Vygotsky, Piaget and the Dialectic of Development

Bidell, Thomas R.

doi:10.1159/000276332

Cited by 63 publications

(27 citation statements)

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“…The bulk of research for a long period in the Western academy was primarily associated with the assumptions of positivism and reductionism. In contrast to widespread reductionism in concrete disciplines which focuses on analysis of isolated elements of reality, the dialectic approach is oriented to grasp full complexity of interrelationships of reality and the contradictions that embody them (Bidell, 1988). The famous formula 'thesis-antithesis-synthesis' represents a very schematic and over simplistic description of the dialectical understanding of development.…”

Section: A6mentioning

confidence: 99%

Relating dialogue and dialectics: a philosophical perspective

Дафермос

2018

Dialogic Pedagogy Journal

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Dialectics and a dialogical approach constitute two distinct theoretical frameworks with long intellectual histories. The question of relations between dialogue and dialectics provokes discussions in academic communities. The present paper highlights the need to clarify the concepts 'dialogue' and 'dialectics' and explore their origins in the history of human thought. The paper attempts to examine mutual relations between dialectics and dialogue in a historical perspective and develop a theoretical reconstruction of their philosophical underpinnings. It proposes to deal with challenges connected with the creation of spaces for sharing and mutual enrichment between dialogue and dialectics.Manolis Dafermos is an associate professor in the epistemology of psychology in the Department of Psychology at the University of Crete. He holds a PhD in Philosophy from the Lomonosov Moscow State University. His interests include cultural historical psychology, critical psychology, the history of psychology, and methodological and epistemological issues in the social sciences.

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Section: A6mentioning

confidence: 99%

Relating dialogue and dialectics: a philosophical perspective

Дафермос

2018

Dialogic Pedagogy Journal

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“…Piaget's end-point was a universal human rationality whereas Vygotsky proffered rationality in terms of its functional utility within the state and economy (Wertsch, 1996). The degree of overlap between the two is testament to the utility of a combined summation of their approach and the application of both frameworks in work with developing children (Bidell, 1988;Smith, 1996). Although Piaget was never to personally meet with Vygotsky, he did express admiration for his work and lamented about not having read his work earlier (Guthke & Wingenfeld, 1992).…”

Section: Influencesmentioning

confidence: 99%

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: Introductionunclassified

“…Centralmente, las diferentes versiones atribuyen la fuente del cambio a las interacciones propias del sistema en cuestión, por lo que se afirma su auto movimiento. Para la mayoría de las versiones, las contradicciones en el sistema constituyen la fuerza motriz de cualquier cambio dialéctico (Bidell, 1988).No solo es sumamente difícil encontrar significados comunes entre las diferentes perspectivas filosóficas, también han sido cuestionadas las formas históricas que ha adoptado la dialéctica en la historia del pensamiento, …”

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La dialéctica en la psicologia del desarrollo: relevancia y significacion en la investigacion

Castorina¹

2010

Psicol. Reflex. Crit.

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ResúmenEl presente artículo examina la significación y la relevancia de la dialéctica en la obra psicológica de Piaget y de Vigotsky. Por un lado se analiza una metodología dialéctica común, presente en las unidades de análisis de las investigaciones. Por otro, se exponen los rasgos peculiares que adquiere la dialéctica en la explicación del desarrollo en ambos desarrollo. Finalmente, en base a los análisis realizados, se caracterizan los rasgos de la dialéctica. También se discute su unicidad y su carácter apriori en la Psicología del Desarrollo y en las Ciencias Humanas, justificándose su diversidad, en función de las temáticas que se indagan, así como a ciertos límites en el uso de esa categoría en la indagación empírica. Su implementación exige que adopte formas diferentes, pertinentes a los distintos problemas y focos teóricos. Palabras clave: Dialéctica, Unidad de Análisis, Contradicción, Inferencia Dialéctica, Equilibración. AbstractThe present article analyses the signficance and relevance of dialectic in Piaget's and Vigotsky's psychological studies. On one hand, it highlights the common dialectical methodology present in units of analysis in research. On the other hand, it focuses on the peculiar features dialectic acquires within both authors' explanation of psychological development. Lastly, a characterization of dialectic features based on previous analysis is introduced. The present article argues against the unique dialectic and its a priori features in Developmental Psychology and Human Sciences areas. It also justifies its diversity in relation to the subject matters under investigation as well as the existence of certain limits in the use of that category in empirical research. The use of dialectics requires the adoption of diverse forms regarding different issues and theoretical focuses. Keywords: Dialectic; Unit of Analysis; Contradiction; Dialectic Inference; Equilibration.* Dirección: Universidad de Buenos Aires, Facultad de Filosofía y Letras, Instituto de Investigaciones en Ciencias de la Educación, Puán, 480, 4° Piso, Buenos Aires, Argentina, 1406. E-mail: iiceuba@gmail.com La historia del pensamiento dialéctico exhibe una pluralidad de interpretaciones: desde el Taoísmo en la cultura china, Heráclito y Platón en la antigüedad clásica griega, pasando por Kant, Hegel y Marx, en el pensamiento moderno, luego los diferentes interpretaciones marxistas que incluyen el estructuralismo de Althusser, pasando por Gramsci, Colleti y Luporini, hasta la versión del open marxism de Holloway. Por otro lado, las revoluciones científicas en la física y la geometría de principios del siglo pasado suscitaron una renovada interpretación epistemológica de esta categoría en los términos de la interacción entre la teoría y la experimentación, entre lo dado y lo construido, lo apriori y lo aposteriori en las obras de Bachelard y de Gonseth (Castorina & Baquero, 2005).Aunque a veces se ha postulado un denominador conceptual para todas las posiciones dialécticas, es preciso reconocer que cualquier caracterizació...

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Vygotsky, Piaget and the Dialectic of Development

Cited by 63 publications

References 20 publications

Relating dialogue and dialectics: a philosophical perspective

Relating dialogue and dialectics: a philosophical perspective

Dynamic assessment precursors: Soviet ideology, and Vygotsky

La dialéctica en la psicologia del desarrollo: relevancia y significacion en la investigacion

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