Manual Didática da Aritmética e os Saberes a e para ensinar sistematizados por Ismael França Campos (1950-1960)

O presente artigo é o extrato de um estudo em curso, no âmbito da Iniciativa Ciência, que tem por objetivo caracterizar elementos dos saberes a e para ensinar sistematizados para a formação de professores sobre o conteúdo de aritmética, especificamente no ensino de frações em tempos de orientações da psicologia científica elaboradas durante o movimento Escola Nova sobre o Manual Didática da Aritmética. Cortesia de Ismael França Campos, Diretor e Professor do Instituto de Educação (IE) (1943-1964). Pela abordagem teórico-metodológica, a pesquisa assume a forma de um estudo sócio-histórico. Na análise, os saberes que sustentam o movimento da Escola Nova relacionam-se com os métodos de ensino e neste Manual há orientações direcionadas aos professores de como ensinar. Os resultados encontrados mostram que os saberes a e para ensinar no material analisado estão em diálogo com as ideias da psicologia científica.Didactic Manual of Arithmetic and Knowledge for and to teaching systematized by Ismael França Campos (1950 -1960)This article is an extract from an ongoing study, within the scope of the Science Initiative, which aims to characterize elements of knowledge to and for teach systematized for the training of teachers on the content of arithmetic, specifically in the teaching of fractions in times of orientation of scientific psychology, developed during the Escola Nova movement on the Didactic Manual of Arithmetic. Courtesy of Ismael França Campos, Director and Professor at the Instituto de Educação (IE) (1943-1964). Through the theoretical-methodological approach, the research takes the form of a socio-historical study. In the analysis, the knowledge that sustains the Escola Nova movement is related to the teaching methods and in this Manual, there are guidelines directed to teachers on how to teach. The results found show. The results found show that the knowledge for and to teach in the analyzed material is in dialogue with the ideas of scientific psychology.Keywords: Ismael França Campos; History of mathematics education; Teaching profession; Arithmetic.

LITERARY ABILITIES IN DISCURSIVE PRACTICE: A THEORETICAL AND HISTORICAL OVERVIEW

Представлен теоретико-исторический обзор исследований общих и специальных способностей, осуществленных в отечественной научной психологии. Анализируются трудности, связанные с определением понятий «способности» и «одаренность». Обозначено понимание природы творческих способностей и креативности. Рассматриваются психологическая сущность и специфика литературной деятельности как научного феномена. Дана характеристика литературно-художественным способностям как внутреннему психологическому регулятору личности. Показано, что способности в области литературного творчества напрямую соотносятся с художественным типом одаренности, обладающим как одинаковыми, имманентными иным видам одаренности качествами, так и своеобразными характеристиками, рознящими их с другими проявлениями способностей. The article presents a theoretical and historical overview of the studies of general and special abilities carried out in the domestic scientific psychology. The difficulties associated with the definition of the concepts of “ability” and “giftedness” are analyzed. The understanding of the nature of creativity and creativity is indicated. The psychological essence and specificity of literary activity as a scientific phenomenon are considered. The characteristic of literary and artistic abilities as an internal psychological regulator of personality is given. It is shown that the ability to literary creativity refers to the artistic type of giftedness, which has both common qualities inherent in other types of giftedness, and peculiar, distinguishing it from other types of abilities. It is concluded that most of the complexities and contradictions in the study of the phenomenology of abilities are mainly associated with the comprehension of what ontologically represents this mental phenomenon. It is shown that the psychology of literary and artistic creativity and related areas of scientific knowledge are very complex and multifaceted. It is said that the creation of conditions that ensure the identification and creative development of literary gifted persons, the realization of their potential is among the priorities of modern society. Of great importance for the development of literary abilities is the social, including educational environment.

Phenomenological psychology and qualitative research

This article presents the tradition of phenomenologically founded psychological research that was originally initiated by Amedeo Giorgi. This data analysis method is inseparable from the broader project of establishing an autonomous phenomenologically based human scientific psychology. After recounting the history of the method from the 1960’s to the present, we explain the rationale for why we view data collection as a process that should be adaptable to the unique mode of appearance of each particular phenomenon being researched. The substance of the article is then devoted to a detailed outline of the method’s whole-part-whole procedure of data analysis. We then offer a sample analysis of a brief description of an ordinary daydream. This is an anxiety daydream in response to the recent Covid-19 pandemic. We present this daydream analysis in full to show the concrete hands-on 5 step process through which the researcher explicated the participants’ expressions from the particular to the general. From this brief sample analysis, the researcher offers a first-person reflection on the data analysis process to offer the reader an introduction to the diacritical nature of phenomenological psychological elucidation.

“Project for a Spatiotemporal Neuroscience” – Brain and Psyche Share Their Topography and Dynamic

What kind of neuroscience does psychoanalysis require? At his time, Freud in his “Project for a Scientific Psychology” searched for a model of the brain that could relate to incorporate the psyche’s topography and dynamic. Current neuropsychoanalysis builds on specific functions as investigated in Affective and Cognitive (and Social) Neuroscience including embodied approaches. The brain’s various functions are often converged with prediction as operationalized in predictive coding (PC) and free energy principle (FEP) which, recently, have been conceived as core for a “New Project for Scientific Psychology.” We propose to search for a yet more comprehensive and holistic neuroscience that focuses primarily on its topography and dynamic analogous to Freud’s model of the psyche. This leads us to what we describe as “Spatiotemporal Neuroscience” that focuses on the spatial topography and temporal dynamic of the brain’s neural activity including how they shape affective, cognitive, and social functions including PC and FEP (first part). That is illustrated by the temporally and spatially nested neural hierarchy of the self in the brain’s neural activity (second and third part). This sets the ground for developing our proposed “Project for a Spatiotemporal Neuroscience,” which complements and extends both Freud’s and Solms’ projects (fourth part) and also carries major practical implications as it lays the ground for a novel form of neuroscientifically informed psychotherapy, namely, “Spatiotemporal Psychotherapy.” In conclusion, “Spatiotemporal Neuroscience” provides an intimate link of brain and psyche by showing topography and dynamic as their shared features, that is, “common currency.”

The Change of a Changer: A Single Case Study of the Indigenization of a Chinese Counseling Psychologist

Over the past several decades, the increasing popularization of psychological counseling has underlined a strong need for an indigenous approach to counseling. The current study adopted a single-case study method to construct a narrative of the indigenization process of psychotherapy in mainland China based on a comprehensive description of one prominent counseling psychologist’s experience over the past half-century. Through interviews and records of fieldwork involving the psychologist (as the case) in 10 months between 2016 and 2017, the current study analyzed the indigenization process from the following three aspects: knowledge production, counseling practice, and student training. The findings showed that there was an underlying tension between the psychologist’s traditional wisdom and his professional training in scientific psychology during the indigenization process. However, the findings of this study further revealed something missing from previous studies. First, the client-centered counselor did not assume “power” during counseling sessions, which differs from critical viewpoints in medical anthropology. Second, the students being trained underwent fundamental changes in values rather than learning a technique or resolving problems. Third, the psychologist’s life history affected his thoughts and professional practice, which occurred in a sociocultural historical context. Finally, the implications for the future direction of the indigenization of counseling practice are discussed.

The evolution of the psyche: object-oriented activity and affect

Relevance. The solution of all other problems of scientific psychology depends on the solution of the problem of the nature and evolution of the psyche. In post- Vygotsky activity psychology, the notion of affect was not at the forefront. Objective: To continue the study of the psyche as a form of affective activity begun by Vygotsky. Methodology and methods: The principle of activity and the cultural-historical approach in human psychology. Results of the research: Following Spinoza and Vygotsky, adopting affect as the “alpha and omega” of mental life, the author traces the initial stages of mental evolution in the process of subject activity. Phase analysis of this cyclical process allows us to determine the specificity of mental activity. The psyche is defined as an affect-inducing reflection of activity on its subject. The cellular form of mental activity, affect, is a state of the acting body, due to which the activity potential of the body, i.e. the level of motivation and the assortment of activity schemes, increases or decreases. The simplest affect is desire; in the process of subject activity, desire performs an orientation function and turns into the affects of pleasure or dissatisfaction, the “primary forms of purely mental behavior”, according to Vygotsky. Considered from the objective side, in relation to the object of perception, affect acts as an image of the senses. In relation to the subject of perception, the same affect appears as an emotion. As mental activity develops, its cognitive and emotional, and its subject and reflexive sides become differentiated. With regular repetition, action becomes automatic: the pattern of activity is fixed in the structure of the body, and the affective orienting reaction is replaced by the reflexive one. Affects arise and function at the “creative” pole of divided activity – in situations when a new scheme of activity needs to be developed or a previously acquired one needs to be corrected. They signal a change in the external conditions of activity, triggering a search-oriented reaction. The article provides evidence that conditionally reflex activity is derived from mental activity and gives a critique of the concept of the orienting reflex