Overview
- Extends the little known work started but never finished by the late L. S. Vygotsky
- Outlines a non-dualist framework for understanding and practicing educational psychology
- Bridges the cultural-historical and ethnomethodological takes on human practices and development
Part of the book series: Cultural Psychology of Education (CPED, volume 3)
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Table of contents (13 chapters)
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Front Matter
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Implications
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Front Matter
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Back Matter
Keywords
- Spinozist theory
- Sociogenetic method
- Zone of proximal development
- Vygotsky
- Ethnomethodology
- Cultural historical theory
- Cultural Educational Psychology
- Unity of phonetics and semantics
- Biological origins of human behavior
- Cultural origins of human behavior
- Primacy of the Social and Sociogenetic Method
- Learning vs Development
- Intention as Social Relation
- Conceptual change
About this book
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.Authors and Affiliations
Bibliographic Information
Book Title: Understanding Educational Psychology
Book Subtitle: A Late Vygotskian, Spinozist Approach
Authors: Wolff-Michael Roth, Alfredo Jornet
Series Title: Cultural Psychology of Education
DOI: https://doi.org/10.1007/978-3-319-39868-6
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2017
Hardcover ISBN: 978-3-319-39867-9Published: 29 August 2016
Softcover ISBN: 978-3-319-81983-9Published: 22 April 2018
eBook ISBN: 978-3-319-39868-6Published: 19 August 2016
Series ISSN: 2364-6780
Series E-ISSN: 2364-6799
Edition Number: 1
Number of Pages: XIV, 328
Number of Illustrations: 83 b/w illustrations
Topics: Educational Psychology, Personality and Social Psychology, Sociology of Culture, Sociology of Education