Title: Interiorizačné a participačné aspekty pedagogickej komunikácie v prístupoch inšpirovaných Vygotského teóriou
Variant title:
- Aspects of interiorization and participation in educational communication in approaches inspired by Vygotsky's theory
Source document: Studia paedagogica. 2011, vol. 16, iss. 1, pp. [161]-174
Extent
[161]-174
-
ISSN1803-7437 (print)2336-4521 (online)
Stable URL (handle): https://hdl.handle.net/11222.digilib/115421
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Vygotského dielo sa dodnes považuje za dôležitú teoretickú oporu pre tie psychologické, resp. pedagogicko-psychologické prístupy, ktoré sa na vývin ľudskej mysle snažia nahliadať cez sociokultúrnu optiku. Celkom špecificky je taktiež považovaný za východisko pre definovanie role učiteľa, ktorý z pozície reprezentanta oficiálnej kultúry žiakom sprostredkováva základné kultúrne nástroje, medzi ktorými zaujíma používanie symbolicko-komunikačných prostriedkov (najmä jazykovej komunikácie) mimoriadnu pozíciu. Je popritom zaujímavé, že konkrétne uchopenie tohto základného východiska má v pedagogike a didaktike viaceré podoby, ktoré variujú od interiorizačne orientovaných prístupov, ktoré sústreďujú svoju pozornosť na transformáciu sociálnych plánov učenia do podoby individuálnych kognitívnych schopností (v pedagogickej oblasti viď napríklad koncepciu mediovaného učenia E. Bodrovej a D. J. Leongovej) po participačne orientované prístupy zdôrazňujúce význam začlenenia jedinca do socio-kultúrnej praxe (napríklad koncept školského učenia ako dialogického bádania v práci G. Wellsa). Napriek tomu, že oba tieto prístupy chápu komunikáciu v škole a používanie kultúrnych nástrojov ako jedinečný sprostredkujúci prvok individuálneho vývinu jedinca, ich odlišné teoretické perspektívy umožňujú rozvíjať diskusiu o podobách transferu sociálneho plánu učenia do individuálnej podoby, o význame kompetentnejšieho druhého v školskom učení a o chápaní symbolicko-komunikačnej povahy učenia v rámci vzťahu učiteľ–žiak.
The ideas of L. S. Vygotsky provide an important theoretical background for approaches of psychology and educational psychology which address the structure and function of the human mind from a socio-cultural point of view. In particular, Vygotsky's ideas are considered a starting point for an explanation of the role of the teacher, who from the position of representative of an official culture mediates significant cultural tools, an act in which the use of semiotic tools (especially language communication) plays a significant role. However, it is remarkable that the specification of this starting point takes different forms in pedagogy and the theory of teaching/learning, varying from internalization models of development concentrating on transformation of social plans of activity to individual cognitive functions (see the conception of mediated learning by E. Bodrova and D. J. Leong) to participation models of development highlighting the significance of socioculturally meaningful practices for the development and learning of individuals (see the conception of learning as dialogic inquiry of G. Wells). Despite the fact that both of these approaches perceive communication as a unique bridging component between individual cognitive development and the use of cultural tools, their different theoretical perspectives provide a good starting point for a discussion on the transferring of social plans of learning to individual plans, the role of culturally more competent others in learning at school and in explaining the role of language use in learning within the student-teacher relationship.
Note
Príspevok vznikol v rámci riešenia grantového projektu MŠ SR VEGA č. 1/0172/09 Zmeny školského prostredia z hľadiska reprodukcie kultúrnej gramotnosti.
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[3] BODROVA, E., LEON G, D. J. Tools of the Mind: The Vygotskian Approach to Early Childhood Education. New Yersey: Merril/Prentice Hall, 1996.
[4] Burbules, N. C., Bruce, B. C. Theory and Research on Teaching as Dialogue. In RICHARDSON, V. (Ed.). Handbook of Research on Teaching. Washington, DC: American Educational Research Association, 2001, s. 1102–1121.
[5] DANIELS, H. Vygotsky and Pedagogy. New York, London: Routledge Falmer, 2001.
[6] DÍAZ, R. M., NEAL, C. J., AMAYA-WILLIAMS, M. The Social Origins of Self-Regulation. In MOLL, L. C. (Ed.). Vygotsky and Education. Instructional Implications and Applications of Sociohistorical Theory. Cambridge: Cambridge University Press, 1990, s. 127–154.
[7] GALLIMORE, R., THARP, R. Teaching Mind in Society: Teaching, Schooling and Literate Discourse. In MOLL, L. C. (Ed.). Vygotsky and Education. Instructional Implications and Applications of Sociohistorical Theory. Cambridge: Cambridge University Press, 1990, s. 175–205.
[8] GALPERIN, P. Ya. Mental Actions as a Basis for the Formation of Thoughts and Images. Soviet Psychology, 1989, roč. 27, č. 3, s. 45–64.
[9] HALLIDAY, M. A. K. Towards a Language-Based Theory of Learning. Linguistics and Education, 1993, roč. 5, č. 2, s. 93–116. | DOI 10.1016/0898-5898(93)90026-7
[10] HENSON, K. T. Foundation for Learner-Centered Education: A Knowledge Base. Education, 2003, roč. 124, č. 1, s. 5–16.
[11] HICKEY, D. T., SCHAFER, N. J. Design-Based, Participation-Centered Approaches to Classroom Management. In EVERTSON, C. M., WEINSTEIN, C. S. (Eds.). Handbook of classroom management: research, practice, and contemporary issues. Mahvah, N. J.: Lawrence Erlbaum Associates Inc. 2006, s. 281–308.
[12] JARAMILLO, J. A. Vygotsky's Sociocultural Theory and Contributions to the Development of Constructivist Curricula. Education, 1996, roč. 117, č. 1, s. 133–140.
[13] KARPOV, Y. V. The Neo-Vygotskian Approach to Child Development. Cambridge: Cambridge University Press, 2005.
[14] KARPOV, Y. V. ygotsky's Doctrine of Scientific Concepts. In KOZULIN, A., GINDIS, B., AGEYEV, V., MILLER, S. (Eds.). Vygotsky's Educational Theory in Cultural Context. Cambridge: Cambridge University Press, 2003, s. 65–82.
[15] KOZULIN, A. A Biography of Vygotsky's Psychology. New York: Harvester, 1990.
[16] KOZULIN, A. Psychological Tools and Mediated Learning. In KOZULIN, A., GINDIS, B., AGEYEV, V., MILLER, S. (Eds.). Vygotsky's Educational Theory in Cultural Context. Cambridge: Cambridge University Press, 2003, s. 15–38.
[17] KOZULIN, A., PRESSEISEN, B. Z. Mediated Learning Experience and Psychological Tools: Vygotsky's and Feuerstein's Perspectives in Study of Student Learning. Educational Psychologist, 1995, roč. 30, č. 2, s. 67–75. | DOI 10.1207/s15326985ep3002_3
[18] MATUSOV, E. When Solo Activity is not Privileged: Participation and Internalization Model of Development. Human Development, 1998, roč. 41, č. 5–6, s. 326–349. | DOI 10.1159/000022595
[19] PALINCSAR, A. S. Social Constructivist Perspectives on Teaching and Learning. Annual Review of Psychology, 1998, roč. 49, s. 345–375.
[20] PETROVÁ, Z. Vygotského škola v pedagogike. Trnava: Typi Universitatis Tyrnaviensis, 2008.
[21] STETSENKO, A. P. Social Interaction, Cultural Tool and the Zone of Proximal Development: In Search for Synthesis. In CHAIKLIN, S., HEDEGAARD, M., JENSEN, U. J. (Eds.). Activity Theory and Social Practice: Cultural-Historical Approaches. Aarhus: Aarhus University Press, 1999, s. 235–252.
[22] TOMASELLO, M., KRUGER, A. C., RATNER, H. H. Cultural Learning. Behavioral and Brain Sciences, 1993, roč. 16, s. 495–552.
[23] VALSINER, J. Process Structure of Semiotic Mediation in Human Development. Human Development, 2001, roč. 44, č. 1, s. 84–97. | DOI 10.1159/000057048
[24] VYGOTSKIJ, L. S. Vývoj vyšších psychických funkcí. Praha: SPN, 1978.
[25] WELLS, G. Dialogic Inquiry. Towards a Sociocultural Practice and Theory of Education. Cambridge: Cambridge University Press, 1999.
[26] WELLS, G. Improving the quality of education for life in the 21st century. Paper presented at a Conference for Teachers, Santander, Spain, June 2000. [online]. [cit. 2005-05-16] Dostupné z: http://people.ucsc.edu/~gwells/Santander.html.
[27] WELLS, G. Semiotic Mediation, Dialogue and the Construction of Knowledge. Human Development, 2007, roč. 50, č. 5, s. 244–272. | DOI 10.1159/000106414