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1.
Gunilla Lindqvist 《创造力研究杂志》2013,25(2-3):245-251
In Educational Psychology (1997/1926), Vygotsky pleaded for a realistic approach to children's literature. He is, among other things, critical of Chukovsky's story "Crocodile" and maintains that this story deals with nonsense and gibberish, without social relevance. This approach Vygotsky would leave soon, and, in Psychology of Art (1971/1925), in which he develops his theory of art, he talks about connections between nursery rhymes and children's play, exactly as the story of Chukovsky had done with the following argument: By dragging a child into a topsy-turvy world, we help his intellect work and his perception of reality. In his book Imagination and Creativity in Childhood (1995/1930), Vygotsky goes further and develops his theory of creativity. The book describes how Vygotsky regards the creative process of the human consciousness, the link between emotion and thought, and the role of the imagination. To Vygotsky, this brings to the fore the issue of the link between reality and imagination, and he discusses the issue of reproduction and creativity, both of which relate to the entire scope of human activity. Interpretations of Vygotsky in the 1990s have stressed the role of literature and the development of a cultural approach to psychology and education. It has been overlooked that Vygotsky started his career with work on the psychology of art. 相似文献
2.
Lesley Maroni 《Journal of Child Psychotherapy》2013,39(2):222-239
This paper describes the first two years of intensive psychotherapy with a six-year-old boy diagnosed with autism. I explore the many ways in which he retreated from reality, most frequently by taking refuge inside the maternal body or flying off into an imaginary space world. He fragmented his identity and that of his objects by using the discourse of fictional characters. Everything was externalised; there was little transmutation of material available for thought. I consider his dilemma – the wish to fuse with the object and the fear of being engulfed; the omnipotent denial of the need for an object and of the parental relationship, leading to an inability to make links. The paper discusses working with a child who experienced any ‘paternal’ firmness as persecuting and destructive. The softer, receptive maternal mind of the therapist was more easily tolerated. He gradually began to internalise a more benign combined object, as he became more able to bear separateness from the other. 相似文献
3.
Around the end of the 1920s, Vygotsky introduced his integrative framework for psycho-logical research to the Soviet Union. This framework was not abandoned and forgotten until its rediscovery in Russia and America in the 1950s, as some claim. In fact, even after his untimely death in 1934, Vygotsky remained the spiritual leader of a group of his for-mer students and collaborators, who became known as the Kharkov School. This paper reconstructs the early intellectual history of Vygotskian psychology, as it emerged, around the time of Vygotsky's death, in the research program of the Kharkov School. 相似文献
4.
Jonathan A. Cowden 《Political psychology》1999,20(4):845-874
Using neo-Freudian analysis, this essay argues that as a child Adlai Stevenson experienced shame, anxiety, and ambivalence about the value and consequences of his initiative and autonomy. He responded with an imaginative coping mechanism, creating an idealized image in which ambition and autonomy were subordinated to duty and service. After a sequence of searing events during the Eriksonian period of identity versus role confusion, he resolved his identity crisis by becoming, in his mind, his idealized image. This conception of Stevenson's character provides a rich explanation of his behavior in the presidential nomination contests of 1952 and 1960. 相似文献
5.
Andrey Maidansky 《Studies in East European Thought》2003,55(3):199-216
The article deals with the history of Russian Spinozism in the20th century, focusing attention on three interpretations of Spinoza's philosophy – by Varvara Polovtsova, Lev Vygotsky,and Evald Ilyenkov. Polovtsova profoundly explored Spinoza'slogical method and contributed an excellent translation of histreatise De intellectus emendatione. Later Vygotsky andIlyenkov applied Spinoza's method to create activity theory,an explanation of the laws and genesis of the human mind. 相似文献
6.
7.
Hilgard ER 《Journal of the experimental analysis of behavior》1988,50(2):283-286
As I reread my review nearly 50 years later, I think of the circumstances. I had heard a paper by Fred at the Ithaca meeting of the APA in 1932, and recall the praise by Edna Heidbreder, who was sitting next to me, whose remark was that “He has a clean mind.” The year before his book appeared, I had already cited eight of his published papers in a review of the conditioned response in relation to conventional learning experiments that appeared in the Psychological Bulletin (1937, 34, 61–102). It may be because of that the editor sent me Fred's book to review.
When I received the copy of his new book to review, I read it carefully, and soon reported on it orally before Lewis Terman's weekly seminar to get comments and questions before revising my review. I was pleased by Terman's excitement over the originality of Fred's approach.
相似文献8.
Jan Derry 《Studies in Philosophy and Education》2008,27(1):49-62
Abstract rationality has increasingly been a target of attack in contemporary educational research and practice and in its
place practical reason and situated thinking have become a focus of interest. The argument here is that something is lost
in this. In illustrating how we might think about the issue, this paper makes a response to the charge that as a result of
his commitment to the ‘Enlightenment project’ Vygotsky holds abstract rationality as the pinnacle of thought. Against this
it is argued that Vygotsky had a far more sophisticated appreciation of reason and of its remit. The paper proceeds first
by examining the picture of Vygotsky that is presented in the work of James Wertsch, and especially his claim that Vygotsky
was an ambivalent rationalist, goes on to provide an account of Vygotsky that corrects this picture, and develops this in
the light of the work of Robert Brandom, who shares Vygotsky’s inheritance of Hegel. The conclusion towards which this piece
points is that the philosophical underpinnings of Vygotsky’s work provide a radically different idea of rationality and epistemology
from that characterised as abstract rationality and that this has significance for education studies.
相似文献
Jan DerryEmail: |
9.
The Russian psychologist Lev Vygotsky (1896–1934) left the Soviet Union only once to attend a conference on the education
of the deaf in London. So far almost nothing was known about this trip, which took place in a period when Vygotsky was still
completely unknown as a psychologist, both inside his own country and abroad. Making use of a newly discovered notebook, it
proved possible to partially reconstruct Vygotsky’s journey and stay in London. Vygotsky’s very personal remarks show him
to have been a very sensitive and spirited man, who was prey to strong emotions during the conference and afterwards. Rather
surprisingly, Vygotsky’s own paper about the education of the deaf was never presented during the conference and the stay
in London appears to have had a limited value for his own scientific development. 相似文献
10.
三易之义是马一浮先生易学思想中的一项重要内容。马先生运用三易之义来解说心性论、功夫论,吸收儒家和佛家在心性论、功夫论方面的成果,使儒家和佛家义理互相阐发而明晰,既展现了他强调通过功夫证悟本体的学术宗旨,又体现了圆融会通的学术特色。马先生以其远见卓识发挥了他作为一个大儒的作用。 相似文献
11.
Fischbein JE 《The International journal of psycho-analysis》2011,92(1):197-219
The term 'psychosomatic' has typically defined a series of illnesses in which somatic injury breaks out from psychic conflict not recognized as such. Currently, health is considered the only psychosomatic state of integration of mind and soma: an ideal state of integration. Somatic pathology is an effect of mind/body splitting. In the heterogeneous 'field of psychosomatics' interaction between psyche and soma ranges from classical psychosomatic illness to sporadic episodes in which the body has responded to an inability to process mental conflict. The author briefly reviews the development of psychoanalytic thought on psychosomatics in Argentina. He suggests the need to find appropriate conceptual tools to approach the mental structure underlying this pathology. He presents his ideas about the mental functioning of patients with somatization disorders. He introduces the concept of somatic event as a restitution phenomenon through which the subject attempts to re-establish self-integration and links with reality. He also offers some reflections on temporality and on changes in psychoanalytic technique with these patients. A clinical case illustrates his ideas. 相似文献
12.
Colin J. Lewis 《Dao》2018,17(1):81-98
Xunzi’s 荀子 advocacy for moral education is well-documented; precisely how his program bolsters moral development, and why a program touting study of ritual could be effective, remain subjects of debate. I argue that these matters can be clarified by appealing to the theory of learning and development offered by Lev Vygotsky. Vygotsky posited that development depends primarily on social interactions mediated by sociocultural tools that modify learners’ cognitive architecture, enabling increasingly sophisticated thought. Vygotsky’s theory is remarkably similar to Xunzi’s account of how studying and practicing ritual restructures learners’ moral psychology. Specifically, both Vygotsky and Xunzi offer nonnativist accounts of psychosocial development that emphasize the centrality of sociocultural tools for learning. This comparison yields a more nuanced and empirically supported interpretation of Xunzi’s account of moral education, as well as an account that has applications in contemporary work in moral education and development. 相似文献
13.
René van der Veer Ekaterina Zavershneva 《Journal of the history of the behavioral sciences》2018,54(2):101-116
The seventh and last chapter of Vygotsky's Thinking and Speech (1934) is generally considered as his final word in psychology. It is a long chapter with a complex argumentative structure in which Vygotsky gives his view on the relationship between thinking and speech. Vygotsky's biographers have stated that the chapter was dictated in the final months of Vygotsky's life when his health was rapidly deteriorating. Although the chapter is famous, its structure has never been analyzed in any detail. In the present article we reveal its rhetorical structure and show how Vygotsky drew on many hitherto unrevealed sources to convince the reader of his viewpoint. 相似文献
14.
Zhaohui Bao 《Frontiers of Philosophy in China》2010,5(2):196-211
Zhuangzi is considered a creative poet-philosopher because of his use of imaginative images. He used the imaginative images
of his system to construct the world of the Dao. He left the essence of material things as they are to speak for the mystery
of existence itself, and let them express both the state of and the dream for human freedom. Zhuangzi’s way of using images
shows his own lack of the understanding about images, and his lack of adequate assessments. He used images in accord with
his own personal preferences and fixed characteristics. He also had a tendency to equate the Dao which he experienced in his
mind with the Dao itself. These shortcomings limit his improving and understanding of the Dao, so that his Dao failed to become
more open to a wider existence. 相似文献
15.
Theoretical plurality and pluralism in psychoanalytic practice 总被引:1,自引:0,他引:1
Jiménez JP 《The International journal of psycho-analysis》2008,89(3):579-599
16.
Curtis W. Hart 《Journal of religion and health》2008,47(1):118-128
J. Robert Oppenheimer was among the most important and enigmatic figures in 20th century science. He is best known for successfully
directing the Manhattan Project that produced the first atomic bombs that were dropped on Japan at the end of World War II.
Subsequently, he became a scientist and statesman who advised the United States government in the areas of atomic weapons
development and public policy. He later became subject to an investigation in 1954 into his previous political affiliations
and his personal behavior that ended in the revoking of his security clearance. This essay seeks to chronicle Oppenheimer’s
coming of age as a public intellectual with a view toward his own psychological history and most especially in relationship
to the stages of faith development articulated by James Fowler and colleagues. Moreover, though not conventionally religious,
Oppenheimer’s life and thought were permeated with themes and ideas of a religious and ethical nature that shaped his adult
character and informed his view of the world. This essay was originally presented at The Richardson History of Psychiatry
Research Seminar at Weill Cornell Medical College. 相似文献
17.
van der Veer R 《Integrative psychological & behavioral science》2011,45(4):419-421
The problem of aesthetic perception occupied Vygotsky throughout his life. Working in different research collectives or networks
he worked out different answers but never reached a final solution. Inadequate and incomplete access to his writings unfortunately
hinders us from understanding Vygotsky’s ideas and his personal motives. Publication of his notebooks and unadulterated versions
of his writings plus an analysis of his research networks will deepen our understanding. 相似文献
18.
19.
Suomi SJ van der Horst FC van der Veer R 《Integrative psychological & behavioral science》2008,42(4):354-369
On the basis of personal reminiscences an account is given of Harlow’s role in the development of attachment theory and key
notions of attachment theory are being discussed. Among other things, it is related how Harlow arrived at his famous research
with rhesus monkeys and how this made Harlow a highly relevant figure for attachment theorist Bowlby.
Stephen J. Suomi is Head of the Laboratory of Comparative Ethology at the National Institute of Child Health and Human Development (NICHD) in Bethesda, Maryland. He became well-known for his research on the biobehavioral development of rhesus monkeys and other nonhuman primate species. He authored over 300 published articles in refereed scientific journals and chapters in edited volumes. Among his current interest are the interactions between genetic and environmental factors that shape individual developmental trajectories. Frank C.P. van der Horst is a Ph.D. student and Lecturer at the Centre for Child and Family Studies at Leiden University, The Netherlands. The work presented in this special issue is part of his doctoral thesis on the roots of Bowlby’s attachment theory. The defence of this thesis, titled John Bowlby and ethology: a study of cross-fertilization, is scheduled for early 2009. René van der Veer is Professor of History of Educational Thinking at Leiden University, The Netherlands. His research addresses the work of key educational thinkers such as Gal’perin, Janet, Piaget, Vygotsky, Werner, and Wallon. In a longer study the origin of the idea of the social mind was traced. He is on the Editorial Board of Integrative Psychological and Behavioral Sciences. 相似文献
Frank C. P. van der HorstEmail: |
Stephen J. Suomi is Head of the Laboratory of Comparative Ethology at the National Institute of Child Health and Human Development (NICHD) in Bethesda, Maryland. He became well-known for his research on the biobehavioral development of rhesus monkeys and other nonhuman primate species. He authored over 300 published articles in refereed scientific journals and chapters in edited volumes. Among his current interest are the interactions between genetic and environmental factors that shape individual developmental trajectories. Frank C.P. van der Horst is a Ph.D. student and Lecturer at the Centre for Child and Family Studies at Leiden University, The Netherlands. The work presented in this special issue is part of his doctoral thesis on the roots of Bowlby’s attachment theory. The defence of this thesis, titled John Bowlby and ethology: a study of cross-fertilization, is scheduled for early 2009. René van der Veer is Professor of History of Educational Thinking at Leiden University, The Netherlands. His research addresses the work of key educational thinkers such as Gal’perin, Janet, Piaget, Vygotsky, Werner, and Wallon. In a longer study the origin of the idea of the social mind was traced. He is on the Editorial Board of Integrative Psychological and Behavioral Sciences. 相似文献
20.
JORGE LUIS MALDONADO 《The International journal of psycho-analysis》2005,86(2):413-432
The author examines the function of the analyst who may distort the unconscious communication with the patient by means of the expression of his countertransference. He studies a disturbance in curiosity and in symbolisation in a patient with a narcissistic pathology. Both problems were related to this failure in interpreting. The curiosity of the patient, which initially seemed to be non‐existent, was found to be directed towards investigating the mind of the analyst, this being his sole purpose. The disturbance in symbolisation was manifested as a constant verbal acting out, which was expressed as verbal communication empty of meaning. A change in the interpretative attitude enabled a modifi cation in the objective of the curiosity, which became focused on investigating his own inner world, and the emptiness of the verbal communication was replaced by representations. This change in communication allowed the analyst to relate the facts of the psychoanalytic relationship both with the patient's phantasy and with the events in his history. An idealised identifi cation with destructive aspects of the mother towards the father was discovered. This idealisation had been sustained by the analyst by means of his errors in interpreting. The author explores disturbances in symbol formation and in the use of symbols, and he considers the different states of emptiness. 相似文献