David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Journal of Aesthetic Education 45 (1):107-117 (2011)
The importance of an author can be evaluated by the extent to which his theoretical contribution transforms a certain area of knowledge: major researchers create new vistas. This certainly applies to Lev Vygotsky (1896–1934), one of the most brilliant authors of contemporary psychology. His work, owing to its originality, is of epistemological interest to several areas of knowledge. In fact, Vygotsky was at the center of a historical time of change in twentieth-century Russia, in which Mikhail Bakhtin, Roman Jakobson, Serguei Eisenstein, Alexander Luria, and Yuri Lotman took part. Their theoretical proposals had repercussions in several areas of knowledge: in literature, semiotics, film, and ..
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Kelvin McQueen (2010). Chasing Vygotsky’s Dogs: Retrieving Lev Vygotsky’s Philosophy for a Workers’ Paradise. [REVIEW] Studies in Philosophy and Education 29 (1):53-66.
Julia Gillen (2000). Versions of Vygotsky. British Journal of Educational Studies 48 (2):183 - 198.
Alex Kozulin (1991). Lev Vygotsky and Contemporary Social Thought. Studies in East European Thought 42 (2):71-72.
Matthew Pamental (2010). A Trans-Actional Approach to Moral Development. Ethics and Education 5 (1):15-26.
Elizabeth Jayne White (2013). Bakhtinian Dialogic and Vygotskian Dialectic: Compatabilities and Contradictions in the Classroom? Educational Philosophy and Theory 46 (3):1-17.
D. J. Bakhurst (1986). Thought, Speech and the Genesis of Meaning: On the 50th Anniversary of Vygotsky's Myšlenie I Reč'. [REVIEW] Studies in East European Thought 31 (2):103-129.
Paul Duncan Crawford (2001). Educating for Moral Ability: Reflections on Moral Development Based on Vygotsky's Theory of Concept Formation. Journal of Moral Education 30 (2):113-129.
Andrey Maidansky (2003). The Russian Spinozists. Studies in East European Thought 55 (3):199-216.
Yrjö Engeström, Reijo Miettinen & Raija-Leena Punamäki-Gitai (eds.) (1999). Perspectives on Activity Theory. Cambridge University Press.
Roberto Bartholo, Elizabeth Tunes & Maria Carmen Villela Rosa Tacca (2010). Vygotsky's and Buber's Pedagogical Perspectives: Some Affinities. Educational Philosophy and Theory 42 (8):867-880.
Jaan Valsiner & Renéder Veer (1988). On the Social Nature of Human Cognition: An Analysis of the Shared Intellectual Roots of George Herbert Mead and Lev Vygotsky. Journal for the Theory of Social Behaviour 18 (1):117–136.
John D. Greenwood (1999). From Volkerpsychologie to Cultural Psychology: The Once and Future Discipline? Philosophical Psychology 12 (4):503 – 514.
Wan-chi Wong (2006). Understanding Dialectical Thinking From a Cultural-Historical Perspective. Philosophical Psychology 19 (2):239 – 260.
Charles T. Wolfe (2010). From Spinoza to the Socialist Cortex: The Social Brain. In Deborah Hauptmann & Warren Neidich (eds.), Cognitive Architecture.
Added to index2011-02-05
Total downloads28 ( #111,102 of 1,726,994 )
Recent downloads (6 months)7 ( #99,323 of 1,726,994 )
How can I increase my downloads?