Wolff-Michael Roth
  Lansdowne Professor, Applied Cognitive Science, University of Victoria
 

 

 

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   .MA, PhD
   .EDCI 598/7 (Fall 16)

 .other pursuits
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co/editor of

.FQS: Forum Qualitative Social Research

2 book series: .SENSE: science & math
.SENSE: culture & history

contact address

 

Wolff-Michael Roth
MacLaurin Building A567
University of Victoria
Victoria, BC
V8P 5C2
mroth@uvic.ca

 

favorite sites

  .Jay Lemke
  .Jean_François Maheux

  .Damien Vervust

 

 

 

 

 

 

 

main page
update: 5-OCT-16

 

 

Photo Series
- Stunning Australia
- Australia - Sylvie's selection
- A trip to Vietnam
- Sylvie's Italy selection

I am living and feeling as a unity
Amongst the many people and things
In an open relation

And the plurality of feelings, interests
Is a mirror
Of the plurality of the ONE.

From the collection 'Transcendence' (1979-80)

 

 

 Accomplishments

There is a feature on my work on coteaching in InTuition, a journal for professional teachers and trainers.
   Board Member of the Universal Science Education Research Network based on currently being "one of the world's top 1% scientists according to Thomson Reuters' Essential Science Indicators."
   Best Paper Award at the International Conference on Software Engineering Visions for 2025 for the paper "Wide-Field Ethnography: Studying Software Engineering in 2025 and Beyond" (Austin, TX, May 14–22, 2016) (with D. Socha, R. Adams, K. Franznick, K. Sullivan, J. Tenenberg, & S. Walter)
   There is a feature on and tribute (in English, in Polish) to my work in the 2013/1 issue of Avant, a journal of the "philosophical-interdisciplinary vanguard"



 impact on the field

h-index: 83 (Google, Oct 5, 2016); 40 (Mendeley, Oct 5, 2016)
g-index: 114 (Google, December 31, 2014)
Citations: 24.552 (Google, Oct 5, 2016); 6,216 (Mendeley, Oct 5, 2016)

Most cited works (Oct 5, 2016):
740 Vygotsky's neglected legacy (Rev Educ Res)
625 Authentic school science (book)
386 Rethinking scientific literacy (book)
356 Science education as/for participation in the community (Sci Educ)
348 Gestures: Their role in teaching and learning (Rev Educ Res)
339 Inscriptions: Toward a theory (Rev Educ Res)
335 Physics students' epistemologies (J Res Sci Teach)

The latest citation numbers can be found on my Google Scholar page.

 

 information about my books 2016–2017

 

(A complete listing of books can be found here)

 

Wolff-Michael ROTH and Alfredo JORNET, Understanding Educational Psychology: A Late Vygotskian, Spinozist Approach (Dordrecht: Springer, 2017).

This book takes up the agenda of the late (but unknown) L. S. Vygotsky, who had turned to the philosopher Spinoza to develop a holistic approach to psychology, an approach that no longer dichotomized the body and mind, intellect and affect, or the individual and the social. In this approach, there is only one substance, which manifests itself in different ways in the thinking body, including as biology and culture. [See cover here]

o o o

Lucy AVRAAMIDOU and Wolff-Michael ROTH (eds.), Intersections of Formal and Informal Science (New York: Routledge, 2016).

This book volume contributes to closing the gap between informal and formal science by reviewing existing theoretical perspectives and empirical evidence related to different programs and various approaches to supporting student learning and teacher learning in various types of informal contexts situated within different parts of the world. [See cover here] [Routledge]

o o o

Wolff-Michael ROTH, Concrete Human Psychology (New York: Routledge, 2016).

Lev S. Vygotsky was working towards a "concrete human psychology," a goal that he expresses in a small, unfinished text of the same name. This book articulates the foundation of and develops such a concrete human psychology according to which all higher psychological functions are relations between persons before being functions, and according to which personality is the ensemble of societal relations. [Google books]

update: 02-FEB-16

 

new work (2012-15)

- "symmetrical ZPD"
- "Becoming and belonging"
- "Limits to generalizing"
- Limits to general expertise
- Experiencing (pereživanie) as developmental category
- On variability in data
- The Emerging Presence
- Vygotsky, Bakhtin, Vološinov
- Theory-practice at work
- Fuzzy Logic
- Theory of Experience
- Online media learning
- Birth of intentions
- Event-in-the-making*
- Post-constructivist ethics
- Pregnance of bodily movement
- Health—personalized science
- Sociocultural perspectives
- Lectures then and now
- Situated cognition
- "I am a Pibidiana"
- Translation—the possible impossible
- Societal mediation of mathematical cognition
- Origin of signs
- Development of concepts
- ZPD symmetrically

making trouble

- "Meaning means nothing"
- What more?
- More reflexivity
- «Mosh»
- Science hegemony
- On editing . . .
- Ethics as social practice
- Political ethics, unethical politics
- Vagaries and politics of funding 1
- Vagaries and politics of funding 2
- Editorial power/authorial suffering

preprints

- Radical passivity
- On responsibility . . .
- Identity & Community
- Mêlée & literacy
- ZPD
- Dynamic of life
- Solidarity
- Education and diversity of life
- Living/Lived Math
- Representing mathematical performance
- Indeterminate evolutionary change of language
- Psychology from 1st principles

Science studies
- Struggle over water 2
- Struggle over water 1
- Science and the good citizen
Scientific literacy
- Allgemeinbildung: Readiness for living in risk society
- Citizenship and science education
Gesture studies
- Gestures: The leading edge of literacy...
Workplace math
- The meaning of meaning...
- The emergence of graphing...