Beyond the Brain: An Agentive Activity Perspective on Mind, Development, and Learning, Igor M. Arievitch

Автор: Igor M. Arievitch
Название: Beyond the Brain: An Agentive Activity Perspective on Mind, Development, and Learning
ISBN: 9463511032 ISBN-13(EAN): 9789463511032
Издательство: Brill
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Цена: 119540.00 T
Наличие на складе: Поставка под заказ.
Описание: The book outlines a fundamental alternative to the rising wave of aggressive biological reductionism and brainism in contemporary psychology and education. It offers steps to achieving a daunting and elusive goal: constructing a coherently non-reductionist account of the mind. The main obstacle to such a construction is identified as the centuries-old contemplative fallacy that leads to entrenched dualisms and shackles major theoretical frameworks. The alternative agentive activity perspective overcomes this fallacy by advancing the core principles of the cultural-historical activity theory. This innovative perspective charts a consistently non-mentalist and non-individualist view of psychological processes without discarding the individual mind. A vast body of research and theories, from Piaget and Dewey to sociocultural and embodied cognition approaches are critically engaged, with a special focus on Piotr Galperin’s contribution. The notion of the embodied agent’s object-directed activity serves as a pivotal point for re-conceptualizing the mind and its role in behavior. In a radical departure from both the traditional mentalist and biologically reductionist frameworks, psychological processes are understood as taking place “beyond the brain”—as constituted by the agent’s activities in the world. From this standpoint, many of Vygotsky’s key insights, including semiotic mediation, internalization, and cognitive tools are given a fresh scrutiny and substantially revised. The agentive activity perspective opens ways to offer a bold vision for education: developmental teaching and learning built on the premise that real knowledge is not “information storage and retrieval” and that education is not about “knowledge transmission” but instead it is about developing students’ minds.

Автор: Wolff-Michael Roth
Название: Dwelling, Building, Thinking: A Post-Constructivist Perspective on Education, Learning, and Development
ISBN: 9004377123 ISBN-13(EAN): 9789004377127
Издательство: Brill
Цена: 131500.00 T
Наличие на складе: Невозможна поставка.
Описание: In this book, the author presents a major challenge to (social) constructivism, which has become an ideology that few dare to critique. Transgressing the boundaries of this ideology, the author develops an alternative epistemology that takes dwelling as the starting point and ground. Dwelling enables building and thinking (‘constructing’). It is an epistemology in which there is a primacy of social relations, which are the first instantiations of the higher psychological functions ascribed to humans. Starkly contrasting constructivism, the author shows how the commonness of the senses and the existence of social relations lead to common sense, which is the foundation of everything rational and scientific. Common sense, which comes from and with dwelling, is the ground in which all education is rooted. Any attempt to eradicate it literally uproots and thus alienates students from the life and world with which they are so familiar.

Автор: Wolff-Michael Roth
Название: Dwelling, Building, Thinking: A Post-Constructivist Perspective on Education, Learning, and Development
ISBN: 9004376917 ISBN-13(EAN): 9789004376915
Издательство: Brill
Цена: 61100.00 T
Наличие на складе: Невозможна поставка.
Описание: In this book, the author presents a major challenge to (social) constructivism, which has become an ideology that few dare to critique. Transgressing the boundaries of this ideology, the author develops an alternative epistemology that takes dwelling as the starting point and ground. Dwelling enables building and thinking (‘constructing’). It is an epistemology in which there is a primacy of social relations, which are the first instantiations of the higher psychological functions ascribed to humans. Starkly contrasting constructivism, the author shows how the commonness of the senses and the existence of social relations lead to common sense, which is the foundation of everything rational and scientific. Common sense, which comes from and with dwelling, is the ground in which all education is rooted. Any attempt to eradicate it literally uproots and thus alienates students from the life and world with which they are so familiar.