Theories, instrument and interpretive analyses- In collaboration with Frith Luton
Besides theoretical descriptions, this book also offers an original instrument for educational research or practitioners’ reflection of micro-genetic processes of interaction and change. This instrument is then applied in interpretive analyses of real-life classroom exchanges.
CHAPTER 3 - INTERPSYCHOLOGICAL INTERACTION
CHAPTER 3 INTERPSYCHOLOGICAL INTERACTION “Social relations or relations among people genetically underlie all higher functions and their relationships” (Vygotsky, 1981, p. 163). The term ‘social relations’ does not refer to the social amiability in a gen- eral sense as it is interpreted by many post-structuralist writers. Rather, social relations refer to the authentic encounter between thinking minds. As suggested in the previous chapter, such interpersonal relationship is where intrapsychological reﬂ ection is initiated. In Chapter Four, a theory of interpsychological transaction is dis- cussed. Teaching and learning are postulated to be conjoint, appercep- tive processes. Proximal learning environments are characterised by an acausal and apperceptive cycle that begins in the teacher’s intrapsy- chology. The intrapsychology of the teacher as the mediator of learning makes a difference ﬁ rst in the teacher-student interpsychology, and then in students’ intrapsychology. The tripartite cycle is the central premise of the present educational psycho-semiotic theory. 3.1 Apperception and Learning A common myth about perception is that it is a simple, natural physi- ological function of the visual optical system, unrelated to psychology. But the fact is all individuals create their own versions of reality and sense of vision with the collaboration of eyes and brains. In the whole of human and animal kingdom, only humans and apes can recognise them- selves in the mirror (Greenﬁ eld, 2000). The development from animal to human perception is not a quantitative, biological process but a quali- tative leap ‘from the zoological to the historical form of psychological evolution’ (Vygotsky...
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