LEADER 00000nam a2200493 i 4500 
001    978-94-6351-104-9 
003    DE-He213 
005    20180315101815.0 
006    m     o  d         
007    cr nn 008maaau 
008    170824s2017    ne      s         0 eng d 
020    9789463511049|q(electronic bk.) 
020    9789463511025|q(paperback) 
020    9789463511032|q(hardback) 
024 7  10.1007/978-94-6351-104-9|2doi 
040    GP|cGP|erda|dAS 
041 0  eng 
050  4 LB1060|b.A75 2017 
082 04 370.15|223 
100 1  Arievitch, Igor M.,|eauthor 
245 10 Beyond the brain :|ban agentive activity perspective on 
       mind, development, and learning /|cby Igor M. Arievitch 
264  1 Rotterdam :|bSense Publishers :|bImprint: Sense Publishers,
300    1 online resource (vii, 169 pages) :|billustrations, 
       digital ;|c24 cm 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
347    text file|bPDF|2rda 
490 1  Bold visions in educational research ;|vvolume 57 
520    The book outlines a fundamental alternative to the rising 
       wave of aggressive biological reductionism and brainism in
       contemporary psychology and education. It offers steps to 
       achieving a daunting and elusive goal: constructing a 
       coherently non-reductionist account of the mind. The main 
       obstacle to such a construction is identified as the 
       centuries-old contemplative fallacy that leads to 
       entrenched dualisms and shackles major theoretical 
       frameworks. The alternative agentive activity perspective 
       overcomes this fallacy by advancing the core principles of
       the cultural-historical activity theory. This innovative 
       perspective charts a consistently non-mentalist and non-
       individualist view of psychological processes without 
       discarding the individual mind. A vast body of research 
       and theories, from Piaget and Dewey to sociocultural and 
       embodied cognition approaches are critically engaged, with
       a special focus on Piotr Galperin's contribution. The 
       notion of the embodied agent's object-directed activity 
       serves as a pivotal point for re-conceptualizing the mind 
       and its role in behavior. In a radical departure from both
       the traditional mentalist and biologically reductionist 
       frameworks, psychological processes are understood as 
       taking place "beyond the brain" - as constituted by the 
       agent's activities in the world. From this standpoint, 
       many of Vygotsky's key insights, including semiotic 
       mediation, internalization, and cognitive tools are given 
       a fresh scrutiny and substantially revised. The agentive 
       activity perspective opens ways to offer a bold vision for
       education: developmental teaching and learning built on 
       the premise that real knowledge is not "information 
       storage and retrieval" and that education is not about 
       "knowledge transmission" but instead it is about 
       developing students' minds 
650  0 Learning, Psychology of 
650  0 Cognition 
650  0 Brain 
650  0 Developmental psychology 
650  0 Education|xPhilosophy 
650 14 Education 
650 24 Education, general 
710 2  SpringerLink (Online service) 
773 0  |tSpringer eBooks 
830  0 Bold visions in educational research ;|vvolume 57 
856 40 |uhttp://dx.doi.org/10.1007/978-94-6351-104-9