Verfügbarkeit: Understanding Educational Psychology

Understanding Educational Psychology: A Late Vygotskian, Spinozist Approach

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Bibliographische Detailangaben
Hauptverfasser:	Roth, Wolff-Michael 1953- (VerfasserIn), Jornet, Alfredo (VerfasserIn)
Format:	Buch
Sprache:	English
Veröffentlicht:	Cham Springer 2017
Schlagworte:	Pädagogische Psychologie
Online-Zugang:	Inhaltsverzeichnis
Beschreibung:	XIV, 328 Seiten Illustrationen
ISBN:	9783319398679

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MARC


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Datensatz im Suchindex

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adam_text	CONTENTS 1 VYGOTSKY, SPINOZA, ANDCULTURAL PSYCHOLOGY OFEDUCATION 1 WHATVYGOTSKYMIGHTHAVEGLIMPSED..................................................... 2 MARXISTFOUNDATIONSOFVYGOTSKY SWORKTOCOME 3 TOWARDSANEWPSYCHOLOGY................................................................. 8 RESTORINGLIFEINANDTOVYGOTSKY SLEGACY............................................. 10 STEPSTOWARDSANON-DUALISTDISCIPLINE 14 TRANSCENDINGDICHOTOMIES.................................................................. 15 KNOWING-HOWANDLIFE SPOWERTOACT 18 CONCRETEHUMANPSYCHOLOGY.............................................................. 22 CONCEPTUALSKETCHOFTHEREMAINDEROFTHISBOOL................................ 24 REFERENCES 25 PARTI FOUNDATIONS 2 BIOLOGY I CULTURE...................................................................................... 33 FROMTHEORIGINOFTHEPSYCHE 35 MODELINGMORPHOGENESIS 40 FROMBIOLOGYTOCULTURE........................................................................... 44 THETHINKINGBODYANDTHEBODY-MINDPROBLEM.................................... 48 CODA:INTERRNESHINGOFBODYANDCULTURE 51 REFERENCES................................................................................................. 53 3 COMMUNICATING I THINKING 57 RELATIONOFTHINKINGANDSPEAKING 58 UNITY/IDENTITYOFOPPOSITES....................................................................... 61 FINDINGTHINKINGINCOMMUNICATING........................................................ 63 MOVINGTOKNOW 67 FRAM THEFIRSTDIRNSTIRRINGOFATHOUGHTTOITSFORMULATION................... 72 CODA:THINKINGANDCOMMUNICATINGASINTRANSITIVEVERBS....................... 78 REFERENCES................................................................................................. 80 XI 4 INTRASUBJECTIVITY I INTERSUBJECTIVITY....................................................... 81 COMMON APPROACHES TOINTERSUBJECTIVITY................................................. 82 GIVENNESS OFTHEWORLD 85 THEWORDASREALITY FORTWOPERSONS....................................................... 89 CODA: REVISITING INTERSUBJECTIVITY ANDMEDIATION 96 REFERENCES 99 5 PRIMACYOFTHESODALANDSODOGENETICMETHOD 101 WAYSOFTHEORIZING THESOCIAL.................................................................. 103 THESOCIAL CONSTRUCTIVIST WAY 103 THEETHNOMETHODOLOGICAL TAKE........................................................... 105 THESOCIAL FORACULTURAL PSYCHOLOGY OFEDUCATION............................ 105 THESOCIAL INMATHEMATICAL REASONING............................................... 107 THESOCIAL NATURE OFJOINT (SOCIAL) WORK................................................. 111 SOCIOGENETIC METHOD 114 ONTOGENETIC ORIGIN OFMATHEMATICAL REASONING................................. 115 IDENTITY ISATSTAKE............................................................................... 119 CODA: DEMYSTIFYING INTERNALIZATION.......................................................... 123 REFERENCES 124 6 LEARNING I DEVELOPMENT.......................................................................... 127 CLASSICAL STUDIES OFREASONING ONTHEBALANCE BEAM 129 REASONING ONTHEBALANCE BEAM INACLASSROOM SETTING 134 REASONING INCONTEXT 135 REASONING ANDSOCIAL RELATIONS 139 AMONIST ACCOUNT OFREASONING ONTHEBALANCE BEAM............................ 144 CODA: WHAT CHANGES INLEARNING ANDDEVELOPMENT................................ 147 REFERENCES 150 PART11 CASE STUDIES 7 THESODALNATUREOFREADING 161 FROM THEORIGINS OFREADING 163 READING ALOUD 170 CODA: READING ISAMODE OFTHETHINKING BODY 176 REFERENCES...... 179 8 INTENTION-A PRODUCTOFJOINTSODALWORK 181 RETHINKING THEGENESIS OFINTENTION 183 THEPARADOX OFLEARNING-MOTIVATED TASK 186 CODA: MOTIVATION ANDTHEUNITY OFAFFECT ANDINTELLECT............................ 194 REFERENCES 196 9 CULTURING CONCEPTIONS............................................................................ 199 ONMISCONCEPTIONS ANDSITUATED LANGUAGE USE 199 ONFINDING CONCEPTIONS 204 LIFEWORLD ANDLANGUAGE 211 CONTENTS XIII MISCONCEPTIONS FROMANDFORTHE OTHER 213 AGAINST THEREDUCTION OFTHENONVERBAL TOTHEVERBAL........................... 217 CODA: FROMCONCEPTS (MEANINGS) TOSENSE-GIVING FIELDS 221 REFERENCES................................................................................................. 223 10 NATURALHISTORYOFTHESIGN 225 PROBLEMATIZING THESIGN.... 226 GENESIS OFSIGNSINPRACTICAL SCHOOL ACTIVITY........................................... 233 GENESIS OFSIGNSINADULTACTIVITY 236 CODA: INVESTIGATING THESIGNASHISTORICAL PROCESS................................... 242 REFERENCES................................................................................................. 245 11 GENESISOFTHEZONEOFPROXIMAL DEVELOPMENT..................................... 247 {TEACHING I LEARNING) ANDSOCIAL RELATIONS............................................. 250 NOTICING APROBLEM OFSEEING-AS......................................................... 251 SEARCHING FORAWAYOFLETTING THEPHENOMENON REVEAL ITSELF........... 253 COMING TOSEEASTHEPHENOMENON REVEALS ITSELF 257 CODA: THEZONE OFPROXIMAL DEVELOPMENT REDUX................................... 260 REFERENCES........................................................................ 263 PARTIII IMPLICATIONS 12 THETHINKINGBODY 269 ALESSON FRAGMENT................................................................................... 271 WORDSANDRELATIONS 274 MANIFESTING, PRODUCING, ANDBEING (IN)THERELATION.......................... 275 ADDRESSIVITY ANDTHEINTRA-INTERSUBJECTIVE NATURE OFTALK................... 275 THINKING BODY ANDAFFECTS 277 BODYPOSITION ANDORIENTATION 278 CHANGING FUNCTIONS OFHANDIARM MOVEMENTS 279 PROSODY 281 THEREISBUTONESUBSTANCE 283 TRANSCENDING THEMIND-MATTER OPPOSITION 284 {THINKING I COMMUNICATING} 288 THE OTHER WITHIN FORTHEPSYCHOLOGIST 291 CODA:AMONIST APPROACH FOREDUCATIONAL PSYCHOLOGY........................... 293 REFERENCES................................................................................................. 294 13 THEWAYTOFREEDOM IN/FOR EDUCATION.............................................. 297 THEPROBLEM OF(LEARNING) CONTEXT.......................................................... 299 HISTORICAL SENSES OFCONTEXT 300 BRACKETING ANDRETHINKING CONTEXT 301 SCHOOLING ANDRE/PRODUCTION 304 RELPRODUCTION OFINEQUALITY 305 {OBJECTIFICATION I SUBJECTIFICATION} 308 TOWARDS ANEDUCATION THATMAUERS........................................................... 310 ACTIVIST TRANSFORMATION........ 312 TRANSFORMING WHOLE PERSONS 314 FROMANTHROPOGENESIS TOFREEDOM........................................................... 317 REFERENCES 317 APPENDIX: TRANSCRIPTION CONVENTIONS 321 REFERENCE 322 INDEX............. 323
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author	Roth, Wolff-Michael 1953- Jornet, Alfredo
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spelling	Roth, Wolff-Michael 1953- Verfasser (DE-588)122347943 aut Understanding Educational Psychology A Late Vygotskian, Spinozist Approach Wolff-Michael Roth, Alfredo Jornet Cham Springer 2017 XIV, 328 Seiten Illustrationen txt rdacontent n rdamedia nc rdacarrier Pädagogische Psychologie (DE-588)4044321-8 gnd rswk-swf Pädagogische Psychologie (DE-588)4044321-8 s DE-604 Jornet, Alfredo Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029137060&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis
spellingShingle	Roth, Wolff-Michael 1953- Jornet, Alfredo Understanding Educational Psychology A Late Vygotskian, Spinozist Approach Pädagogische Psychologie (DE-588)4044321-8 gnd
subject_GND	(DE-588)4044321-8
title	Understanding Educational Psychology A Late Vygotskian, Spinozist Approach
title_auth	Understanding Educational Psychology A Late Vygotskian, Spinozist Approach
title_exact_search	Understanding Educational Psychology A Late Vygotskian, Spinozist Approach
title_full	Understanding Educational Psychology A Late Vygotskian, Spinozist Approach Wolff-Michael Roth, Alfredo Jornet
title_fullStr	Understanding Educational Psychology A Late Vygotskian, Spinozist Approach Wolff-Michael Roth, Alfredo Jornet
title_full_unstemmed	Understanding Educational Psychology A Late Vygotskian, Spinozist Approach Wolff-Michael Roth, Alfredo Jornet
title_short	Understanding Educational Psychology
title_sort	understanding educational psychology a late vygotskian spinozist approach
title_sub	A Late Vygotskian, Spinozist Approach
topic	Pädagogische Psychologie (DE-588)4044321-8 gnd
topic_facet	Pädagogische Psychologie
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029137060&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
work_keys_str_mv	AT rothwolffmichael understandingeducationalpsychologyalatevygotskianspinozistapproach AT jornetalfredo understandingeducationalpsychologyalatevygotskianspinozistapproach

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