Vygotsky in the Mirror of Cultural Interpretations

Ageyev, Vladimir S.

doi:10.1017/cbo9780511840975.022

Cited by 32 publications

(19 citation statements)

References 23 publications

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“…Ageyev (2003) highlights various difficulties which Western students face when reading Vygotsky. Marxism and its related philosophy is not the mainstay of Western education and the connection with Vygotsky is often strange to some.…”

Section: Marxismmentioning

confidence: 99%

“…Ironically, states Ageyev (2003), Vygotsky is often decontextualised which goes against the grain of his cultural-historical theory! Much of Soviet history is indeed perplexing especially when seen in the light of favourable and unfavourable art, music, dance and theatre and cultural life in general where state approval was often the precursor to success.…”

Section: Marxismmentioning

confidence: 99%

“…Vygotsky's ZPD stands in stark contrast to the g-centred research in mainstream assessment and the almost natural urge among mainstream assessors is to try and quantify a concept which seems to lie beyond such an attempt (Ageyev, 2003). However this is precisely the problem within current dynamic assessment: the need to quantify and model change.…”

Section: Extensions Of Vygotskian Ideasmentioning

confidence: 99%

“…Translation of Vygotsky's work has undergone a parallel 'Americanisation' which resulted in the loss of his poetic and philosophical style and has also been 'tainted' by misunderstandings of his work primarily due to cultural differences between Soviet and American life (Kozulin, 2002in Ageyev, 2003. Ecosystemic models of human functioning closely align with non-Western dynamic assessment precursors (Valsiner, 1988) African surface (Eskola & Weckroth, 1996).…”

Section: The Continuance Of Theorymentioning

confidence: 99%

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Dynamic assessment precursors: Soviet ideology, and Vygotsky

Murphy

2008

The Irish Journal of Psychology

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Original citationMurphy, R. ; (2008) successfully managed to negotiate for himself a path around the constraints of the day. In order to more fully appreciate the trajectory that dynamic assessment has subsequently followed during the last seventy years it is deemed a worthwhile effort to return to the historical record of Soviet Psychology and investigate how dynamic assessment managed to become grounded in psychological science due largely to socio-historical influences. In order to fully comprehend the dynamic assessment movement a similar comprehension of the movement's history is sought.How and why Vygotsky theorized the way he did has as much to do with his own initial thoughts as it did with the reigning political ideology then current in the Soviet Union.3 Lev Semenovich Vygotsky (1896-1934) and his work is very well known within the field yet one finds in the mainstream literature that his thoughts are merely descriptive of his opinions regarding the zone of proximal development with little elaboration into the reasons behind this thinking. Understanding Vygotsky's importance for dynamic assessment is better understood when his thoughts are contextualised within Soviet psychology's history (Sutton, 1988). He was the first researcher within this tradition to develop and offer a more systematised approach towards a newly restructured 'defectology' in Russia which already had a long history in the Soviet Union. Vygotsky was separated both in place and time from the continental European andAmerican trends within psychology yet his ideas have proved fertile in these geographic disparate locations (Resing, 1997). Soviet psychology often followed its own trajectory on a number of fronts within psychology and education and more often than not had to dance to the tune of the ruling political party.Academic and research work was often politically infused with ideology and reflects a substantial difference between the West in terms of intellectual tradition and approach to the study of psychology. The collectivist background from which Soviet psychological science sprung has much philosophically and ideologically in common with a similar notion of collectivism in some non-Western countries. Vygotsky's ruminations over a 'psychological crisis' are similar to the current crises within dynamic assessment. Vygotsky was not a psychologist by training. He studied law and philology (Cole & Scribner, 1978; Kerr, 1997) and professionally practised psychology for only ten years (Grigorenko & Kornilova, 1997) and so perhaps his views were less influenced by specific psychological contexts. He was primarily a thinker for whom the area of psychology suited his vision for application (Kozulin, 1990). 4A brief overview of dynamic assessment history

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Section: Marxismmentioning

confidence: 99%

Section: Marxismmentioning

confidence: 99%

Section: Extensions Of Vygotskian Ideasmentioning

confidence: 99%

Section: The Continuance Of Theorymentioning

confidence: 99%

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Dynamic assessment precursors: Soviet ideology, and Vygotsky

Murphy

2008

The Irish Journal of Psychology

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“…To a certain extent this might be explained by the complexity of Vygotsky's language that is deeply rooted in the Russian pre-revolutionary culture and is rather challenging even for a native-speaker (not mentioning translation into other languages). But there is yet another reason -a paradox that S. Aseyev labeled as "decontextualisation" of Vygotsky's works [1]. Strange as it might seem, the legacy of the founder of the cultural-historical theory is often studied without any connection to the cultural and historical context when Vygotsky was living and working, which often leads to various inaccuracies in the interpretation of his ideas.…”

Section: Introductionmentioning

confidence: 99%

The Concept of Drama in Vygotsky’s Theory: Application in Research

Rubtsova

Daniels²

2016

Cultural-Historical Psychology

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The article focuses on some aspects of L.S. Vygotsky's early works, which are interpreted as the underlying basis of the cultural-historical theory and might be applied while conducting research in the framework of this scientific school. The concepts of "drama", "pereghivanie" and "reflective communication" as well as their role in applying experimental-genetic method in research are analysed. Results of a research project "Drama and exclusion", conducted in the UK in 2014-2015 on the basis of two arts-based organisations working with young people with various kinds of social, emotional and behavioural difficulties, are discussed. A case-study with a group of children at risk of school exclusion is given as an example of applying a "dramatic event" as a cultural tool for reorganising the social situation of development.

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