For many years various labels have been used when referring to the theories of L. S. Vygotsky, all of which have resulted in a most interesting, yet confusing, phenomenon. Why isn't there one label for Vygotsky's psychology?

The approach taken here is to begin to understand the focus from abstract to concrete in learning to master the principles of methodology, which are different from Western methods and procedures. This methodology is opposed to the empiricist approach of establishing rules and procedures from the concrete to the abstract. The initial discussion revolves around an explanation of the use of metaphor, metatheory, and psychology understood as a non-classical science. There is then a discussion on dialectics, dialectical synthesis, and metafacts. The core of the article is dedicated to a metatheoretical description Vygotsky uses as an abstract outline of possible guidelines in better understanding how to implement a model for nonclassical psychology, using the example of a table being reflected in a mirror. A represents the actual table, while a represents the object being reflected in the mirror, and X represents the processes that take place in the mirror (i.e., the reflection of a table is the refraction of light beams). Therefore, Vygotsky concludes that both A and X are real processes and that a is their apparent, i.e., unreal result . The reflection does not exist, but both the table and the light exist. The result is that the objective existence of X and A independent of a is a dogma of materialistic psychology. There is a discussion on the interfunctional relationships of importance in such a model, and the role of consciousness, and language. The focus of this metatheoretical framework supports Vygotsky's intentions of reaching individual inner freedom and freedom of action, together with Spinoza's social determinism.Indeed, mental life is characterized by breaks, by the absence of a continuous and uninterrupted connection between its elements, by the disappearance and reappearance of these elements. Therefore, it is impossible to establish causal relationships between the various elements and as a result it is necessary to refrain from psychology as a natural scientific discipline . . . We must not study separate mental and physiological processes outside their unity, because then they become completely unintelligible. We must study the integral process which is characterized by both a subjective and an objective side at the same time. Vygotsky (1997, pp. 111-113) METAPHOR, METATHEORY, AND NON-CLASSICAL SCIENCEThe use of constructs such as metaphor and metatheory only represent the first level of rethinking the overall approach to Vygotsky's approach, which evolves into a unified tripartite model with philosophy positioned at the top, general science in the middle, and individual disciplines and practice at the bottom of the model, with a dialectical top-down, bottom-up movement (see Vygotsky, 1997, p. 363).Vygotsky was fond of using metaphors in describing his metapsychology, and such metaphors serve as tools in immediately understanding something given as representing something else:As a modeling idea, the metaphor orients the learner to totality. Two heterogeneous spheres are transformed into compone...

A Continuation Order Plan is available for this series. A continuation order will bring delivery of each new volume immediately upon publication. Volumes are billed only upon actual shipment. For further information please contact the publisher. Springer Science+ Business Media, LLC Library of Congress Cataloging-in-Publication Data Robbins, Dorotby Vygotsky's psychology-philosophy: a metaphor for language theory and leaming/ Dorotby Robbins. p. cm. -(Cognition and language) lncludes bibliographical references and indexes. ISBN 978-1-4613-5482-6 ISBN 978-1-4615-1293-6 (eBook) Originally published by Kluwer Academic/Plenum Publishers, New York in 2001 Softcover reprint ofthe hardcover Ist edition 2001 http://www.wkap.nV 1 0 9 8 7 6 5 4 3 2 AII rights reserved A C.LP. record for this book is available from the Library of Congress No part of tbis book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the Publisher L. s. Vygotsky (Photo courtesy of A. A. Leontiev.) ForewordYou hold in your hands a new book. Professor Dorothy Robbins dedicated it to one of the aspects of the cultural heritage of the famous psychologist L. S. Vygotsky. His activity (deyatelnost) was multifaceted. He had input into different fields of psychology: its methodology, psychology of art, pathopsychology, the psychology of child and adolescent development, pedagogical psychology, general psychology, speech psychology, and other fields. Within his various activities he enriched not only psychology, but a variety of different sciences/academicspedagogics, defectology, psychiatry, literary critical theory, and linguistics. Some famous scientists feel that he left his mark in fields of various scientific areas that did not exist during his lifetime-such as psycho linguistics, semiotics, and cybernetics. Many psychologists and linguists conduct research in the spirit of his ideas that are contained within his approach of cultural-historical theory of human psychological development, all created by Vygotsky as early as the 1920s and 1930s; these ideas have become popular among scientists in different countries in the last decades. The use of Vygotsky's theories, even beyond the frame of psychology, turns out to be fruitful. I hope that this new book by Dorothy Robbins will help readers understand the deeper meaning of the scientific/academic research undertaken by my father and the scientific results that were obtained by him. vii Gita L'vovna VygodskayaMoscow, Russia Preface xi is that Chomsky (writing within an individualistic system) offers nothing in terms of guidelines for individual growth, where all are supposed to be equal (under the guise of the ideal speaker-hearer who always represents the majority), whereas Vygotsky firmly believed in the tenets of a socialist future of education within the philosophy of Marx, yet his theories were designed (and are now being practiced by his granddau...

Jean Baudrillard’s theory on the nature of simulation proposes that a shift from reality to representation progresses until the artificial surpasses the authentic. Phase three simulation occurs when distinctions between re­presentation and reality virtually disappear. In Possession, A. S. Byatt erodes boundaries between fictional representation and literary-historical reality to the extent that stage three simulation is achieved in her novel. Most strikingly, this phenomenon occurs through onomastic imitations as the created names of her fictional poets and faux scholars appear as real to the reader as the actual names of literary-historical personages.

In her classic feminist treatise, A Room of One's Own (1929), Virginia Woolf creates both a sister and a creative equal for William Shakespeare and names her Judith. Historical, biblical, and literary sources establish the aptness of Woolf's onomastic decision, if not the definitive answer to the question posed. Shakespeare's daughter, Judith, and Woolf's niece, Judith, are considered as possible models for the Bard's sister. Additionally, the title character of the Old Testament “Book of Judith” and of the early English poem fragment Judith is examined as an onomastic source. Finally, Judith Shakespeare is considered as a pseudonym for Woolf herself.