Interiorizačné a participačné aspekty pedagogickej komunikácie v prístupoch inšpirovaných Vygotského teóriou

Title: Interiorizačné a participačné aspekty pedagogickej komunikácie v prístupoch inšpirovaných Vygotského teóriou
Variant title:
  • Aspects of interiorization and participation in educational communication in approaches inspired by Vygotsky's theory
Source document: Studia paedagogica. 2011, vol. 16, iss. 1, pp. [161]-174
Extent
[161]-174
  • ISSN
    1803-7437 (print)
    2336-4521 (online)
Type: Article
Language
License: Not specified license
 

Notice: These citations are automatically created and might not follow citation rules properly.

Abstract(s)
Vygotského dielo sa dodnes považuje za dôležitú teoretickú oporu pre tie psychologické, resp. pedagogicko-psychologické prístupy, ktoré sa na vývin ľudskej mysle snažia nahliadať cez sociokultúrnu optiku. Celkom špecificky je taktiež považovaný za východisko pre definovanie role učiteľa, ktorý z pozície reprezentanta oficiálnej kultúry žiakom sprostredkováva základné kultúrne nástroje, medzi ktorými zaujíma používanie symbolicko-komunikačných prostriedkov (najmä jazykovej komunikácie) mimoriadnu pozíciu. Je popritom zaujímavé, že konkrétne uchopenie tohto základného východiska má v pedagogike a didaktike viaceré podoby, ktoré variujú od interiorizačne orientovaných prístupov, ktoré sústreďujú svoju pozornosť na transformáciu sociálnych plánov učenia do podoby individuálnych kognitívnych schopností (v pedagogickej oblasti viď napríklad koncepciu mediovaného učenia E. Bodrovej a D. J. Leongovej) po participačne orientované prístupy zdôrazňujúce význam začlenenia jedinca do socio-kultúrnej praxe (napríklad koncept školského učenia ako dialogického bádania v práci G. Wellsa). Napriek tomu, že oba tieto prístupy chápu komunikáciu v škole a používanie kultúrnych nástrojov ako jedinečný sprostredkujúci prvok individuálneho vývinu jedinca, ich odlišné teoretické perspektívy umožňujú rozvíjať diskusiu o podobách transferu sociálneho plánu učenia do individuálnej podoby, o význame kompetentnejšieho druhého v školskom učení a o chápaní symbolicko-komunikačnej povahy učenia v rámci vzťahu učiteľ–žiak.
The ideas of L. S. Vygotsky provide an important theoretical background for approaches of psychology and educational psychology which address the structure and function of the human mind from a socio-cultural point of view. In particular, Vygotsky's ideas are considered a starting point for an explanation of the role of the teacher, who from the position of representative of an official culture mediates significant cultural tools, an act in which the use of semiotic tools (especially language communication) plays a significant role. However, it is remarkable that the specification of this starting point takes different forms in pedagogy and the theory of teaching/learning, varying from internalization models of development concentrating on transformation of social plans of activity to individual cognitive functions (see the conception of mediated learning by E. Bodrova and D. J. Leong) to participation models of development highlighting the significance of socioculturally meaningful practices for the development and learning of individuals (see the conception of learning as dialogic inquiry of G. Wells). Despite the fact that both of these approaches perceive communication as a unique bridging component between individual cognitive development and the use of cultural tools, their different theoretical perspectives provide a good starting point for a discussion on the transferring of social plans of learning to individual plans, the role of culturally more competent others in learning at school and in explaining the role of language use in learning within the student-teacher relationship.
Note
Príspevok vznikol v rámci riešenia grantového projektu MŠ SR VEGA č. 1/0172/09 Zmeny školského prostredia z hľadiska reprodukcie kultúrnej gramotnosti.
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