Introduction to Vygotsky, 2nd Edition

Book Cover......Page 1
Half-Title......Page 2
Title......Page 3
Copyright......Page 4
Contents......Page 5
Figures......Page 7
Sources......Page 8
Contributors......Page 10
Acknowledgement......Page 12
Introduction......Page 13
THE EMERGENCE OF VYGOTSKY’S WORK......Page 14
THE INTERACTIONAL AND THE SOCIAL IN VYGOTSKY’S WORK......Page 16
The zone of proximal development......Page 17
The general genetic law of cultural development......Page 19
PSYCHOLOGICAL TOOLS AND MEDIATION......Page 20
CONCEPT DEVELOPMENT......Page 23
NATURAL CAUSES?......Page 27
PIAGET AND VYGOTSKY......Page 28
THEORETICAL DEVELOPMENTS AND UNITS OF ANALYSIS......Page 30
UNITS OF ANALYSIS......Page 31
INTERNALIZATION: BAKHTIN’S INFLUENCE......Page 32
CULTURE IN PSYCHOLOGY AND PSYCHOLOGY IN CULTURE......Page 36
REFERENCES......Page 38
PREAMBLE......Page 44
MEDIATION AND THE HIGHER MENTAL FUNCTIONS (1925–1930)......Page 45
INTERFUNCTIONAL RELATIONS AND THE DEVELOPMENT OF WORD MEANING (1930–1932)......Page 51
FUNCTIONAL DIFFERENTIATION AND ANALYSIS ACCORDING TO UNITS (1933–1934)......Page 54
CONCLUSION......Page 63
NOTES......Page 64
REFERENCES......Page 65
2 L.S.Vygotsky and contemporary developmental psychology......Page 69
SOCIAL ORIGINS OF INDIVIDUAL MENTAL FUNCTIONING......Page 70
THE ROLE OF A DEVELOPMENTAL METHOD......Page 74
VYGOTSKY’S USES OF CULTURE......Page 76
PROBLEMS AND PROSPECTS......Page 81
REFERENCES......Page 85
3 On the social nature of human cognition: an analysis of the shared intellectual roots of George Herbert Mead and Lev Vygotsky......Page 91
THE SOCIAL NATURE OF HUMAN COGNITION, AND ITS STUDY......Page 92
Development of novelty through imitation......Page 93
The sociogenesis of personality......Page 94
Active internalization......Page 95
JOSIAH ROYCE’S VERSION OF SOCIAL FORMATION OF PERSONALITY......Page 96
Affectively flavoured dialogue between ‘Ego’ and ‘non-Ego’......Page 97
Restless eagerness, and its social guidance......Page 98
FROM BALDWIN AND ROYCE TO MEAD AND VYGOTSKY: DIVERGENCE OF SOCIOGENETIC IDEAS......Page 99
Development of Mead’s views......Page 100
Internalization of “I”—“Me” relations......Page 101
Vygotsky’s appreciation of Baldwin’s ‘self’— ‘other’ relationships......Page 102
Internalization......Page 103
CONCLUSIONS: IMPLICATIONS FROM THE HISTORY OF THE SOCIOGENETIC PERSPECTIVE FOR CONTEMPORARY RESEARCH......Page 104
REFERENCES......Page 106
4 The concept of activity in Soviet psychology......Page 111
ACTIVITY AS AN EXPLANATORY PRINCIPLE......Page 112
THEORETICAL BACKGROUND......Page 113
CULTURAL-HISTORICAL THEORY OF HIGHER MENTAL FUNCTIONS......Page 114
THOUGHT AND LANGUAGE......Page 116
THE KHARKOV GROUP......Page 121
LEONTIEV’S THEORY OF ACTIVITY......Page 126
THE CONCEPT OF ACTIVITY RECONSIDERED......Page 128
EPILOGUE......Page 130
REFERENCES......Page 131
BAKHTIN AND VYGOTSKY ON DIALOGUE......Page 134
Vygotsky: inner speech as dialogue and monologue......Page 135
Hidden dialogicality and quasi-social inner speech......Page 136
Bakhtin: the dialogical nature of the utterance......Page 140
Bakhtin’s other......Page 142
DIALOGUES IN THE ZONE OF PROXIMAL DEVELOPMENT......Page 143
Magistral dialogue: the authoritative other......Page 146
Socratic dialogue: the questioning other......Page 148
Menippean dialogue: carnival, misbehaved children and other horrors......Page 150
The conflict of dialogues......Page 151
REFERENCES......Page 153
INTERNALIZATION OF THE CULTURAL GIVEN......Page 157
PARTICIPATION IN SOCIAL PRACTICE......Page 158
THE PERSON AND IDENTITY IN LEARNING......Page 160
THE SOCIAL WORLD......Page 161
REFERENCES......Page 163
INTRODUCTION......Page 165
FINDING OUT ABOUT THINGS IN EVERYDAY LIFE......Page 166
THE SEPARATION OF SCHOOL LEARNING FROM THE REST OF EXPERIENCE: THE PHASES OF THE MOON MISCONCEIVED......Page 167
THE FORMATION OF THEORETICAL CONCEPTS BY ASCENDING FROM THE ABSTRACT TO THE CONCRETE IN INSTRUCTION......Page 172
LEGITIMATE PEERIPHERAL PARTICIPATION AND COMMUNITIES OF PRACTICE......Page 175
LEARNING BY EXPANDING......Page 178
CONCLUSION......Page 181
REFERENCES......Page 182
REMEMBERING SOVIET CONCEPTIONS OF MEMORY......Page 185
VYGOTSKY’S CONCEPTION OF MIND AND MEMORY......Page 187
VYGOTSKY REMEMBERED......Page 193
VOLOSHINOV AND THE TEXTUALITY OF THE MENTAL......Page 197
ILYENKOV, IDEALITY AND MEMORY......Page 201
NOTES......Page 203
REFERENCES......Page 204
ARTIFACTS......Page 207
THE SPECIAL STRUCTURE OF ARTIFACT-MEDIATED ACTION......Page 209
The cohesion and coherence of culture......Page 211
Cultural models, schemas, and scripts......Page 213
Schemas and artifacts......Page 216
THE NEED FOR MORE INCLUSIVE ANALYSIS......Page 217
Context as that which surrounds......Page 219
Context as that which weaves together......Page 221
Activity and practice......Page 223
Following the thread of practice......Page 224
Following the thread of activity......Page 225
Context/practice/activity and ecological world views......Page 227
Culture as helping things grow......Page 228
NOTES......Page 229
REFERENCES......Page 231
THE THEORETICAL BASIS......Page 235
Development, teaching......Page 237
Empirical knowledge, theoretical knowledge......Page 239
Theoretical knowledge as psychic tool......Page 241
The double move in teaching......Page 244
THE TEACHING EXPERIMENT......Page 245
Research method......Page 246
ANALYSIS AND RESULTS......Page 249
Problems in the teaching activity......Page 251
Evaluation......Page 252
Development of motivation......Page 253
The double move in teaching......Page 254
The zone of proximal development......Page 255
REFERENCES......Page 256
A VYGOTSKIAN PERSPECTIVE ON LANGUAGE AND PROBLEM SOLVING......Page 260
SIGNIFYING WITHIN A ZPD......Page 262
THINKING IN SCHOOL AND COMMUNITY CONTEXTS......Page 263
PROPERTIES OF SIGNIFYING......Page 265
A NETWORK OF RELATED TROPES IN LITERATURE......Page 267
COMMON PROCESSES IN UNDERSTANDING IRONY AND OTHER TROPES IN LITERATURE AND SIGNIFYING IN SOCIAL DISCOURSE......Page 270
APPLYING STRATEGIES FOR PROCESSING IRONY AND RELATED RHETORICAL TROPES TO SIGNIFYING DISCOURSE......Page 274
SIGNIFYING AND AFRICAN AMERICAN LITERATURE......Page 278
SIGNIFYING IN A ZPD: CLASSROOM APPLICATION......Page 279
ACHIEVING INTERSUBJECTIVITY: ENGAGING IN EXPERT-LIKE PRACTICE......Page 282
SIGNIFYING AS A SCIENTIFIC CONSTRUCT: GENERALIZING ACROSS TEXTS......Page 285
CONCLUSION......Page 287
REFERENCES......Page 288
INTELLECTUALLY SITUATING THE SOCIOCULTURAL REVOLUTION IN INSTRUCTIONAL RESEARCH......Page 291
The sociocognitive conflict theory of Piaget......Page 295
The sociocultural theory of Vygotsky......Page 296
Institutional analyses......Page 300
Interpersonal analyses......Page 302
Discursive analyses......Page 305
Acquiring expertise across domains......Page 309
Assessment......Page 310
Providing meaningful education for all children......Page 312
Educational reform......Page 313
Future directions for inquiry......Page 314
REFERENCES......Page 315
Index......Page 321