Vygotsky in English: What Still Needs to Be Done

Veer, René van der; Yasnitsky, Anton

doi:10.1007/s12124-011-9172-9

Cited by 53 publications

(30 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It is quite possible that confronted with this difficulty they decided to choose the easiest solution and to simply delete the quotation marks. In fact, this is what happened several times with Vygotsky's other publications (Van der Veer & Yasnitsky, 2011;Zavershneva & Osipov, 2012). Another possibility is that the editorial team wanted Vygotsky to seem more original than he actually was.…”

Section: A Possible Explanationmentioning

confidence: 86%

The final chapter of Vygotsky's Thinking and Speech: A reader's guide

Veer

Zavershneva

2018

J History Behavioral Science

Self Cite

View full text Add to dashboard Cite

The seventh and last chapter of Vygotsky's Thinking and Speech (1934) is generally considered as his final word in psychology. It is a long chapter with a complex argumentative structure in which Vygotsky gives his view on the relationship between thinking and speech. Vygotsky's biographers have stated that the chapter was dictated in the final months of Vygotsky's life when his health was rapidly deteriorating. Although the chapter is famous, its structure has never been analyzed in any detail. In the present article we reveal its rhetorical structure and show how Vygotsky drew on many hitherto unrevealed sources to convince the reader of his viewpoint.

show abstract

Section: A Possible Explanationmentioning

confidence: 86%

The final chapter of Vygotsky's Thinking and Speech: A reader's guide

Veer

Zavershneva

2018

J History Behavioral Science

Self Cite

View full text Add to dashboard Cite

show abstract

“…Part of this was because his work was often criticized and suppressed by the Soviet government’s ban on pedology (the study of child development), making his writings largely inaccessible to the Western world. Despite this, Vygotsky is considered a seminal thinker in psychology, his work has continued to grow in influence since his death and is still being discovered, translated and explored (van der Veer & Valsiner, 1991) Lima, 1995; Ghassemzadeh, 2009; van der Veer & Yasnitsky, 2011). …”

Section: Lev S Vygotsky Biography and Trainingmentioning

confidence: 99%

Contributions of Hebb and Vygotsky to an Integrated Science of Mind

Ghassemzadeh

Posner

Rothbart

2013

Journal of the History of the Neurosciences

View full text Add to dashboard Cite

Hebb and Vygotsky are two of the most influential figures of psychology in the first half of the 20th century. They represent cultural and biological approaches to explaining human development, and thus a number of their ideas remain relevant to current psychology and cognitive neuroscience. In this paper we examine similarities and differences between these two important figures, exploring possibilities for a theoretical synthesis between their two literatures, which have had little contact each other. To pursue these goals the following topics are discussed: 1) Hebb and Vygotsky’s lives and training; 2) their innovations in theory building relating to an “objective psychology” and objective science of mind, 3) their developmental approach, 4) their treatment of mediation and neuropsychology and 5) their current relevance and possible integration of their views. We argue that considering the two together improves prospects for a more complete and integrated approach to mind and brain in society.

show abstract

“…Moreover, it can hardly be doubted that some usages of the cardinal concepts of CHT-and ZPD in particular -for example in educational sciences, applied linguistics, and developmental science literature have resulted in an amorphous conceptualization and operationalization of Vygotsky's original orientation to cultural-historically mediated genesis of human development and consciousness (Leont'ev & Luria 1968;Griffin & Cole 1985;Valsiner 1988;Wertsch 1984). Further, much of the work on ZPD has invoked socioculturally constructed versions of Vygotskian psychology relying mainly on English translation of Vygotskian scholarship (see van der Veer & Yasnitsky 2011) to offer pedagogical implications of relevance for educational purposes.…”

mentioning

confidence: 99%

Zone of Proximal Development (ZPD) as an Emergent System: A Dynamic Systems Theory Perspective

Karimi-Aghdam¹

2016

Integr. psych. behav.

View full text Add to dashboard Cite

This paper sets out to present a novel construal of one of the notions of Vygotskian cultural-historical theory viz., zone of proximal development (ZPD) drawing upon dynamic systems theory. The principal thesis maintains that ZDP is an emergent and dynamic system which is engendered by a dialectical concatenation of psychogenesic and sociogenesic facets of human development over time. It is reasoned that Vygotskian cultural-historical theory of human development, by invoking dialectical logic, has transcended Cartesian substance dualism and in turn has proffered a monistic and process-anchored ontology for emerging becoming of human consciousness. Likewise, it is contended that dynamic systems theory, having assumed fluent flux of reality with a capital R as its ontological axiom, entails a consilience of cognitive and contextual conceptual schemes to describe, explain, and optimize human development. The paper concludes by drawing some interpretive conclusions in regard to ZPD from dynamic systems theory perspective.Keywords Zone of Proximal Development (ZPD). Vygotskian Cultural-Historical Theory.Dynamic Systems Theory. Emergence. Dialectical Logic. 2This article seeks to present a novel interpretation concerning one of the seminal constructs of Vygotskian cultural-historical theory (hereafter CHT) (Vygotsky 1978(Vygotsky , 1981(Vygotsky , 1986(Vygotsky , 1997a, zone of proximal development (ZPD), drawing upon some aspects of dynamic systems theory (hereafter DST) which is current in developmental science.DST 'signifies a multidisciplinary and overarching frame of reference for multiple theoretic persuasions which endeavor to study becoming-in-time dynamics of emergent, complex and non-linear systems' (Karimi-Aghdam 2016b, p. 95). Within disciplinary ambit of developmental science, DST is a unifying metatheory -a paradigmatic and overarching outlook about systems-based approaches and theories-for describing, explaining, and optimizing human development (Lerner 1978(Lerner , 1996(Lerner , 2006 After being kept in abeyance for quite a long time, CHT and ZPD were introduced into Western scholarly circles in early seventies (see Van der Veer & Valsiner, 1991 In order to better grasp the relation between CHT and DST, it may be useful to refer to some of the undercurrents of dialectical thinking. The extent to which dialectical triad (thesis, antithesis and synthesis) is invoked to describe 'developments of ideas and theories, or of movements which are based on ideas or theories' is rather adequate (Popper 1940, p.45). A nexus of following philosophical corollaries could be drawn from Hegelian dialectical theory of internal relations:(i) the whole is more than the sum of its parts; (ii) the whole determines the nature of the parts; (iii) the parts cannot be understood if considered in isolation from the whole; and (iv) the parts are dynamically interrelated or interdependent (Phillips 1969: p.7). 6 I do not maintain that idealistic kernel of German dialectical idealism spearheaded byHegel is the core of DST and Vygo...

show abstract

Vygotsky in English: What Still Needs to Be Done

Cited by 53 publications

References 28 publications

The final chapter of Vygotsky's Thinking and Speech: A reader's guide

The final chapter of Vygotsky's Thinking and Speech: A reader's guide

Contributions of Hebb and Vygotsky to an Integrated Science of Mind

Zone of Proximal Development (ZPD) as an Emergent System: A Dynamic Systems Theory Perspective

Contact Info

Product

Resources

About