LEADER 01910nam0-22004451i-450 001 990005307300403321 005 20220901115639.0 035 $a000530730 035 $aFED01000530730 035 $a(Aleph)000530730FED01 035 $a000530730 100 $a19990604g19601973km-y0itay50------ba 101 0 $afre 105 $ay-------001yy 200 1 $aOeuvres complètes$fJean Gerson$gintroduction, texte et notes par Mgr. Glorieux 210 $aParis [ect.]$cDesclée & Cie$d1960-1973 215 $av.$d24 cm 225 1 $aMonumenta christiana selecta 327 1 $a1.: Introduction générale$a2.: L'oeuvre épistolaire$a3.: L'oeuvre magistrale (87-105)$a4.: L'oeuvre poétique (106-206)$a5.: L'oeuvre oratoire (207-253)$a6.: L'Oeuvre Ecclésiastique (253-291)$a7: L'oeuvre française (292-339). - XLIV, 429 p.$a7.1: L'oeuvre francaise : sermons et discours 340-398. - XVII, p. 431-1199$a9.: L' oeuvre doctrinale : 423-491$a10.: L' Oeuvre polemique : 492-530 : supplements-documents-tables 676 $a230.092 700 1$aGerson,$bJean$f<1363-1429>$0163482 702 1$aGlorieux,$bPalémon 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990005307300403321 952 $a230.09 GER 1 (1)$bBibl. 34452a$fFLFBC 952 $a230.09 GER 1 (2)$bBibl. 34452b$fFLFBC 952 $a230.09 GER 1 (3)$bBibl. 36217a$fFLFBC 952 $a230.09 GER 1 (4)$bBibl. 36217b$fFLFBC 952 $a230.09 GER 1 (5)$bBibl. 39261$fFLFBC 952 $a230.09 GER 1 (6)$bBibl. 41347$fFLFBC 952 $a230.09 GER 1 (7)$bBibl. 41348$fFLFBC 952 $a230.09 GER 1 (7.1)$bBibl. 45641$fFLFBC 952 $a230.09 GER 1 (9)$bBibl. 48470$fFLFBC 952 $a230.09 GER 1 (10)$bBibl. 48471$fFLFBC 952 $aST.REL. 18-A 12b$bST.REL. 124$fFLFBC 952 $aST.REL. 18-A 12a$bST.REL. 123$fFLFBC 959 $aFLFBC 996 $aOeuvres complètes$9597881 997 $aUNINA LEADER 04868nam 22006735 450 001 9910255123303321 005 20231101080836.0 010 $a9783319398686 010 $a3319398687 024 7 $a10.1007/978-3-319-39868-6 035 $a(CKB)3710000000831523 035 $a(DE-He213)978-3-319-39868-6 035 $a(MiAaPQ)EBC4649579 035 $a(EXLCZ)993710000000831523 100 $a20160819d2017 u| 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aUnderstanding Educational Psychology $eA Late Vygotskian, Spinozist Approach /$fby Wolff-Michael Roth, Alfredo Jornet 205 $a1st ed. 2017. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2017. 215 $a1 online resource (XIV, 328 p. 83 illus.) 225 1 $aCultural Psychology of Education,$x2364-6799 ;$v3 311 08$a9783319398679 311 08$a3319398679 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aForeword -- 1. Vygotsky, Spinoza, and Cultural Psychology of Education -- PART I: FOUNDATIONS -- Introduction -- Biology / Culture -- Communicating / Thinking -- Intrasubjectivity / Intersubjectivity -- Primacy of the Social and Sociogenetic Method -- Learning / Development -- PART II: CASE STUDIES -- Introduction -- The Social Nature of Reading -- Intention?A Product of Joint Social Work -- Culturing Conceptions -- Natural History of the Sign -- Genesis of the Zone of Proximal Development -- PART III: IMPLICATIONS -- Introduction -- The Thinking Body -- ?The Way to Freedom? in/for Education -- Appendix -- Index. . 330 $aThis book takes up the agenda of the late (but unknown) L. S. Vygotsky, who had turned to the philosopher Spinoza to develop a holistic approach to psychology, an approach that no longer dichotomized the body and mind, intellect and affect, or the individual and the social. In this approach, there is only one substance, which manifests itself in different ways in the thinking body, including as biology and culture. The manifestation as culture is premised on the existence of the social. In much of current educational psychology, there are unresolved contradictions that have their origin in the opposition between body and mind, individual and collective, and structure and process?including the different nature of intellect and affect or the difference between knowledge and its application. Many of the same contradictions are repeated in constructivist approaches, which do not overcome dichotomies but rather acerbate them by individualizing and intellectualizing our knowledgeable participation in recognizably exhibiting and producing the everyday cultural world. Interestingly enough, L. S. Vygotsky, who is often used as a referent for making arguments about inter- and intrasubjective ?mental? ?constructions,? developed, towards the end of his life, a Spinozist approach according to which there is only one substance. This one substance manifests itself in two radically different ways: body (material, biology) and mind (society, culture). But there are not two substances that are combined into a unit; there is only one substance. Once such an approach is adopted, the classical question of cognitive scientists about how symbols are grounded in the world comes to be recognized as an artefact of the theory. Drawing on empirical materials from different learning settings?including parent-child, school, and workplace settings?this book explores the opportunities and implications that this non-dualist approach has for educational research and practice. 410 0$aCultural Psychology of Education,$x2364-6799 ;$v3 606 $aEducational psychology 606 $aPersonality 606 $aDifference (Psychology) 606 $aCulture 606 $aEducational sociology 606 $aEducational Psychology 606 $aPersonality and Differential Psychology 606 $aSociology of Culture 606 $aSociology of Education 615 0$aEducational psychology. 615 0$aPersonality. 615 0$aDifference (Psychology) 615 0$aCulture. 615 0$aEducational sociology. 615 14$aEducational Psychology. 615 24$aPersonality and Differential Psychology. 615 24$aSociology of Culture. 615 24$aSociology of Education. 676 $a370.15 700 $aRoth$b Wolff-Michael$4aut$4http://id.loc.gov/vocabulary/relators/aut$0305220 702 $aJornet$b Alfredo$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910255123303321 996 $aUnderstanding Educational Psychology$92513021 997 $aUNINA