Igor Arievitch | College of Staten Island (original) (raw)

Papers by Igor Arievitch

Research paper thumbnail of Reprint of: The vision of Developmental Teaching and Learning and Bloom's Taxonomy of educational objectives

Learning, Culture and Social Interaction, 2020

Abstract Several well-known concepts in contemporary psychology and education are scrutinized fro... more Abstract Several well-known concepts in contemporary psychology and education are scrutinized from the standpoint of Developmental Teaching and Learning (DTL) framework grounded in Piotr Galperin's research. In particular, DTL reveals the need to take a fresh look at and radically revise the key suppositions that underlie the currently influential Bloom's Taxonomy of educational objectives. From the DTL perspective, the Taxonomy has multiple conceptual problems – it reflects a number of deeply entrenched and widely spread misconceptions about how the human mind works, how students learn, and therefore, how teachers need to teach. The major issue is that the Taxonomy is implicitly based on outdated mentalist assumptions and on the mechanistic model of human cognition as “information processing.” By contrast, DTL argues that knowledge is not “information” but rather a set of activities; activities cannot be “stored and retrieved” but can only be developed, enacted, and re-enacted. Thinking about the mind and students' cognitive abilities in terms of activities that are inseparable from the acting person, rather than in misleading terms of stages and levels of “objective information processing,” changes the entire discourse about educational goals, learning, and teaching.

Research paper thumbnail of The Developmental Trajectory of Cultural Mediation (I)

Beyond the Brain, 2017

In this chapter, I examine the powerful role of cultural mediation in human development – the top... more In this chapter, I examine the powerful role of cultural mediation in human development – the topic not only of key importance in Vygotsky’s works but also of interest to a broad community of scholars recently pushing for novel understandings of the human mind as distributed, situated, embodied, and dialogical.

Research paper thumbnail of The Quality of Cognitive Tools and Development of the Mind

In this chapter, I continue discussing the role of cultural cognitive tools in the development of... more In this chapter, I continue discussing the role of cultural cognitive tools in the development of mind started in the previous chapter and focus on one of the most potent ideas in the activity-based framework – the idea that the specific qualities of culturally evolved cognitive tools acquired by children defines to large extent the character of their cognitive development. Accordingly, the analysis of the qualities of mastered cognitive tools (such as schemas, measures, criteria, standards, and so on – see the discussion in the previous chapter) helps to specify the relationship between development and learning.

Research paper thumbnail of The Magic of Signs. Expanding Vygotsky's Account of Cultural Mediation

Research paper thumbnail of Beyond the Brain

Research paper thumbnail of An integrated view of development and learning: Galperin''s contribution to sociocultural psychology

Research paper thumbnail of The “magic of signs”: Developmental trajectory of cultural mediation

Research paper thumbnail of Vygotsky’s collaborative project: History, politics, and practice in knowledge construction

Research paper thumbnail of The Mind is Not in the Brain

This book is not about the brain or the role of brain studies in psychology and education. Instea... more This book is not about the brain or the role of brain studies in psychology and education. Instead, it is about understanding the mind as a property of the active agent and as a form in itself of the agent’s external activity, as well as the critical educational implications of such an understanding.

Research paper thumbnail of The Mind is the form of the Individual’s Activity

In this chapter, I discuss an approach to mind that is radically different from the commonly acce... more In this chapter, I discuss an approach to mind that is radically different from the commonly accepted view that psychological processes such as thinking are outcomes or manifestations of the brain activity and, therefore, take place strictly “inside” individual heads.

Research paper thumbnail of The vision of Developmental Teaching and Learning and Bloom's Taxonomy of educational objectives

Learning, Culture and Social Interaction

Research paper thumbnail of Overcoming the Contemplative Fallacy by Adopting the Agentive Activity Perspective

Chapter 7 of the book Arievitch, I. M. (2017). "Beyond the Brain: An Agentive Activity Perspectiv... more Chapter 7 of the book Arievitch, I. M. (2017). "Beyond the Brain: An Agentive Activity Perspective on Mind, Development, and Learning". Rotterdam/Boston: Sense Publishers.
The book outlines a fundamental alternative to the rising wave of aggressive biological reductionism and brainism in contemporary psychology and education. It offers steps to achieving a daunting and elusive goal: constructing a coherently non-reductionist account of the mind. The main obstacle to such a construction is identified as the centuries-old contemplative fallacy that leads to entrenched dualisms and shackles major theoretical frameworks. The alternative agentive activity perspective overcomes this fallacy by advancing the core principles of the cultural-historical activity theory. This innovative perspective charts a consistently non-mentalist and non-individualist view of psychological processes without discarding the individual mind. A vast body of research and theories, from Piaget and Dewey to sociocultural and embodied cognition approaches are critically engaged, with a special focus on Piotr Galperin’s contribution. The notion of the embodied agent’s object-directed activity serves as a pivotal point for re-conceptualizing the mind and its role in behavior. In a radical departure from both the traditional mentalist and biologically reductionist frameworks, psychological processes are understood as taking place “beyond the brain” – as constituted by the agent’s activities in the world. From this standpoint, many of Vygotsky’s key insights, including semiotic mediation, internalization, and cognitive tools are given a fresh scrutiny and substantially revised. The agentive activity perspective opens ways to offer a bold vision for education: developmental teaching and learning built on the premise that real knowledge is not “information storage and retrieval” and that education is not about “knowledge transmission” but instead it is about developing students’ minds.
Publisher’s product page with Table of Contents and free preview of Chapter 1 (Introduction): https://www.sensepublishers.com/catalogs/bookseries/bold-visions-in-educational-research/beyond-the-brain/

Research paper thumbnail of The Developmental Trajectory of Cultural Mediation (II): From Semiotically Mediated Activity to Psychological Process

Chapter 5 of the book Arievitch, I. M. (2017). "Beyond the Brain: An Agentive Activity Perspectiv... more Chapter 5 of the book Arievitch, I. M. (2017). "Beyond the Brain: An Agentive Activity Perspective on Mind, Development, and Learning". Rotterdam/Boston: Sense Publishers.
The book outlines a fundamental alternative to the rising wave of aggressive biological reductionism and brainism in contemporary psychology and education. It offers steps to achieving a daunting and elusive goal: constructing a coherently non-reductionist account of the mind. The main obstacle to such a construction is identified as the centuries-old contemplative fallacy that leads to entrenched dualisms and shackles major theoretical frameworks. The alternative agentive activity perspective overcomes this fallacy by advancing the core principles of the cultural-historical activity theory. This innovative perspective charts a consistently non-mentalist and non-individualist view of psychological processes without discarding the individual mind. A vast body of research and theories, from Piaget and Dewey to sociocultural and embodied cognition approaches are critically engaged, with a special focus on Piotr Galperin’s contribution. The notion of the embodied agent’s object-directed activity serves as a pivotal point for re-conceptualizing the mind and its role in behavior. In a radical departure from both the traditional mentalist and biologically reductionist frameworks, psychological processes are understood as taking place “beyond the brain” – as constituted by the agent’s activities in the world. From this standpoint, many of Vygotsky’s key insights, including semiotic mediation, internalization, and cognitive tools are given a fresh scrutiny and substantially revised. The agentive activity perspective opens ways to offer a bold vision for education: developmental teaching and learning built on the premise that real knowledge is not “information storage and retrieval” and that education is not about “knowledge transmission” but instead it is about developing students’ minds.
Publisher’s product page with Table of Contents and free preview of Chapter 1 (Introduction): https://www.sensepublishers.com/catalogs/bookseries/bold-visions-in-educational-research/beyond-the-brain/

Research paper thumbnail of The Mind Is the Form of the Individual’s Activity: The Emergence of the Active Agent

Chapter 3 of the book Arievitch, I. M. (2017). "Beyond the Brain: An Agentive Activity Perspectiv... more Chapter 3 of the book Arievitch, I. M. (2017). "Beyond the Brain: An Agentive Activity Perspective on Mind, Development, and Learning". Rotterdam/Boston: Sense Publishers.
The book outlines a fundamental alternative to the rising wave of aggressive biological reductionism and brainism in contemporary psychology and education. It offers steps to achieving a daunting and elusive goal: constructing a coherently non-reductionist account of the mind. The main obstacle to such a construction is identified as the centuries-old contemplative fallacy that leads to entrenched dualisms and shackles major theoretical frameworks. The alternative agentive activity perspective overcomes this fallacy by advancing the core principles of the cultural-historical activity theory. This innovative perspective charts a consistently non-mentalist and non-individualist view of psychological processes without discarding the individual mind. A vast body of research and theories, from Piaget and Dewey to sociocultural and embodied cognition approaches are critically engaged, with a special focus on Piotr Galperin’s contribution. The notion of the embodied agent’s object-directed activity serves as a pivotal point for re-conceptualizing the mind and its role in behavior. In a radical departure from both the traditional mentalist and biologically reductionist frameworks, psychological processes are understood as taking place “beyond the brain” – as constituted by the agent’s activities in the world. From this standpoint, many of Vygotsky’s key insights, including semiotic mediation, internalization, and cognitive tools are given a fresh scrutiny and substantially revised. The agentive activity perspective opens ways to offer a bold vision for education: developmental teaching and learning built on the premise that real knowledge is not “information storage and retrieval” and that education is not about “knowledge transmission” but instead it is about developing students’ minds.
Publisher’s product page with Table of Contents and free preview of Chapter 1 (Introduction): https://www.sensepublishers.com/catalogs/bookseries/bold-visions-in-educational-research/beyond-the-brain/

Research paper thumbnail of The Mind Is Not in the Brain

Chapter 2 of the book Arievitch, I. M. (2017). "Beyond the Brain: An Agentive Activity Perspectiv... more Chapter 2 of the book Arievitch, I. M. (2017). "Beyond the Brain: An Agentive Activity Perspective on Mind, Development, and Learning". Rotterdam/Boston: Sense Publishers.
The book outlines a fundamental alternative to the rising wave of aggressive biological reductionism and brainism in contemporary psychology and education. It offers steps to achieving a daunting and elusive goal: constructing a coherently non-reductionist account of the mind. The main obstacle to such a construction is identified as the centuries-old contemplative fallacy that leads to entrenched dualisms and shackles major theoretical frameworks. The alternative agentive activity perspective overcomes this fallacy by advancing the core principles of the cultural-historical activity theory. This innovative perspective charts a consistently non-mentalist and non-individualist view of psychological processes without discarding the individual mind. A vast body of research and theories, from Piaget and Dewey to sociocultural and embodied cognition approaches are critically engaged, with a special focus on Piotr Galperin’s contribution. The notion of the embodied agent’s object-directed activity serves as a pivotal point for re-conceptualizing the mind and its role in behavior. In a radical departure from both the traditional mentalist and biologically reductionist frameworks, psychological processes are understood as taking place “beyond the brain” – as constituted by the agent’s activities in the world. From this standpoint, many of Vygotsky’s key insights, including semiotic mediation, internalization, and cognitive tools are given a fresh scrutiny and substantially revised. The agentive activity perspective opens ways to offer a bold vision for education: developmental teaching and learning built on the premise that real knowledge is not “information storage and retrieval” and that education is not about “knowledge transmission” but instead it is about developing students’ minds.
Publisher’s product page with Table of Contents and free preview of Chapter 1 (Introduction): https://www.sensepublishers.com/catalogs/bookseries/bold-visions-in-educational-research/beyond-the-brain/

Research paper thumbnail of The Self in Cultural-Historical Activity Theory

Abstract. This paper suggests ,a framework ,in which ,the importance ,of the individual dimension... more Abstract. This paper suggests ,a framework ,in which ,the importance ,of the individual dimension,and agency,can be reclaimed within a profoundly social and ,relational view ,of the ,self. Juxtaposed with recent research on the self, cultural-historical activity theory is discussed, including its foun- dational premises ,formulated ,by Vygotsky ,and ,its conception ,of the ,self articulated by Leontiev. Expanded ,in a ,number

Research paper thumbnail of Cultural-historical activity theory: Foundational worldview, major principles, and the relevance of sociocultural context

Research paper thumbnail of Reception of P.Ya. Gal'perin's writings in the West

Research paper thumbnail of On the Way to a New Cognitive Revolution

Research paper thumbnail of The “Magic of Signs”: The developmental Trajectory of Cultural Mediation

A. Yasnitsky, R. van der Veer, & M. Ferrari (Eds.), The Cambridge Handbook of Cultural-Historical Psychology (pp. 217-244). New York/London: Cambridge University Press, 2014

Research paper thumbnail of Reprint of: The vision of Developmental Teaching and Learning and Bloom's Taxonomy of educational objectives

Learning, Culture and Social Interaction, 2020

Abstract Several well-known concepts in contemporary psychology and education are scrutinized fro... more Abstract Several well-known concepts in contemporary psychology and education are scrutinized from the standpoint of Developmental Teaching and Learning (DTL) framework grounded in Piotr Galperin's research. In particular, DTL reveals the need to take a fresh look at and radically revise the key suppositions that underlie the currently influential Bloom's Taxonomy of educational objectives. From the DTL perspective, the Taxonomy has multiple conceptual problems – it reflects a number of deeply entrenched and widely spread misconceptions about how the human mind works, how students learn, and therefore, how teachers need to teach. The major issue is that the Taxonomy is implicitly based on outdated mentalist assumptions and on the mechanistic model of human cognition as “information processing.” By contrast, DTL argues that knowledge is not “information” but rather a set of activities; activities cannot be “stored and retrieved” but can only be developed, enacted, and re-enacted. Thinking about the mind and students' cognitive abilities in terms of activities that are inseparable from the acting person, rather than in misleading terms of stages and levels of “objective information processing,” changes the entire discourse about educational goals, learning, and teaching.

Research paper thumbnail of The Developmental Trajectory of Cultural Mediation (I)

Beyond the Brain, 2017

In this chapter, I examine the powerful role of cultural mediation in human development – the top... more In this chapter, I examine the powerful role of cultural mediation in human development – the topic not only of key importance in Vygotsky’s works but also of interest to a broad community of scholars recently pushing for novel understandings of the human mind as distributed, situated, embodied, and dialogical.

Research paper thumbnail of The Quality of Cognitive Tools and Development of the Mind

In this chapter, I continue discussing the role of cultural cognitive tools in the development of... more In this chapter, I continue discussing the role of cultural cognitive tools in the development of mind started in the previous chapter and focus on one of the most potent ideas in the activity-based framework – the idea that the specific qualities of culturally evolved cognitive tools acquired by children defines to large extent the character of their cognitive development. Accordingly, the analysis of the qualities of mastered cognitive tools (such as schemas, measures, criteria, standards, and so on – see the discussion in the previous chapter) helps to specify the relationship between development and learning.

Research paper thumbnail of The Magic of Signs. Expanding Vygotsky's Account of Cultural Mediation

Research paper thumbnail of Beyond the Brain

Research paper thumbnail of An integrated view of development and learning: Galperin''s contribution to sociocultural psychology

Research paper thumbnail of The “magic of signs”: Developmental trajectory of cultural mediation

Research paper thumbnail of Vygotsky’s collaborative project: History, politics, and practice in knowledge construction

Research paper thumbnail of The Mind is Not in the Brain

This book is not about the brain or the role of brain studies in psychology and education. Instea... more This book is not about the brain or the role of brain studies in psychology and education. Instead, it is about understanding the mind as a property of the active agent and as a form in itself of the agent’s external activity, as well as the critical educational implications of such an understanding.

Research paper thumbnail of The Mind is the form of the Individual’s Activity

In this chapter, I discuss an approach to mind that is radically different from the commonly acce... more In this chapter, I discuss an approach to mind that is radically different from the commonly accepted view that psychological processes such as thinking are outcomes or manifestations of the brain activity and, therefore, take place strictly “inside” individual heads.

Research paper thumbnail of The vision of Developmental Teaching and Learning and Bloom's Taxonomy of educational objectives

Learning, Culture and Social Interaction

Research paper thumbnail of Overcoming the Contemplative Fallacy by Adopting the Agentive Activity Perspective

Chapter 7 of the book Arievitch, I. M. (2017). "Beyond the Brain: An Agentive Activity Perspectiv... more Chapter 7 of the book Arievitch, I. M. (2017). "Beyond the Brain: An Agentive Activity Perspective on Mind, Development, and Learning". Rotterdam/Boston: Sense Publishers.
The book outlines a fundamental alternative to the rising wave of aggressive biological reductionism and brainism in contemporary psychology and education. It offers steps to achieving a daunting and elusive goal: constructing a coherently non-reductionist account of the mind. The main obstacle to such a construction is identified as the centuries-old contemplative fallacy that leads to entrenched dualisms and shackles major theoretical frameworks. The alternative agentive activity perspective overcomes this fallacy by advancing the core principles of the cultural-historical activity theory. This innovative perspective charts a consistently non-mentalist and non-individualist view of psychological processes without discarding the individual mind. A vast body of research and theories, from Piaget and Dewey to sociocultural and embodied cognition approaches are critically engaged, with a special focus on Piotr Galperin’s contribution. The notion of the embodied agent’s object-directed activity serves as a pivotal point for re-conceptualizing the mind and its role in behavior. In a radical departure from both the traditional mentalist and biologically reductionist frameworks, psychological processes are understood as taking place “beyond the brain” – as constituted by the agent’s activities in the world. From this standpoint, many of Vygotsky’s key insights, including semiotic mediation, internalization, and cognitive tools are given a fresh scrutiny and substantially revised. The agentive activity perspective opens ways to offer a bold vision for education: developmental teaching and learning built on the premise that real knowledge is not “information storage and retrieval” and that education is not about “knowledge transmission” but instead it is about developing students’ minds.
Publisher’s product page with Table of Contents and free preview of Chapter 1 (Introduction): https://www.sensepublishers.com/catalogs/bookseries/bold-visions-in-educational-research/beyond-the-brain/

Research paper thumbnail of The Developmental Trajectory of Cultural Mediation (II): From Semiotically Mediated Activity to Psychological Process

Chapter 5 of the book Arievitch, I. M. (2017). "Beyond the Brain: An Agentive Activity Perspectiv... more Chapter 5 of the book Arievitch, I. M. (2017). "Beyond the Brain: An Agentive Activity Perspective on Mind, Development, and Learning". Rotterdam/Boston: Sense Publishers.
The book outlines a fundamental alternative to the rising wave of aggressive biological reductionism and brainism in contemporary psychology and education. It offers steps to achieving a daunting and elusive goal: constructing a coherently non-reductionist account of the mind. The main obstacle to such a construction is identified as the centuries-old contemplative fallacy that leads to entrenched dualisms and shackles major theoretical frameworks. The alternative agentive activity perspective overcomes this fallacy by advancing the core principles of the cultural-historical activity theory. This innovative perspective charts a consistently non-mentalist and non-individualist view of psychological processes without discarding the individual mind. A vast body of research and theories, from Piaget and Dewey to sociocultural and embodied cognition approaches are critically engaged, with a special focus on Piotr Galperin’s contribution. The notion of the embodied agent’s object-directed activity serves as a pivotal point for re-conceptualizing the mind and its role in behavior. In a radical departure from both the traditional mentalist and biologically reductionist frameworks, psychological processes are understood as taking place “beyond the brain” – as constituted by the agent’s activities in the world. From this standpoint, many of Vygotsky’s key insights, including semiotic mediation, internalization, and cognitive tools are given a fresh scrutiny and substantially revised. The agentive activity perspective opens ways to offer a bold vision for education: developmental teaching and learning built on the premise that real knowledge is not “information storage and retrieval” and that education is not about “knowledge transmission” but instead it is about developing students’ minds.
Publisher’s product page with Table of Contents and free preview of Chapter 1 (Introduction): https://www.sensepublishers.com/catalogs/bookseries/bold-visions-in-educational-research/beyond-the-brain/

Research paper thumbnail of The Mind Is the Form of the Individual’s Activity: The Emergence of the Active Agent

Chapter 3 of the book Arievitch, I. M. (2017). "Beyond the Brain: An Agentive Activity Perspectiv... more Chapter 3 of the book Arievitch, I. M. (2017). "Beyond the Brain: An Agentive Activity Perspective on Mind, Development, and Learning". Rotterdam/Boston: Sense Publishers.
The book outlines a fundamental alternative to the rising wave of aggressive biological reductionism and brainism in contemporary psychology and education. It offers steps to achieving a daunting and elusive goal: constructing a coherently non-reductionist account of the mind. The main obstacle to such a construction is identified as the centuries-old contemplative fallacy that leads to entrenched dualisms and shackles major theoretical frameworks. The alternative agentive activity perspective overcomes this fallacy by advancing the core principles of the cultural-historical activity theory. This innovative perspective charts a consistently non-mentalist and non-individualist view of psychological processes without discarding the individual mind. A vast body of research and theories, from Piaget and Dewey to sociocultural and embodied cognition approaches are critically engaged, with a special focus on Piotr Galperin’s contribution. The notion of the embodied agent’s object-directed activity serves as a pivotal point for re-conceptualizing the mind and its role in behavior. In a radical departure from both the traditional mentalist and biologically reductionist frameworks, psychological processes are understood as taking place “beyond the brain” – as constituted by the agent’s activities in the world. From this standpoint, many of Vygotsky’s key insights, including semiotic mediation, internalization, and cognitive tools are given a fresh scrutiny and substantially revised. The agentive activity perspective opens ways to offer a bold vision for education: developmental teaching and learning built on the premise that real knowledge is not “information storage and retrieval” and that education is not about “knowledge transmission” but instead it is about developing students’ minds.
Publisher’s product page with Table of Contents and free preview of Chapter 1 (Introduction): https://www.sensepublishers.com/catalogs/bookseries/bold-visions-in-educational-research/beyond-the-brain/

Research paper thumbnail of The Mind Is Not in the Brain

Chapter 2 of the book Arievitch, I. M. (2017). "Beyond the Brain: An Agentive Activity Perspectiv... more Chapter 2 of the book Arievitch, I. M. (2017). "Beyond the Brain: An Agentive Activity Perspective on Mind, Development, and Learning". Rotterdam/Boston: Sense Publishers.
The book outlines a fundamental alternative to the rising wave of aggressive biological reductionism and brainism in contemporary psychology and education. It offers steps to achieving a daunting and elusive goal: constructing a coherently non-reductionist account of the mind. The main obstacle to such a construction is identified as the centuries-old contemplative fallacy that leads to entrenched dualisms and shackles major theoretical frameworks. The alternative agentive activity perspective overcomes this fallacy by advancing the core principles of the cultural-historical activity theory. This innovative perspective charts a consistently non-mentalist and non-individualist view of psychological processes without discarding the individual mind. A vast body of research and theories, from Piaget and Dewey to sociocultural and embodied cognition approaches are critically engaged, with a special focus on Piotr Galperin’s contribution. The notion of the embodied agent’s object-directed activity serves as a pivotal point for re-conceptualizing the mind and its role in behavior. In a radical departure from both the traditional mentalist and biologically reductionist frameworks, psychological processes are understood as taking place “beyond the brain” – as constituted by the agent’s activities in the world. From this standpoint, many of Vygotsky’s key insights, including semiotic mediation, internalization, and cognitive tools are given a fresh scrutiny and substantially revised. The agentive activity perspective opens ways to offer a bold vision for education: developmental teaching and learning built on the premise that real knowledge is not “information storage and retrieval” and that education is not about “knowledge transmission” but instead it is about developing students’ minds.
Publisher’s product page with Table of Contents and free preview of Chapter 1 (Introduction): https://www.sensepublishers.com/catalogs/bookseries/bold-visions-in-educational-research/beyond-the-brain/

Research paper thumbnail of The Self in Cultural-Historical Activity Theory

Abstract. This paper suggests ,a framework ,in which ,the importance ,of the individual dimension... more Abstract. This paper suggests ,a framework ,in which ,the importance ,of the individual dimension,and agency,can be reclaimed within a profoundly social and ,relational view ,of the ,self. Juxtaposed with recent research on the self, cultural-historical activity theory is discussed, including its foun- dational premises ,formulated ,by Vygotsky ,and ,its conception ,of the ,self articulated by Leontiev. Expanded ,in a ,number

Research paper thumbnail of Cultural-historical activity theory: Foundational worldview, major principles, and the relevance of sociocultural context

Research paper thumbnail of Reception of P.Ya. Gal'perin's writings in the West

Research paper thumbnail of On the Way to a New Cognitive Revolution

Research paper thumbnail of The “Magic of Signs”: The developmental Trajectory of Cultural Mediation

A. Yasnitsky, R. van der Veer, & M. Ferrari (Eds.), The Cambridge Handbook of Cultural-Historical Psychology (pp. 217-244). New York/London: Cambridge University Press, 2014

Research paper thumbnail of Beyond the Brain: An Agentive Activity Perspective on Mind, Development, and Learning, 2017.

The book outlines a fundamental alternative to the rising wave of aggressive biological reduction... more The book outlines a fundamental alternative to the rising wave of aggressive biological reductionism and brainism in contemporary psychology and education. It offers steps to achieving a daunting and elusive goal: constructing a coherently non-reductionist account of the mind. The main obstacle to such a construction is identified as the centuries-old contemplative fallacy that leads to entrenched dualisms and shackles major theoretical frameworks. The alternative agentive activity perspective overcomes this fallacy by advancing the core principles of the cultural-historical activity theory. This innovative perspective charts a consistently non-mentalist and non-individualist view of psychological processes without discarding the individual mind. A vast body of research and theories, from Piaget and Dewey to sociocultural and embodied cognition approaches are critically engaged, with a special focus on Piotr Galperin's contribution. The notion of the embodied agent's object-directed activity serves as a pivotal point for re-conceptualizing the mind and its role in behavior. In a radical departure from both the traditional mentalist and biologically reductionist frameworks, psychological processes are understood as taking place " beyond the brain " – as constituted by the agent's activities in the world. From this standpoint, many of Vygotsky's key insights, including semiotic mediation, internalization, and cognitive tools are given a fresh scrutiny and substantially revised. The agentive activity perspective opens ways to offer a bold vision for education: developmental teaching and learning built on the premise that real knowledge is not " information storage and retrieval " and that education is not about " knowledge transmission " but instead it is about developing students' minds.

Publisher’s product page with Table of Contents and free preview of Chapter 1 (Introduction): https://www.sensepublishers.com/catalogs/bookseries/bold-visions-in-educational-research/beyond-the-brain/