>From LSV's Educational Psychology:
"(...) man's behavior is composed of biological and social features of
man's own developmental conditions (...) the student's personal
experiences becomes the fundamental basis of pedagogical work (...)
the child teaches himself (...) in educational process, the student's
individual experience is everything (...)The educational process must be
based on the student's individual activity, and the art of education
should involve nothing more than guiding and monitoring this activity
(...)KNOWLEDGE THAT IS NOT GAINED THROUGH PERSONAL EXPERIENCE IS NOT
KNOWLEDGE AT ALL (...)the teacher is the director of the social
enviroment in the classroom, the governor and guide of the interaction
between the educational process and the student (...)Education is
realized through the student's own experience, which is wholly
determined by the environment, and THE ROLE OF THE TEACHER THEN
REDUCES TO DIRECTING AND GUIDING THE ENVIRONMENT." (Ch. 4, p. 47-50)
"(...) education may be defined as a systematic, purposeful,
intentional, and conscious effort at intervening in and influencing all
those processes that are part of the individual's natural growth" (Ch.
4, p.58)
"(...) rewards and punishment are, psychologically speaking, entirely
inappropriate techniques in the school (...) 'Punishment educates
slaves' - this ancient saying is, psychologically speaking, profoundly
true, since punishment, in fact, does not teach anyone anything other
than fear and the ability to guide one's own behavior in terms of fear
and nothing else" (Ch. 5, p.84)
"From our point of view, behavior is a process of interaction between
the organism and the environment" (Ch 6, p.100)
"(...)the teacher must shouder a new burden. He has to become the
director of the social environment wich, moreover, is the only
educational factor." (Ch 19,p.339)
"The teacher must live within the school collective, as if an integral
part of it. It is in this sense that the relationship between teacher
and student can attain a force, a transparency, and a depth without
equal in the entire social scale of human relationships. (...) the
teacher of the future will be not an instructor, but an engineer, a
seaman, a political worker, an actor, a worker, a journalist, a
schoolar, a judge, a doctor, and so forth, this, however, does not mean
that the teacher of the future will be a dilettante when it comes do
pedagogics. Our only concern is that there exist within very nature of
the educational process, within its psychological essence, the demand
that there be as intimate a contact, and as close an interation, with
life itself as might be wished for.
Utimately, only life educates, and deeper that life, the real world,
burrows into the school, the more dynamic and the more robust will be
the educational process." (Ch 19,p.345)
>
> Vygotsky, like Bakhtin, declared that "in the beginning is the act."
>
> Is there a pattern here?
Indeed, in philogenesis, pratical intelligence precedes verbal
inteligence... So if the use of signs (word) remakes that primitive
pratical intelligence operation features in a new and qualitative
different way... in the beginning (of history, of cultural world/high
psychological functions emergency) is the WORD, and - as the bible says
- the word was GOD... or the human being became God, God of a new world:
the human cultural universe... that subjects natural world and all other
animals (including other men) to his voluntary and powerfull action
through colletive work.
That's what I mean now. Maybe I can change my point of view in a
hurry... nothing is definitive or foreever... to live is not forever...
and as Madona is singing all over the planet "nothing really matters...
Love is all we need..." "Nothing makes the past away, like the future...
nothing makes the darkness go, like the light..."
> mike