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The seminal work of Russian theorist Lev Vygotsky (1896–1934) has exerted a deep influence on psychology over the past 30 years. Vygotsky was an educator turned psychologist, and his writings clearly reflected his pedagogical concerns. For Vygotsky, schools and other informal educational situations represent the best cultural laboratories to study thinking. He emphasized the social organization of instruction, writing about the 'unique form of cooperation between the child and the adult that is the central element of the educational process'. Vygotsky's emphasis on the social context of thinking represents the reorganization of a key social system and associated modes of discourse, with potential consequences for developing new forms of thinking. This volume is devoted to analyzing Vygotsky's ideas as a means of bringing to light the relevance of his concepts to education. What does Vygotsky's approach have to offer education? Distinguished scholars from various countries and representing several disciplines discuss the essence and significance of Vygotsky's work, analyze the educational implications of his thoughts, and present applications in practice, addressing educational issues such as school organization, teacher training, educational achievement, literacy learning and development, uses of technology, community-based education, and special education.
When this classic book was first published in 1926, L.S. Vygotsky was well on his way to becoming one of the leading intellectuals in Russia. His study of the psychology of education led him to believe that the child should be the main figure in the educational process - and the efforts of the teacher should be directed toward organizing, not dictating, the child's development. "The educational process must be based on the student's individual activity ..." he states in Educational Psychology, "... and the art of education should involve nothing more than guiding and monitoring this activity." At a time when most education consisted of rote memorization and thwacks across the wrist with a ruler, these ideas were considered quite radical. Today's educators can find much that is of use in the pages of Educational Psychology. Vygotsky addresses many issues that are still relevant in the 1990s - abnormal social behavior, the nurturing of creativity and reasoning, problems with attention and memory - in a bold and opinionated fashion that is sure to delight educators as well as lovers of classical Russian writing. Psychologists will also find the book useful for its fascinating glimpses into the study of psychology in the early twentieth century.
Vygotsky’s legacy in education is enduring and prolific, influencing educational research and scholarship in areas as far ranging child development, language and literacy development, bilingual education, and learning disabilities to name but a few. In this accessible, introductory volume, renowned Vygtosky authority Luis C. Moll presents a summary of Vygtoskian core concepts, constituting a cultural-historical approach to the study of thinking and development. Moll emphasizes what he considers central tenets of Vygotsky’s scholarship --- the sociocultural genesis of human thinking, the consideration of active and dynamic individuals, a developmental approach to studying human thinking, and the power of cultural mediation in understanding and transforming educational practices, broadly considered. After an introduction to Vygotsky’s life, the historical context for his work, and his ideas, Moll provides examples from his educational research inspired by Vygotsky’s work. With both critical scrutiny of current interpretations of Vygotksian theory and clear deference for the theorist known as "The Mozart of Psychology," Moll stresses the many ways Vygotksy’s theory can offer a theory of possibilities for positive pedagogical change.
Vygotsky Philosophy and Education reassesses the works ofRussian psychologist Lev Vygotsky work by arguing that his centralideas about the nature of rationality and knowledge were informedby the philosophic tradition of Spinoza and Hegel. Presents a reassessment of the works of Lev Vygotskyin light of the tradition of Spinoza and Hegel informing hiswork Reveals Vygotsky’s connection with the work ofcontemporary philosophers such as Brandom and McDowell Draws on discussions in contemporary philosophy to reviseprominent readings of Vygotskian psychology and revisitseducational debates where Vygotsky’s ideas were central Reveals the limitations of appropriations of Vygotsky whichfail to recognize the Hegelian provenance of his work Shows the relevance of Brandom’s inferentialism forcontemporary educational theory and practice
This 2003 book comprehensively covers all major topics of Vygotskian educational theory and its classroom applications.
The theories of Vygotsky are central to any serious discussion of children's learning processes. Vygotsky argues that children do not develop in isolation, rather learning takes place when the child is interacting with their social environment. It is the responsibility of the teacher to establish an interactive instructional situation in the classroom, where the child is an active learner and the teacher uses their knowledge to guide learning. This has many implications for those in the educational field. This book explores the growing interest in Vygotsky and the pedagogic implications of the body of work that is developing under the influence of his theories. It provides an overview of the ways in which the original writing has been extended and identifies areas for future development. The author considers how these developments are creating new and important possibilities for the practices of teaching and learning in school and beyond, and illustrates how Vygotskian theory can be applied in the classroom. The book is intended for students and academics in education and the social sciences. It will be of interest to all those who wish to develop an analysis of pedagogic practice within and beyond the field of education.
This highly accessible guide to the varied aspects of Vygotsky’s psychology emphasises his abiding interest in education. Vygotsky was a teacher, a researcher and educational psychologist who worked in special needs education, and his interest in pedagogy was fundamental to all his work. Vygotsky the Teacher analyses and discusses the full range of his ideas and their far-reaching educational implications. Drawing on new work, research and fresh translations, this unique text foregrounds key Vygotskian perspectives on play, imagination and creativity, poetry, literature and drama, the emotions, and the role of language in the development of thought. It explains the textual issues surrounding Vygotsky’s publications that have, until recently, obscured some of the theoretical links between his ideas. It underlines Vygotsky’s determination to create a psychology that is capable of explaining all aspects of the development of mind. Vygotsky the Teacher is essential reading for students on education and psychology courses at all levels, and for all practitioners wanting to know more about Vygotsky’s theories and their roots in research and practice. It offers a unique road map of his work, connecting its different aspects, and placing them in the context of his life and the times in which he lived.
Vygotsky's Developmental and Educational Psychology aims to demonstrate how we can come to a new and original understanding of Vygotsky's theories through knowledge of their cultural, philosophical and historical context.
