Syllabus
Blok I. 1. -3. hodina:
· Zprostředkování a zprostředkované učení jako ústřední pojem sociokulturně orientované psychologie
· Vygotský – vztah učení a vývoje, zóna nejbližšího vývoje, zprostředkování
· Feuerstein- zprostředkované učení, kulturní hendikep
Blok II. 4.- 7. hodina
· Využití zprostředkování v kontextu intervenčních postupů v poradenství
· Elkoninova metoda podpory rozvoje gramotnosti- teoretická východiska
· Elkoninova metoda podpory rozvoje gramotnosti- praktické ukázky
· Feuersteinovo instrumentální obohacování – představení a praktické ukázky
Blok III. 8. -10. hodina
· Využití konceptu zprostředkování v psychologické diagnostice
· Dynamické vs. psychometrické diagnostické přístupy
· Diagnostika potenciality učit se (Feuersteinovo LPAD)
Blok IV. 11. -12. hodina
· Prezentace seminárních projektů
Annotation
The course offers students the opportunity to become familiar with the theoretical foundations and applied models of the so-called socio-cultural approaches to the study of thinking and learning in contemporary educational psychology. The course is rooted in presenting and contrasting the work of two influential authors within the socio-cultural approaches to study thinking and learning: L.S.
Vygotsky and R. Feuerstein.
The aim is to show a potential of these authors to inspire current counselling psychology, especially in matters of multiculturalism and so-called dynamic assessment (i.e., diagnostics that take into account more than current performance and the individual's potential to learn and further develop). Throughout 12 seminar meetings, two theoretical lines will be introduced: 1. the so-called Vygotskian and neo-Vygotskian, following on the link of L.S.
Vygotsky in pedagogy and psychology 2. the so-called Neo-Piagetian, based on the work of the contemporary Israeli psychologist Reuven Feuerstein and his supporters (Michael Shayer, Alex Kozulin and Robert Burden) Both lines understand learning and education as processes that primarily contribute to the development of the student's cognitive functions , amplify the cultural and social determinants of the cognitive development process and the learning process. The Vygotsky's line is presented as emphasizing the socio-cultural mediation of the learning process: learning processes appear first as processes by which the child internalizes the methods and activities existing in a given culture.
The key concept here is that of a symbolic tool. Feuerstein's line then works with the amplification of the meaning of the mediator (i.e. the other person) in the process of the child's interaction with his environment.
The key concept here is the concept of mediated learning experience. The structure of individual seminars is determined by three thematic blocks.
Their further breakdown of the arrangement allows us to follow the historical context of the development of approaches in educational psychology, which emphasize the social and cultural aspects of the development of psychological functions, and shows the basic theoretical principles and research methodology in this area. It gradually leads to the identification of topics and questions of contemporary applied pedagogical psychology, for which the observed approaches can be inspiring.