Duality of Categories or Dialectical Concepts?

详细信息    查看全文

• 作者：Nikolai Veresov
• 关键词：Dualism ; Dialectics ; Cultural ; historical theory ; Social ; Individual ; Perezhivanie
• 刊名：Integrative Psychological and Behavioral Science
• 出版年：2016
• 出版时间：June 2016
• 年：2016
• 卷：50
• 期：2
• 页码：244-256
• 全文大小：315 KB
• 参考文献：Dafermos, M. (2015a). Activity theory: Theory and practice. In I. Parker (Ed.), Handbook of critical psychology (pp. 261–271). London: Routledge.
  Dafermos, M. (2015b). Critical reflection on the reception of Vygotsky’s theory in the international academic communities. In B. Selau & R. Fonseca de Castro (Eds.), Cultural-historical theory: Educational research in different contexts (pp. 19–38). Porto Alegre: EDIPUCRS.
  Davydov, V. (1990). Da, nam neobhodima monisticheskaya teoria chelovecheskogo bytia [Yes, we do need the monistic theory of human being]. In Deyatelnost: teorii, metodologya, problemy [Activity: Theories, methodology, problems] (pp. 281–294). Moscow: Politizdat.
  Dostoevsky, F. (1930). The brothers Karamazov. New York: The Lowell Press.
  Holzman, L. (2006). What kind of theory is activity theory? Introduction. Theory & Psychology, 16(1), 5–11.CrossRef
  Mammen, J., & Mironenko, I. (2015). Activity theories and the ontology of psychology: learning from Danish and Russian experiences. Integrative Psychological and Behavioral Science, 49(4), 1–33. doi:10.​1007/​s12124-015-9313-7 .CrossRef
  Miettinen, R. (2006). Epistemology of transformative material activity: John Dewey’s pragmatism and cultural-historical activity theory. Journal for the Theory of Social Behavior, 36(4), 389–408.CrossRef
  Roth, W.-M., Radford, L., & LaCroix, L. (2012). Working with cultural-historical activity theory. Qualitative Social Research Forum, 13, 2, Art.23. Retrieved August 26, 2015 from http://​www.​qualitative-research.​net/​index.​php/​fqs/​article/​view/​1814/​3379#g31 .
  Smagorinsky, P. (2011). Vygotsky’s stage theory: the psychology of art and the actor under the direction of perezhivanie. Mind, Culture, and Activity, 18(4), 319–341.CrossRef
  Toomela, A. (2000). Activity theory is a dead end for cultural-historical psychology. Culture & Psychology, 6, 353–364.CrossRef
  Vygotsky, L. S. (1929). The problem of the cultural development of the child. Journal of Genetic Psychology, 36, 421.
  Vygotsky, L. S. (1929/1989). Concrete human psychology. Soviet Psychology, 27(2), 53–77.
  Vygotsky, L. S. (1983). Sobranie sochinenii (Vol. 3). Moscow: Pedagogika.
  Vygotsky, L. S. (1986). Psihologia iskusstva [Ppsychology of art]. Moscow: Iskusstvo.
  Vygotsky, L. S. (1993). The collected works (Vol. 2). New York: Plenum.
  Vygotsky, L. S. (1994). The problem of the environment. In R. van der Veer & J. Valsiner (Eds.), The Vygotsky reader (pp. 338–355). Oxford: Blackwell.
  Vygotsky, L. S. (1997). The collected works (Vol. 4). New York: Plenum.
  Vygotsky, L. S. (1998). The collected works (Vol. 5). New York: Plenum.
  Vygotsky, L. S. (1999). The collected works (Vol. 6). New York: Plenum.
  Yamagata-Lynch, L. C. (2010). Activity systems analysis methods: Understanding complex learning environments. New York: Springer.CrossRef
  
• 作者单位：Nikolai Veresov (1)
  
  1. Faculty of Education, Monash University, Room A3-22, Building A, Peninsula Campus, McMahons Road, Frankston, Victoria, 3199, Australia
  
• 刊物主题：Psychology, general; Sociology, general; Anthropology;
• 出版者：Springer US
• ISSN：1936-3567

文摘

The paper explores that CHT contains at least three dialectical concepts and principles; (1) development as drama (dialectical contradiction) and the principle of dramatic construction of the personality, (2) the concept of mediating activity and the principle of qualitative transition and reorganisation and (3) the concept of perezhivanie and the principle of refraction. Rethinking the status of “the social” creates opportunities to overcome a dualism of two groups of factors (biological and social) and introduces the principle of dramatic construction of the personality, which is an intrapsychological result of overcoming social dramatical interpsychological collisions (dramas of life). Rethinking “the individual” in relation to mediating activity leads to the conclusion that by creating and using cultural signs an individual not only creates artificial stimuli-devices for mastering his psychological processes, but actively reorganizes the whole social situation. Dialectics of the individual and social is explained as interpsychological and intrapsychological are dimensions of one “social-individual” or “individual-social” continuum. Drama of real life refracted through the prism of perezhivanie becomes a drama of a personality; intrapsychological higher mental function develops, but remains quasi-social.