This book draws upon Vygotsky's idea of perezhivanie, emotions and imagination, and introduces the concepts of subjective sense and subjective configuration. These concepts are crucial for explaining and understanding children's development from a cultural-historical perspective. A book which theorises the relations between the social and the individual through a study of a child's perezhivanie, which analyses emotions more holistically, and advances the concepts of subjective sense and subjective configuration, is much needed. This book examines the complexity of human development through (...) a comprehensive elaboration of these concepts, allowing for new insights to be put forward. It doesn't always follow the chronological order of Vygotsky's publications, as many of his works remained in the family archives until the 1980s, when his Selected Works were first published in Russian. There has long been a need for a contemporary book on the scholarly treatment of perezhevanie, emotions, and subjectivity, and as such this book revisits dominant representations of these concepts and then puts forward new ways of conceptualising and using them in empirical research. The chapters cover a broad range of case studies where the concepts of perezhivanie, emotions and imagination and subjective sense and subjective configuration are used to give new empirical and theoretical insights into the study of human development. (shrink)

A theoretical and empirical exploration of the concept of pedagogy and play in early childhood education... provides an in-depth examination of classical and contemporary theories of play, with a focus on post-developmental perspectives and Vygotskian theory."--Provided by publisher.

Technologies for Children presents a comprehensive array of contextual examples for teaching design and technology to children from birth to twelve years. Aligning with the Australian Curriculum - Technologies, this book focuses predominantly on design technologies, with special reference to digital technologies. It provides both theory and practical ideas for teaching infants, toddlers, preschoolers and primary children. Each chapter explores a different approach to teaching technologies education, along with elements of planning such as project management, achievement standards and pedagogy. Technologies (...) for Children provides a framework for critiquing these approaches in order to make informed choices about them. Drawing on over 25 years of experience, Marilyn Fleer presents clear approaches that are readily applicable in the classroom, and equips students with the necessary skills and knowledge for teaching design and technology education in Australia. (shrink)

Informed by s socio-historical theory, this paper will report on a study that sought to document the literacy and numeracy outcomes for children living in low socio-economic circumstances in a region south-east of Melbourne, Australia. The research focused on children in preschool and child care centres in the year prior to beginning school, and was designed to map literacy and numeracy experiences of children in the home and in the early childhood centre. In this paper an analysis of the cultural (...) tools that families were intentionally developing in the context of their homes and communities is featured. A socio-historical analysis of the data revealed children’s active engagement in the funds of knowledge (Moll and Greenberg 1990, Moll, 1990, and Moll, 2000) available within the community, the situated nature of learning (Lave and Wenger, 1991) within their communities, and the challenge for families transcending the constraints of ‘everyday learning’ to engage with ‘schooled learning’ (Hedegaard, 1998). The study also revealed the institutional barriers to learning the landscape of schooling (Greeno, 1991) and the deficit positioning evident for children and their families within the official script of middle class early childhood discourse (Fleer, 2003). (shrink)

This book provides a comprehensive introduction to theories of development and learning in early childhood and primary education.

Early Learning and Development provides a unique synthesis of cultural-historical theory from Vygotsky, Elkonin and Leontiev in the twentieth century to the ground-breaking research of scholars such as Siraj-Blatchford, Kratsova and Hedegaard today. It demonstrates how development and learning are culturally embedded and institutionally defined, and it reflects specifically upon the implications for the early childhood profession. Divided into parts, with succinct chapters that build upon knowledge progressively, the everyday lives of children at home, in the community, at pre-school and (...) at school are discussed in the context of child development and pedagogy. The book explicitly problematises the foundations of early childhood education, inviting postgraduates, researchers and academics to drill down into specific areas of international discourse, and extending upper-level undergraduates beyond the fundamental underpinnings of their learning. Ultimately Early Learning and Development offers new models of 'conceptual play' practice and theory within a globally resonant, cultural-historical framework. (shrink)

The second edition of Play in the Early Years provides a comprehensive introduction to pedagogy and play in early years education settings. Drawing on classical and contemporary theories, this text examines social, cultural and institutional approaches to play, and explores a range of strategies for successfully integrating play into classrooms. Thoroughly revised to include the latest methods and research, this edition features new material on intentional teaching, play as learning, digital play, and discipline-specific content. Two new chapters discuss post-structuralist and (...) cultural-historical conceptions of play, and extended practical examples link pedagogical practice to the Early Years Learning Framework and the Australian Curriculum. The text is pedagogically rich, and each chapter is supported by a comprehensive companion website which provides links to videos, readings and supplementary activities. Freshly presented in a new full colour layout and written in an engaging style, Play in the Early Years remains an essential resource for pre-service students and practitioners. (shrink)

Early Childhood Curriculum addresses current approaches to curriculum for infants, toddlers and young children, ages birth to eight. It provides a comprehensive introduction to the curriculum issues that student teachers and emerging practitioners will face and equips them with the decision-making tools that will ultimately enhance and promote young children's learning. The text proposes a cultural historical framework to explore diverse approaches to early years education, drawing on research and examples of practice across a range of international contexts. It offers (...) a clear focus on domain areas of the curriculum - the arts, health and wellbeing, literacy and language, science and maths, and information and communication technology - so that teachers are able to gain a breadth of understanding and effectively plan, design and implement curriculum strategy. (shrink)

The contributors to this collection employ the analytic resources of cultural-historical theory to examine the relationship between childhood and children's development under different societal conditions. In particular they attend to relationships between development, emotions, motives and identities, and the social practices in which children and young people may be learners. These practices are knowledge-laden, imbued with cultural values and emotionally freighted by those who already act in them. The book first discusses the organising principles that underpin a cultural-historical understanding of (...) motives, development and learning. The second section foregrounds children's lives to exemplify the implications of these ideas as they are played out - examining how children are positioned as learners in pre-school, primary school and play environments. The final section uses the core ideas to look at the implementation of policy aimed at enhancing children's engagement with opportunities for learning, by discussing motives in the organisations that shape children's development. (shrink)

The implementation in 2009–10 of the Early Years Learning Framework (EYLF) spearheaded the efforts of the Australian Commonwealth government to institute a national curriculum. The theme of the new early childhood framework follows three guiding concepts: Belonging, Being and Becoming. In this article, we discuss these three concepts in order to provide a theoretical context to the Early Years Learning Framework and to enrich the debate surrounding its writing and implementation. In particular, we address the significance of posing Belonging in (...) contiguity with the concepts of Being and Becoming. The authors suggest a strategy to cultivate a deeper appreciation of the dialectical relationships between sameness and difference, belonging and nothingness. Our premise is that ‘belonging’ refers essentially to different beings, and implicitly to the prospect of a ‘together-ness’ or identity according to which different beings are located, understood and associated, in order that Becoming can take effect. We offer these commentaries as a means of deepening conversation about the importance of scholarly approaches to philosophy for early childhood research, and especially with respect to curriculum and pedagogy. (shrink)

Several technological developments, such as self-service technologies and artificial intelligence, are disrupting the retailing industry by changing consumption and purchase habits and the overall retail experience. Although AI represents extraordinary opportunities for businesses, companies must avoid the dangers and risks associated with the adoption of such systems. Integrating perspectives from emerging research on AI, morality of machines, and norm activation, we examine how individuals morally behave toward AI agents and self-service machines. Across three studies, we demonstrate that consumers’ moral concerns (...) and behaviors differ when interacting with technologies versus humans. We show that moral intention is less likely to emerge for AI checkout and self-checkout machines compared with human checkout. In addition, moral intention decreases as people consider the machine less humanlike. We further document that the decline in morality is caused by less guilt displayed toward new technologies. The non-human nature of the interaction evokes a decreased feeling of guilt and ultimately reduces moral behavior. These findings offer insights into how technological developments influence consumer behaviors and provide guidance for businesses and retailers in understanding moral intentions related to the different types of interactions in a shopping environment. (shrink)

Embark on a visual journey of self-discovery. In Beaming, Marilyne Verschueren-the artist behind internet sensation @beamingdesign-presents 100 expansive visuals designed to stimulate your mind and awaken your intuition. Messages of hope, resilience, and joy are incorporated into radiant art, with each image offering the reader an opportunity for deep contemplation and introspection. Powerful imagery is paired with 25 guided exercises for mindfulness, journaling, and breathwork to deepen your interactive experience. Full of warmth and positive energy, Beaming is an exquisite companion (...) and a stirring call to follow your truth. (shrink)

If cultures are always in the making, this book catches one kind of culture on the make. Academics will be familiar with audit in the form of research and teaching assessments - they may not be aware how pervasive practices of 'accountability' are or of the diversity of political regimes under which they flourish. Twelve social anthropologists from across Europe and the Commonwealth chart an influential and controversial cultural phenomenon.

This book treats Hannah Arendt as a distinctly political writer who attempts to carve out a way in which humanity, poised between the Holocaust and the atom bomb, might reclaim its position as the creators of a world fit for human habitation. Marilyn LaFay argues that Arendt tries to bring a humanity into modernity, rejecting the argument that Arendt is an 'antimodernist lover of the Greek polis.' Rather, Arendt tries to politically reconcile the potential of humanity with the demands (...) of the modern condition: she encourages us to locate and use the expressive element of the modern for our political ends. This work identifies the paradox of Arendt's choice of an expressive, existentialist interpretation of politics over that of a politics of vision and imagination, concluding that Arendt's politics leads to little more than political aesthetics. (shrink)

A distinguished philosopher and a practicing minister, Marilyn McCord Adams has written a highly original work on a fundamental dilemma of Christian thought -- ...

Transforming our worldviews -- Transforming the fear of death -- Glimpses beyond death and the physical world -- Cosmologies of life, death, and beyond -- Science of the afterlife -- The practice of dying -- Grief as a doorway to transformation -- Dreaming and the transformation of death -- Transformative art -- Life, death, and the quantum soul -- Healing self and society.

Politics of Reality includes nine essays that examine sexism, the exploitation of women, the gay rights movement and other topics from a feminist perspective. -/- The essays "The Problem That Has No Name" and "A Note On Anger" have been translated into Spanish by Maria Lugones for circulation in la Asociacion Argentina de Mujeres en Filosofia.

Kierkegaard is considered by many to be the father of existentialism because he is believed to have asserted that our interpretations of existence are the expression of absolutely free choices, or choices for which no rational criteria can be given. This paper argues that that view is false. It presents a sketch of Kierkegaard position on the nature of human rationality, and argues that according to Kierkegaard, there are rational criteria for choosing between competing interpretations of existence and that people (...) make such choices only with reference to these criteria. (shrink)

This paper explores the implications of conceptualising phenomenology as explanatory for the ongoing dialogue between the phenomenological tradition and cognitive science, especially enactive approaches to cognition. The first half of the paper offers three interlinked arguments: Firstly, that differentiating between phenomenology and the natural sciences by designating one as descriptive and the other as explanatory undermines opportunities for the kind of productive friction that is required for genuine ‘mutual enlightenment’. Secondly, that conceiving of phenomenology as descriptive rather than explanatory risks (...) committing us to what Zahavi (2019) identifies as the error of equating the phenomenological with the phenomenal. Finally, that the erroneous reduction to the descriptive occludes the rich resources that the phenomenological tradition can contribute to investigations of non-human cognition. The second half of the paper then turns to focus specifically on the promising relationship between phenomenology and enactive approaches to cognition. It will suggest that phenomenology must be seen as having explanatory capacities if it is to shed light on the structures of “mind in life” (Thompson, 2007), before drawing on the model of explanation put forward by Louis Sass to explore what this might look like. (shrink)

In this paper, we examine how increasing understanding and explicit awareness of social consciousness can develop through transformations in worldview. Based on a model that emerged from a series of qualitative and quantitative studies on worldview transformation, we identify five developmental levels of social consciousness: embedded, self-reflexive, engaged, collaborative, and resonant. As a person's worldview transforms, awareness can expand to include each of these levels, leading to enhanced prosocial experiences and behaviours. Increased social consciousness can in turn stimulate further transformations (...) in worldview. We then consider an educational curriculum to facilitate the understanding of worldview and the cultivation of social consciousness as core capacities for twenty-first century students and global citizens. (shrink)

Background: Brain-dead humans retain many of the physiologic functions of living humans, but they are legally dead and cannot be physically harmed by participation in research. Stakeholder opinions...

To understand the radical potential of Heidegger’s model of practice, we need to acknowledge the role that temporality plays within it. Commentaries on Heidegger’s account of practical engagement, however, often leave the connection between purposiveness and temporality unexplored, a tendency that persists in the contemporary discourse generated by the interaction between the phenomenological tradition and certain approaches within cognitive science. Taking up a temporality-oriented reading that redresses this can, I want to argue here, reveal new illuminating sites for the intersection (...) between phenomenology and the cognitive sciences, particularly between Heideggerian perspectives and what have become known as enactive approaches to the study of cognition. According to the latter, cognition is an inherently relational process through which the interaction of a living being and its environment generates meaning and, ultimately, a world of significance defined by the cogniser’s self-concern. I will suggest that this emphasis upon the inextricable intertwining of agent and world renders enactive models of cognition particularly congenial to a mutually enriching dialogue with Heidegger’s account of purposiveness, particularly if we read the latter in terms of the temporal framework that Being and Time offers us. (shrink)