1 – Introduction into thinking of cultural-historical and activity theory
Wolfgang Jantzen – University of Bremen (Germany) – 22 a 25 de junho de 2009 (9h00-12h00)
(1.1)Persons (Vygotsky, Leontyev, Luria, Bernsten, Ilyenkov) and
(1.2) The problem of psychological systems (Leontyev’s solution)
(2.1) The teaching of the emotions and the problem of the Cartesian dualism of lower and higher emotional processes
(2.2) Thinking and speech and the problem of the mediation of the rudimentary and the ideal form
(3.1.) The development of psychic processes in ontogenesis (especially with regard to the notions of dominanta, crisis, social situation of development, and chronogenetical localization)
(3.2) The zone(s) of proximal development reconsidered
(4.1.) With Vygotsky beyond Vygotsky: Dialogue, culture, society
(4.2.) The Spinozian and Marxian background of cultural-historical and activity theory.
2- Discourse and socio-cognitive Activities in Classroom Interaction
Clotilde Pontecorvo Piperno – Dipartimento di Psicologia dei Processi di Sviluppo e Socializzazione – Università di Roma “La Sapienza” – 16/11/09 a 19/11/09 ( 15h00-18h00)
3 – Vygotskij and Education: from Practice to Research and back
Michalis Kontopodis – Humboldt Universität zu Berlin, Alemanha – 01/ 03/10 a 05/03/10, 9h00-12h00
This seminar is addressed to researchers and post-graduate students of psychology and applied linguistics. It introduces the students to a series of current discussions about culture, development and education. Each day a particular notion will be introduced and discussed: mimesis, active subjectivity, material-semiotic mediation, and critical reflection and collectivity. Particular attention will be given to the work of L.S. Vygotskij. Parallels between his groundbreaking theory and other approaches such as the classic work of W. Benjamin or the recently developed actor-network theory will be explored and discussed. The seminar will have a methodological orientation i.e. theoretical positions will be discussed on the basis of concrete empirical examples and in regard to their methodological consequences. The seminar will be interactive and two films as well as a series of audio-visual and ethnographic materials will be presented and discussed. The seminar will conclude with a discussion about the relation between cultural-historical theory and educational practice.