Journal for the Theory of Social Behaviour 33 (3):303–312 (2003)
The approach taken here is to begin to understand the focus from abstract to concrete in learning to master the principles of methodology, which are different from Western methods and procedures. This methodology is opposed to the empiricist approach of establishing rules and procedures from the concrete to the abstract. The initial discussion revolves around an explanation of the use of metaphor, metatheory, and psychology understood as a non-classical science. There is then a discussion on dialectics, dialectical synthesis, and metafacts. The core of the article is dedicated to a metatheoretical description Vygotsky uses as an abstract outline of possible guidelines in better understanding how to implement a model for non-classical psychology, using the example of a table being reflected in a mirror. A represents the actual table, while a represents the object being reflected in the mirror, and X represents the processes that take place in the mirror . Therefore, Vygotsky concludes that both A and X are real processes and that a is their apparent, i.e., unreal result. The reflection does not exist, but both the table and the light exist. The result is that the objective existence of X and A independent of a is a dogma of materialistic psychology. There is a discussion on the interfunctional relationships of importance in such a model, and the role of consciousness, and language. The focus of this metatheoretical framework supports Vygotsky's intentions of reaching individual inner freedom and freedom of action, together with Spinoza's social determinism
|Keywords||No keywords specified (fix it)|
No categories specified
(categorize this paper)
References found in this work BETA
Thought and Language.A. L. Wilkes, L. S. Vygotsky, E. Hanfmann & G. Vakar - 1962 - Philosophical Quarterly 14 (55):178.
Society Versus Context in Individual Development: Does Theory Make a Difference.Charles W. Tolman - 1999 - In Yrjö Engeström, Reijo Miettinen & Raija-Leena Punamäki-Gitai (eds.), Perspectives on Activity Theory. Cambridge University Press. pp. 70--86.
19 Metaphor and Learning Activity.Bernd Fichtner - 1999 - In Yrjö Engeström, Reijo Miettinen & Raija-Leena Punamäki-Gitai (eds.), Perspectives on Activity Theory. Cambridge University Press. pp. 314.
Citations of this work BETA
No citations found.
Similar books and articles
Educating for Moral Ability: Reflections on Moral Development Based on Vygotsky's Theory of Concept Formation.Paul Duncan Crawford - 2001 - Journal of Moral Education 30 (2):113-129.
Introductory Note to “Contemporary Psychology and Art: Toward a Debate” by Lev S. Vygotsky.João Pedro Fróis - 2011 - Journal of Aesthetic Education 45 (1):107-117.
Dewey's Dynamic Integration of Vygotsky and Piaget.Susan J. Mayer - 2008 - Education and Culture 24 (2):pp. 6-24.
Thought, Speech and the Genesis of Meaning: On the 50th Anniversary of Vygotsky's Myšlenie I Reč'. [REVIEW]D. J. Bakhurst - 1986 - Studies in East European Thought 31 (2):103-129.
Vygotsky's Contributions to a Dialectical Materialist Psychology.Richard Bickley - 1977 - Science and Society 41 (2):191 - 207.
Understanding Dialectical Thinking From a Cultural-Historical Perspective.Wan-chi Wong - 2006 - Philosophical Psychology 19 (2):239 – 260.
Added to index2009-01-28
Total downloads7 ( #516,344 of 2,152,527 )
Recent downloads (6 months)1 ( #399,788 of 2,152,527 )
How can I increase my downloads?