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Transactional Psychology of Educatio...
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SpringerLink (Online service)
Transactional Psychology of Education = Toward a Strong Version of the Social /
Record Type:
Language materials, printed : Monograph/item
Title/Author:
Transactional Psychology of Education/ by Wolff-Michael Roth.
Reminder of title:
Toward a Strong Version of the Social /
Author:
Roth, Wolff-Michael.
Description:
XX, 348 p. 85 illus.online resource. :
Contained By:
Springer Nature eBook
Subject:
Educational psychology. -
Online resource:
https://doi.org/10.1007/978-3-030-04242-4
ISBN:
9783030042424
Transactional Psychology of Education = Toward a Strong Version of the Social /
Roth, Wolff-Michael.
Transactional Psychology of Education
Toward a Strong Version of the Social /[electronic resource] :by Wolff-Michael Roth. - 1st ed. 2019. - XX, 348 p. 85 illus.online resource. - Cultural Psychology of Education,92364-6780 ;. - Cultural Psychology of Education,1.
Toward the end of his life, the Russian psychologist L.S. Vygotsky turned away from his earlier work that he has become famous for only to sow the seeds for a new theory. In this theory, affect was to play a central role, there was to be a primacy of social relations, and anything mental (mind, thought, self, other, knowledge) was an event rather than a thing. This is essentially a transactional perspective. In this book, the author articulates a transactional psychology of education drawing on the works of G.H. Mead, J. Dewey, G. Bateson, F. Mikhailov, and E. Il’enkov. All theoretical positions are developed out of videotaped exchanges, thereby giving concrete character to every psychological concept articulated.
ISBN: 9783030042424
Standard No.: 10.1007/978-3-030-04242-4doiSubjects--Topical Terms:
555103
Educational psychology.
LC Class. No.: LB1050.9-1091
Dewey Class. No.: 370.15
Transactional Psychology of Education = Toward a Strong Version of the Social /
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Toward the end of his life, the Russian psychologist L.S. Vygotsky turned away from his earlier work that he has become famous for only to sow the seeds for a new theory. In this theory, affect was to play a central role, there was to be a primacy of social relations, and anything mental (mind, thought, self, other, knowledge) was an event rather than a thing. This is essentially a transactional perspective. In this book, the author articulates a transactional psychology of education drawing on the works of G.H. Mead, J. Dewey, G. Bateson, F. Mikhailov, and E. Il’enkov. All theoretical positions are developed out of videotaped exchanges, thereby giving concrete character to every psychological concept articulated.
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