This study begins with the statement that European psychology is undergoing schism and crisis. Proceeding from the principle of the primacy of the whole over its parts, structural psychology (Gesta...

It is one thing to deal with any aspect of Lev Vygotsky’s work from a purely scholarly standpoint. It is something quite different to deal with Vygotsky’s work from both an academic standpoint and also that of someone who is involved in East–West editorial and commercial projects. This article sheds light upon what it meant to work on Vygotsky’s theories for someone who was formally affiliated to West European academia and who also became involved more or less at the same (...) time in various East–West publishing projects related to Vygotsky and his circle. (shrink)

The author argues that the idea of freedom guided Vygotsky’s research from his very first steps in psychology, when he was deliberating on the “overman” and on “mastering one’s own behavior” by mea...

First Published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.

In an article published in 1930, Lev Vygotsky refers explicitly to the seventeenth century Dutch philosopher Benedictus de Spinoza. From a close reading of Vygotsky’s remarkable piece, ‘The socialist transformation of man,’ the extraordinary parallels in the lives and philosophies of Vygotsky and Spinoza are revealed. Then the strengths and weaknesses are assessed of the analytical approach Vygotsky may have inherited from Spinoza. It is suggested that there are analytical ramifications arising from Vygotsky’s possible reliance on Spinoza’s nuanced but essentially (...) dualistic philosophy. The conclusion is that the key limitation of this methodology is the elision of radical doubting with radical unknowability. (shrink)

On the basis of both published and unpublished manuscripts written from 1914 to 1917, this article gives an overview of Lev Vygotsky’s early ideas. It turns out that Vygotsky was very much involved in issues of Jewish culture and politics. Rather surprisingly, the young Vygotsky rejected all contemporary ideas to save the Jewish people from discrimination and persecution by creating an autonomous state in Palestine or elsewhere. Instead, until well into 1917, Vygotsky proposed the rather traditional option of strengthening the (...) spiritual roots of the Jews by returning to the religious writings. Socialism was rejected, because it merely envisioned the compulsory redistribution of material goods and ‘man lives not by bread alone’. It was only after the October Revolution that Vygotsky switched from arguments in favour of the religious faith in the Kingship of God to the communist belief in a Radiant Future. (shrink)

This article addresses the relationships between dialectic and learning within the constellations of the conceptual universes of Adorno and Vygotsky. In that order, we proceed to analyze the set of links between the main dialectical categories that structure the dialectical approach that characterizes both representatives of the Marxist thought tradition (process, totality, mediation, fields of force, antagonism, praxis) and the communicating vessels that go from epistemology to aesthetics and that demonstrate the relevance of the tasks of thought in the face (...) of social transformation. Finally, the article addresses the question of an (im)possible analytical horizon that arises, from both thinkers, to emphatically think about social emancipation and its challenges today. (shrink)

The importance of an author can be evaluated by the extent to which his theoretical contribution transforms a certain area of knowledge: major researchers create new vistas. This certainly applies to Lev Vygotsky (1896–1934), one of the most brilliant authors of contemporary psychology. His work, owing to its originality, is of epistemological interest to several areas of knowledge. In fact, Vygotsky was at the center of a historical time of change in twentieth-century Russia, in which Mikhail Bakhtin, Roman Jakobson, Serguei (...) Eisenstein, Alexander Luria, and Yuri Lotman took part. Their theoretical proposals had repercussions in several areas of knowledge: in literature, semiotics, film, and .. (shrink)

_Vygotsky Philosophy and Education_ reassesses the works of Russian psychologist Lev Vygotsky work by arguing that his central ideas about the nature of rationality and knowledge were informed by the philosophic tradition of Spinoza and Hegel. Presents a reassessment of the works of Lev Vygotsky in light of the tradition of Spinoza and Hegel informing his work Reveals Vygotsky’s connection with the work of contemporary philosophers such as Brandom and McDowell Draws on discussions in contemporary philosophy to revise prominent readings (...) of Vygotskian psychology and revisits educational debates where Vygotsky’s ideas were central Reveals the limitations of appropriations of Vygotsky which fail to recognize the Hegelian provenance of his work Shows the relevance of Brandom’s inferentialism for contemporary educational theory and practice. (shrink)

The relationship between Kurt Lewin and Lev S. Vygotsky is important for many methodological questions raised by the two psychologists such as distinguishing a genetic and an accidental event type. The concept of „Gestalt“ is another important issue. The present article analyzes and contextualizes the significance of this concept in their discussions since they met in Berlin in 1925. It can be shown that a difference between Lewin’s and Vygotsky’s approach becomes salient in the ways they refer to Gestalt theory (...) as a holistic approach. While Lewin understands the here-and-now of situation in which an event occurs as depending on the present field forces as a whole, Vygotsky agrees largely with Lewin’s postulate to consider all field forces, but then moves on from the field as an originally spatial model to introduce a semantic model. According to Vygotsky this is necessary to theorize fluidity and flexibility in behavior and thus to understand the necessary psychologically preconditions for free will and independency. (shrink)

Lev Vygotsky has acquired the status of one of the grand masters in psychology. Following the English translation and publication of his Collected Works there has been a new wave of interest in Vygotsky, accompanied by a burgeoning of secondary literature. Ronald Miller argues that Vygotsky is increasingly being 'read' and understood through secondary sources and that scholars have claimed Vygotsky as the foundational figure for their own theories, eliminating his most distinctive contributions and distorting his theories. Miller peels away (...) the accumulated layers of commentary to provide a clearer understanding of how Vygotsky built and developed his arguments. In an in-depth analysis of the last three chapters of Vygotsky's book Thinking and Speech, Miller provides a critical interpretation of the core theoretical concepts that constitute Vygotsky's cultural-historical theory, including the development of concepts, mediation, the zone of proximal development, conscious awareness, inner speech, word meaning and consciousness. (shrink)

Although many facets of Lev Vygotsky’s life have drawn considerable attention from historians of science, perhaps the most popular feature of his personal narrative was that his work was actively chastised by the Stalinist government. Almost all contemporary references to Vygotsky’s personal history emphasize that from 1936 to 1956, it was forbidden to either discuss or disseminate any of Vygotsky’s works within the Soviet Union. Although this ‘Vygotsky ban’ is both widely acknowledged and frequently cited by a variety of scholars, (...) the exact nature of this alleged Communist party censure has received far less historical attention. Through focusing on the logistics of Soviet ‘bans,’ this article attempts to shed light on this historical mystery and augment the growing body of revisionist literature that serves to deconstruct the mythologized persona of Lev Vygotsky. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Revisiting Vygotsky and Gardner:Realizing Human PotentialNinah Beliavsky (bio)The two individuals who have had a tremendous influence on my own theories and my own philosophy of education are the Russian psychologist, intellectual, and social activist Lev Semenovich Vygotsky (1896-1934), and the leading American developmental psychologist Howard Gardner (b. 1944). The philosophies of Vygotsky and Gardner have much in common, even though their lives have been separated by different continents, different (...) political regimes, different languages, different cultures, and almost a century of innovative research in the fields of psychology and education.I argue that Vygotsky's ideas should be viewed through the prism of Gardner's theory of Multiple Intelligences. The combination of these concepts can shed new light on education—on teaching and learning. By doing so, we would enable the students to reach a higher level of cognitive development.This article intends to suggest that Vygotsky's dream of maximizing the Zone of Proximal Development can be realized by utilizing Gardner's approach of nurturing the students' combination of intelligences. This idea of teaching and learning will allow educators to teach ahead of development, to teach for understanding, to motivate and promote the students' creativity and imagination, and to encourage their personal, social, and academic growth.Lev VygotskySeventy-two years have passed since Vygotsky died on June 11, 1934. He was only thirty-seven years old. "Vygotsky was a product of his time: an intellectual, [End Page 1] a Jew, [one] who took as much pleasure in thinking through the intricacies of speech impediments and language acquisition as he did in contemplating Shakespeare's Hamlet or the psychology of Art."1 Fundamental to Vygotsky's theory was the idea that higher mental functions, such as thinking, logical memory, and human consciousness, have their origins in human social life.Vygotsky believed that culture should be passed down to future generations in a Socratic, rather than a dogmatic, way. He believed that everyone should be given the tools to live up to their highest potential. For Vygotsky, psychological development could not be separated from human history and human culture. The notion of development as growing out of the interactions of human beings with one another, especially the interaction of adults and children, offers a collectivist vision of human psychological growth that is especially different from American ideas of individualism and predetermined stages of psychological growth.2 Vygotsky believed that the child has to be exposed to the array of intellectual and cognitive "tools" developed over the centuries by human beings—tools such as language, mathematics, music, and art.He stressed that systematic instruction in the formal disciplines—Latin, Greek, mathematics, and composition—is beneficial to the development of students' mental facilities in general. Studying the formal disciplines would lead to higher-order thinking and thus enhance "scientific" concepts. In other words, the systematic learning of scientific concepts in one field translates into developmental changes, abstract thinking, and greater logical thinking and logical flexibility. Recently, this notion is being welcomed by American psychologists. For example, in one study in the United States a group of American psychologists demonstrated that specialized training in medicine, law, and psychology seems to have an effect on real-life problem solving requiring statistical and logical reasoning.3In American educational psychology, Vygotsky is famous for his concept of the Zone of Proximal Development (ZPD). Behind this is the notion that a child's cognitive development occurs within a social milieu. The teaching-learning process (instruction) does not occur in isolation. The role of instruction for enhancing cognitive development is a joint activity—a collaborative effort between the child and a more knowledgeable partner, such as an older sibling, a parent, a teacher, etc. Therefore, the analysis of cognitive functioning requires studying how a child's social interaction with more competent peers of their culture is mastered and internalized. In other words, to understand a child's cognitive development, we need to examine specific patterns of social interaction in which the child participates.4The most detailed description of the concept of ZPD can be found in a lecture entitled "Dinamika umstvennogo razvitia sckol'nika v svjazi s obucheniem," delivered by Vygotsky at the... (shrink)

L’importance de l’apport du psychologue russe Lev Vygotski est largement sous-estimée. Au-delà du dualisme qui domine toujours la psychologie et la psychanalyse, Vygotski ouvre la voie, par sa conception spinoziste des affects et de la transindividualité, à une pratique inédite de la dynamique collective dépassant l’opposition freudienne de l’individu et de la société. Un nouvel art des passions en commun serait la condition d’une régénération des individus déficients aussi bien que de la psychanalyse elle-même.

This article looks at three historical efforts to coordinate the scientific study of biological and cultural aspects of human consciousness into a single comprehensive theory of human development that includes the evolution of the human body, cultural evolution and personal development: specifically, the research programs of Wilhelm Wundt, Lev Vygotsky and Albert Bandura. The lack of historical relations between these similar efforts is striking, and suggests that the effort to promote cultural and personal sources of consciousness arises as a natural (...) foil to an overemphasis on the biological basis of consciousness, sometimes associated with biological determinism. (shrink)

The article analyzes Lev Vygotsky’s attempts to utilize Spinoza’s philosophical ideas in solving the methodological crisis of psychology in the 1920s and 1930s. Vygotsky had a manuscript, Uchenie ob emocijakh, where he scrutinized the doctrines of the effects on Descartes and Spinoza. Whilst Descartes’ doctrine built on a dualistic soul versus body premise, Spinoza’s starting point was monistic. Despite his clear sympathies for Spinoza’s solution, which according to him was more compatible with Marxism, too, Vygotsky did not manage to finish (...) his study. One may, indeed, doubt whether Spinoza was able to deliver the decisive key for the solution of the dualism problem, since his philosophy built on metaphysical postulates that were unacceptable to Vygotsky. (shrink)

The purpose of this paper is to examine the dialogical and creative character of pedagogic work by analyzing the affinities between Martin Buber's I-Thou relation and Lev Semenovich Vygotsky's Zone of Proximal Development. Backed up by empirical studies on the teacher-student relation, we understand that education can only result in students' development if meaningful processes are undertaken. The paper asserts that education shall primarily aim at promoting relational possibilities.

Drawing upon in-depth analyses of Lev Vygotsky’s theories of early childhood and investigating the ways in which his ideas are reflected in contemporary educational settings, this book brings into sharp relief the numerous opportunities for preschool learning and development afforded by Vygotskian approaches. Discussion of recent developments in the understanding and implementation of Vygotsky’s ideas in Western and Russian contexts facilitates comparison, and provides readers with fresh impetus to integrate elements into their own practice. Chapters are clearly structured and address (...) the multitude of aspects touched upon by Vygotsky, including cognitive development, communication and interaction, play, literacy and the quality of preschool settings. Providing a comprehensive exploration of current stances on Vygotsky's ideas in diverse cultural-historical contexts, Vygotsky's Theory in Early Childhood Education and Research will be of interest to researchers, practitioners, educators and politicians involved in early years education. (shrink)

Cette revue critique embrasse trois ouvrages récents permettant une nouvelle approche de la psychologie par la philosphie : celui de Pascal Séverac sur les rapports entre Lev Vygotski et Spinoza et l’édition de traductions de La Science du développement de l’enfant et des Notebooks de Vygotski.

L’article cherche, à partir d’exemples, à rendre la psychologie du travail discutable par des philosophes. Avec Lev Vygotski, un psychologue russe décédé en 1934, on soutient une position empruntant beaucoup à Spinoza, en particulier sur la question de l’affect. S’agissant du travail, on explore la liaison entre l’éthique, la psychologie et la politique.

Andy Blunden's Hegel Marx & Vygotsky, Essays in Social Philosophy presents his novel approach to social theory in a series of essays. Blunden aims to use the cultural psychology of Lev Vygotsky and the Soviet Activity Theorists to renew Hegelian Marxism as an interdisciplinary science. This allows psychologists and social theorists to share their insights through concepts equally valid in either domain. The work includes critical reviews of the works of central figures in Soviet psychology and other writers offering fruitful (...) insights. Essays on topics as diverse as vaccine scepticism and the origins of language test out the interdisciplinary power of the theory, as well as key texts on historical analysis, methodology and the nature of the present conjuncture. (shrink)

This article analyzes problems related to Lev S. Vygotsky’s name. The motives behind the replacement of his original patronymic “Simkhovich” with “Semyonovich” are discussed, as well as the reasons...

Ce travail compose un article de révision et il présente, dans son noyau, rachats historiques des vies de Jean Piaget et Lev Semenovich Vygotsky, imprégnés de convergences et similitudes, accords et désaccords entre ses expériences académiques, idées et oeuvres, et celles-ci, chevauchant avec ses contributions dans le zone de sicología de l'éducation. Ils se trouvent en règle tout au long du texte, les similitudes et différences entre les dimensions de l'approche historique-culturelle du psychisme et le constructivisme de Piaget, présents en (...) les recherches et des oeuvres de ces deux auteurs. Diverse approches de ses études sont disputées, en se soulignant les suppositions basiques de ces courants de pensée sur les questions d'apprentissage et le caractère social des procès de production de connaissance. (shrink)

This article examines some of the phenomenological features in Lev Vygotsky’s mature psychological theory, especially in Thinking and Speech and The Current Crisis in Psychology. It traces the complex literary and philosophical influences in 1920s Moscow on Vygotsky’s thought, through Gustav Shpet’s seminars on Husserl and the inner form of the word, Chelpanov’s seminars on phenomenology, Bakhtin’s theory of the production of inner speech, and the theoretical insights of the early Gestalt psychologists. It begins with an exposition of two central (...) Husserlian schemas: part-whole theory and the thesis of the naïve standpoint, both of which Vygotsky was clearly familiar with. This is followed by an account of the reception of phenomenology in early Soviet Russia. The article’s central sections are concerned with a careful unpacking and critique of Vygotsky’s employment of Husserlian method and analysis in his later doctrine of the ‘inner plane of speech’, his use of part-whole theory, and his identification of Husserl’s position with an untenable version of idealism. The article closes with the contention that Vygotsky misrepresents the phenomenological analysis of meaning formation and appropriates basic Husserlian conceptual terms in his elaboration of the ‘inner form of the word’; but Vygotsky does so in such a way that he enriches our descriptive access to the individual development of humans’ dynamic use of language. (shrink)

Xunzi’s 荀子 advocacy for moral education is well-documented; precisely how his program bolsters moral development, and why a program touting study of ritual could be effective, remain subjects of debate. I argue that these matters can be clarified by appealing to the theory of learning and development offered by Lev Vygotsky. Vygotsky posited that development depends primarily on social interactions mediated by sociocultural tools that modify learners’ cognitive architecture, enabling increasingly sophisticated thought. Vygotsky’s theory is remarkably similar to Xunzi’s account (...) of how studying and practicing ritual restructures learners’ moral psychology. Specifically, both Vygotsky and Xunzi offer nonnativist accounts of psychosocial development that emphasize the centrality of sociocultural tools for learning. This comparison yields a more nuanced and empirically supported interpretation of Xunzi’s account of moral education, as well as an account that has applications in contemporary work in moral education and development. (shrink)

The article explains the relationship between formal education and cog- nitive development in chapter 6 of Vygostky’s Thought and Language, “The development of scientific concepts in childhood; the design of a working hypothesis”. Subsequently, it frames the proposal of Vygotsky in Annette Karmiloff-Smith’s theory of cognitive development. The thesis is that formal education is fundamental in the child’s mental develop- ment because it enables the child to become aware of spontaneous thin- king, that is, to recognize spontaneous thinking as a (...) particular instance of a more general and abstract thought, namely, the scientific thought. Fina- lly, I set up objections to this thesis and suggest that Vygotsky’s position is not incompatible with current research on conceptual development, but complements it. (shrink)

: According to the extended mind thesis, the human mind is not limited by the boundaries of the body. In this paper, we propose a description of human emotions based on two distinct theories, not usually considered together: Vygotsky’s historical-cultural psychology and Chomsky’s theory of language. Together these two perspectives allow us to construct a global theory of extended mind that considers emotions to be artificial entities that have a specific “biological” goal and are external to the body. In the (...) last short section, this model will be applied to the case of “artistic” human affect. Keywords Extended Mind; Language; Lev S. Vygotsky; Noam Chomsky; Human Emotions; Aesthetic Reaction Fuori dal corpo. Linguaggio, emozioni e arte nei diari di Vygotsky Riassunto: Secondo la tesi della mente estesa, la mente umana non è confinata entro i limiti del corpo. In questo lavoro, proponiamo una descrizione delle emozioni umane basata su due diverse teorie, che solitamente non vengono considerate assieme: la psicologia storico-culturale di Vygotsky e la teoria del linguaggio di Chomsky. Prese assieme queste due prospettive ci permettono di costruire una teoria globale della mente estesa che consideri le emozioni come entità artificiali che hanno uno specifico fine “biologico” e che tuttavia sono “esterne” rispetto al corpo. Nell’ultima breve sezione, questo modello sarà applicato al caso del peculiare affetto “artistico” umano. Parole chiave: Mente estesa; Linguaggio; Vygotsky; Chomsky; Emozioni umane; Reazioni estetiche. (shrink)

The article is focused on the topic of how to practice philosophy and support creativity in kindergartens and elementary schools with the help of fairy tales, in particular with the help of the story of Pinocchio. Emphasis is placed on Lipman's activity of philosophy for children, which he tried to connect with Vygotsky's theories. The aim of the article is to show the importance of developing critical thinking in the form of dialogue in connection with creative thinking, which Gianni Rodari (...) focused on. Rodari was based on Vygotsky's theory of imagination as a process of the human mind, which is a characteristic of all human being. (shrink)

The article analyzes the background and dynamics of Lev S. Vygotsky’s notions of smysl. Drawing on the data of archival records...

Many recent articles, research papers, and conference presentations about Lev Vygotsky’s zone of proximal development emphasize the “extended” version of the ZPD that reflects human emotions and desires. In this essay, Michael G. Levykh expands on the extant literature on the ZPD through developing several new ideas. First, he maintains that there is no need to expand ZPD to include emotions, as its more ”conservative” dimensions already encompass affective features. Second, Levykh emphasizes that an emotionally positive collaboration between teachers and (...) students in a caring and nurturing environment must be created from the outset. Finally, he asserts that culturally developed emotions must mediate successful establishment and maintenance of the ZPD in order to be effective. According to Levykh, Vygotsky’s notion that learning can lead development represents a crucial contribution to our understanding of teaching and learning by clearly showing that emotions are vital to human learning and development. (shrink)

Prominent thinkers such as Jurgen Habermas and Michael Sandel are warning that biomedical enhancements will undermine fundamental political values. Yet whether biomedical enhancements will undermine such values depends on how biomedical enhancements will function, how they will be administered and to whom. Since only few enhancements are obtainable, it is difficult to tell whether these predictions are sound. Nevertheless, such warnings are extremely valuable. As a society we must, at the very least, be aware of developments that could have harmful (...) consequences. Indeed, if important values were to be jeopardized, we should take appropriate measures to protect them. This paper focuses on four central values: solidarity, personal responsibility, equality and autonomy. It delineates the conditions under which biomedical enhancements would undermine these values. It also details the circumstances under which these values would be unaffected by enhancements as well as those under which they would be promoted. Specifying these conditions is valuable; it would enable society to prepare appropriate ethical guidelines and policy responses in advance. (shrink)

The main focus of the book is the presentation of the 'inertial' view of population growth. This view provides a rather simple model for complex population dynamics, and is achieved at the level of the single species without invoking species interactions. An important part of this account is the maternal effect. Investment of mothers in the quality of their daughters makes the rate of reproduction of the current generation depend not only on the current environment, but also on the environment (...) experienced by the previous generation. (shrink)

To ascertain the context of Il’enkov’s philosophy, the author delves into the history of philosophy since the Sophists and Plato. For Il’enkov, philosophy is not an abstract science “about everything, ” but a study of ideas – forms which are identical for thinking and being. These objective and universal forms of thought are explained as products and schemes of human activity creating the world of culture and reified in its “smart” things.

To ascertain the context of Il'enkov's philosophy, the author delves into the history of philosophy since the Sophists and Plato. For Il'enkov, philosophy is not an abstract science "about everything," but a study of ideas -- forms which are identical for thinking and being. These objective and universal forms of thought are explained as products and schemes of human activity creating the world of culture and reified in its "smart" things.

Analyzes principal forces that determined the direction of Camus' thought on ethics and political values.