rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Understanding Educational Psychology
    sub title: A Late Vygotskian, Spinozist Approach
  name:
    name part: Roth, Wolff-Michael.
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: Jornet, Alfredo.
    role:
      role term: author.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: gw
    date issued: 2017
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XIV, 328 p. 83 illus. online resource.
  abstract: 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.
  table of contents: Foreword -- 1. Vygotsky, Spinoza, and Cultural Psychology of Education -- PART I: FOUNDATIONS -- Introduction -- Biology | Culture -- Communicating | Thinking -- Intrasubjectivity | Intersubjectivity -- Primacy of the Social and Sociogenetic Method -- Learning | Development -- PART II: CASE STUDIES -- Introduction -- The Social Nature of Reading -- Intention—A Product of Joint Social Work -- Culturing Conceptions -- Natural History of the Sign -- Genesis of the Zone of Proximal Development -- PART III: IMPLICATIONS -- Introduction -- The Thinking Body -- “The Way to Freedom” in/for Education -- Appendix -- Index. .
  note: by Wolff-Michael Roth, Alfredo Jornet.
  subject:
    topic: Education
  subject:
    topic: Educational sociology
  subject:
    topic: Educational psychology
  subject:
    topic: Education
    topic: Psychology
  subject:
    topic: Education and sociology
  subject:
    topic: Sociology, Educational
  subject:
    topic: Religion and culture
  subject:
    topic: Personality
  subject:
    topic: Social psychology
  subject:
    topic: Education
  subject:
    topic: Educational Psychology
  subject:
    topic: Personality and Social Psychology
  subject:
    topic: Sociology of Culture
  subject:
    topic: Sociology of Education
  classification: LB1050.9-1091
  classification: 370.15
  related item:
    title info:
      title: Springer eBooks
  related item:
    title info:
      title: Cultural Psychology of Education, 3
  identifier: 9783319398686
  identifier: http://dx.doi.org/10.1007/978-3-319-39868-6
  record info:
    record creation date: 160819
    record change date: 20160819090932.0
    record identifier: 978-3-319-39868-6