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Educational Dilemmas uses cultural psychology to explore the
challenges, contradictions and tensions that occur during the
process of education, with consideration of the effect these have
at both the individual and the collective level. It argues that the
focus on issues in learning overlooks a fundamental characteristic
of education: that the process of educating is simultaneously both
constructive and disruptive. Drawing on research from Europe,
America and Asia, chapters in this volume present and analyse
different experiences of the tension between disruption and
construction in the process of education. Situating educational
discontent within the wider context, the book demonstrates how this
issue can be exacerbated by the tension between the commodification
and democratisation of educational systems. This book demonstrates
that these issues permeate all levels of education and, as a
result, emphasises how vital it is that educational discontent is
considered from a new perspective. Educational Dilemmas is
essential reading for academics, researchers and postgraduate
students in the fields of psychology and education. It should also
be of great interest to school psychologists, teachers and
therapists.
This book represents the first extensive introduction to the
emerging construct of Educational Self. The new concept describes a
specific dimension of the Self, which is elaborated in the course
of a person's school life and is reactivated anytime the person is
involved in an educational activity, whether as a student, teacher
or parent. The Educational Self (ES) approach was created by the
volume editors and is currently being developed at various
universities in Europe and Latin America as a way of understanding
and operating in educational contexts. The book presents the
theoretical framework and the empirical developments of the
construct, paving the way for further applications in education.
The main locations of the empirical studies are Denmark, Italy,
Brazil, Portugal and Colombia, but the research network is steadily
expanding to other countries, so that the concept here can be
generalized to different cultural contexts. The book addresses a
range of contexts and moments in school life. The editors'
introduction presents the construct of ES, the opportunities for
further theoretical and empirical developments of the concept, and
its potential applications in educational practices. In the
remainder of the volume, ES is explored for different age groups
(from children to adolescents to higher education), different
actors (peers, teachers, parents and their interactions), different
contexts (formal education, special institutions, school-family
relationships) and different phenomena (disruptive behavior,
special needs, value orientation, school failure, etc.). All the
studies share a qualitative idiographic approach, which is
characteristic of the perspective of cultural psychology in which
the ES construct was elaborated.
Giambattista Vico (1668-1744) was an Italian philosopher,
rhetorician, and historian. As one of the great thinkers of the
Enlightenment, he exerted tremendous influence on the social
sciences. He was the first to stress cultural and linguistic
dimensions in the development of both the human mind and social
institutions. Although his ideas on the relationship between mind
and culture and his epistemology have inspired the work of many
scholars in psychology, his sizeable influence has been scarcely
acknowledged. The volume is organized in two sections. The first
locates Vico in his historical context and in the landscape of
contemporary human and social sciences. The second part presents
those of Vico's concepts that seem promising for the development of
a new way of looking at psychological phenomena. In the book's
conclusion, Luca Tateo gathers the ideas of the volume's
contributors to suggest future development of the psychological
sciences. This book aims to show how Vico's insights can inspire
future research in the psychological sciences. It collects
multidisciplinary contributions of leading international scholars
that draw upon the thought of this original thinker. Collectively,
the contributors remind us of the legacy and continuing influence
of this inspiring historical figure.
Educational Dilemmas uses cultural psychology to explore the
challenges, contradictions and tensions that occur during the
process of education, with consideration of the effect these have
at both the individual and the collective level. It argues that the
focus on issues in learning overlooks a fundamental characteristic
of education: that the process of educating is simultaneously both
constructive and disruptive. Drawing on research from Europe,
America and Asia, chapters in this volume present and analyse
different experiences of the tension between disruption and
construction in the process of education. Situating educational
discontent within the wider context, the book demonstrates how this
issue can be exacerbated by the tension between the commodification
and democratisation of educational systems. This book demonstrates
that these issues permeate all levels of education and, as a
result, emphasises how vital it is that educational discontent is
considered from a new perspective. Educational Dilemmas is
essential reading for academics, researchers and postgraduate
students in the fields of psychology and education. It should also
be of great interest to school psychologists, teachers and
therapists.
This book advances our theoretical understanding of the human
experience. By overcoming dualities such as the relationship
between reflection and action, it allows a more in-depth analysis
of how concepts constitute complementary parts of the complex human
thinking to be developed. Presenting texts written by leading
philosophers and psychologists, it provides a comprehensive
overview of the current state of theoretical elaboration, which is
then used to discuss the place and value of reflection in moral and
epistemic scenes. These topics are accessible to experts and young
scholars in the field alike, and offer scope for further
reflections that could improve our understanding beyond the
existing models and "-isms". The novelty of the book is in the
dialogue established between several perspectives (e.g.
philosophers and psychologists; Europe, America and Asia; etc.).
The contributions of philosophers and psychologists establish a
fruitful dialogue, so that readers realize that disciplinary
divisions are overcome through dialogue and the common object of
inquiry: the way human beings reflect and act in their everyday
experiences.
This book explores the relationship between cultural psychology and
aesthetics, by integrating the historical, theoretical and
phenomenological perspectives. It offers a comprehensive discussion
of the history of aesthetics and psychology from an international
perspective, with contributions by leading researchers from Serbia,
Austria, Portugal, Norway, Denmark, and Brazil. The first section
of the book aims at summarizing the debate of where the song comes
from. It discusses undeveloped topics, methodological hints, and
epistemological questions in the different areas of contemporary
psychological sciences. The second section of the book presents
concrete examples of case-studies and methodological issues (the
new melodies in psychological research) to stimulate further
explorations. The book aims to bring art back into psychology, to
provide an understanding for the art of psychology. An Old Melody
in a New Song will be of interest to advanced students and
researchers in the fields of educational and developmental
psychology, cultural psychology, history of ideas, aesthetics, and
art-based research.
This book represents the first extensive introduction to the
emerging construct of Educational Self. The new concept describes a
specific dimension of the Self, which is elaborated in the course
of a person's school life and is reactivated anytime the person is
involved in an educational activity, whether as a student, teacher
or parent. The Educational Self (ES) approach was created by the
volume editors and is currently being developed at various
universities in Europe and Latin America as a way of understanding
and operating in educational contexts. The book presents the
theoretical framework and the empirical developments of the
construct, paving the way for further applications in education.
The main locations of the empirical studies are Denmark, Italy,
Brazil, Portugal and Colombia, but the research network is steadily
expanding to other countries, so that the concept here can be
generalized to different cultural contexts. The book addresses a
range of contexts and moments in school life. The editors'
introduction presents the construct of ES, the opportunities for
further theoretical and empirical developments of the concept, and
its potential applications in educational practices. In the
remainder of the volume, ES is explored for different age groups
(from children to adolescents to higher education), different
actors (peers, teachers, parents and their interactions), different
contexts (formal education, special institutions, school-family
relationships) and different phenomena (disruptive behavior,
special needs, value orientation, school failure, etc.). All the
studies share a qualitative idiographic approach, which is
characteristic of the perspective of cultural psychology in which
the ES construct was elaborated.
This book explores the relationship between cultural psychology and
aesthetics, by integrating the historical, theoretical and
phenomenological perspectives. It offers a comprehensive discussion
of the history of aesthetics and psychology from an international
perspective, with contributions by leading researchers from Serbia,
Austria, Portugal, Norway, Denmark, and Brazil. The first section
of the book aims at summarizing the debate of where the song comes
from. It discusses undeveloped topics, methodological hints, and
epistemological questions in the different areas of contemporary
psychological sciences. The second section of the book presents
concrete examples of case-studies and methodological issues (the
new melodies in psychological research) to stimulate further
explorations. The book aims to bring art back into psychology, to
provide an understanding for the art of psychology. An Old Melody
in a New Song will be of interest to advanced students and
researchers in the fields of educational and developmental
psychology, cultural psychology, history of ideas, aesthetics, and
art-based research.
This book is aimed at appreciating and further developing the work
of Pina Boggi Cavallo. She was a scholar that fully embodied the
spirit of the first cognitive revolution in psychology, whose ideal
was to consider human being in its totality. The focus of
scientific investigation in her work, were the processes of
thought, as connected to the affective and ethical dimensions, the
social construction of the developing Self within the real context
of its making. The book is organized in three sections: Sowing: the
selected works of Pina Boggi Cavallo translated in English;
Fertilizing: invited commentaries which  develop the ideas of
Pina Boggi Cavallo in the current and future scientific landscape;
Cultivating: invited chapters by international scholars, including
some who collaborated with her.
In the last decade, a great variety and volume of scholarly work
has appeared on mind-wandering, a mental process involving a vast
range of human life, connected with "first-person perspective" and
"personhood", submental thinking, mental autonomy, etc. While
different and emerging features that flow into and out of one
another (second field, mental travel, visual imagery, inner speech,
unspecific memory, autobiographical memory, fantasies,
introspection, etc.) and negative and positive approaches seem to
describe mind-wandering, we offer an interdisciplinary theoretical
and empirically informed and informative overview on mind-wandering
studies and methodologies oriented toward the educational field.
The aim is to transform and enrich the debate on mind-wandering but
also to show how theoretical arguments and research findings could
inform the teaching-learning context. This groundbreaking book,
moves along three representations of developed scientific
knowledge: imaginary lines, circles and spirals. The first section,
"The Lines", develops new lines of inquiry on attention (selective
and sustained) and mind-wandering, the influence of age and
mind-wandering, embodiment, consciousness and experience and
mind-wandering. In the second section, the "Circles", groups of
Chapters on the same topic, methodology (tasks and measurement),
intervention (auditory beat stimulation and mindfulness practices)
and creativity, recreate a dance of interacting parts in which
there are always profitable, decisive and retroactive exchanges
between the information that each group or author activates. The
last section, "The Spirals", critically discusses the absence of a
unified theoretical perspective, in the pedagogical field,
attentive both to the processes of emergence and the interactions
between parts.
This book advances our theoretical understanding of the human
experience. By overcoming dualities such as the relationship
between reflection and action, it allows a more in-depth analysis
of how concepts constitute complementary parts of the complex human
thinking to be developed. Presenting texts written by leading
philosophers and psychologists, it provides a comprehensive
overview of the current state of theoretical elaboration, which is
then used to discuss the place and value of reflection in moral and
epistemic scenes. These topics are accessible to experts and young
scholars in the field alike, and offer scope for further
reflections that could improve our understanding beyond the
existing models and "-isms". The novelty of the book is in the
dialogue established between several perspectives (e.g.
philosophers and psychologists; Europe, America and Asia; etc.).
The contributions of philosophers and psychologists establish a
fruitful dialogue, so that readers realize that disciplinary
divisions are overcome through dialogue and the common object of
inquiry: the way human beings reflect and act in their everyday
experiences.
This is a book about imaginative work and its relationship with the
construction of knowledge. It is fully acknowledged by
epistemologists that imagination is not something opposed to
rationality; it is not mere fantasy opposed to intellect. In
philosophy and cognitive sciences, imagination is generally
"delimiting not much more than the mental ability to interact
cognitively with things that are not now present via the senses."
(Stuart, 2017, p. 11) For centuries, scholars and poets have
wondered where this capability could come from, whether it is
inspired by divinity or it is a peculiar feature of human mind
(Tateo, 2017b). The omnipresence of imaginative work in both every
day and highly specialized human activities requires a profoundly
radical understanding of this phenomenon. We need to work
imaginatively in order to achieve knowledge, thus imagination must
be something more than a mere flight of fantasy. Considering
different stories in the field of scientific endeavor, I will try
to propose the idea that the imaginative process is fundamental
higher mental function that concurs in our experiencing, knowing
and understanding the world we are part of. This book is thus about
a theoretical idea of imagining as constant part of the complex
whole we call the human psyche. It is a story of human beings
striving not only for knowledge and exploration but also striving
for imagining possibilities.
The book provides a new look at the everyday relationship between
psychological processes and extraordinary aspects of ordinary
phenomena. Why should we deal with ordinary things? People's life
is made of everyday practical, taken-for-granted things, such as
driving a car, using money, listening music, etc. When you drive
from home to workplace, you are migrating between contexts. Is this
an empty space you are crossing, or the time you spend into the car
is something meaningful? In psychological terms, things have, at
least, three levels of existence, a material, a symbolic and an
affective one. The underlying idea is that the symbolic elaboration
of everyday things is characterized by the transcendence of the
particular object-sign, leading to the creation of more and more
complex sign fields. These fields expand according to an inclusive
logic up to dialogically and dialectically incorporate opposites
(i.e. clean/dirty, transparent/opaque, hide/ show, join/divide,
slow/fast, etc.). Even the meaning of "ordinary" and
"extraordinary" follow such an inclusive logic: if you give a
positive value to ordinary, extraordinary is rule-breaking;
otherwise, if ordinary means trivial, extraordinary assumes a
positive value. Besides, things are cultural artifacts mediating
the experience of the world, the psychological processes and the
construction of mind. Reflecting upon "things" is thus a more
meaningful pathway to understand Psyche.
The book provides a new look at the everyday relationship between
psychological processes and extraordinary aspects of ordinary
phenomena. Why should we deal with ordinary things? People's life
is made of everyday practical, taken-for-granted things, such as
driving a car, using money, listening music, etc. When you drive
from home to workplace, you are migrating between contexts. Is this
an empty space you are crossing, or the time you spend into the car
is something meaningful? In psychological terms, things have, at
least, three levels of existence, a material, a symbolic and an
affective one. The underlying idea is that the symbolic elaboration
of everyday things is characterized by the transcendence of the
particular object-sign, leading to the creation of more and more
complex sign fields. These fields expand according to an inclusive
logic up to dialogically and dialectically incorporate opposites
(i.e. clean/dirty, transparent/opaque, hide/ show, join/divide,
slow/fast, etc.). Even the meaning of "ordinary" and
"extraordinary" follow such an inclusive logic: if you give a
positive value to ordinary, extraordinary is rule-breaking;
otherwise, if ordinary means trivial, extraordinary assumes a
positive value. Besides, things are cultural artifacts mediating
the experience of the world, the psychological processes and the
construction of mind. Reflecting upon "things" is thus a more
meaningful pathway to understand Psyche.
The ubiquitous presence of imaginative work points at its
importance among the higher mental functions. This collective
volume discusses both the social relevance of imagination, that
cannot be reduced to an inter-individual feature, and the
cultural-historical conditions of imagining. The authors develop
different theoretical and empirical works in which imagining,
planning, anticipating, remembering and acting are put in relation
with crucial moments of human existence, as early as birth and even
after death. The proposal of this volume emerged during a "kitchen
seminar" session at the III International Seminar of Cultural
Psychology in Salvador da Bahia (Brazil, 2017). The debate revolved
around the imaginative capability of human beings and the
possibilities to investigate this phenomenon in a new key. The
awareness that an innovative theoretical and empirical contribution
was needed to the understanding of imaginative phenomena in
everyday life led to the proposal of the book From Dream to Action:
Imagination and (Im)Possible Futures. The book aims to talk to
different audiences: psychologists, sociologists, artists, teachers
and healthcare professionals, addressing a variety of life
experiences - such as imagining alternative futures when facing a
terminal illness, an adoption, a transplant waiting list, or the
choice to give up your musical instrument - mobilize multiple
dimensions of human psyche, from the basic emotions to the more
sophisticated higher mental functions. The constant effort is to
understand the psychological and sociocultural dynamics of each
event, and to contribute to the understanding of human imagining in
the area of semiotic-cultural psychology, dialoguing with
contributions from all the human and social sciences.
The ubiquitous presence of imaginative work points at its
importance among the higher mental functions. This collective
volume discusses both the social relevance of imagination, that
cannot be reduced to an inter-individual feature, and the
cultural-historical conditions of imagining. The authors develop
different theoretical and empirical works in which imagining,
planning, anticipating, remembering and acting are put in relation
with crucial moments of human existence, as early as birth and even
after death. The proposal of this volume emerged during a "kitchen
seminar" session at the III International Seminar of Cultural
Psychology in Salvador da Bahia (Brazil, 2017). The debate revolved
around the imaginative capability of human beings and the
possibilities to investigate this phenomenon in a new key. The
awareness that an innovative theoretical and empirical contribution
was needed to the understanding of imaginative phenomena in
everyday life led to the proposal of the book From Dream to Action:
Imagination and (Im)Possible Futures. The book aims to talk to
different audiences: psychologists, sociologists, artists, teachers
and healthcare professionals, addressing a variety of life
experiences - such as imagining alternative futures when facing a
terminal illness, an adoption, a transplant waiting list, or the
choice to give up your musical instrument - mobilize multiple
dimensions of human psyche, from the basic emotions to the more
sophisticated higher mental functions. The constant effort is to
understand the psychological and sociocultural dynamics of each
event, and to contribute to the understanding of human imagining in
the area of semiotic-cultural psychology, dialoguing with
contributions from all the human and social sciences.
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