Leena Kakkori & Rauno HuttunenThis powerpoint is based on article that is published in Thomas Hansson (ed.)

Contemporary Approaches to Activity Theory: Interdisciplinary Perspectives (2014). If you want this article, send message via Academia.edu.

Vygotsky, Heidegger, and Gadamer Vygotsky, Heidegger, and Gadamer on Moral Developmenton Moral Development

1896-1934 1900- 2002 1889-1976

Relation of thinking and language Relation of thinking and language in adults according to Vygotsky in adults according to Vygotsky

Stanislavsky with actors in 1922Stanislavsky with actors in 1922

State-of-mind -existentialeExistentiale = the way of being in the worldState-of-mind = “Being found in a situation

where things and options already matter”We always find ourselves being-in-the world in

some way already attuned, and the manifestation of attunement and state-of-mind is mood .

The state-of-mind directs how the mood discloses the world.

How Stanislavsky let actors learn to master their mood How Stanislavsky let actors learn to master their mood

Text of the Play Parallel Motives

SOPHYA:O, Chatsky, but I am glad you’ve come. Tries to hide her confusion.

CHATSKY:You are glad, that’s very nice: Tries to make her feel guilty byBut gladness such as yours not teasing her. Aren’t you ashamed

easily one tells. Of yourself! Tries to force her toIt rather seems to me, all told, be frank.That making man and horse

catch cold.I’ve pleased myself and no one else

LIZA: There, sir, and if you’d stood Tries to calm him. Tries to helpon the same landing here. Sophya in a difficult situation.Five minutes, no, not five ago.You’d heard your name clear as clear.You say, Miss! Tell him it was so.

SOPHYA:And always so, no less, no more. Tries to reassure Chatsky. I amNo, as to that. I’m sure you not guilty of anything!

can’t reproach me.

Letting learnLetting learn• “Teaching is even more difficult than learning. We know

that; but we rarely think about it. And why is teaching more difficult than learning? Not because the teacher must have a larger store of information, and have it always ready. Teaching is more difficult than learning because what teaching calls for is this: to let learn. Indeed, the proper teacher lets nothing else be learned than— learning. His conduct, therefore, often produces the impression that we really learn nothing from him, if by ‘learning’ we now automatically understand merely the procurement of useful information. The teacher is ahead of his apprentices in this alone, that he has still far more to learn than they—he has to learn to let them learn.” (Heidegger 1986, 15)

Learning on the edgeLearning on the edge

http://www.rakarpinski.com/Education/constucts.html

ZPD and the spiral of hermeneutic experienceZPD and the spiral of hermeneutic experience

Experienced person in Shakespearean senseExperienced person in Shakespearean sense

Experienced person in Gadamerian senseExperienced person in Gadamerian sense

Nietzschean Maxim Nietzschean Maxim For Nietzsche, moral growth means

overcoming yourself by becoming what you are. This is what Nietzsche means by slogan

Know thyself!

Kakkori-Huttunen Maxim Kakkori-Huttunen Maxim

Know your hermeneutical zone

of proximal development in moral

sphere!