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This book intends to translate into theoretical, methodological and
practical language the principles of dialogical psychology.
Throughout the 19th and 20th centuries, theoretical models in
psychology have approached human mind and behavior from a
monological point of view, a generalizing perspective which ignored
the core role of social transactions in the construction of the
person and sought to explain psychological functioning only looking
inside individuals' minds and brains, or in mechanist sets of
reinforcement contingencies. However, for the last 40 years,
critical perspectives within the fields of psychological and
sociological theoretical thinking have produced an important
epistemological shift towards a new dialogical paradigm within the
behavioral and social sciences. The contributions in this volume
intend to present both the theoretical framework and possible
applications of dialogical psychology in different fields of
research and practice, such as: Developmental psychology School and
educational psychology Social and personality psychology Education
Social work Anthropology Art Psychology as a Dialogical Science -
Self and Culture Mutual Development will be an invaluable resource
to both researchers and practitioners working in the different
areas involved in the study and promotion of healthy human
development by providing an alternative scientific framework to
help overcome the traditional, reductionist, monological
explanations of psychological phenomena.
In this volume, gender and schooling in the early years addresses a
broad range of issues including, but not limited, to gender equity
in education. We explore, for example, the complex world of play in
Fromberg's chapter and are reminded that for young children, play
involves issues of power and hierarchy in ways that parallel the
role of gender in society. Miletta's study of preschool children in
northern Italy, at Reggio Emilia, reveals a story of classroom
interactions where gender differences are not part of the equation
for the youngsters. Her chapter begs the question, ""How does this
environment empower all children, regardless of gender?"" Two
chapters provide a lens to the Montessori setting for young
children. Wilgus studies the gendered patterns of young women
teaching at a Montessori school, while Irby, Rodriguez, and
Lara-Alecio explore the intersections of culture and gender at a
bilingual Montessori public school. Further examining the preschool
years, Plaster and Schiller address the current brain research and
examine the ways in which the adults that staff early child care
programs, and the environments that they offer, play an important
role in the development of our children.
The book provides conceptual and theoretical elaborations on human
values from a cultural psychological approach. The authors
illustrate their original contributions with empirical data,
allowing for productive discussion on the topic of ontogenesis of
values from a historical-cultural perspective.
This book elaborates on issues regarding alterity, values, and
human development in different educational contexts, serving from
young children to adolescents to adults, and it claims for the need
of educational contexts to consider their responsibilities
regarding the development of the sociomoral dimension of human
beings. The authors, experienced theorists and researchers sharing
a cultural psychological perspective, provide a fresh understanding
of educational institutions, and elaborate on how initiatives
aiming at promoting dialogical practices and ethical orientation
within educational contexts can be productive. They provide
teachers, researchers, psychologists and parents, as well as the
general public, with useful knowledge in order to contribute to
theoretical and practical advances concerning education and human
development.
This book intends to translate into theoretical, methodological and
practical language the principles of dialogical psychology.
Throughout the 19th and 20th centuries, theoretical models in
psychology have approached human mind and behavior from a
monological point of view, a generalizing perspective which ignored
the core role of social transactions in the construction of the
person and sought to explain psychological functioning only looking
inside individuals' minds and brains, or in mechanist sets of
reinforcement contingencies. However, for the last 40 years,
critical perspectives within the fields of psychological and
sociological theoretical thinking have produced an important
epistemological shift towards a new dialogical paradigm within the
behavioral and social sciences. The contributions in this volume
intend to present both the theoretical framework and possible
applications of dialogical psychology in different fields of
research and practice, such as: Developmental psychology School and
educational psychology Social and personality psychology Education
Social work Anthropology Art Psychology as a Dialogical Science -
Self and Culture Mutual Development will be an invaluable resource
to both researchers and practitioners working in the different
areas involved in the study and promotion of healthy human
development by providing an alternative scientific framework to
help overcome the traditional, reductionist, monological
explanations of psychological phenomena.
This book elaborates on issues regarding alterity, values, and
human development in different educational contexts, serving from
young children to adolescents to adults, and it claims for the need
of educational contexts to consider their responsibilities
regarding the development of the sociomoral dimension of human
beings. The authors, experienced theorists and researchers sharing
a cultural psychological perspective, provide a fresh understanding
of educational institutions, and elaborate on how initiatives
aiming at promoting dialogical practices and ethical orientation
within educational contexts can be productive. They provide
teachers, researchers, psychologists and parents, as well as the
general public, with useful knowledge in order to contribute to
theoretical and practical advances concerning education and human
development.
The book provides conceptual and theoretical elaborations on human
values from a cultural psychological approach. The authors
illustrate their original contributions with empirical data,
allowing for productive discussion on the topic of ontogenesis of
values from a historical-cultural perspective.
The book is divided into three parts. In Part I, basic conceptual
and theoretical issues concerning communication and
metacommunication are presented. Part II continues the coverage
with the issues of communication and metacommunication. Those are
extended as each chapter puts forward new insights and
contextualizes them within the realms of teaching- learning
processes, early adaptation to nursery school contexts, and of the
analysis of processes occurring at a particular dimension of human
development (gender identity). Part III provides further conceptual
and theoretical elaborations on the phenomena from the unique
viewpoints of scholars with diverse backgrounds, which definitely
furnish scientific discussion over the issue with fresh and
productive ideas. Throughout the chapters, the reader is supplied
with empirical projects conducted in different research
laboratories, each study granting novel illustrations of
methodological approaches to analyze the complexities of
communication and metacommunication processes and their relevant
constitutive roles in specific contexts. This book is only an
intermediate milestone representing the development of knowledge in
LABMIS and within its international research network. We look
forward to new ideas and further international collaboration. We
are glad that we can provide the World's scientific community
leadership in metacommunication - this small area of the social
sciences. Yet maybe it is precisely that which constitutes a
metacommunicative message to the wider scientific community.
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