Results for 'Vygotski, Lev Semjonovitš'

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  1. Thought and Language.Lev Vygotsky - 1964 - Philosophy of Science 31 (2):190-191.
     
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  2. Pensée et langage, Commentaire sur les remarques critiques de Vygotski, coll. « Terrains ».Lev Semionovitch Vygotski, Françoise Sève & Jean Piaget - 1986 - Revue Philosophique de la France Et de l'Etranger 176 (2):261-263.
     
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  3. The Psychology of Art.Lev Semenovich Vygotsky - 1972 - Journal of Aesthetics and Art Criticism 30 (4):564-566.
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  4. Istorija razvitija vysšych psichičeskich funkcij.Lev Vygotsky - 1985 - Studies in Soviet Thought 29 (4):324-326.
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  5. Istoričeskij smysl psikhologičeskogo krizisa.Lev Vygotsky - 1983 - Studies in Soviet Thought 26 (3):249-256.
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  6.  6
    Structural Psychology.Lev S. Vygotsky - 2021 - Russian Studies in Philosophy 59 (4):263-274.
    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...
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  7. Vygotsky, Lev.Laura E. Berk & Sara Harris - 2003 - In L. Nadel (ed.), Encyclopedia of Cognitive Science. Nature Publishing Group.
     
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  8.  9
    Lev Vygotsky as seen by someone who acted as a go-between between eastern and western Europe.Alexandre Métraux - 2015 - History of the Human Sciences 28 (2):154-172.
    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 (...)
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  9.  42
    Chasing Vygotsky’s Dogs: Retrieving Lev Vygotsky’s Philosophy for a Workers’ Paradise. [REVIEW]Kelvin McQueen - 2010 - Studies in Philosophy and Education 29 (1):53-66.
    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 (...)
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  10.  14
    Lev Vygotsky’s Psychology of Freedom.Andrey D. Maidansky - 2021 - Russian Studies in Philosophy 59 (4):275-289.
    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...
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  11.  4
    Dialéctica y aprendizaje en Theodor W. Adorno y Lev S. Vygotsky.Fabrizio Fallas-Vargas - 2024 - Trans/Form/Ação 47 (3):e02400164.
    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 (...)
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  12.  38
    Lev vygotsky and contemporary social thought.Alex Kozulin - 1991 - Studies in East European Thought 42 (2):71-72.
  13.  4
    Lev Vygotsky:Revoltn Scientist.Fred Newman & Lois Holzman - 1993 - Routledge.
    First Published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.
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  14.  11
    Not by bread alone: Lev Vygotsky’s Jewish writings.Ekaterina Zavershneva & René van der Veer - 2018 - History of the Human Sciences 31 (1):36-55.
    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 (...)
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  15.  18
    Lev Vygotsky and contemporary social thought.Alex Kozulin - 1991 - Studies in Soviet Thought 42 (2):71-72.
  16.  6
    Beyond the concept of “Gestalten” – Kurt Lewin and Lev Semënovic Vygotsky as methodologically related.Ines Langemeyer - 2023 - Gestalt Theory 45 (3):287-300.
    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 (...)
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  17.  65
    Introductory note to “contemporary psychology and art: Toward a debate” by Lev S. vygotsky.João Pedro Fróis - 2011 - Journal of Aesthetic Education 45 (1):107-117.
    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 (...)
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  18.  12
    Vygotsky: Philosophy and Education.Jan Derry (ed.) - 2013 - Wiley-Blackwell.
    _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 (...)
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  19.  6
    Vygotsky in Perspective.Ronald Miller - 2011 - Cambridge University Press.
    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 (...)
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  20.  23
    Vygotski avec Spinoza, au-delà de Freud.Yves Clot - 2015 - Revue Philosophique de la France Et de l'Etranger 140 (2):205-224.
    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.
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  21.  25
    On the Social Nature of Human Cognition: An Analysis of the shared intellectual roots of George Herbert Mead and Lev Vygotsky.Jaan Valsiner & René Veer - 1988 - Journal for the Theory of Social Behaviour 18 (1):117-136.
  22.  6
    On the Social Nature of Human Cognition: An Analysis of the shared intellectual roots of George Herbert Mead and Lev Vygotsky.Jaan Valsiner & RenÉ Van Der Veer - 1988 - Journal for the Theory of Social Behaviour 18 (1):117-136.
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  23. Revisiting vygotsky and Gardner: Realizing human potential.Ninah Beliavsky - 2006 - Journal of Aesthetic Education 40 (2):1-11.
    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 (...)
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  24.  57
    Vygotsky's and Buber's Pedagogical Perspectives: Some Affinities.Roberto Bartholo, Elizabeth Tunes & Maria Carmen Villela Rosa Tacca - 2010 - Educational Philosophy and Theory 42 (8):867-880.
    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.
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  25.  29
    Deconstructing Vygotsky’s victimization narrative: A re-examination of the ‘Stalinist suppression’ of Vygotskian theory.Jennifer Fraser & Anton Yasnitsky - 2015 - History of the Human Sciences 28 (2):128-153.
    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, (...)
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  26.  34
    Work and psychology: Vygotsky with Spinoza.Yves Clot - 2018 - Astérion 19.
    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.
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  27.  47
    On the social nature of human cognition: An analysis of the shared intellectual roots of George Herbert Mead and Lev vygotsky.Jaan Valsiner & Renéder Veer - 1988 - Journal for the Theory of Social Behaviour 18 (1):117–136.
  28.  14
    Vygotsky and Spinoza.Vesa Oittinen - 2021 - Studies in East European Thought 74 (3):359-381.
    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 (...)
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  29.  9
    Vygotsky's theory in early childhood education and research: Russian and Western views.Nikolay Veraksa (ed.) - 2018 - New York, NY: Routledge.
    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 (...)
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  30.  20
    Spinoza avec Vygotski : une psychologie des affects.Yves Clot - 2023 - Revue Philosophique de la France Et de l'Etranger 148 (2):201-215.
    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.
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  31.  60
    Wundt, Vygotsky and Bandura: A cultural-historical science of consciousness in three acts.Michel Ferrari, David K. Robinson & Anton Yasnitsky - 2010 - History of the Human Sciences 23 (3):95-118.
    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 (...)
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  32.  13
    Hegel, Marx and Vygotsky: essays on social philosophy.Andy Blunden - 2022 - Boston: Brill.
    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 (...)
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  33.  16
    Out of body. Language, emotions and art in Vygotsky’s "Notebooks".Felice Cimatti - 2020 - Rivista Internazionale di Filosofia e Psicologia 11 (3):264-282.
    : 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 (...)
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  34.  83
    Ritual Education and Moral Development: A Comparison of Xunzi and Vygotsky.Colin J. Lewis - 2018 - Dao: A Journal of Comparative Philosophy 17 (1):81-98.
    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 (...)
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  35.  35
    Phenomenological factors in Vygotsky’s mature psychology.Paul S. Macdonald - 2000 - History of the Human Sciences 13 (3):69-93.
    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 (...)
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  36. Review of Thought and Language by Lev S. Vygotsky (newly revised, translated, and edited by Alex Kozulin). [REVIEW]R. Van der Veer - 1987 - Journal of Mind and Behavior 8 (1):175-177.
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  37. Piaget e Vygotsky: encontros e desencontros.Jussara Midlej - 2011 - Saberes Em Perspectiva 1 (1):97-113.
    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 (...)
     
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  38.  6
    L. S. Vygotsky: The Riddle of His Name.Boris G. Meshcheryakov - 2021 - Russian Studies in Philosophy 59 (4):338-344.
    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...
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  39.  7
    Philosophy and Creativity with Children: Lipman, Vygotsky, Rodari.Lenka Naldoniová - 2024 - Ruch Filozoficzny 80 (1):51-67.
    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 (...)
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  40.  8
    Desarrollo cognitivo y educación formal: análisis a partir de la propuesta de L. S. Vygotsky.Leonardo Gómez Martínez - 2017 - Universitas Philosophica 34 (69):53-75.
    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 (...)
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  41.  13
    The Two Courses of Development of the Category “Smysl” in L. S. Vygotsky’s Works.Ekaterina Yu Zavershneva - 2021 - Russian Studies in Philosophy 59 (4):303-325.
    The article analyzes the background and dynamics of Lev S. Vygotsky’s notions of smysl. Drawing on the data of archival records...
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  42. From Spinoza to the socialist cortex: The social brain.Charles T. Wolfe - 2010 - In Deborah Hauptmann & Warren Neidich (eds.), Cognitive Architecture: From Bio-politics to Noo-politics ; Architecture & Mind in the Age of Communication and Information. 010 Publishers.
    The concept of 'social brain‘ is a hybrid, located somewhere in between politically motivated philosophical speculation about the mind and its place in the social world, and recently emerged inquiries into cognition, selfhood, development, etc., returning to some of the founding insights of social psychology but embedding them in a neuroscientific framework. In this paper I try to reconstruct a philosophical tradition for the social brain, a ‗Spinozist‘ tradition which locates the brain within the broader network of relations, including social (...)
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  43. How we have been learning to talk about autism: A role for stories.Ian Hacking - 2009 - Metaphilosophy 40 (3-4):499-516.
    Autism fiction has become a genre of novel‐writing in its own right. Many examples are given in the essay. What does this activity do for us? There used to be no language in which autistic experience could be described. One characteristic difficulty for autistic people is understanding what other people are doing. So absence of a discourse of autistic experience is to be expected. Analyses advanced by Wolfgang Köhler and Lev Vygotsky already made plain long ago that social interaction is (...)
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  44.  7
    Semiotics in Technology, Learning, and Culture.Ruth Gannon Cook - 1998 - Bulletin of Science, Technology and Society 18 (3):174-179.
    Lev Vygotsky's research presented individual men tal processes as being determined by one's historically developed activity, both on a physical level (through labor) and on a mental level (through the use of psychological tools). In this study, the author reviews the translated research of Vygotsky and compares his use of the term psychological tools with research in the areas of metaphors and semiotics. Could these semiotic psychological tools be included in media sound bites and computer software to facilitate and enhance (...)
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  45. The Russian spinozists.Andrey Maidansky - 2003 - Studies in East European Thought 55 (3):199-216.
    The article deals with the history of Russian Spinozism in the20th century, focusing attention on three interpretations of Spinoza's philosophy – by Varvara Polovtsova, Lev Vygotsky,and Evald Ilyenkov. Polovtsova profoundly explored Spinoza'slogical method and contributed an excellent translation of histreatise De intellectus emendatione. Later Vygotsky andIlyenkov applied Spinoza's method to create activity theory,an explanation of the laws and genesis of the human mind.
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  46.  10
    Psychology in black and white: the project of a theory-driven science.Sergio Salvatore - 2016 - Charlotte, NC: Information Age Publishing.
    A volume in Advances in Cultural Psychology Series Editor: Jaan Valsiner, Aalborg University This book is long awaited within the contemporarily creative field of cultural psychologies. It is a theoretical synthesis that is at the level of innovations that Sigmund Freud, James Mark Baldwin, William Stern, Kurt Lewin, Jean Piaget, Lev Vygotsky and Jan Smedslund have brought into psychology over the past century (...).Here we can observe a creative solution to integrating cultural psychology with the rich traditions of psychodynamic perspectives, (...)
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  47.  34
    How to Understand the Difference of Asian’s Understanding Mind from European’s.Kwon-Jong Yoo - 2008 - Proceedings of the Xxii World Congress of Philosophy 8:281-287.
    In the present paper we shall see that the different ways of understanding mind between Confucianism and Enlightenment in the 18th century. In this study each of these two different traditions is regarded as the East Asian context of mind study or as the Western European context of mind study. This idea comes from a kind of constructivism and constructive realism. The former, which comes from ideas of Lev Vygotsky, stresses that human mind is constructed on its cultural context. The (...)
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  48. Critical Essays on Major Curriculum Theorists.David Scott - 2007 - Routledge.
    This volume offers a critical appreciation of the work of 16 leading curriculum theorists through critical expositions of their writings. Written by a leading name in Curriculum Studies, the book includes a balance of established curriculum thinkers and contemporary curriculum analysts from education as well as philosophy, sociology and psychology. With theorists from the UK, the US and Europe, there is also a spread of political perspectives from radical conservatism through liberalism to socialism and libertarianism. Theorists included are: John Dewey, (...)
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  49.  42
    Concepts: a critical approach.Andy Blunden - 2012 - Boston: Brill.
    This book offers an overview of theories of the Concept, drawing on the philosopher Hegel and the Soviet psychologist Lev Vygotsky. Concepts are shown to be both units of the mind and units of a cultural formation.
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  50.  65
    How not to decide whether inner speech is speech: Two common mistakes.Daniel Gregory - 2024 - Phenomenology and the Cognitive Sciences 23 (2):231-252.
    Philosophical interest in inner speech has grown in recent years. In seeking to understand the phenomenon, many philosophers have drawn heavily on two theories from neighbouring disciplines: Lev Vygotsky’s theory on the development of inner speech in children and a cognitive-scientific theory about speech production. I argue that they have been too uncritical in their acceptance of these theories, which has prevented a proper analysis of inner speech.
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