While Vygotsky never met Jean Piaget, he had read a number of his works and agreed on some of his perspectives on learning. It was later during the " holistic" period of his career (the first half of the 1930s) that Vygotsky rejected this earlier reductionist views on signs. Įarly in the psychological research period of his career (1920s), which focused upon mechanistic and reductionist "instrumental psychology" in many ways inspired by the work of Ivan Pavlov (his theory of "higher nervous activity") and Vladimir Bekhterev (and his "reflexologist" followers), Vygotsky argued that human psychological development could be formed through the use of meaningless (i.e., virtually random) signs that he viewed as the psychological equivalent of instrument use in human labor and industry. Consequently, the majority of his work involved the study of infant and child behavior, as well as the development of language acquisition (such as the importance of pointing and inner speech ) and the development of concepts now often referred to as schemas or schemata. In order to fully understand the human mind, he believed one must understand its genesis. 6 Revisionist movement in Vygotsky Studiesĭespite his claim for a "new psychology" that he foresaw as a "science of the Superman" of the Communist future, Vygotsky's main work was in developmental psychology.5 Criticisms of North American "Vygotskian" and original Vygotsky's legacy.
3.2 The period of crisis, criticism, and self-criticism (1929–1932).3.1.1 Cultural mediation and internalization.
There is a group of scholars who see parts of Vygotsky's current legacy as distortions and who are going back to Vygotsky's manuscripts in an attempt to make Vygotsky's legacy more true to his actual ideas. Vygotsky is the subject of great scholarly dispute. Vygotsky saw the ZPD as a measure of skills that are in the process of maturing, as supplement to measures of development that only look at a learner's independent ability.Īlso influential are his works on the relationship between language and thought, the development of language, and a general theory of development through actions and relationships in a socio-cultural environment. He is known for his concept of the zone of proximal development (ZPD): the distance between what a student (apprentice, new employee, etc.) can do on their own, and what they can accomplish with the support of someone more knowledgeable about the activity. Among his students was Alexander Luria and Kharkiv school of psychology. He published on a diverse range of subjects, and from multiple views as his perspective changed over the years. Lev Semyonovich Vygotsky ( Russian: Лев Семёнович Выго́тский Belarusian: Леў Сямёнавіч Выго́цкі November 17 1896 – June 11, 1934) was a Soviet psychologist, known for his work on psychological development in children.
Vygotsky Circle, Evald Ilyenkov, Urie Bronfenbrenner, Patricia McKinsey Crittenden Shaniavskii Moscow City People's UniversityĬultural-historical psychology, zone of proximal development, inner speechīaruch Spinoza, Wilhelm von Humboldt, Alexander Potebnia, Alfred Adler, Kurt Koffka, Kurt Lewin, Max Wertheimer, Wolfgang Köhler, Kurt Goldstein, Karl Marx, Jean Piaget
Imperial Moscow University (1917) ( unfinished)
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