Wolff-Michael Roth Toward a Strong Version of the Social

Thus the Cartesian identification of the body and (geometrical) space divides the world into bodies that are inherently outside of other bodies (Bergson 1911). That is, in the works of Whitehead we find a theory of the spatial and temporal characteristics of transaction.

This book is not an attempt to somehow apply existing theory to specific cases of data, but is the result of my reflection with various philosophers and social scientists while closely examining various situations that have traditionally been of interest to classical educational psychologists and cultural psychologists of education. Instead, empirical materials are used to develop initial propositions before proceeding to the construction of a theoretical model.

Perennial Problems of (Educational) Psychology

The typical movement attempted by embodied and enactive theories, which posits basic schemas that, in the case of body movements, turn into physical expressions of something that can also be expressed verbally (diagrammatically). When space is thought of as constructed from points, each of which can only be occupied by a physical body, behavior is characteristically analyzed in terms of individuals.

Fig. 1.1 Decomposition of human conduct typical for classical educational psychology

Self-Action and Interaction

Each sentence is grounded in the individual's characteristics, but is understood as a reaction to the situation in general and to the other person's speech specifically. Leont'ev.1 A sociocultural study can focus on the fact that during the exchange represented in the fragment, the student Gina comes to give a first answer.

Fig. 1.2 Typical triangular explanation that might accompany the analysis of Fragment 1.1 and that draw on the concept of mediation

Words and Things

Melissa is saying, "I still think it's a cube," and in turn the researcher claims, "Melissa (initially) conceives of the mysterious object as a cube." The relationship between speech and thought (mind) is taken as a fairly simple one, the former providing access to the latter. Transcription lends itself to extending the self-directed approach to interaction.

Fig. 1.3 Concept map that a student might produce, or that a researcher creates based on an interview concerned with the identification of student conceptions

Ontology of Permanent Things

In the last pages Vygotsky edited before his death, there are hints that he had shifted from his previous focus on things (eg, words, thoughts) to the concrete life of the individual. In particular, in discussing the relevance of Spinoza, Il'enkov focuses on events rather than content.

Foundations

From then on, belief in the permanence of the object, the world and ourselves takes place. 2, I provide an overview of the transactional approach in terms of a formal theory of events and their relations.

Events Before Anything

In this chapter I provide an overview of the transactional approach we exist in the ontological primacy of the event. But the universe does not stand still, and nothing in the participant stands still either.

Fig. 2.1 The eye does not stand still when (a) looking at a point (as would be registered by a pen-chart recorder), (b) following a vertical but stationary line, or (c) counting six given horizontal lines

Events and Their Relations

In the conjunction of two events (Fig. 2.3) the essentially social nature of the universe is embodied. The observable event not only establishes the object in the consciousness of the person.

Fig. 2.2 Relations between events. (a) A percipient event (event 1) is cogredient with the duration, which may include a number of cogredient events (e.g

Being-as-Event: An Analogy

These ensembles (nexus) can be used as analogies for conversations, lessons, life in a village (city), the life of a society, or the life of the global community. But in the transactional approach, they are interrelated phases of the greater life as an event.

Fig. 2.5 In this analogy, fibers, strands, threads, and textures represent different levels of happen- happen-ing (events), with a factual determination in the past and an indeterminate relation to the future

Re/thinking (Cultural-Historical) Activity Theory

Are these sounds - typical event phenomena - not ordinary events in the experience of the two persons. But this should not lead us to think of activity in terms of the triangular structure of things.

Fig. 2.6 Common examples of “mediational triangles.” (a) For Vygotsky (1989), signs and tools are things that stand, respectively, (i) between two subjects or between subjects and their brains or (ii) between subject and object

Inseparability of Transactional Theory and Method

Processing the interstitial and syncopated nature of the human psyche: On the analysis of verbal data.

Unity/Identity of Individual and Environment

Perezhivanie is thus used to capture a whole plate of presence in the sense of an event described in Chap. But person and environment do not count for much in the same way that apples and oranges do not count.

Fragment from a Second-Grade Mathematics Lesson

That is, we consider the entire emergence as event, so that each student's turn is only a phase in this larger event and must therefore be theorized as such. After the event represented in the fragment, there were a few more rounds of talk before the next student was named and given a turn to draw an object from the bag to be placed in the emergent category system (as yet unknown to the children).

Extensions of Duration

We can also talk about the transitive (between, spatial terms) and non-transitive dimension of the event (within, temporal terms). This part of the lesson fragment also shows that other events are presupposed which are co-gredients of duration.

Fig. 3.1 This revised transcription of a small part of Fragment 3.1 includes the fact that not only producers of words are active but so are the recipients; together, speakers and recipients produce an instant of conversation as transactional unit, corr

Continuity of Experience

This means that the percipient event created the conditions – prepared the ground – in which remembering became possible. Causality of any kind—whether between two "natural" events or between "thought" and speech—results from "the breaking up of the continuity of historical change into two separate parts, together with the necessity arising from the intrusion." - two for some device by which to reunite them' (275).

Sociality

Emergence is a manifestation of sociality, and mind is a manifestation of the sociality of nature. The mind is simply an expression of the nascent nature of life, that is, life-as-event.

Events and the Origin of the World

Here, the individual as self vis-à-vis the other is a manifestation of the relationship between subject and object. The issue of the other itself essentially gives the transactional approach its cultural and historical characters.

Fig. 4.1 The classical Piagetian experiment testing for object permanence with a 7-months-old infant

Pointing

So the sound words "the blue" are actually understood as a pointing event related to a part of the curve. Pointing is a manifestation of the individual assuming the attitude (not to be thought in mental terms) of the other towards the movement with the aim of initiating some form of action (an event) that the individual has already taken in the direction of the movement. phenomenon in the environment (Mead 1972).

Genesis of the Object

It is this experience that ultimately constitutes the inside of the toy as a physical thing—the thing offers resistance. In the fragment, we notice that the event leads to the mother placing the toy in the child's hands.

Fig. 4.3 The distant object first exists as social relation, making the emergent object an irreducible social object

Object as Condition for the Emergence of Time

It is wrong according to analyzes that show how we experience the transition from the immanent past to the immanent future, a phenomenon we call the false present. Here, too, the absence of a permanent object and the absence of time go together.

The Emergence of Consciousness

At this stage of an individual's life, objects are not yet present when they are absent. At the conclusion of the cooperative act, the expected contact experience becomes the actual contact experience.

Extensions

They make sense because of the common sense basis shared by the participants of the event. At the end of his life, Vygotsky notes that consciousness is a much bigger problem than the relationship between thought and speech.

Symbolic Reference

In the transactional approach, the notion of symbolic reference is used, which means two ways of prejudice (perception): sensory foreknowledge, through which the environment becomes a component in the constitution of the subject, and non-sensory foreknowledge, the presence of the past that also constitutes the continuity of the experience of organism (Whitehead 1929/1978). Symbolic reference therefore exists between a sound word (or other material instance of a signifier) appearing in the case and its occurrence in an earlier case.

The Sign in Existing Cultural-Historical Perspectives

In the case of Vygotsky's experiment with the colors and the colored cards, the psychological task is the object of the activity, and the drawing further mediates between the child subjects and their brains (Fig. 5.1c). For example, early in the history of semiotics (semiology) as a field, it was defined as the relationship (in thought) between a signifier and a signified (de Saussure 1995).

Fig. 5.1 Some of the ways in which Vygotsky conceived of the sign, all of which presuppose it to be a thing standing between the subject (S 1 ) and something else

Symbolic Reference in Bonobo Mother–Infant Relations

The raising event is produced in joint work that cannot be reduced to the addition of the individual participants' contributions (actions). The reasons for this were explained in the case of the death of a person involving a shot from a handgun of another person (Dewey 1938).

Fig. 5.2 To reduce social tension, a female bonobo initiates a sexual encounter. (a) The arm around the shoulder of the male, gaze toward face of male

Emergence of Symbolic Reference in a Mathematics Lesson

From the outside there is another event, which consists in shaping the material. In the case of the girls in the math class, the perceptual event associated with the mystery object is not immediate, but extended in event-characteristic ways.

Fig. 5.4 The strategy that is antecedent to agreement involves one hand feeling the object in the box, the other hand on a plasticine model

Emergence of Permanences

This is especially interesting in light of the fact that Melissa's right hand and arm moved in the same way she said she did in the box - and where she had a feeling. The end result is that the event of one also evokes the presence of the other.

Fig. 5.5 From (a) through (c), we observe increasingly “abstract” ways of making present a stu- stu-dent experiment involving transparency sheets and a glow lamp, which lights up in the presence of charges when one metal cap touches the sheet and the oth

Relating People and Things

A perceptive event associated with a plasticine shape would be a precursor to another perceptive event located in the environment. The first sentence is the brilliance of the work the three girls did in their task: establishing a relationship between something they designed and an event in the world.

Fig. 5.7 Sign is an abstraction used to denote the relationship between events located differently in the transactional {person|environment} unit

From Sign-Things to Signing-Games

A transactional approach to the sign, as developed in this chapter, has all three qualities that Dewey assigns to the use of signs; and his description emphasizes that we cannot understand the sign-thing independent of behavioral operations, that is, independent of events in which signifier and signified are repetitions in perceived events. Instead, the word-sound was a move in a game—here literally a language game—and the production of a specific sound quality in the speech event was the ultimate goal of the game.

From Meaning to Sense-Giving Fields

The transition from meaning to sense is theoretically important because it is a starting point for overcoming the overintellectualization of the psyche that characterizes Vygotsky's earlier work. The shift to sense opened the door to a theory of the connection between body and sense: the sensory body, that which makes sense of speech, actions, and things in the world, is indistinguishable from the sense of the body.

Fig. 6.1 Chalkboard contents at the halfway mark of a two-hour laboratory meeting. (The image was assembled from different screen prints of the video; chalkboard traces have been emphasized to improve visibility)

Fields and Contextures

The initiation of the arrangement presupposes common sense, so that the recipient can be expected to hear a sentence in the intended way and act accordingly. PI1, a biologist, was the head of the laboratory; his funding supported a PhD student (Do) and a research associate (RA).

Sensible Contextures

The measurement then added a count of 1 to one of the sections visible in the entire rod population graph (far left graph, Figure 6.1). Rather, as suggested above, the research was intended to help hatcheries release fish in a timely manner, which they (a) raise starting with eggs and milt secreted from returned salmon, and (b) eventually release them into the wild as the young hatch. the fish undergo a physiological change (become juveniles) and begin their oceanic migration.

Fig. 6.2 Images from the research on the relative amount of vitamin A 1 - and vitamin A 2 -based material in the rod-shaped photoreceptors of coho salmon

Making Visible the Normally Invisible Ground

This motif provides the meaning of speech (verbal actions) that follow the initial statement. Then the text is completed in the way it will stand, i.e. the rest of the meeting.

Fig. 6.3 PI 1 expects the removal of background signal to lead to a leftward movement of the maxi- maxi-mum, whereas the research associate and PI 2 expect a rightward movement

Common Ground and Indexicality

Not only are there many pointing events (a relation), but also the form of the movement has a (literal) parallel in the form of the movement trajectory (Fig. 6.5). For a proverb to make sense, its content (the mentioned) must be part of the common ground.

Fig. 6.4 The body (sound, orientation, configuration) as expression of thought

From Meaning to Sense-Giving Field

Any understanding of the graph presupposes a vast common ground that inherently resists full articulation. The indexical nature of language is implicit in the statement about the function of discourse: in authentic discourse, speaking presupposes knowledge of its content.

Birth of Ideals and Universals

Just as stereo vision arises as a new quality from the cooperation between two eyes, the mind is a new quality that arises from the cooperation between people. This chapter is about how ideals and universals come to exist in human history and in the lives of young people (pupils in the early elementary school).

Historical Emergence of Cultural Objects

In the transactional perspective, the two perspectives cannot be separated, but are an integral quality of the relationship. It is the same dual relationship that reappears in the opening quote from Mead's Act Philosophy.

Ontogenetic Emergence of Cultural Concept Words

Indeed, he states approvingly: "the subject's solution of the task facing him in the experiment presupposes no previous experience or knowledge". He has the child as the subject of the phrase, which develops – “the child develops …” – while working with ultimate concepts, development would take the subject: “There is development of the child.

Learning Geometrical Concepts

The standard for linking a mathematical act to reasoning is an event that takes place in the circle's public forum. It is in the event that Connor and the teacher are part of all slots.