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1

Creativity is a Label for the Aggregated, Time – Dependent, Subjective Judgments by Creators and by Adopters

100%
Moran S.
Creativity. Theories – Research - Applications
|
2015
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vol. 2
|
issue 1
64-69
EN
The first premise is that creativity requires a focal perceiver perspective to be determined or assigned. As criteria for perception or judgment, what we currently consider “dimensions” of creativity instead may be “precursors.” Ultimately, creativity shifts meaning for the whole culture. The second premise is that creativity requires a temporal perspective: its assessment is time-dependent on the first instance the perceiver notices. If the perceiver accepts the creative “ it,” then it is shared for others to judge it, creating a diffusion and adaptation process. The strongest form of creativity, then, is when it stands the test of time, goes beyond its own zeitgeist, and is institutionalized for future generations.
2

Cognitive Poetry: Theoretical Framework for the Application of Cognitive Psychology Techniques to Poetic Text

70%
Kharkhurin A. V.
Creativity. Theories – Research - Applications
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2016
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vol. 3
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issue 1
59-83
EN
This article presents a theoretical framework for the author’s experimental work in contemporary poetry, which has received the term cognitive poetry. In contrast to cognitive poetics, which applies the principles of cognitive psychology to interpret poetic texts, cognitive poetry applies these principles to produce poetic texts. The theoretical considerations of cognitive poetry are based on the assumption that one of the major purposes of creative work is to elicit an aesthetical reaction in the beholder. The aesthetical reaction to poetic texts could be achieved via their satiation with multiple meanings presented through multiple sensory modalities. Cognitive poetry employs techniques developed in cognitive psychology to explicitly address cognitive processes underlying the construction of multiple conceptual planes. The following techniques are discussed: priming, the Stroop effect, multimodal and multilingual presentations. The applications of these techniques are illustrated with examples of poetic texts produced by the author.
3
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Vygotsky’s Meta-theory of Development: Formal Description

70%
Karandashev Y. N.
The New Educational Review
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2006
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vol. 10
145-164
EN
Vygotsky’s text “The Structure and Dynamics of Age” contains a description of his meta-theory of development. However, psychologists have not understood this text because of its traditional philosophical character. The author of the article proposes a constructive reading of Vygotsky’s original text supplemented by his own formal description. This perusal of Vygotsky is based on the formula \(S_{i + 1} = (S_i + I) * f_{i + 1}\), where \(i\) is the serial number of current age period, \(S_i\) is the structure of the \(i-th\) age period, \(S_{i + 1}\) is the structure of the \((i + 1)-th\) age period and \(f_{i + 1}\) is the social situation of development for the \((i + 1)-th\) age period.
4
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(Lev Vygotsky’s) Psychology of Literature: Beyond Critical Impressionism and Quantitative Empiricism

51%
Sala Z.
Forum Poetyki
|
2022
|
issue 28-29
EN
The author discusses the concept of Lev Vygotsky’s psychology of literature against the background of various interpretations of the term. Through reconstructing a reactological understanding of the text as a stimulus, she juxtaposes different applications of the category of “strategy” in Polish literary studies and criticism. This makes it possible to reclaim the concept of the psychology of literature and discard the unfavourable connotations with panpsychologism, biographism or interpreters’ pretense for being diagnosticians of literary characters or authors.
PL
Artykuł omawia koncepcję psychologii literatury Lwa Wygotskiego na tle innych sposobów rozumienia pojęcia. Na podstawie rekonstrukcji reaktologicznego rozumienia tekstu jako bodźca, zestawione ze sobą zostają różne zastosowania kategorii „strategii” w polskich badaniach literackich oraz w krytyce. Dzięki temu możliwe staje się odzyskanie pojęcia psychologii literatury i odcięcie go od niego niekorzystnych skojarzeń: panpsychologizmu, biografizmu albo pretendowania interpretatorów do miana diagnosty – czy to wobec bohaterów literackich, czy twórców.
5
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The reception of Vygotsky in pedagogical literature for Norwegian teacher education

51%
Faldet A.-C., Skrefsrud T. A.
Forum Oświatowe
|
2020
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vol. 32
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issue 2(64)
11-27
PL
W artykule, analizujemy postrzeganie teorii Wygotskiego w literaturze pedagogicznej w norweskim kształceniu nauczycieli. Artykuł analizuje trzy szeroko stosowane podręczniki dla nauczycieli przedszkolnych w ramach pięcioletniego zintegrowanego programu studiów magisterskich pod kątem sposobu prezentacji i rozpowszechniania w literaturze prac Wygotskiego. Pomimo że idee Wygotskiego stanowią ważne ramy odniesienia dla myśli pedagogicznych w podręcznikach, badania wskazują, że teoria Wygotskiego jest przedstawiona tam w sposób fragmentaryczny i jest w znacznym stopniu oderwana od kontekstu społecznego i naukowego w którym powstawała. W artykule argumentowano, że tendencja do interpretowania teorii Wygotskiego w próżni kulturowej i historycznej stanowi ukryty potencjał zastosowania idei Vygotsky'ego w obecnej debacie edukacyjnej. W artykule argumentowano, że tendencja do interpretowania teorii Wygotskiego w próżni kulturowej i historycznej stanowi ukryty potencjał do wykorzystania idei Wygotskiego w aktualnej debacie edukacyjnej.
EN
In this article, we study the reception of Vygotskyan theory in pedagogical literature for Norwegian teacher education. The article analyzes three widely used textbooks for pre-service teachers in the five-year integrated master’s degree program, looking at how Vygotsky’s work is articulated and disseminated in the readings. Although Vygotsky’s ideas are an important frame of reference for the pedagogical thinking in the textbooks, the findings indicate that Vygotsky’s theory is presented in a fragmented way and is largely disconnected from the social and scientific context of its formation. The article argues that the tendency to interpret Vygotsky in a cultural and historical vacuum represents a concealed potential for making Vygotsky’s ideas applicable in the current educational debate. 
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