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

Valsiner, Jaan

doi:10.1177/0971333620903880

Cited by 26 publications

(10 citation statements)

References 12 publications

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“…Valisner’s (2020) invitation to keep to account the duality and bivalence of human mind processes reads as urgent:Borders, as the various parts of the whole, are the location where the unification of the system takes place. The need to see the uniting function of borders within a whole makes the analysis of the systemic functioning of the human psyche possible.…”

Section: Semiotic Implications Of Moebian Topological Bordersmentioning

confidence: 99%

Models of semiotic borders in psychology and their implications: From rigidity of separation to topological dynamics of connectivity

Picione

2020

Theory & Psychology

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In this article, I discuss some implications deriving from different models of the notion of border, starting from interdisciplinary contributions and in particular from semiotics, psychoanalysis, cultural psychology, and topology. The starting point is a reflection on the notion of sign, as a device used to realize at the same time both a first form of discretization and to instantiate a system of relations with the environment. The article goes on to describe the importance of borders for the construction of human experience and for the processes of psychic and relational development. Lastly, the differences between three different forms of conceptualizing borders are discussed: rigid boundaries, permeable boundaries, and topological boundaries of the Möbius strip type. For each of the three models, the different implications will be presented and discussed.

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Section: Semiotic Implications Of Moebian Topological Bordersmentioning

confidence: 99%

Models of semiotic borders in psychology and their implications: From rigidity of separation to topological dynamics of connectivity

Picione

2020

Theory & Psychology

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“…The teacher faces not only the problem of choosing educational material in practical classes but also the form of conducting the lesson (Kozyntseva, Synakh & Dulebova, 2021;Ward, 2019). The organization of music education requires the teacher to carefully prepare and master a new technical base to make the educational process as interesting, rich, meaningful, and effective as possible (Valsiner, 2020).…”

Section: Discussionmentioning

confidence: 99%

Pedagogical Activity of Music Teachers (With Knowledge of the English Language) in the Conditions of Distance Form of Organizing the Educational Process

Kartashova¹,

Ilinitska²,

Ivakhova³

et al. 2023

WJEL

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Currently, the necessity to establish effective forms and methods of learning in a distance format is gaining particular relevance in the field of musical art development. They will allow for maintaining the quality of the educational process and ensuring the quality of students' musical activity and their acquisition of skills in practical classes. Taking into account the above, the music teacher's goal nowadays is to determine the most effective educational platform with minimal audio and video lag and to organize work in a remote format to ensure a sufficiently high-quality educational process. The purpose of the academic paper is to highlight the primary directions and tendencies of investigating issues in the scientific literature related to teaching musical art in the conditions of distance learning. In the course of the research, system-structural, comparative, logical-linguistic methods, analysis, synthesis, induction, and deduction were used to process scientific information. Abstraction and idealization were applied to study and process statistical and analytical data. Based on the research results, the concepts and components of music teachers' remote pedagogical activity, the main prerequisites, regularities, and directions of developing training in the field of music education in recent years were studied. The conducted research has shown that the students-musicians' attitude to distance learning is ambiguous, which is related to difficulties in forming practical skills. However, nevertheless, it is possible to get a positive result in the practical experience formation in this field under the condition of increased responsibility on the part of the teacher and making relevant efforts on the part of the education seekers.

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“…No entanto, o contexto da Pós-Graduação é marcado pela crítica, pela exposição, pela oposição de ideias, pelo confronto e pelas cobranças, que podem ser fatores catalizadores para as experiências de sofrimento. Fatores catalizadores são as condições que facilitam ou dificultam o surgimento de certos fenômenos ou processos psicológicos (Valsiner, 2020). Isso equivale dizer que a Pós-Graduação não causa o sofrimento porque: (1) ela não tem capacidade agentiva, (2) as questões pessoais e acadêmicas estão intrinsecamente relacionadas, (3) o contexto da Pós-Graduação como mediador semiótico está sempre promovendo e inibindo processos psicológicos.…”

Section: Psicologia Cultural E Pós-graduação: Um Olhar Cultural Para ...unclassified

A cultura acadêmica do sofrimento: será que isso existe?

Silva

Marsico

2022

Estud. psicol. (Campinas)

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Resumo As práticas de ensino e pesquisa na Pós-Graduação têm sido entendidas como uma cultura acadêmica causadora de sofrimento. O objetivo deste artigo é apresentar uma compreensão do sofrimento vivido pelos alunos da Pós-Graduação a partir de uma perspectiva culturalista. Para isso, o texto problematiza o contexto da Pós-Graduação e apresenta axiomas da Psicologia Cultural Semiótica que fundamentam a análise dos processos psicológicos que ocorrem na relação do estudante com o meio acadêmico. A cultura acadêmica é entendida como o conjunto compartilhado de signos usados e construídos pelas pessoas na pós-graduação, as quais organizam seus mundos interno e externo, regulam as interações sociais e orientam as ações humanas. Desse modo, o sofrimento é um produto cultural da interação entre as forças canalizadoras da cultura acadêmica e as ações do estudante. Sugere-se que pesquisas futuras possam estudar empiricamente como os pós-graduandos criam uma síntese pessoal a partir da cultura acadêmica.

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

Cited by 26 publications

References 12 publications

Models of semiotic borders in psychology and their implications: From rigidity of separation to topological dynamics of connectivity

Models of semiotic borders in psychology and their implications: From rigidity of separation to topological dynamics of connectivity

Pedagogical Activity of Music Teachers (With Knowledge of the English Language) in the Conditions of Distance Form of Organizing the Educational Process

A cultura acadêmica do sofrimento: será que isso existe?

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