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007 cr un uuuua
008 190403s2017 gw sb 001 0 eng d
020 _a9789463511049
_q(electronic book)
020 _z9789463511032
_q(print)
024 7 _a10.1007/978-94-6351-104-9
_2DOI
035 _a(OCoLC)1002303746
040 _aNL-LeKB
_cNL-LeKB
_erda
050 4 _aLB1060
072 7 _aJN
_2bicssc
072 7 _aEDU
_x000000
_2bisacsh
082 0 4 _a370.15
_223
100 1 _aArievitch, Igor M.,
_eauthor.
245 1 0 _aBeyond the Brain :
_bAn Agentive Activity Perspective on Mind, Development, and Learning /
_cIgor M. Arievitch.
264 1 _aLeiden,
_aBoston :
_bBrill | Sense,
_c2017.
300 _a1 online resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_2rdacarrier
490 0 _aBold Visions in Educational Research;
_vv. 57
490 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
504 _aIncludes bibliographical references and index.
505 0 0 _aPreliminary Material -- Introduction -- The Mind Is Not in the Brain -- The Mind Is the Form of the Individual’s Activity -- The Developmental Trajectory of Cultural Mediation (I) -- The Developmental Trajectory of Cultural Mediation (II) -- The Quality of Cognitive Tools and Development of the Mind -- Conclusion -- References -- About the Author.
506 _aAvailable to subscribing member institutions only.
520 _aThe 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.
650 0 _aLearning, Psychology of.
650 0 _aCognition.
650 0 _aBrain.
776 0 8 _iPrint version:
_tBeyond the Brain: An Agentive Activity Perspective on Mind, Development, and Learning
_dLeiden, Boston : Brill | Sense, 2017,
_z9789463511032
830 0 _aBold Visions in Educational Research
_v57.
830 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1007/978-94-6351-104-9
999 _c15508
_d15508