Showing papers by "René van der Veer published in 2000"
Book•
03 Jul 2000
TL;DR: In this paper, the social mind in action: socially guided intellectual interdependency in science is discussed, and the social person today is defined as continuities and interdependencies.
Abstract: General introduction 1. Development of ideas in sciences: intellectual interdependency and its social framework 2. Social suggestion and mind 3. Pierre Janet's world of tensions 4. James Mark Baldwin's theoretical heritage 5. Pragmatism and the social mind: an American context 6. George Herbert Mead's development of the self 7. Striving towards the whole: losing development in the course of history 8. Vygotsky's world of concepts 9. The social person today: continuities and interdependencies 10. General conclusion: social mind in action: socially guided intellectual interdependency in science.
459 citations
TL;DR: In this paper, the early work of the American rehabilitation psychologist Tamara Dembo (1902-1993) is brought to light, and her investigations on animal behavior carried out with the Dutch zoopsychologist Frederik J. J. Buytendijk are described.
Abstract: In this paper early work of the American rehabilitation psychologist Tamara Dembo (1902-1993) is brought to light. She was highly influenced by the concepts of Kurt Lewin's topological psychology, and she used the framework of topological psychology to analyze her investigations on animal behavior carried out with the Dutch zoopsychologist Frederik J. J. Buytendijk. These investigations have so far been ignored and are being described for the first time making use of archival materials.
15 citations
TL;DR: Gal'perin's theory of the relationship between instruction and develop-ment as mentioned in this paper is a theory that is, in fact, also a theory about the origin of thinking in the concrete, overt activities of the child.
Abstract: Transferof trainingArievitch and Stetsenko have done us an excellent service. They have given us alucid account of Gal’perin’s theory of the relationship between instruction and develop-ment, a theory that is, in fact, also a theory about the origin of thinking in the concrete,overt activities of the child. The essence of his theory is that what we take to be the resultof inherent, spontaneously developing processes is essentially the result of formal andinformal instruction by adults. Unfortunately, according to Gal’perin, our instructionoften leaves much to be desired, which explains why the results of instruction are fre-quently unsatisfactory. Students tend to learn subjects by heart without really under-standing them, they show little or no ability to apply their newly acquired knowledge toeven slightly different topics, they display certain ‘age-bound’ inadequacies in theirthinking, and so on. Gal’perin’s provocative claim was that by introducing new, revolu-tionary methods of instruction we can significantly raise the level of students’ knowl-edge, ensure that they will be able to apply their knowledge and skills in other domains,and, in sum, enhance their intellectual potential. In other words, far more than ‘tradi-tional instruction’, adequate instruction stimulates or co-creates mental development.As Arievitch and Stetsenko explain, truly innovating (‘systemic-theoretical’) in-struction requires that students are thoroughly introduced into the essential characteris-tics of a certain subject. Essential for proper understanding is that in the preparatory,orienting stage of learning, the students are required to perform certain concrete opera-tions that reveal these essential characteristics. The concept of real number, forinstance, is introduced as the outcome of a measurement operation, and in order tograsp this fact, students are required to perform concrete measurement operationsthemselves. Subsequently, they gradually learn to perform certain operations without
10 citations