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The aim of this course is to provide an in-depth introduction to cultural psychological theory and to highlight its importance for understanding the main topics of educational psychology. The focus of the course will progress in three steps: in the first, students will learn about the theories of the founding generation (Vygotsky, Leontjev, Lurija, etc.) such as double mediation, lower and higher psychic functions, character, inner speech, and the zone of immediate development. In the second step, we will cover the empirical verification and theoretical extensions of the founding concepts (research by M. Cole, S. Scribner, J. Wertsch or J. Bruner) such as reconstructive interiorization, scaffolding, legitimate peripheral participation, etc. Finally, students will learn about pedagogical and didactic applications in the work of del Rio, Schneuwly and others. The most attention will be paid to making connections between cultural psychological concepts and the topics of students’ dissertation research, and the verification of their usability therein.
Structure of topics:
● The historical conditions of the birth of a cultural-historical (culturally instrumental) approach to the study of psychic phenomena; social revolutions, the influence of material conditions on the consciousness and mental life of people; crisis (individualistic and metaphysical) psychology
● The main conceptual apparatus of the founding generation: artifact - tool - sign - activity - speech
● The importance of double mediation - the role of the other as an interpreter of cultural work and the benefit of cultural psychology and pedagogical psychology
● Differences between placing an emphasis on activity analysis (Leontjev + Engestrom and CHAT) and on semiotic analysis (Schneuwly, Bronckart, Rochex)
● Didactic use in teaching and learning.
By completing this compulsory elective course, PhD. students who haven’t taken a final examination in pedagogy can fulfill their obligation to pass an examination in pedagogy or pedagogical psychology.
Last update: Esserová Kateřina, DiS. (17.03.2021)
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Porozumět vztahu kultury a psychických funkcí/ struktur jako vztahu "genetickému" Last update: Štech Stanislav, prof. PhDr., CSc. (31.10.2020)
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Reading of compulsory literature: 3 publications from compulsory literature + 2 publications by students’ choice. Seminar work - use of knowledge from cultural psychology on a topic similar to the topic of the dissertation. Last update: Esserová Kateřina, DiS. (17.03.2021)
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Povinná literatura: VYGOTSKIJ, L.S. Myšlení a řeč. Praha: Svoboda, 1976. VYGOTSKIJ, L.S. Vývoj vyšších psychických funkcí. Praha: Svoboda, 1976. OLSON, D., TORRANCE, N. Modes of thought. Explorations in culture and cognition. Cambridge: University Press, 1996. LURIJA, A.R. O historickém vývoji poznávacích procesů. Praha: Svoboda, 1976. COLE, M. Cultural Psychology: A once and future discipline. Cambridge: Belknap Press, 1997 (2. vyd.). COLE, M., SCRIBNER, S. The Psychology of Literacy. Cambridge MA: Harvard University Press, 1981. BRUNER, J. The Culture of Education. Cambridge, MA: Harvard University Press, 1996.
Doporučená literatura: LANDSMANN, L.T. (Eds.). Culture, schooling and psychological development. Hillsdale, N.J.: Erlbaum, 1991. ROGOFF, B., LAVE, J. (Eds.). Everyday cognition: its development in social context. Cambridge, MA: Harvard University Press, 1984. ŠTECH, S.: Kognitivní vývoj mezi kulturní reprodukcí a inovací in Slavík, J; Chrz Vl. a Štech, S. et al: Tvorba jako způsob poznávání. Praha: Karolinum 2014. Texty v časopisu Culture and Psychology. https://journals.sagepub.com/ Last update: Štech Stanislav, prof. PhDr., CSc. (31.10.2020)
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Individuální konzultace a samostatná písemná práce Last update: Štech Stanislav, prof. PhDr., CSc. (31.10.2020)
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Obhajoba píslemné práce předložené studentem a kolokvium nad tématem práce. Last update: Štech Stanislav, prof. PhDr., CSc. (31.10.2020)
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