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This book consists of previously unpublished manuscripts by
Vygotsky found in the first systematic study of Vygotsky's family
archive. The notebooks and scientific diaries gathered in this
volume represent all periods of Vygotsky's scientific life,
beginning with the earliest manuscript, entitled The tragicomedy of
strivings (1912), and ending with his last note, entitled Pro domo
sua (1934), written shortly before his death. The notes reveal
unknown aspects of the eminent psychologist's personality, show his
aspirations and interests, and allow us to gain insights into the
development of his thinking and its internal dynamics. Several
texts reflect the plans that Vygotsky was unable to realize during
his lifetime, such as the creation of a theory of emotions and a
theory of consciousness, others reveal Vygotsky's involvement in
activities that were previously unknown, and still others provide
outlines of papers and lectures. The notes are presented in
chronological order, preceded by brief introductions and
accompanied by an extensive set of notes. The result is a book that
allows us to obtain a much deeper understanding of Vygotsky's
innovative ideas.
Revisionist Revolution in Vygotsky Studies brings together recent
critical investigations which examine historical and textual
inaccuracies associated with received understandings of Vygotsky's
work. By deconstructing the Vygotskian narrative, the authors
debunk the 'cult of Vygotsky', allowing for a new, exciting
interpretation of the logic and direction of his theory. The
chapters cover a number of important themes, including: The
chronology of Vygotsky's ideas and theory development, and the main
core of his theoretical writings Relationships between Vygotskians
and their Western colleagues The international reception of
Vygotskian psychology and problems of translation The future
development of Vygotskian science Using Vygotsky's published and
unpublished writings the authors present a detailed historical
understanding of Vygotsky's thought, and the circumstances in which
he worked. It includes coverage of the organization of academic
psychology in the Soviet Union, the network of scholars associated
with Vygotsky in the interwar period, and the assumed publication
ban on Vygotsky's writings. This volume is the first to provide an
overview of revisionist studies of Vygotsky's work, and is the
product of close international collaboration between revisionist
scholars. It will be an essential contribution to Vygotskian
scholarship, and of great interest to researchers in the history of
psychology, history of science, Soviet/Russian history,
philosophical psychology and philosophy of science.
Revisionist Revolution in Vygotsky Studies brings together recent
critical investigations which examine historical and textual
inaccuracies associated with received understandings of Vygotsky's
work. By deconstructing the Vygotskian narrative, the authors
debunk the 'cult of Vygotsky', allowing for a new, exciting
interpretation of the logic and direction of his theory. The
chapters cover a number of important themes, including: The
chronology of Vygotsky's ideas and theory development, and the main
core of his theoretical writings Relationships between Vygotskians
and their Western colleagues The international reception of
Vygotskian psychology and problems of translation The future
development of Vygotskian science Using Vygotsky's published and
unpublished writings the authors present a detailed historical
understanding of Vygotsky's thought, and the circumstances in which
he worked. It includes coverage of the organization of academic
psychology in the Soviet Union, the network of scholars associated
with Vygotsky in the interwar period, and the assumed publication
ban on Vygotsky's writings. This volume is the first to provide an
overview of revisionist studies of Vygotsky's work, and is the
product of close international collaboration between revisionist
scholars. It will be an essential contribution to Vygotskian
scholarship, and of great interest to researchers in the history of
psychology, history of science, Soviet/Russian history,
philosophical psychology and philosophy of science.
The Social Mind charts the intellectual history of the idea of the socially constructed mind through the examination of four key theorists--Lev Vygotsky, George Herbert Mead, James Mark Baldwin, and Pierre Janet. An analysis of the theories of these scholars and the social climate in which they worked will be invaluable to contemporary social scientists. In their analysis of the social construction of mind, the authors elaborate on their notion of intellectual interdependency in the development of scientific ideas and they take a new look at how progress in science is a socially constructed entity. Their well constructed, ambitious volume makes an important and timely contribution to the theory and history of psychology.
This is an edited (introduced and annotated) book by the Russian
psychologist Lev Vygotsky who belongs to the most well-known social
scientists of the previous century and whose body of writings still
serves as a source of inspiration for present-day researchers in
psychology, education, linguistics, and so on. The book had not
been translated into any language and was virtually unknown to the
scientific community, because it is extremely hard to find a copy
of the original. The book will cause excitement among those
familiar with Vygotsky's writings, because it deals with an aspect
of his life and work that is little known, notably his involvement
with child studies or, as it is also known, pedology (paidology,
paedology). Child studies was a new discipline launched by the
American G. Stanley Hall which aimed to offer a comprehensive study
of the child including psychological, educational, medical, and
social aspects. The discipline enjoyed a brief popularity in the US
and Europe until WW 1 and continued its existence in the USSR until
1936 when it was forbidden. The book gives a unique insight into
Russian and Soviet pedology and will be interesting to anyone
interested in developmental and general psychology, education, and
the social history of these disciplines. As the book requires
virtually no previous knowledge it can be read with profit by both
undergraduate and graduate students and professors. An additional
asset for those specifically interested in Vygotsky's theorizing is
that it shows a whole new light on the social-historical and
political background of his ideas. The book is introduced by an
essay that explains the historical embeddedness of Vygotsky's ideas
and the footnotes and list of brief biographies of key figures make
it particularly easy to understand the book's content and context.
The Transformation of Learning gives an overview of some
significant advances of the cultural-historical activity theory,
also known as CHAT in the educational domain. Developments are
described with respect to both the theoretical framework and
research. The book's main focus is on the evolution of the learning
concept and school practices under the influence of
cultural-historical activity theory. Activity theory has
contributed to this transformation of views on learning, both
conceptually and practically. It has provided us with a useful
approach to the understanding of learning in cultural contexts.
This book consists of previously unpublished manuscripts by
Vygotsky found in the first systematic study of Vygotsky's family
archive. The notebooks and scientific diaries gathered in this
volume represent all periods of Vygotsky's scientific life,
beginning with the earliest manuscript, entitled The tragicomedy of
strivings (1912), and ending with his last note, entitled Pro domo
sua (1934), written shortly before his death. The notes reveal
unknown aspects of the eminent psychologist's personality, show his
aspirations and interests, and allow us to gain insights into the
development of his thinking and its internal dynamics. Several
texts reflect the plans that Vygotsky was unable to realize during
his lifetime, such as the creation of a theory of emotions and a
theory of consciousness, others reveal Vygotsky's involvement in
activities that were previously unknown, and still others provide
outlines of papers and lectures. The notes are presented in
chronological order, preceded by brief introductions and
accompanied by an extensive set of notes. The result is a book that
allows us to obtain a much deeper understanding of Vygotsky's
innovative ideas.
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Lev Vygotsky (Hardcover)
Rene Van Der Veer; Series edited by Richard Bailey
|
R6,240
Discovery Miles 62 400
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Ships in 12 - 17 working days
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A major international reference series providing comprehensive
accounts of the work of seminal educational thinkers from a variety
of periods, disciplines and traditions. It is the most ambitious
and prestigious such project ever published - a definitive resource
for at least a generation. The thinkers include: Aquinas,
Aristotle, Bourdieu, Bruner, Dewey, Foucault, Freire, Holt, Kant,
Locke, Montessori, Neill, Newman, Owen, Peters, Piaget, Plato,
Rousseau, Steiner, Vygotsky, West and Wollstonecraft. Lev Vygotsky
is indisputably a major thinker in education. Ren van der Veer's
volume offers the most coherent account of Vygotsky's educational
thought. This work is divided into:Intellectual biography Critical
exposition of Vygotsky's work The Reception, Influence and
Relevance of Vygotskys Work Today.
This is an edited (introduced and annotated) book by the Russian
psychologist Lev Vygotsky who belongs to the most well-known social
scientists of the previous century and whose body of writings still
serves as a source of inspiration for present-day researchers in
psychology, education, linguistics, and so on. The book had not
been translated into any language and was virtually unknown to the
scientific community, because it is extremely hard to find a copy
of the original. The book will cause excitement among those
familiar with Vygotsky's writings, because it deals with an aspect
of his life and work that is little known, notably his involvement
with child studies or, as it is also known, pedology (paidology,
paedology). Child studies was a new discipline launched by the
American G. Stanley Hall which aimed to offer a comprehensive study
of the child including psychological, educational, medical, and
social aspects. The discipline enjoyed a brief popularity in the US
and Europe until WW 1 and continued its existence in the USSR until
1936 when it was forbidden. The book gives a unique insight into
Russian and Soviet pedology and will be interesting to anyone
interested in developmental and general psychology, education, and
the social history of these disciplines. As the book requires
virtually no previous knowledge it can be read with profit by both
undergraduate and graduate students and professors. An additional
asset for those specifically interested in Vygotsky's theorizing is
that it shows a whole new light on the social-historical and
political background of his ideas. The book is introduced by an
essay that explains the historical embeddedness of Vygotsky's ideas
and the footnotes and list of brief biographies of key figures make
it particularly easy to understand the book's content and context.
The field of cultural-historical psychology originated in the work
of Lev Vygotsky and the Vygotsky Circle in the Soviet Union more
than eighty years ago, and has now established a powerful research
tradition in Russia and the West. The Cambridge Handbook of
Cultural-Historical Psychology is the first volume to
systematically present cultural-historical psychology as an
integrative/holistic developmental science of mind, brain, and
culture. Its main focus is the inseparable unity of the
historically evolving human mind, brain, and culture, and the ways
to understand it. The contributors are major international experts
in the field, and include authors of major works on Lev Vygotsky,
direct collaborators and associates of Alexander Luria, and
renowned neurologist Oliver Sacks. The Handbook will be of interest
to students and scholars in the fields of psychology, education,
humanities and neuroscience.
Lev Vygotsky, the great Russian psychologist, had a profound
influence on educational thought. His work on the perception of
art, cultural-historical theory of the mind and the zone of
proximal development all had an impact on modern education. This
text provides a succinct critical account of Vygotsky's life and
work against the background of the political events and social
turmoil of that time and analyses his cross-cultural research and
the application of his ideas to contemporary education. Rene van
der Veer offers his own interpretation of Vygotsky as both the man
and anti-man of educational philosophy, concluding that the
strength of Vygotsky's legacy lies in its unfinished, open nature.
The Social Mind charts the intellectual history of the idea of the socially constructed mind through the examination of four key theorists--Lev Vygotsky, George Herbert Mead, James Mark Baldwin, and Pierre Janet. An analysis of the theories of these scholars and the social climate in which they worked will be invaluable to contemporary social scientists. In their analysis of the social construction of mind, the authors elaborate on their notion of intellectual interdependency in the development of scientific ideas and they take a new look at how progress in science is a socially constructed entity. Their well constructed, ambitious volume makes an important and timely contribution to the theory and history of psychology.
The Transformation of Learning gives an overview of some
significant advances of the cultural-historical activity theory,
also known as CHAT in the educational domain. Developments are
described with respect to both the theoretical framework and
research. The book's main focus is on the evolution of the learning
concept and school practices under the influence of
cultural-historical activity theory. Activity theory has
contributed to this transformation of views on learning, both
conceptually and practically. It has provided us with a useful
approach to the understanding of learning in cultural contexts.
|
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