1. Introduction 2. The emergence of learning activity as a historical form of human learning 3. The zone of proximal development as the basic category of expansive research 4. The instruments of expansion 5. Toward an expansive methodology 6. Epilogue.

Learning by expanding: An activity-theoretical approach to developmental research

Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

From the Publisher:
The old opposition of matter versus mind stubbornly persists in the way we study mind and brain. In treating cognition as problem solving, Andy Clark suggests, we may often abstract too far from the very body and world in which our brains evolved to guide us. Whereas the mental has been treated as a realm that is distinct from the body and the world, Clark forcefully attests that a key to understanding brains is to see them as controllers of embodied activity. From this paradigm shift he advances the construction of a cognitive science of the embodied mind.

/pdf/being-there-putting-brain-body-and-world-together-again-31tt4y51ml.pdf

Being There: Putting Brain, Body, and World Together Again

The measurement of meaning

How we Think

I find the conceptual field where Oriental and Occidental perspectives in psychology meet in the analysis of borders within systems—looking at the specific mechanisms under which these borders can ...

Where Occidental Science Went Wrong: Failing to See Systemic Unity in Diversity:

/pdf/the-origins-of-action-3latbsm7l8.pdf

The Origins of Action

Between Self and Societies: Creating Psychology in a New Key

Culture in Psychology: A Renewed Encounter of Inquisitive Minds

Disruptive behavior is a major concern for most educational systems. Schools
 often respond to disruptive students with exclusionary and punitive
 approaches that have limited effect or value. Moreover, recent neoliberal
 trends with increased focus on student learning outcome change the attitudes
 towards disruptive student behavior and also narrow down and homogenize the
 range of what is considered as “acceptable student behavior”. In this article
 we discuss the interrelationship between an outcome-based, neoliberal school
 approach and notions of disruptive behavior. We claim that the outcome-based
 and neoliberal approach to education basically promotes an un-educational way
 of thinking about education that also has a huge influence on perceptions of
 and tolerance towards all kinds of disruptions in schools - whether they come
 from students, parents, teachers or researchers.

/pdf/when-disruptive-behavior-meets-outcome-based-education-ifuh9y03yz.pdf

Jaan Valsiner

Papers

Where Occidental Science Went Wrong: Failing to See Systemic Unity in Diversity:

The Origins of Action

Between Self and Societies: Creating Psychology in a New Key

Culture in Psychology: A Renewed Encounter of Inquisitive Minds

When disruptive behavior meets outcome-based education