Psychology at school - (re)thinking pedagogic practices

Rethinking associations in psychology

I challenge the dominant understanding of what it means to say two thoughts are associated. The two views that dominate the current literature treat association as a kind of mechanism that drives sequences of thought (often implicitly so). The first, which I call reductive associationism, treats association as a kind of neural mechanism. The second treats association as a feature of the kind of...

Workplace pedagogic practices : A workplace study

Workplace pedagogic practices : Participation and learning

This paper advances conceptual tentative bases for understanding workplace pedagogic practices. It proposes that whether arising through everyday work activities or guided learning in workplaces, learning is shaped by workplace participatory practices. This learning is held to be co-participative: the reciprocal process of how the workplace affords participation and therefore learning, and how ...

Rethinking the early history of post-Vygotskian psychology: the case of the Kharkov school.

Between the death of Vygotsky in 1934 and the discovery of Vygotsky's work in the West in 1962, Vygotskian psychology was developed through research done by the first generation of Vygotsky's students and their followers, primarily associated with the Kharkov School. Surprisingly, these studies carried out in the 1930s, of great importance for the development of virtually all subsequent Vygotsk...

Rethinking the Taxonomy of Psychology Workshop

A primary goal of cognitive neuroscience is to identify stable relationships between brain structures and cognitive functions using, for example, functional neuroimaging techniques. This knowledge is important not only because it provides an understanding of the organization of cognitive functions in the brain, but also because it allows researchers to make reliable predictions about the engage...