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Beyond the brain : an agentive activity perspective on mind, development, and learning /
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 s...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Rotterdam, The Netherlands :
SensePublishers,
[2017]
|
| Colección: | Bold visions in educational research ;
v. 57. |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Arievitch, Igor M., |e author. | |
| 245 | 1 | 0 | |a Beyond the brain : |b an agentive activity perspective on mind, development, and learning / |c Igor M. Arievitch. |
| 264 | 1 | |a Rotterdam, The Netherlands : |b SensePublishers, |c [2017] | |
| 300 | |a 1 online resource | ||
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| 490 | 1 | |a Bold visions in educational research ; |v volume 57 | |
| 588 | 0 | |a Online resource; title from PDF title page (EBSCO, viewed September 11, 2017). | |
| 504 | |a Includes bibliographical references. | ||
| 505 | 0 | |a TABLE OF CONTENTS; ACKNOWLEDGEMENTS; CHAPTER 1: INTRODUCTION; THE GOALS AND STARTING POINTS OF THE BOOK; THE STRUCTURE AND MAIN TOPICS OF THE BOOK; CHAPTER 2: THE MIND IS NOT IN THE BRAIN; A NEW WAVE OF BRAINISM IN PSYCHOLOGY AND EDUCATION; RECENT CRITICISM OF BRAINISM; SUMMARY OF ARGUMENTS AGAINST BRAINISM AND "MINDLESS NEUROSCIENCE"; CHAPTER 3: THE MIND IS THE FORM OF THE INDIVIDUAL'S ACTIVITY: The Emergence of the Active Agent; HISTORICAL CONTEXT OF RESEARCH ON NON-AUTOMATICITY; James's Concept of the "Efficacity of Consciousness"; Dewey's Notion of Coordination of Self-Guided Activity. | |
| 505 | 8 | |a AN ACTIVITY-BASED APPROACH TO MINDBackground of Galperin's Work; The Concept of Orienting Activity; The New Type of Causality; The Mind is the Embodied Agent's Activity, Not the Brain Functioning; COMPARISON TO OTHER RECENT ATTEMPTS TO INTRODUCE AN AGENTIVE APPROACH TO MIND; NOTES; CHAPTER 4: THE DEVELOPMENTAL TRAJECTORY OF CULTURAL MEDIATION (I): From Joint Activity to Semiotic Mediation; APPROACHES TO SEMIOTIC MEDIATION; VYGOTSKY ON SEMIOTIC MEDIATION; TAKING A BROADER VIEW ON MEDIATION: PRE-HISTORY OF SEMIOTIC MEDIATION. | |
| 505 | 8 | |a FROM EARLIER FORMS OF CULTURAL MEDIATION TO SEMIOTIC MEDIATION: THE "MAGIC OF SIGNS"NOTES; CHAPTER 5: THE DEVELOPMENTAL TRAJECTORY OF CULTURAL MEDIATION (II): From Semiotically Mediated Activity to Psychological Process; THE INTERNALIZATION CONTROVERSY; AN ACTIVITY-BASED APPROACH TO INTERNALIZATION; Focusing on External Activity; Mental Processes as Activities; Mental Processes Are the Agent's External Actions; DEMYSTIFYING THE PROCESS OF MEDIATION BY COGNITIVE TOOLS; Reframing the Mediation Research; Cognitive Tools Are Directed toward External Objects, Not "Inward." | |
| 505 | 8 | |a BROADENING THE NON-MENTALIST FRAMEWORKNeo-Piagetian Theorizing of Mental Processes and Internalization; The Human Agent: Adapting Organism or Inherently Social Actor?; "Internal" Processes as Acting with Social Meanings; SUMMARY AND CONCLUSIONS; NOTES; CHAPTER 6: THE QUALITY OF COGNITIVE TOOLS AND DEVELOPMENT OF THE MIND; DEVELOPMENT AND LEARNING: THE RELEVANCE OF CULTURALLY EVOLVED COGNITIVE TOOLS; THE ROLE OF LEARNING IN COGNITIVE DEVELOPMENT; Types of Learning; Types of Learning and Cognitive Development; IMPLICATIONS FOR DEVELOPMENTAL STUDIES; DEVELOPMENTAL TEACHING AND LEARNING. | |
| 505 | 8 | |a An Illustration: Bloom's Taxonomy from the DTL PerspectiveNOTES; CHAPTER 7: CONCLUSION: Overcoming the Contemplative Fallacy by Adopting the Agentive Activity Perspective; REFERENCES; ABOUT THE AUTHOR. | |
| 520 | |a 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 | ||
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| 650 | 0 | |a Cognition. | |
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| 650 | 0 | |a Developmental psychology. | |
| 650 | 0 | |a Education |x Philosophy. | |
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| 650 | 6 | |a Psychologie de l'apprentissage. | |
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| 650 | 6 | |a Cerveau. | |
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| 650 | 6 | |a Éducation |x Philosophie. | |
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