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Autor González Rey, Fernando |
Documentos disponibles escritos por este autor (3)
Crear una solicitud de compra Refinar búsquedaCultural-Historical and Critical Psychology / Fleer, Marilyn ; González Rey, Fernando ; Jones, Peter E.
TÃtulo : Cultural-Historical and Critical Psychology : Common Ground, Divergences and Future Pathways Tipo de documento: documento electrónico Autores: Fleer, Marilyn, ; González Rey, Fernando, ; Jones, Peter E., Mención de edición: 1 ed. Editorial: Singapore [Malasya] : Springer Fecha de publicación: 2020 Número de páginas: XIV, 191 p. 9 ilustraciones, 1 ilustraciones en color. ISBN/ISSN/DL: 978-981-1522093-- Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: PsicologÃa Escolar PsicologÃa del desarrollo PsicologÃa crÃtica EtnopsicologÃa FilosofÃa de la educación PsicologÃa transcultural Clasificación: 370.15 Educación (Psicología educativa) Resumen: Este libro abre un diálogo crÃtico dentro y entre las tradiciones teóricas de la psicologÃa crÃtica y la psicologÃa histórico-cultural. Explora y aborda cuestiones y problemas fundamentales dentro de ambas tradiciones, con miras a identificar nuevas vÃas para una discusión productiva y la cooperación entre estos dos importantes movimientos en la psicologÃa contemporánea. En consecuencia, el libro reúne contribuciones de una variedad de investigadores respetados internacionalmente de ambos campos que han demostrado una voluntad de mirar crÃtica y autocrÃticamente sus alianzas y trayectorias teóricas. Este libro brinda a los lectores la oportunidad de apreciar y reflexionar sobre las diferencias fundamentales de perspectiva a través de la división entre psicologÃa "histórica-cultural" y "crÃtica" y, por lo tanto, considerar y debatir cuestiones clave que enfrenta la disciplina de la psicologÃa en general. Nota de contenido: 1 Introduction: Advancing dialogues between critical pyschology and cultural-historical theory -- Section I Cultural-Historical and Critical Psychology: Entering a dialogue -- 2 Critical Psychology: Subjects in situated social practices -- 3 Critical psychology as cultural-historical psychology: Political dimensions and limitations of psychological knowledge -- 4 Looking towards a productive dialogue between cultural-historical and critical psychologies -- 5 The primary of critical theory and the relevance of the psychological humanities -- Section II Pathways of renovation: Critiques and innovations within cultural-historical and critical psychology -- 6 Can the concept of activity be considered as a theoretical device for critical psychologies? -- 7 Decolonising childhood, reconceptualising distress: A critical psychological approach to (Deconstructing) child well-being -- 8 Psychology and psychologies 'from the Language End': Critical reflections -- 9 Problematising pedagogical imports and creating new conditions for children's development: A case from China -- 10 Nationalism and/or developing understanding of society? -- Section III The Emerging Themes -- 11 The two pathways of Vygotsky's Legacy: The critical and non-critical co-existing positions in Vygotsky's thought. Tipo de medio : Computadora Summary : This book opens up a critical dialogue within and across the theoretical traditions of critical psychology and cultural-historical psychology. It explores and addresses fundamental issues and problems within both traditions, with a view to identifying new avenues for productive discussion and cooperation between these two important movements in contemporary psychology. Accordingly, the book gathers contributions from a range of internationally respected researchers from both fields who have demonstrated a willingness to look critically, and self-critically, at their theoretical allegiances and trajectories. This book provides readers with the opportunity to both appreciate and reflect on fundamental differences of perspective across the 'cultural-historical'/'critical' psychology divide and, thereby, to consider and debate key issues facing the discipline of psychology more generally. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Cultural-Historical and Critical Psychology : Common Ground, Divergences and Future Pathways [documento electrónico] / Fleer, Marilyn, ; González Rey, Fernando, ; Jones, Peter E., . - 1 ed. . - Singapore [Malasya] : Springer, 2020 . - XIV, 191 p. 9 ilustraciones, 1 ilustraciones en color.
ISBN : 978-981-1522093--
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
Idioma : Inglés (eng)
Palabras clave: PsicologÃa Escolar PsicologÃa del desarrollo PsicologÃa crÃtica EtnopsicologÃa FilosofÃa de la educación PsicologÃa transcultural Clasificación: 370.15 Educación (Psicología educativa) Resumen: Este libro abre un diálogo crÃtico dentro y entre las tradiciones teóricas de la psicologÃa crÃtica y la psicologÃa histórico-cultural. Explora y aborda cuestiones y problemas fundamentales dentro de ambas tradiciones, con miras a identificar nuevas vÃas para una discusión productiva y la cooperación entre estos dos importantes movimientos en la psicologÃa contemporánea. En consecuencia, el libro reúne contribuciones de una variedad de investigadores respetados internacionalmente de ambos campos que han demostrado una voluntad de mirar crÃtica y autocrÃticamente sus alianzas y trayectorias teóricas. Este libro brinda a los lectores la oportunidad de apreciar y reflexionar sobre las diferencias fundamentales de perspectiva a través de la división entre psicologÃa "histórica-cultural" y "crÃtica" y, por lo tanto, considerar y debatir cuestiones clave que enfrenta la disciplina de la psicologÃa en general. Nota de contenido: 1 Introduction: Advancing dialogues between critical pyschology and cultural-historical theory -- Section I Cultural-Historical and Critical Psychology: Entering a dialogue -- 2 Critical Psychology: Subjects in situated social practices -- 3 Critical psychology as cultural-historical psychology: Political dimensions and limitations of psychological knowledge -- 4 Looking towards a productive dialogue between cultural-historical and critical psychologies -- 5 The primary of critical theory and the relevance of the psychological humanities -- Section II Pathways of renovation: Critiques and innovations within cultural-historical and critical psychology -- 6 Can the concept of activity be considered as a theoretical device for critical psychologies? -- 7 Decolonising childhood, reconceptualising distress: A critical psychological approach to (Deconstructing) child well-being -- 8 Psychology and psychologies 'from the Language End': Critical reflections -- 9 Problematising pedagogical imports and creating new conditions for children's development: A case from China -- 10 Nationalism and/or developing understanding of society? -- Section III The Emerging Themes -- 11 The two pathways of Vygotsky's Legacy: The critical and non-critical co-existing positions in Vygotsky's thought. Tipo de medio : Computadora Summary : This book opens up a critical dialogue within and across the theoretical traditions of critical psychology and cultural-historical psychology. It explores and addresses fundamental issues and problems within both traditions, with a view to identifying new avenues for productive discussion and cooperation between these two important movements in contemporary psychology. Accordingly, the book gathers contributions from a range of internationally respected researchers from both fields who have demonstrated a willingness to look critically, and self-critically, at their theoretical allegiances and trajectories. This book provides readers with the opportunity to both appreciate and reflect on fundamental differences of perspective across the 'cultural-historical'/'critical' psychology divide and, thereby, to consider and debate key issues facing the discipline of psychology more generally. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
TÃtulo : Perezhivanie, Emotions and Subjectivity : Advancing Vygotsky's Legacy Tipo de documento: documento electrónico Autores: Fleer, Marilyn, ; González Rey, Fernando, ; Veresov, Nikolai, Mención de edición: 1 ed. Editorial: Singapore [Malasya] : Springer Fecha de publicación: 2017 Número de páginas: VIII, 265 p. 8 ilustraciones ISBN/ISSN/DL: 978-981-10-4534-9 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: PsicologÃa Educacional PsicologÃa FilosofÃa y ciencias sociales. FilosofÃa de la educación Ciencias del Comportamiento y PsicologÃa FilosofÃa de las Ciencias Sociales Clasificación: 370.15 Educación (Psicología educativa) Resumen: Este libro se basa en la idea de Vygotsky de pieriezhivanie, emociones e imaginación, e introduce los conceptos de sentido subjetivo y configuración subjetiva. Estos conceptos son cruciales para explicar y comprender el desarrollo de los niños desde una perspectiva histórico-cultural. Es muy necesario un libro que teorice las relaciones entre lo social y lo individual a través del estudio de la pieriezhivanie de un niño, que analice las emociones de manera más integral y avance los conceptos de sentido subjetivo y configuración subjetiva. Este libro examina la complejidad del desarrollo humano a través de una elaboración integral de estos conceptos, lo que permite presentar nuevas ideas. No siempre sigue el orden cronológico de las publicaciones de Vygotsky, ya que muchas de sus obras permanecieron en los archivos familiares hasta la década de 1980, cuando sus Obras Escogidas se publicaron por primera vez en ruso. Durante mucho tiempo ha existido la necesidad de un libro contemporáneo sobre el tratamiento académico de la perezhevanie, las emociones y la subjetividad y, como tal, este libro revisa las representaciones dominantes de estos conceptos y luego propone nuevas formas de conceptualizarlos y utilizarlos en la investigación empÃrica. Los capÃtulos cubren una amplia gama de estudios de casos donde los conceptos de pieriezhivanie, emociones e imaginación y sentido subjetivo y configuración subjetiva se utilizan para brindar nuevos conocimientos empÃricos y teóricos sobre el estudio del desarrollo humano. Nota de contenido: 1 Perezhivanie, emotions and subjectivity: Setting the stage -- Section 1 Perezhivanie -- 2 On the concept of perezhivanie: A quest for a critical review -- 3 The concept of perezhivanie in cultural-historical theory: Content and contexts -- 4 Perezhivanie and child development: Theorizing research in early childhood -- Section 2 Emotions -- 5 Foregrounding emotional imagination in everyday preschool practices to support emotion regulation -- 6 The role of imagination and anticipation in children's emotional development -- 7 Everyday Family Routine Formation: A source of the Development of Emotion Regulation in Young Children -- 8 Beyond pathologizing education: Advancing a cultural historical methodology for the re-positioning of children as successful learners -- Section 3 Subjectivity -- 9 Advances in subjectivity from a cultural-historical perspective: Unfoldings and consequences for cultural studies today -- 10 Epistemological and methodological issues related to the newchallenges of a cultural-historical based psychology -- 11 The relevance of the concept of subjective configuration in discussing human development -- Section 4 New challenges and perspectives -- 12 Continuing the dialogue: Advancing conceptions of emotions, perezhivanie and subjectivity for the study of human development. Tipo de medio : Computadora Summary : This book draws upon Vygotsky's idea of perezhivanie, emotions and imagination, and introduces the concepts of subjective sense and subjective configuration. These concepts are crucial for explaining and understanding children's development from a cultural-historical perspective. A book which theorises the relations between the social and the individual through a study of a child's perezhivanie, which analyses emotions more holistically, and advances the concepts of subjective sense and subjective configuration, is much needed. This book examines the complexity of human development through a comprehensive elaboration of these concepts, allowing for new insights to be put forward. It doesn't always follow the chronological order of Vygotsky's publications, as many of his works remained in the family archives until the 1980s, when his Selected Works were first published in Russian. There has long been a need for a contemporary book on the scholarly treatment of perezhevanie, emotions, and subjectivity, and as such this book revisits dominant representations of these concepts and then puts forward new ways of conceptualising and using them in empirical research. The chapters cover a broad range of case studies where the concepts of perezhivanie, emotions and imagination and subjective sense and subjective configuration are used to give new empirical and theoretical insights into the study of human development. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Perezhivanie, Emotions and Subjectivity : Advancing Vygotsky's Legacy [documento electrónico] / Fleer, Marilyn, ; González Rey, Fernando, ; Veresov, Nikolai, . - 1 ed. . - Singapore [Malasya] : Springer, 2017 . - VIII, 265 p. 8 ilustraciones.
ISBN : 978-981-10-4534-9
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
Idioma : Inglés (eng)
Palabras clave: PsicologÃa Educacional PsicologÃa FilosofÃa y ciencias sociales. FilosofÃa de la educación Ciencias del Comportamiento y PsicologÃa FilosofÃa de las Ciencias Sociales Clasificación: 370.15 Educación (Psicología educativa) Resumen: Este libro se basa en la idea de Vygotsky de pieriezhivanie, emociones e imaginación, e introduce los conceptos de sentido subjetivo y configuración subjetiva. Estos conceptos son cruciales para explicar y comprender el desarrollo de los niños desde una perspectiva histórico-cultural. Es muy necesario un libro que teorice las relaciones entre lo social y lo individual a través del estudio de la pieriezhivanie de un niño, que analice las emociones de manera más integral y avance los conceptos de sentido subjetivo y configuración subjetiva. Este libro examina la complejidad del desarrollo humano a través de una elaboración integral de estos conceptos, lo que permite presentar nuevas ideas. No siempre sigue el orden cronológico de las publicaciones de Vygotsky, ya que muchas de sus obras permanecieron en los archivos familiares hasta la década de 1980, cuando sus Obras Escogidas se publicaron por primera vez en ruso. Durante mucho tiempo ha existido la necesidad de un libro contemporáneo sobre el tratamiento académico de la perezhevanie, las emociones y la subjetividad y, como tal, este libro revisa las representaciones dominantes de estos conceptos y luego propone nuevas formas de conceptualizarlos y utilizarlos en la investigación empÃrica. Los capÃtulos cubren una amplia gama de estudios de casos donde los conceptos de pieriezhivanie, emociones e imaginación y sentido subjetivo y configuración subjetiva se utilizan para brindar nuevos conocimientos empÃricos y teóricos sobre el estudio del desarrollo humano. Nota de contenido: 1 Perezhivanie, emotions and subjectivity: Setting the stage -- Section 1 Perezhivanie -- 2 On the concept of perezhivanie: A quest for a critical review -- 3 The concept of perezhivanie in cultural-historical theory: Content and contexts -- 4 Perezhivanie and child development: Theorizing research in early childhood -- Section 2 Emotions -- 5 Foregrounding emotional imagination in everyday preschool practices to support emotion regulation -- 6 The role of imagination and anticipation in children's emotional development -- 7 Everyday Family Routine Formation: A source of the Development of Emotion Regulation in Young Children -- 8 Beyond pathologizing education: Advancing a cultural historical methodology for the re-positioning of children as successful learners -- Section 3 Subjectivity -- 9 Advances in subjectivity from a cultural-historical perspective: Unfoldings and consequences for cultural studies today -- 10 Epistemological and methodological issues related to the newchallenges of a cultural-historical based psychology -- 11 The relevance of the concept of subjective configuration in discussing human development -- Section 4 New challenges and perspectives -- 12 Continuing the dialogue: Advancing conceptions of emotions, perezhivanie and subjectivity for the study of human development. Tipo de medio : Computadora Summary : This book draws upon Vygotsky's idea of perezhivanie, emotions and imagination, and introduces the concepts of subjective sense and subjective configuration. These concepts are crucial for explaining and understanding children's development from a cultural-historical perspective. A book which theorises the relations between the social and the individual through a study of a child's perezhivanie, which analyses emotions more holistically, and advances the concepts of subjective sense and subjective configuration, is much needed. This book examines the complexity of human development through a comprehensive elaboration of these concepts, allowing for new insights to be put forward. It doesn't always follow the chronological order of Vygotsky's publications, as many of his works remained in the family archives until the 1980s, when his Selected Works were first published in Russian. There has long been a need for a contemporary book on the scholarly treatment of perezhevanie, emotions, and subjectivity, and as such this book revisits dominant representations of these concepts and then puts forward new ways of conceptualising and using them in empirical research. The chapters cover a broad range of case studies where the concepts of perezhivanie, emotions and imagination and subjective sense and subjective configuration are used to give new empirical and theoretical insights into the study of human development. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
TÃtulo : Subjectivity within Cultural-Historical Approach : Theory, Methodology and Research Tipo de documento: documento electrónico Autores: González Rey, Fernando, ; Mitjáns MartÃnez, Albertina, ; Magalhães Goulart, Daniel, Mención de edición: 1 ed. Editorial: Singapore [Malasya] : Springer Fecha de publicación: 2019 Número de páginas: XIV, 273 p. 4 ilustraciones, 2 ilustraciones en color. ISBN/ISSN/DL: 978-981-1331558-- Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: PsicologÃa Educacional PsicologÃa del desarrollo PsicologÃa Escolar Educación de la primera infancia FilosofÃa de la educación PsicologÃa Infantil y de la Adolescencia Clasificación: 370.15 Educación (Psicología educativa) Resumen: Este libro ofrece un marco teórico y epistemológico-metodológico como un enfoque alternativo a la metodologÃa instrumental-descriptiva que ha prevalecido en la psicologÃa hasta la fecha. Se discuten las diferencias entre el enfoque propuesto y otras posiciones teóricas y metodológicas, como el análisis del discurso, la fenomenologÃa y la hermenéutica. Además, presenta una propuesta que permite abordar las demandas del estudio de la subjetividad desde un punto de vista histórico-cultural. El libro destaca principalmente estudios de caso que se han realizado en varios paÃses, y que emplean o se apartan de las propuestas teóricas, epistemológicas y metodológicas que guÃan este libro. La investigación discutida aquà introduce a los lectores a nuevas discusiones sobre cuestiones teóricas y metodológicas en la subjetividad que han atraÃdo cada vez más interés. . Nota de contenido: Part I Theoretical and methodological questions about the study of subjectivity -- 1 The topic of subjectivity within cultural-historical approach: Where it has advanced from and where it is advancing to -- 2 Subjectivity as a new theoretical, epistemological, and methodological pathway within cultural historical psychology -- 3 The constructive-interpretative methodological approach: Orienting research and practice on the basis of subjectivity -- 4 Subjectivity and perezhivanie: Empirical and methodological challenges and opportunities -- Part II Subjectivity within the study of school processes -- 5 Subjectivity in a cultural-historical perspective: New theoretical insight on educational processes and practices -- 6 The role of subjectivity in the process of school innovation -- 7 Changes in teacher subjectivity in the context of inclusive education -- 8 Sexual diversity, school and subjectivity: The irrationality of the dominant rationale -- 9 The role of subjectivity in understanding teacherdevelopment in a Scientific Playworld: The emotional and symbolic nature of being a teacher of science -- 10 The role of subjectivity for understanding collaborative dialogue and cultural productions of teachers in international schools -- Part III Subjectivity and learning processes -- 11 Subjective configurations of action and the emergence of creative learning -- 12 Relational dynamics in overcoming school learning difficulties -- 13 Discussing subjectivity in undergraduate and graduate education -- Part IV Subjectivity, psychotherapy and health studies -- 14 Subject and subjectivity in psychotherapy: A case study -- 15 Health and performance: The omission of subjectivity and education in sport practice -- 16 Studying subjectivity in mental health services: Education, subjective development and the ethics of the subject. Tipo de medio : Computadora Summary : This book offers a theoretical and epistemological-methodological framework as an alternative approach to the instrumental-descriptive methodology that has prevailed in psychology to date. It discusses the differences between the proposed approach and other theoretical and methodological positions, such as discourse analysis, phenomenology and hermeneutics. Further, it puts forward a proposal that allows the demands of studying subjectivity to be addressed from a cultural-historical standpoint. The book mainly highlights case studies that have been conducted in various countries, and which employ or depart from the theoretical, epistemological and methodological proposals that guide this book. The research discussed here introduces readers to new discussions on theoretical and methodological issues in subjectivity that have increasingly attracted interest. . Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Subjectivity within Cultural-Historical Approach : Theory, Methodology and Research [documento electrónico] / González Rey, Fernando, ; Mitjáns MartÃnez, Albertina, ; Magalhães Goulart, Daniel, . - 1 ed. . - Singapore [Malasya] : Springer, 2019 . - XIV, 273 p. 4 ilustraciones, 2 ilustraciones en color.
ISBN : 978-981-1331558--
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
Idioma : Inglés (eng)
Palabras clave: PsicologÃa Educacional PsicologÃa del desarrollo PsicologÃa Escolar Educación de la primera infancia FilosofÃa de la educación PsicologÃa Infantil y de la Adolescencia Clasificación: 370.15 Educación (Psicología educativa) Resumen: Este libro ofrece un marco teórico y epistemológico-metodológico como un enfoque alternativo a la metodologÃa instrumental-descriptiva que ha prevalecido en la psicologÃa hasta la fecha. Se discuten las diferencias entre el enfoque propuesto y otras posiciones teóricas y metodológicas, como el análisis del discurso, la fenomenologÃa y la hermenéutica. Además, presenta una propuesta que permite abordar las demandas del estudio de la subjetividad desde un punto de vista histórico-cultural. El libro destaca principalmente estudios de caso que se han realizado en varios paÃses, y que emplean o se apartan de las propuestas teóricas, epistemológicas y metodológicas que guÃan este libro. La investigación discutida aquà introduce a los lectores a nuevas discusiones sobre cuestiones teóricas y metodológicas en la subjetividad que han atraÃdo cada vez más interés. . Nota de contenido: Part I Theoretical and methodological questions about the study of subjectivity -- 1 The topic of subjectivity within cultural-historical approach: Where it has advanced from and where it is advancing to -- 2 Subjectivity as a new theoretical, epistemological, and methodological pathway within cultural historical psychology -- 3 The constructive-interpretative methodological approach: Orienting research and practice on the basis of subjectivity -- 4 Subjectivity and perezhivanie: Empirical and methodological challenges and opportunities -- Part II Subjectivity within the study of school processes -- 5 Subjectivity in a cultural-historical perspective: New theoretical insight on educational processes and practices -- 6 The role of subjectivity in the process of school innovation -- 7 Changes in teacher subjectivity in the context of inclusive education -- 8 Sexual diversity, school and subjectivity: The irrationality of the dominant rationale -- 9 The role of subjectivity in understanding teacherdevelopment in a Scientific Playworld: The emotional and symbolic nature of being a teacher of science -- 10 The role of subjectivity for understanding collaborative dialogue and cultural productions of teachers in international schools -- Part III Subjectivity and learning processes -- 11 Subjective configurations of action and the emergence of creative learning -- 12 Relational dynamics in overcoming school learning difficulties -- 13 Discussing subjectivity in undergraduate and graduate education -- Part IV Subjectivity, psychotherapy and health studies -- 14 Subject and subjectivity in psychotherapy: A case study -- 15 Health and performance: The omission of subjectivity and education in sport practice -- 16 Studying subjectivity in mental health services: Education, subjective development and the ethics of the subject. Tipo de medio : Computadora Summary : This book offers a theoretical and epistemological-methodological framework as an alternative approach to the instrumental-descriptive methodology that has prevailed in psychology to date. It discusses the differences between the proposed approach and other theoretical and methodological positions, such as discourse analysis, phenomenology and hermeneutics. Further, it puts forward a proposal that allows the demands of studying subjectivity to be addressed from a cultural-historical standpoint. The book mainly highlights case studies that have been conducted in various countries, and which employ or depart from the theoretical, epistemological and methodological proposals that guide this book. The research discussed here introduces readers to new discussions on theoretical and methodological issues in subjectivity that have increasingly attracted interest. . Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
