| Acknowledgements |
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vii | |
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1 | (6) |
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The Goals and Starting Points of the Book |
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1 | (3) |
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The Structure and Main Topics of the Book |
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4 | (3) |
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Chapter 2 The Mind Is Not in the Brain |
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7 | (18) |
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A New Wave of Brainism in Psychology and Education |
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7 | (2) |
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Recent Criticism of Brainism |
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9 | (11) |
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Summary of Arguments against Brainism and "Mindless Neuroscience" |
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20 | (5) |
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Chapter 3 The Mind Is the Form of the Individual's Activity: The Emergence of the Active Agent |
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25 | (30) |
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Historical Context of Research on Non-Automaticity |
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28 | (5) |
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James's Concept of the "Efficacity of Consciousness" |
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30 | (1) |
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Dewey's Notion of Coordination of Self-Guided Activity |
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31 | (2) |
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An Activity-Based Approach to Mind |
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33 | (9) |
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Background of Galperin's Work |
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33 | (2) |
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The Concept of Orienting Activity |
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35 | (4) |
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The New Type of Causality |
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39 | (1) |
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The Mind Is the Embodied Agent's Activity, Not the Brain Functioning |
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40 | (2) |
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Comparison to Other Recent Attempts to Introduce an Agentive Approach to Mind |
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42 | (13) |
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Chapter 4 The Developmental Trajectory of Cultural Mediation (I): From Joint Activity to Semiotic Mediation |
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55 | (22) |
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Approaches to Semiotic Mediation |
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57 | (3) |
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Vygotsky on Semiotic Mediation |
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60 | (4) |
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Taking a Broader View on Mediation: Pre-History of Semiotic Mediation |
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64 | (8) |
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From Earlier Forms of Cultural Mediation to Semiotic Mediation: The "Magic of Signs" |
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72 | (5) |
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Chapter 5 The Developmental Trajectory of Cultural Mediation (II): From Semiotically Mediated Activity to Psychological Process |
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77 | (38) |
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The Internalization Controversy |
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77 | (4) |
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An Activity-Based Approach to Internalization |
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81 | (14) |
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Focusing on External Activity |
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81 | (5) |
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Mental Processes as Activities |
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86 | (5) |
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Mental Processes Are the Agent's External Actions |
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91 | (4) |
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Demystifying the Process of Mediation by Cognitive Tools |
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95 | (8) |
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Reframing the Mediation Research |
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95 | (4) |
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Cognitive Tools Are Directed toward External Objects, Not "Inward" |
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99 | (4) |
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Broadening the Non-Mentalist Framework |
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103 | (9) |
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Neo-Piagetian Theorizing of Mental Processes and Internalization |
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104 | (2) |
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The Human Agent: Adapting Organism or Inherently Social Actor? |
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106 | (3) |
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"Internal" Processes as Acting with Social Meanings |
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109 | (3) |
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112 | (3) |
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Chapter 6 The Quality of Cognitive Tools and Development of the Mind |
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115 | (32) |
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Development and Learning: The Relevance of Culturally Evolved Cognitive Tools |
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116 | (4) |
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The Role of Learning in Cognitive Development |
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120 | (17) |
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120 | (12) |
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Types of Learning and Cognitive Development |
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132 | (5) |
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Implications for Developmental Studies |
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137 | (3) |
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Developmental Teaching and Learning |
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140 | (7) |
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An Illustration: Bloom's Taxonomy from the DTL Perspective |
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142 | (5) |
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Chapter 7 Conclusion: Overcoming the Contemplative Fallacy by Adopting the Agentive Activity Perspective |
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147 | (6) |
| References |
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153 | (16) |
| About the Author |
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169 | |
