SOCIAL THEORIES AND DISCURSIVE AND NON-DISCURSIVE SOCIAL PRACTICES: AN EDUCATIONAL TEST

Authors

DOI:

https://doi.org/10.15407/fd2020.05.023

Keywords:

discourse, education, discursive social practices, non-discursive social practices, cognitive dimension of social communication, affective dimension of social communication, psychomotor dimen sion of social communication

Abstract

The article is devoted to identifying the potential of using the results of the study of non-discur- sive social practices to understand the behavioral basis for the possible practical use of social theories. The example of the field of education focuses on the distinction between cognitive, af- fective and psychomotor dimensions of social communication. Assumptions have been made about the underestimation of the affective, and especially the psychomotor realm, to identify the resource and limits of discursive practices. Classical studies in educational psychology, primarily the works of Benjamin Bloom, David Krathwohl, Anita Harrow and their followers, are in- volved in philosophical analysis as its object. Educational practices are bodily practices no less than discursive ones. However, it is impossible to reduce these practices to the entering either to the self-sufficient universe of the text or into the self-sufficient universe of the body. The realm of the emotional serves as a link between the bodily and the cognitive, and applying to the emo- tional experience of values can be the best way to consolidate both bodily and cognitive practices. One of the important conclusions is the recognition not only of the relative autonomy of the cog- nitive, affective and psychomotor realms in the theoretical aspect, but also the identification of their practical interdependence. The sphere of education appears as a model for observing how a person masters the levels and, parallel and mutually determined, dimensions of the pyramids of the development of personal abilities. Achieving perfection by a person in one dimension is im- possible without the simultaneous development of his abilities in the other two. Discourse appears for the person as a situation in which he/she experiences the integral result of the development of his/her abilities in all three dimensions — cognitive, affective and psychomotor.

Author Biography

Mykhailo Boichenko

professor of departments theoretical and practical philosophy, Taras Shevchenko National University of Kyiv, 01601, Kyiv, Vladimirskaya, 60

References

Apel, K.-O. (2009). Discourse and responsibility: the problem of transition to postconventional morality / Trans. by V. Kuplin. [In Ukrainian]. Kyiv: Dukh i litera.

Block, M. (1973). Apology of history or the craft of the historian / Trans. by. E. Lysenko. [In Rus- sian]. Moscow: Nauka.

Bloom, B.S. (Ed.) (1985). Developing Talent in Young People. New York: Ballantine Books. Bloom, B.S. (2020). Taxonomy of educational objectives. Google scholar citation. URL: https:// scholar.google.com/scholar_lookup?title=Taxonomy%20of%20educational%20objec- tives%3A%20Handbook%20I%2C%20The%20cognitive%20domain&publication_ year=1956&author=Bloom%2CB.

Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company.

Corbin, A., Courtine, J.-J., Vigarello, G. (Eds.) (2005). History of the body. In 3 vols. Vol. 1. From the Renaissance to the Enlightenment / Trans. by M. Neklyudova, A. Stogova. [In Russian]. Moscow: A new literary review.

Corbin, A., Courtine, J.-J., Vigarello, G. (Eds.) (2014). History of the body: In 3 vols. Vol. 2. From the Great French Revolution to the First World War / Trans. by O. Averyanova. Moscow: A new literary review.

Corbin, A., Courtine, J.-J., Vigarello, G. (Eds.) (2019). History of the body: In 3 vols. Vol. 3. Change of view: XX century / Trans. by Yu. Romanova, A. Gordeeva, D. Zhukov, D. Nikolaev. Moscow: A new literary review.

Derrida, J. (2004). Writing and difference / Trans. by V. Shovkun. [In Ukrainian]. Kyiv: Solomiya Pavlychko Publishing House "Osnovy".

Elias, N. (2003). The process of civilization. Sociogenetic and psychogenetic research / Trans. by O. Logvinenko, ed. by N. Tsisyk. [In Ukrainian]. Kyiv: Publishing House "Alternativy".

Feyerabend, P. (1986). Against methodological coercion / Trans. by A. L. Nikiforov. [In Russian]. In: P. Feyerabend, Selected works on the methodology of science (pp. 125-466). Moscow: Progress.

Foucault, M. (1997). The history of madness in the classical era / Trans. by I. K. Staf

ed. by V. P. Gaidamaka. [In Russian]. St. Petersburg: Universitetskaia kniga. [=Foucault 1997]

Foucault, M. (2003). Archeology of knowledge / Trans. by V. Shovkun. [In Ukrainian]. Kyiv: Solomia Pavlychko Publishing House "Osnovy".

Habermas, J. (2014). To the reconstruction of historical materialism / Trans. by V. Kuplin. [In Ukrainian]. Kyiv: Dukh i litera.

Harari, J.V. (Ed.) (1980). Textual strategies: Perspectives in post-structuralist criticism. London. Harrow, A.J. (1972). A taxonomy of the psychomotor domain: A guide for developing behavioral objectives. New York: David McKay Company

https://doi.org/10.7591/9781501743429

Hayles, K. (2013). How We Became Posthuman: Virtual Bodies in Cybernetics, Literature, and Informatics. Second edition, corrected / Trans. by E. T. Maricheva. [In Ukrainian]. Kyiv: Nika-Center.

Hegel, G.W.F. (2004). Phenomenology of the spirit / Trans. by P. Tarashchuk; ed. by Yu. Kushakov. [In Ukrainian]. Kyiv: Solomiya Pavlychko Publishing House "Osnovy".

Heidegger, M. (1997). Being and time / Trans. by V. V. Bibikhin. [In Russian]. Moscow: Ad Marginem.

Hoque, Md.E. (2016). Three Domains of Learning: Cognitive, Affective and Psychomotor. The Journal of EFL Education and Research, 2 (2), 45-52.

Jaeger, W. (1997). Paideia. Education of the ancient Greek. T. 2. / Trans. by M. N. Botvinnik. [In Russian]. Moscow: Greco-Latin cabinet of Yu. A. Shichalin.

Jansen, B.J., Booth, D., Smith, B. (2009). Using the taxonomy of cognitive learning to model online searching. Information Processing and Management, 45, 643-663. doi:10.1016/j.ipm. 2009.05.004

https://doi.org/10.1016/j.ipm.2009.05.004

Kohlberg, L. (1992). Stages of moral development as а basis for moral education. Bangor: University Press.

Krathwohl, D.R., Bloom, B.S., Masia, B.B. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Affective domain. New York: David McKay Company.

Laws of Manu (1992). [In Russian]. Moscow: Ladomir. Nauka. [=Законы Ману 1992] Maslow, A.G. (2002). Motivation and personality. 3rd ed. / Trans. by A. M. Tatlybaeva. [In Russian]. St. Petersburg: Piter.

Muff, S. (2004). Towards an agonistic model of democracy / Trans. from Fr. [In Russian]. Logos, 2 (42), 180-197.

Ommen, C. van, Cromby, J., Yen, J. (2016). The contemporary makingand unmaking of Elaine

Scarry'sThe Body in Pain. Subjectivity. 9 (4), Editorial. doi:10.1057/s41286-016-0012-8 Pareto, V. (2008). Compendium on General Sociology / Trans. ed. by M. S. Kovaleva. [In Russian]. Moscow: Publishing House of HSE.

Saraswati, S.M., Saraswati, S.S. (2002). Hatha Yoga Pradipika with comments. [In Russian]. Moscow: Ishvara, Sattva.

Scarry, E. (1985). The Body In Pain: The Making and Unmaking of the World. New York: Oxford University Press.

Simmel, G. (1996). Communication. An example of pure, or formal sociology / Transl. Simmel G. Selected Papers: In 2 vols. Vol.2. [In Russian]. Moscow: Jurist, pp. 486-500.

Weber, M. (1994). Protestant ethics and the spirit of capitalism / Trans. by O. Pogorily. [In Ukrainian]. Kyiv: Osnovy.

Yagodzinsky, S.M. (2009). Discursive knowledge and discursive thinking in the philosophical systems of I. Kant and G. Hegel. [In Ukrainian]. Bulletin of the National Aviation University. Philosophy. Culturology, 1 (9), 100-105.

https://doi.org/10.18372/2412-2157.9.2290

Abstract views: 123

Published

2020-12-04

How to Cite

Boichenko, M. (2020). SOCIAL THEORIES AND DISCURSIVE AND NON-DISCURSIVE SOCIAL PRACTICES: AN EDUCATIONAL TEST. Filosofska Dumka, (5), 23–40. https://doi.org/10.15407/fd2020.05.023

Issue

Section

TOPIC OF THE ISSUE

Metrics

Downloads

Download data is not yet available.

Most read articles by the same author(s)