Understanding Educational Psychology: A Late Vygotskian, Spinozist Approach

Vygotsky, Spinoza, and Cultural Psychology of EducationWhat Vygotsky Might Have GlimpsedMarxist Foundations of Vygotsky’s Work to ComeTowards a New PsychologyRestoring Life in and to Vygotsky’s LegacySteps Towards a Non-dualist DisciplineTranscending DichotomiesKnowing-How and Life’s Power to ActConcrete Human PsychologyConceptual Sketch of the Remainder of This BookReferencesI FoundationsBiology I CultureFrom the Origin of the PsycheModeling MorphogenesisFrom Biology to CultureThe Thinking Body and the Body-Mind ProblemCoda: Intermeshing of Body and CultureReferencesCommunicating I ThinkingRelation of Thinking and SpeakingUnity/Identity of OppositesFinding Thinking in CommunicatingMoving to KnowFrom the First Dim Stirring of a Thought to Its FormulationCoda: Thinking and Communicating as Intransitive VerbsReferencesIntrasubjectivity I IntersubjectivityCommon Approaches to IntersubjectivityGivenness of the WorldThe Word as Reality for Two PersonsCoda: Revisiting Intersubjectivity and MediationReferencesPrimacy of the Social and Sociogenetic MethodWays of Theorizing the SocialThe Social Constructivist WayThe Ethnomethodological TakeThe Social for a Cultural Psychology of EducationThe Social in Mathematical ReasoningThe Social Nature of Joint (Social) WorkSociogenetic MethodOntogenetic Origin of Mathematical ReasoningIdentity Is at StakeCoda: Demystifying InternalizationReferencesLearning I DevelopmentClassical Studies of Reasoning on the Balance BeamReasoning on the Balance Beam in a Classroom SettingReasoning in ContextReasoning and Social RelationsA Monist Account of Reasoning on the Balance BeamCoda: What Changes in Learning and DevelopmentReferencesII Case StudiesThe Turn to Spinoza Necessitates a Change of MethodStudies of Thinking in the Full Vitality of LifeReferencesThe Social Nature of ReadingFrom the Origins of ReadingReading AloudCoda: Reading Is a Mode of the Thinking BodyReferencesIntention—A Product of Joint Social WorkRethinking the Genesis of IntentionThe Paradox of Learning-motivated TaskCoda: Motivation and the Unity of Affect and IntellectReferencesCulturing ConceptionsOn Misconceptions and Situated Language UseOn Finding ConceptionsLifeworld and LanguageMisconceptions From and For the OtherAgainst the Reduction of the Nonverbal to the VerbalCoda: From Concepts (Meanings) to Sense-Giving FieldsReferencesNatural History of the SignProblematizing the SignGenesis of Signs in Practical School ActivityGenesis of Signs in Adult ActivityCoda: Investigating the Sign as Historical ProcessReferencesGenesis of the Zone of Proximal Development{Teaching I Learning} and Social RelationsNoticing a Problem of Seeing-asSearching for a Way of Letting the Phenomenon Reveal ItselfComing to See as the Phenomenon Reveals ItselfCoda: The Zone of Proximal Development ReduxReferencesIII ImplicationsThe Thinking BodyA Lesson FragmentWords and RelationsManifesting, Producing, and Being (in) the RelationAddressivity and the Intra-intersubjective Nature of TalkThinking Body and AffectsBody Position and OrientationChanging Functions of Hand/Arm MovementsProsodyThere Is but One SubstanceTranscending the Mind—Matter OppositionThe Unity/Identity of Body and MindPerezivanie [Experience]—The Unity/Identity of Person and Environment{Thinking I Communicating}The ‘Other Within’for the Psychologist Coda: A Monist Approach for Educational PsychologyReferences“The Way to Freedom” in/for EducationThe Problem of (Learning) ContextHistorical Senses of ContextBracketing and Rethinking ContextSchooling and Re/ProductionRe/Production of Inequality{Objectification I Subjectification}Towards an Education that MattersActivist TransformationTransforming Whole PersonsFrom Anthropogenesis to FreedomReferences
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