Unity Of Cognition Research Articles

Conceptual PlayWorlds: A transformational model for children’s learning and development in an early childhood education setting in Indonesia

Structured and teacher-directed play focused on children’s academic outcomes has proven problematic in Indonesian early childhood education. This contrasts with the PlayWorlds model, which emphasises both the primary activity of play and conceptual learning. However, there has been little research in Indonesia on the pedagogical aspects of the PlayWorlds model in creating conditions for children’s learning and development. The purpose of this study is to highlight the distinctive pedagogical and contextual aspects of Indonesian PlayWorlds by investigating how the implementation of the PlayWorlds model creates conditions for children’s learning and development. Using cultural-historical concepts to analyse the data, the findings reveal a transformational model of PlayWorlds that highlights five key elements: teachers’ role as play partners, the dialectical meaning-making process, degrees of freedom, motives and contradictions, and the unity of emotion and cognition. This model is shown to support pedagogical concepts and practices by providing opportunities for children’s development in play through the integration of imaginative, cognitive and affective skills. It is argued that the transformative paradigm of PlayWorlds as an innovative play pedagogy holds promise for children’s learning and development, while recognising play as their primary activity.

The cognitive-emotional dialectics in second language development: speech and co-speech gestures of Chinese learners of English

Abstract This study examines the cognitive-emotional dialectics of Chinese learners of English in terms of both speech and co-speech gestures in their second language development within the lens of Vygotsky’s sociocultural theory. This qualitative study focuses on Chinese learners of English in different learning contexts and analyzes data from interviews and emotional narrative tasks in the English learning experience. Overall findings showed that learners’ emotion and cognition interacted in different learning contexts, and speech and co-speech gestures worked to influence the cognition-emotion dialectics in participant’s perezhivanie. This study implies the inextricable unity of emotion and cognition in second language development, and emphasizes the role of speech and co-speech gestures in shaping second language learners’ perezhivaniya.

Herder’s Transformative Account of the Linguistic Being

This paper investigates the relationship between linguistic expression and human reason in Herder’s Treatise on the Origin of Language. I argue that additive theories of human language, which contend that the linguistic capacity is in principle separable from the other cognitive faculties of the linguistic being, cannot be brought into agreement with Herder’s distinctly transformative account of human language and reason. For Herder, the transformation of our sensible faculties through language is required in order to guarantee the unity of human cognition, and hence reason itself is understood as fundamentally linguistic. This positing of a strong unity between language and reason makes Herder an important, if still under-appreciated, precursor of the twentieth-century linguistic turn.

Structuration des sens dans l’espace textuel: les aspects cognitifs lexicaux et cognitifs synergiques

The article presents the results of cognitive-synergetic and lexicological research of the meaning formed in the text. The research is based on the “meaning and sense” dichotomy of cognitive lexicology, as well as cognitive semantics position on the close connection of cognition and communication, relying on the principle of multilevel analysis, the unity of language and speech. The unity of cognition and communication manifests in the need to examine text meanings within a cognitive-discursive paradigm, which allows analyzing the dialogue between the author and reader, mediated by the text. It is in the process of interaction between the author (addresser) and reader (recipient) that the author’s ideas (intentions), as well as various shades of the author’s modality meaning, are transmitted, and new senses come forth in the course of the reader’s interpretation of the narrative. The paper used a combination of cognitive-synergetic methods (discursive, conceptual, interpretive methods, fractal analysis, conceptual integration, and associative experiment). The purpose of the study is to identify the meanings of the author’s and reader’s fields in the text semantic space, to determine their types and to analyze the ways of their formation. The article considers three main meaning formation models based on the analysis of the literary text semantic space of I. Esenberlin’s novel “Nomads”: 1) the author’s meaning model; 2) a model of the meaning formed in the reader’s interpretative activity; 3) invariant meaning, formed in the recipient’s mind as different from the author’s. The author shows that the processability of meanings, i.e., that they generate new meanings in the discursive activity of the author and the reader, is common to all these models. The article also focuses on cognitive integration, when the reader’s sense is formed by taking into account social factors of other eras, the new assessment and the development of the author’s text meaning from modern positions. The novelty of the conducted research lies in the fact that, for the first time, an attempt is made to identify and describe the author’s and reader’s meanings, formed in the context both of the historical period and current times, based on the material of a literary text. In addition, the novelty of the research consists of the author’s attempt to apply a cognitive-synergetic approach to the analysis of the text semantic space. This approach is used in the process of analyzing the discourses of the author and the reader, aimed at the formation of various types of meanings (conveying the author’s ideas and evaluation of implicit meanings in the reader’s perception). As a result of the analysis, it was established that the semantic space of the text is a dynamic field in which various meanings generated by the author and the reader interact. In order to review them, a set of methods were used to unfold new word meanings in the text.

Sociocultural theory and classroom second language learning in the East Asian context: Introduction to the special issue

AbstractIn this introduction to the special issue, we first present a brief historical overview of sociocultural theory (SCT) as it has been extended to the process of second language (L2) development and instruction, beginning with two significant publications that appeared in 1994. In the early years, the theory was used as a lens to understand various aspects of learning and instruction. Eventually, it came to be used as a means of promoting the processes that it investigates. As we explain in this article, the shift in research orientation reflects Vygotsky's commitment to the unity of theory and research with practice. We then address a problem associated with the term “sociocultural,” which has been used since the inception of L2 research informed by the theory. This is followed by a presentation of the four central principles of the theory, which is contextualized within a discussion of dialectics, the foundational methodological approach adopted by Vygotsky in formulating the theory of higher psychological functioning. The principles each relate to the process through which naturally endowed instincts that govern mental and emotional behavior from birth are restructured as they interact with culturally developed forms of mediation, including—most importantly—language. Next, we present an overview of the special issue that includes a discussion of the important concepts that are brought to bear in instructed L2 development. These include the important distinction between everyday and scientific concepts and concept‐based instruction; the zone of proximal development and dynamic assessment; languaging, or the psychological use of speaking and writing in the developmental process;perezhivanie, the dialectical unity of emotion and cognition as related to development; andobuchenie, the instruction–development dialectic. These concepts, along with the theoretical principles, are employed in various ways in the seven articles included in the special issue. The articles are representative of the innovative SCT‐L2 research that is currently under way in East Asia, a region of the world that only recently has been attracted to the theory. While the research reported on in the special issue emerges from this particular area, the implications for other instructional contexts and for the theory itself are significant.

Public Libraries of the United Territorial Communities of Odesa Region in Conditions of Martial State: Activity Peculiarities

The aim of the article is to highlight peculiarities of public libraries activity in Odesa region, taking into account the martial state conditions, and paying special attention to the main directions of their work processes since the full-scale invasion of Russian troops. The methodology of this research is based on general scientific principles of theory and practice unity, systematicity and complexity of cognition. In order to achieve the set goal, the usage of methods on research empirical and theoretical levels has been applied: general scientific methods (description, analysis, synthesis, comparison, generalisation), and special ones (information collecting and processing of the selective observation, content analysis). The scientific novelty of this study grounds on the generalisation and systematisation of new and certain data about public libraries activity in Odesa region in martial state conditions. Сonclusions. It is confirmed that in conditions of full-scale invasion, as well as war with Russia in total, public libraries of Odesa region, essentially, have transformed into important foundations of life activity in OTC (Odesa territorial communities), media- and cultural centres, territories of co-creation, understanding, psychological comfort and security owing to support of communities and other colleagues by interest. It has been shortly described that overcoming the serious challenges and threats, nowadays, public libraries space of the region is positioned not only as a space of enlightenment and tolerance, culture, science and education, but also as a national-patriotic and anti-crisis hub of support, consolidation and growth of the social and human capital. The attention is put on the fact that during the war public libraries stand in solidarity with communities, use all efficient forms and methods of cooperation for helping communities relying on their own work developments and experience. It has been determined that in the aspect of cooperation with local self-government structures, public libraries of Odesa region actively promote the formal and non-formal education, self-education and community progress, as well as popularise reading and give access to the book fund, perform their functions as cultural centres (lectures, discussions with different specialists, book exhibitions, master-classes, creative meetings, etc.), conduct events and classes of national patriotic education, support the Armed Forces of Ukraine, provide informative and consulting support, help refugees and internally displaced people with all possible fast adaptation to the new place and integration into the local community.

ORGANIZATION OF LEISURE ACTIVITIES FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN EXTRACURRICULAR EDUCATIONAL INSTITUTIONS OF THE END OF THE XX - FIRST QUARTER OF THE XXI CENTURY

The article considers the organizational aspects of leisure activities for children with special educational needs in extracurricular educational institutions during the independence of Ukraine. Based on the analysis of legal documents, review of scientific works of this period, practical experience of activities in the field of extracurricular education, a vision of the content, forms and types of work with the younger generation is formulated. The content of the organization of leisure activities is revealed through a set of principles and functions. The most important principles of organization are the principles of consistency; systematicity; voluntariness; differentiation; availability and quality of leisure services; compliance of leisure services with local conditions; interest; unity of reaction and cognition; common activities; individualization; interdisciplinarity; practicality; visualizations, etc. The main functions of the organization of leisure activities are recreational and entertainment; cognitive and developmental; socially adaptive; communicative; information and educational; game; educational; value-oriented; creative, etc. The characteristics of the organizational structure of management and state regulation of the system of extracurricular educational institutions at different levels of government and taking into account industry characteristics and types of institutions are given. Some extracurricular educational institutions include education, culture and art, physical education and sports, tourism and local lore, health and recreation. It is revealed that the interaction of institutions and establishments of different levels of management of extracurricular education, pupils, parents, pedagogical collectives, separate teachers-organizers is carried out on the basis of partnership. The draft Law of Ukraine on Amendments to Some Laws of Ukraine of April 29, 2021, which proposes a corporate form of ownership, which provides for the conclusion of an agreement between several founders of different forms of ownership on the basis of public-private partnership. It was found that the corporate form of ownership will be able to increase funding for extracurricular educational institutions and improve their resources. It is concluded that the modern system of leisure work in extracurricular education includes extracurricular and extracurricular activities in educational institutions, palaces, centers, houses, libraries, stadiums, theaters, museums, which have permanent clubs, groups, sections, clubs, studios and others. creative associations.

Legal nature of judicial practice

Objective:a comprehensive theoretical and legal study of the nature of judicial practice.Methods: the methodological basis of the article is postclassical rationality, which allows studying judicial practice in the context of its impact on the public relations regulation and establishing the legal nature of this phenomenon. This determined the integration of methods developed in the legal science (formal legal, comparative legal methods, method of legal modeling) and other humanities (hermeneutical, discursive methods).Results:the article considers judicial practice as an individual legal regulation, i.e. the activities of the authorized judicial bodies of the state aimed at consideration and resolution of legal cases, as well as the creation of individual legal foundations for the lawful behavior of subjects of public relations. The authors proceed from the fact that judicial practice is a unity of cognition, activity, and result, as it actively participates in the construction of legal reality. This leads to the conclusion that judicial practice should be understood dichotomically – as the activity of judges, the result of which is the creation of individual and generalizing legal acts aimed at constructing a legal reality (a specific form of legal communication), and as a material source of law (a set of generalizing legal acts (positions of courts) that have a legal impact on the consciousness and behavior of an indefinite circle of subjects of the same name).Scientific novelty: in the article, for the first time in the Russian legal science, a study of judicial practice is transferred from the level of sectoral analysis to the philosophical-legal level. At the same time, the authors emphasize the interdisciplinary, general humanitarian nature of judicial practice. The analysis and interpretation of judicial practice are carried out at the ontological and axiological levels of legal reality. This allowed identifying the specific role of judicial practice in the legal system as a means of communication between individual and general legal regulation.Practical significance: the main provisions and conclusions of the article can be used in scientific and pedagogical activities when considering the essence and content of judicial practice and its role in the creation and functioning of the Russian legal reality, as well as for improving judicial activity at all levels.

A Unifying Perspective on Perception and Cognition Through Linguistic Representations of Emotion.

This article will provide a unifying perspective on perception and cognition via the route of linguistic representations of emotion. Linguistic representations of emotions provide a fertile ground for explorations into the nature and form of integration of perception and cognition because emotion has facets of both perceptual and cognitive processes. In particular, this article shows that certain types of linguistic representations of emotion allow for the integration of perception and cognition through a series of steps and operations in cognitive systems, whereas certain other linguistic representations of emotion are not so representationally structured as to permit the unity of perception and cognition. It turns out that the types of linguistic representations of emotion that readily permit the desired unity of perception and cognition are exactly those that are linguistically encoded emotive representations of everyday objects, events, and things around us. It is these ordinary objects, events and things that provide the scaffolding for task-dependent or goal-oriented activities of cognitive systems including autonomous systems. In this way, cognitive systems can be saliently tuned to the outer world by being motivated and also subtly governed by emotion-driven representations. This helps not only tie together perceptual and cognitive processes via the interface between language and emotive representations, but also reveal the limits of emotive representations in amalgamating perceptual and cognitive processes in cognitive systems.

Combination of Empirical and Theoretical Knowledge as a Problem of Piano Pedagogy of Ukraine

Professional training of specialists in the field of musical art is an urgent task, as it contributes to the development of a performing and pedagogical culture, which is reflected in the understanding of a musical composition. High-quality music education ensures continuous professional and creative development. The purpose of the study is to determine the basic principles of combining empirical and theoretical knowledge in the educational process for training future musicians and pianists. The main methodological base of the study consists of: methods of theoretical (monographic, abstraction, and concretisation) and empirical (analysis, content analysis, generalisation of pedagogical experience, experiment) search. The study considers the main principles and trends in the development of modern piano pedagogy in Ukraine. The essence of the concepts of empirical and theoretical cognition in the context of the educational process is analysed and the features of their possible application in piano pedagogy are identified. An educational process model for training future pianists is proposed, which would allow providing favourable conditions for the development of a creative personality, better performing skills, and an independent professional performer. It is established that the specific features of piano pedagogy condition the need to adapt modern educational methods to the conditions of the educational process in the context of obtaining music education. As a result, during the application of the model for organising the teaching of piano art, which provides for the unity of theoretical and empirical cognition, the principles on which such a model should be based were identified. The practical value of the study lies in the fact that the development of a model for combining methods of theoretical and empirical cognition in the educational process of piano art students is proposed

The Digital Entrepreneurship Era: How to Motivate Innovativeness in Middle Management Teams? The Vertical Organisational Pervasiveness of Chief Executive Officer Entrepreneurial Orientation.

Social information processing theory suggests that the chief executive officer’s entrepreneurial orientation (CEO EO) is an organisational signal that influences the members’ innovativeness. Middle management teams (MMTs) are expected to be more innovative as they connect senior managers with frontline managers in the dynamic competitive environment of the digital economy. How CEOs guide MMT innovations through EO becomes critical in the process of capturing opportunities and creating value. However, previous research has failed to adequately identify distinct CEO EO manifestations with organisational contexts configurations that influence MMTs innovation. Thus, based on differences in organisational contexts and MMTs’ cognition, this study thoroughly investigates how the vertical manifestation of CEO EO impacts the innovativeness of MMTs. We used fuzzy-set qualitative comparative analysis (fsQCA) on a sample of 117 organisations to determine which configurations of CEO EO vertical penetration within an organisation can stimulate MMT innovativeness. The study discovered four first-level configurations that support stimulating MMT innovativeness respectively when the CEO EO is fully or partially manifested, and without the CEO EO. Moreover, we found the internal reasons for MMTs’ information interpretation heterogeneity, which is critical for realising the coordination and unity of entrepreneurial cognition and behaviours. Finally, these findings’ theoretical and practical implications are discussed.

Toward Synergizing Educational Research and Movement Sciences: a Dialogue on Learning as Developing Perception for Action

What could possibly be a meaningful conversation between educational researchers and movement scientists? Curiously, they have much in common. Both groups of researchers increasingly (1) appreciate the human capacity to enact perceptually guided movement as an overarching psychological model of thinking, problem-solving, and learning; (2) theorize the development of perceptual structures, including actual and imaginary percepts, as a key epistemic vehicle for solving motor-control problems; and (3) promote a view of abstract thinking as movement-grounded and movement-oriented perceptual dynamics. Probing toward theoretical synergy between these traditionally disparate fields of research, the present article is built as an interdisciplinary conversation between two researchers—of mathematics education and movement science, respectively—who become aware of their intellectual alignment, garner new insights and inspirations from each other’s work, and speculate on implications of this concordance for their fields. Future exploration into the unity of movement and cognition could enrich dialogue between manifold disciplines, with the overall goal of clarifying, developing, and integrating an interdisciplinary common foundation and framework for the benefit of education.

Make‐believe play with the Internet of Toys: A case for multimodal playscapes

AbstractThis study examines whether the Internet of Toys (IoToys) (de)limits children's make‐believe play and whether the functionality and manipulatives offered by the IoToys serve as motivational pleasure (tactile, virtual and visual) for children to engage in make‐believe play. Combining Piagetian and Vygotskian ideas of play as a unity of cognition and social context, we consider IoToys as a motivational conduit for children's symbolic actions that leads to make‐believe play. Qualitative methodology was employed using observations of young children at home when interacting with IoToys (total n = 10 families) from England (n = 5 families) and Australia (n = 5 families). Data showed that children's interaction does not limit the development of their make‐believe play as they engage in imitation schemata and create imaginative situations within and beyond the intended pre‐programmed functions of the IoToy. To conclude, it is argued that instead of differentiating virtual and physical play, we should (re)think play with multimodal playscape lenses. Practitioner notesWhat is already known about this topic Children from a very young age engage with mainly touch screen technology and this engagement has led to the discourse of digital play inquiries. When children use technology, they create imaginary situations that leads to make‐believe play. What this paper adds Research on the haptic technologies is still in an embryonic stage. Thus, this paper aims to examine how children engage with this new developing technology in home‐based settings. The findings of our research suggest that when haptic technological tools are used by children, this leads to make‐believe play using physical and virtual spaces as a continuum of child's learning and development. Implications for practice and/or policy As children's interactions with haptic technologies showed that they exhibit motivated actions and psychologically triggered interactions, this calls for parent‐educator partnerships to foster a pedagogy that embeds a poly‐pronged approach (digital, virtual, visual, physical) which enhances children's multimodal playscapes.

Regulative Principles and Kinds of the Unconditioned

AbstractIn his Kant on Laws, Eric Watkins presents an account of reason on which the principles of specification and continuity are regulative instructions to search for different kinds of the unconditioned. I suggest that we correct Watkins’ account in two ways. First, we need to complete Watkins’ claim to the plurality of the unconditioned: reason aims for three kinds of the unconditioned, associated with the lowest, next and highest concepts. Second, we need to look beyond reason’s search for the unconditioned in order to properly understand the nature of the aim of reason. I argue that we construe reason’s aim as the systematic unity of cognition considered as a whole or, in Kant’s teleological terms, as the realization of an ‘idea’, or a ‘purposive unity’.

В поисках методологии обучения дисциплинам на английском языке в вузе

English Medium Instruction (EMI) — teaching/learning of content through English at a university — is currently gaining momentum worldwide, albeit it still lacks consensus regarding conceptualization and efficacious pedagogy and encounters a myriad of challenges at the implementation level. The latter prompt ed a host of researchers to voice concerns about its possible negative effects on content learning and overall educational quality. Current EMI conceptualization is primarily informed by the applied linguistics perspective. Drawing on the dialectical unity of language (word) and cognition (thought), the article presents recent and fruitful applications of Vygotsky’s ideas to foreign language teaching/learning praxis and suggests a symbiosis of two theoretical perspectives — the cultural historical theory and systemic functional linguistics — to inform teaching/learning in English-mediated contexts. The article shifts the focus from the most researched area in the EMI acronym, which is E (dealing with the English language issues), to I (Instruction) to suggest a potential conceptual and pedagogical solution to the EMI conundrum.

Semantic Consciousness and Inhabiting a Languacultural Community: A Sociocultural Approach

Vygotsky’s final ambition (see Veresov and Moc 2018) was to transform his previous work into a dynamic, interfunctional perspective of personhood centered on consciousness. What he was able to accomplish before his untimely demise focused primarily on the unity of cognition and affect. Human consciousness, as considered from the perspective of sociogenesis, necessarily involves how people come to inhabit the ecosocial world around them, moving from the social to the psychological. For Vygotsky, language is transformed in this process, becoming primarily semantic in inner speech, and together with perezhivanie , or how a person experiences an event/environment (interpretence), mediates consciousness. How we come to inhabit a language, culture, languaculture, or extemporaneous community, whether consisting of speakers of many languages or just one, necessarily involves our associations with language and experience at the intrapersonal level in formulating shared levels of interpretence interpersonally as well.

Jilin Li, the Founder of China’s Situational Education

Jilin Li was a famous child educator and founder of Chinese situational education. She has taught for sixty years in the Second Affiliated Elementary School of Nantong Normal School in China, and has been studying situational education for 40 years. In the long-term teaching practice and theoretical research, Jilin Li systematically studied and practiced situational teaching, situational education, situational curriculum, and situational learning paradigm, and constructed a complete set of situational education theory and practical operation system. This commentary review will introduce Jilin Li’s contributions and major achievements, and comprehensively describes Jilin Li’s educational thoughts. We believe that Jilin Li is an original educational theorist who has emerged from educational practice. Her research has solved the worldwide problem of the unity of cognition and emotion, and has become a model for the organic integration of Chinese and Western cultures.

Jilin Li, the Founder of China’s Situational Education

Jilin Li was a famous child educator and founder of Chinese situational education. She has taught for sixty years in the Second Affiliated Elementary School of Nantong Normal School in China, and has been studying situational education for 40 years. In the long-term teaching practice and theoretical research, Jilin Li systematically studied and practiced situational teaching, situational education, situational curriculum, and situational learning paradigm, and constructed a complete set of situational education theory and practical operation system. This commentary review will introduce Jilin Li’s contributions and major achievements, and comprehensively describes Jilin Li’s educational thoughts. We believe that Jilin Li is an original educational theorist who has emerged from educational practice. Her research has solved the worldwide problem of the unity of cognition and emotion, and has become a model for the organic integration of Chinese and Western cultures.

An Everyday and Theoretical Reading of "Perezhivanie" for Informing Research in Early Childhood Education.

The concept of perezhivanie has received increasing attention in recent years. However, a clear understanding of this term has not yet been established. Mostly what is highlighted is the need for more informed theoretical discussion. In this paper, discussions centre on what perezhivanie means for research in early childhood education. Perezhivanie as a phenomenon is discussed in relation to perezhivanie as the unity of emotions and cognition, perezhivanie as a prism (Veresov, 2014), perezhivanie as a unit of analysis (Bozhovich, 2009), and perezhivanie as a double subjectivity in play/art (Davis et al., 2015). The latter theoretical reading re-introduces one of Vygotsky's (1925/1971) earliest conceptions of art and play from The Psychology of Art. Through an analysis of how others have discussed the concept from the perspective of an everyday reading and a theoretical analysis, this paper takes up the challenge of conceptualising perezhivanie in relation to research. Four design principles underpinning a research method to investigate children in early childhood settings are introduced: the child's perspective, an indivisible unit of relations, differing perezhivanie, and levels of consciousness. Together, these principles for research provide a more nuanced reading of this concept, and contribute to the current discussions found in the literature where some clarification is needed.International Research in Early Childhood Education, vol. 7, no. 1, p. 34-49

Phenomenon of Life and Death by Dōgen and Heidegger––In View of “Embodied Cognition” in Buddhist Philosophy and Phenomenology

Contrary to occidental philosophy, which is to grasp and solidify the principles of essential being (ontos on), Buddhism seeks to understand the existence of human beings and the significance of suffering in human life. In the East Asian languages human beings are described as “inter-beings” in that they are enveloped by the topos of life and death. From breath to breath, our life is bound to the moments of emerging and vanishing, being and non-being in an essential unity. Dōgen’s philosophical thinking integrated this conception with the embodied cognition of both the thinking and the acting self. In the phenomenological point of view, Heidegger, in his early work, emphasizes that being is bound to a fundamental substantiality, which borders on the Abgrund, falling into nothingness. With Dōgen, the unity-within-contrast of life and death is exemplified in our breathing because it achieves a unity of body and cognition which can be called “corpus”. In perfect contrast, the essential reflection for Heidegger is that of grasping the fundament of being in the world, which represents the actualization of a thinking-being-unity. The goal of this comparison is to fundamentally grasp what is the essentiality of being, life, and recognition (jikaku 自覚), bound to embodied cognition in our globalized world.