Education – be it restricted to teaching practices in the classroom or beyond this context – is a complex and determinate process through which individuals become human, so to say, able to develop and use symbolic language in relationship to other human beings. It requires that the person deal with an intricate network of cultural realities, traditions and institutions. But this is also an indeterminate process, as the result is not a ready and finished personality, printed within the mind; instead, a process of transformation is underway, because these powers, skills, capabilities and meanings are not present at the beginning – they develop over a pathway that only comes to an end when the person no longer exists. Two central concepts define the reunion of chapters that appear in this book: context and borders. Strictly speaking, the aim of this book is to provide a sense of context to facilitate rethinking the relationship between actors, practices and borders in the field of educational practices, from the perspective of Cultural Psychology (Valsiner, 2014). The main idea is to elaborate a reflection from theory to practice and then, considering a field of practices, to re-examine the ongoing conceptual construction, giving voice to the meanings produced by educational actors, teachers, parents, and students, in their immersions in social actions

Dazzani, V., Marsico, G., Ristum, M. & Bastos A.C. (2015). Becoming Human Inside, Outside and Between Contexts and Borders: A Cultural Lens on Education. In G. Marsico, V. Dazzani, M. Ristum & A.C. Bastos (Eds). (2015). Educational contexts and borders through a cultural lens – Looking inside. Viewing outside. Cultural Psychology of Education, 1, (pp.1-7),Geneve, Switzerland: Springer;

MARSICO, Giuseppina;
2015

Abstract

Education – be it restricted to teaching practices in the classroom or beyond this context – is a complex and determinate process through which individuals become human, so to say, able to develop and use symbolic language in relationship to other human beings. It requires that the person deal with an intricate network of cultural realities, traditions and institutions. But this is also an indeterminate process, as the result is not a ready and finished personality, printed within the mind; instead, a process of transformation is underway, because these powers, skills, capabilities and meanings are not present at the beginning – they develop over a pathway that only comes to an end when the person no longer exists. Two central concepts define the reunion of chapters that appear in this book: context and borders. Strictly speaking, the aim of this book is to provide a sense of context to facilitate rethinking the relationship between actors, practices and borders in the field of educational practices, from the perspective of Cultural Psychology (Valsiner, 2014). The main idea is to elaborate a reflection from theory to practice and then, considering a field of practices, to re-examine the ongoing conceptual construction, giving voice to the meanings produced by educational actors, teachers, parents, and students, in their immersions in social actions
File in questo prodotto:
Non ci sono file associati a questo prodotto.

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11386/4650387
 Attenzione

Attenzione! I dati visualizzati non sono stati sottoposti a validazione da parte dell'ateneo

Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus 0
  • ???jsp.display-item.citation.isi??? ND
social impact