senses of Context ............................................................... 300
Bracketing and Rethinking Context .................................................... 301
Schooling and Re/Production ................................................................... 304
Re/Production of Inequality ................................................................ 305
{Objectifi cation | Subjectifi cation} ..................................................... 308
Towards an Education that Matters ........................................................... 310
Activist Transformation ....................................................................... 312
Transforming Whole Persons .............................................................. 314
From Anthropogenesis to Freedom ........................................................... 317
References ..................................................................................... 317
Appendix: Transcription Conventions .......................................................... 321
Reference .................................................................................... 322
Index ............................................................................................ 323
