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Understanding Educational Psychology

A Late Vygotskian, Spinozist Approach

  • Wolff-Michael Roth
  • Alfredo Jornet

Part of the Cultural Psychology of Education book series (CPED, volume 3)

Table of contents

  1. Front Matter
    Pages i-xiv
  2. Wolff-Michael Roth, Alfredo Jornet
    Pages 1-26
  3. Foundations

    1. Front Matter
      Pages 27-32
    2. Wolff-Michael Roth, Alfredo Jornet
      Pages 33-55
    3. Wolff-Michael Roth, Alfredo Jornet
      Pages 57-80
    4. Wolff-Michael Roth, Alfredo Jornet
      Pages 81-100
    5. Wolff-Michael Roth, Alfredo Jornet
      Pages 101-126
    6. Wolff-Michael Roth, Alfredo Jornet
      Pages 127-151
  4. Case Studies

    1. Front Matter
      Pages 153-160
    2. Wolff-Michael Roth, Alfredo Jornet
      Pages 161-179
    3. Wolff-Michael Roth, Alfredo Jornet
      Pages 181-197
    4. Wolff-Michael Roth, Alfredo Jornet
      Pages 199-224
    5. Wolff-Michael Roth, Alfredo Jornet
      Pages 225-246
    6. Wolff-Michael Roth, Alfredo Jornet
      Pages 247-264
  5. Implications

    1. Front Matter
      Pages 265-267
    2. Wolff-Michael Roth, Alfredo Jornet
      Pages 269-295
    3. Wolff-Michael Roth, Alfredo Jornet
      Pages 297-319
  6. Back Matter
    Pages 321-328

About this book

Introduction

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.

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

Authors and affiliations

  • Wolff-Michael Roth
    • 1
  • Alfredo Jornet
    • 2
  1. 1.University of VictoriaVictoriaCanada
  2. 2.University of OsloOsloNorway

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-39868-6
  • Copyright Information Springer International Publishing Switzerland 2017
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-39867-9
  • Online ISBN 978-3-319-39868-6
  • Series Print ISSN 2364-6780
  • Series Online ISSN 2364-6799
  • Buy this book on publisher's site