Search results for 'Vygotsky' (try it on Scholar)

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  1.  10
    A. L. Wilkes, L. S. Vygotsky, E. Hanfmann & G. Vakar (1964). Thought and Language. Philosophical Quarterly 14 (55):178.
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  2. L. S. Vygotsky (1991). Cultural Development of Children. In Stephen Everson (ed.), Psychology. Cambridge University Press 4--5.
     
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  3.  10
    Dimitris Kilakos (2016). How Could Vygotsky Inform an Approach to Scientific Representations? Epistemology and Philosophy of Science 47 (1):140-152.
    In the quest for a new social turn in philosophy of science, exploring the prospects of a Vygotskian perspective could be of significant interest, especially due to his emphasis on the role of culture and socialisation in the development of cognitive functions. However, a philosophical reassessment of Vygotsky's ideas in general has yet to be done. -/- As a step towards this direction, I attempt to elaborate an approach on scientific representations by drawing inspirations from Vygotsky. Specifically, I (...)
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  4.  20
    Julia Gillen (2000). Versions of Vygotsky. British Journal of Educational Studies 48 (2):183 - 198.
    The current prominent influence of the theories of L. S. Vygotsky on studies of education, particularly of pedagogic practice, requires a re-examination. The dominance of deficient editions of his writings has had regrettable consequences such as a misplaced reading of the 'zone of proximal development'. The publication of his recent, albeit incomplete, "Collected Works" in English affords an opportunity to reassess Vygotsky's work. Potential areas for such rethinking include: a comparison between his work and influence with that of (...)
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  5.  15
    Jan Derry (2007). Abstract Rationality in Education: From Vygotsky to Brandom. Studies in Philosophy and Education 27 (1):49-62.
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  6.  2
    Nikolai Veresov (2005). Marxist and Non-Marxist Aspects of the Cultural-Historical Psychology of LS Vygotsky. Outlines. Critical Practice Studies 7 (1):31-49.
  7.  6
    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.
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  8. Harry Daniels (2016). Vygotsky and Pedagogy. Routledge.
    The Routledge Classic Edition of Daniels’ influential 2001 text _Vygotsky and Pedagogy_ explores the growing interest in Vygotsky and the pedagogic implications of the body of work that is developing under the influence of his theories. With a new preface from Harry Daniels this book explores the growing interest in Vygotsky and the pedagogic implications of the body of work that is developing under the influence of his theories. It provides an overview of the ways in which the (...)
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  9.  12
    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.
    The idea examined here is that the development of moral ability shares important similarities with the development of conceptual thinking as outlined in the work of Lev Vygotsky. Most notably, the mature forms of both processes are ways of constructing meaning that are not governed by pre-established modes of behaviour. The principal suggestion here is that Vygotsky's theory of concept formation can be used as a generative model for understanding the development of moral ability in a way that (...)
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  10.  22
    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.
    This article seeks to present Vygotsky's theoretical perspective as an integral whole as an antidote to the desire to plunder his work for isolated insights. The first part of the paper treats Vygotsky's views on method: his critique of the prevailing psychological orthodoxies; his recommendation that the higher mental functions be seen as standing in interfunctional relations of mutual determination; his technique of unit analysis. The second part discusses the method in action: Vygotsky's genetic account of the (...)
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  11.  20
    Caryl Emerson (1983). The Outer Word and Inner Speech: Bakhtin, Vygotsky, and the Internalization of Language. Critical Inquiry 10 (2):245-264.
    Both Bakhtin and Vygotsky, as we have seen, responded directly or indirectly to the challenge of Freud. Both attempted to account for their data without resorting to postulating an unconscious in the Freudian sense. By way of contrast, it is instructive here to recall Jacques Lacan—who, among others, has been a beneficiary of Bakhtin’s “semiotic reinterpretation” of Freud.17 Lacan’s case is intriguing, for he retains the unconscious while at the same time submitting Freudian psychoanalysis to rigorous criticism along the (...)
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  12.  1
    S. Rowlands (2000). Turning Vygotsky on His Head: Vygotsky' `Scientifically Based Method' and the Socioculturalist's `Social Other'. [REVIEW] Science and Education 9 (6):537-575.
    Vygotsky has become an authority, but the authority has more to do with justifying a sociocultural relativism than it has with his Marxist objectivist approach to psychology and pedagogy. This paper is an attempt to understand Vygotsky's perspective in relation to Marxist epistemology, and will critically examine the sociocultural interpretation of Vygotsky but within the light of his own perspective. It will be shown that the relativism of the sociocultural school not only takes Vygotsky's zone of (...)
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  13.  37
    João Pedro Fróis (2011). Introductory Note to “Contemporary Psychology and Art: Toward a Debate” by Lev S. Vygotsky. Journal of Aesthetic Education 45 (1):107-117.
    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 (...)
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  14.  32
    Michael G. Levykh (2008). The Affective Establishment and Maintenance of Vygotsky's Zone of Proximal Development. Educational Theory 58 (1):83-101.
    Many recent articles, research papers, and conference presentations about Lev Vygotsky’s zone of proximal development emphasize the “extended” version of the ZPD that reflects human emotions and desires. In this essay, Michael G. Levykh expands on the extant literature on the ZPD through developing several new ideas. First, he maintains that there is no need to expand ZPD to include emotions, as its more ”conservative” dimensions already encompass affective features. Second, Levykh emphasizes that an emotionally positive collaboration between (...)
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  15.  41
    Susan J. Mayer (2008). Dewey's Dynamic Integration of Vygotsky and Piaget. Education and Culture 24 (2):pp. 6-24.
    Contrary to the assumptions of those who pair Dewey and Piaget based on progressivism's recent history, Dewey shared broader concerns with Vygotsky (whose work he never read). Both Dewey and Vygotsky emphasized the role of cultural forms and meanings in perpetuating higher forms of human thought, whereas Piaget focused on the role played by logical and mathematical reasoning. On the other hand, with Piaget, Dewey emphasized the nurture of independent reasoning central to the liberal Protestant heritage the two (...)
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  16.  11
    Paul S. Macdonald (2000). Phenomenological Factors in Vygotsky's Mature Psychology. History of the Human Sciences 13 (3):69-93.
    This article examines some of the phenomenological features in Lev Vygotsky’s mature psychological theory, especially in Thinking and Speech and The Current Crisis in Psychology. It traces the complex literary and philosophical influences in 1920s Moscow on Vygotsky’s thought, through Gustav Shpet’s seminars on Husserl and the inner form of the word, Chelpanov’s seminars on phenomenology, Bakhtin’s theory of the production of inner speech, and the theoretical insights of the early Gestalt psychologists. It begins with an exposition of (...)
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  17.  32
    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.
    The purpose of this paper is to examine the dialogical and creative character of pedagogic work by analyzing the affinities between Martin Buber's I-Thou relation and Lev Semenovich Vygotsky's Zone of Proximal Development. Backed up by empirical studies on the teacher-student relation, we understand that education can only result in students' development if meaningful processes are undertaken. The paper asserts that education shall primarily aim at promoting relational possibilities.
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  18.  18
    Vishalache Balakrishnan & Lise Bird Claiborne (2012). Vygotsky From ZPD to ZCD in Moral Education: Reshaping Western Theory and Practices in Local Context. Journal of Moral Education 41 (2):225-243.
    This article explores Vygotsky?s concept of the Zone of Proximal Development (ZPD) in the Malaysian context to support local reform of the Moral Education (ME) classroom. Small groups of students in three different types of school were involved in a participant action research (PAR) project. Such classrooms in Malaysia bring together students from various ethnicities aligned with Hindu, Confucian and Christian beliefs and understandings. Using the Malaysian multicultural ME classroom as a case study, we offer some examples of group (...)
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  19.  11
    Michel Ferrari, David K. Robinson & Anton Yasnitsky (2010). Wundt, Vygotsky and Bandura: A Cultural-Historical Science of Consciousness in Three Acts. History of the Human Sciences 23 (3):95-118.
    This article looks at three historical efforts to coordinate the scientific study of biological and cultural aspects of human consciousness into a single comprehensive theory of human development that includes the evolution of the human body, cultural evolution and personal development: specifically, the research programs of Wilhelm Wundt, Lev Vygotsky and Albert Bandura. The lack of historical relations between these similar efforts is striking, and suggests that the effort to promote cultural and personal sources of consciousness arises as a (...)
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  20.  9
    Jussara Midlej (2011). Piaget e Vygotsky: encontros e desencontros. Saberes Em Perspectiva 1 (1):97-113.
    Ce travail compose un article de révision et il présente, dans son noyau, rachats historiques des vies de Jean Piaget et Lev Semenovich Vygotsky, imprégnés de convergences et similitudes, accords et désaccords entre ses expériences académiques, idées et oeuvres, et celles-ci, chevauchant avec ses contributions dans le zone de sicología de l'éducation. Ils se trouvent en règle tout au long du texte, les similitudes et différences entre les dimensions de l'approche historique-culturelle du psychisme et le constructivisme de Piaget, présents (...)
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  21.  6
    Fernando Luis Gonzalez Rey (2009). Historical Relevance of Vygotsky's Work: Its Significance for a New Approach to the Problem of Subjectivity in Psychology. Outlines. Critical Practice Studies 11 (1):59-73.
    This paper discusses theoretical issues concerning Vygotsky’s work that have remained unaddressed in the dominant interpretations of his work, either in the former Soviet psychology or in the dominant Western interpretations. This paper builds on interpretations of Vygotsky’s concepts oriented by the unity of emotional and cognitive processes and focused on the search for new psychical unities on which to build a systemic representation of the human mind. Because Vygotsky did not provide a definite position on such (...)
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  22.  13
    Wan-chi Wong (2001). Co-Constructing the Personal Space-Time Totality: Listening to the Dialogue of Vygotsky, Lewin, Bronfenbrenner, and Stern. Journal for the Theory of Social Behaviour 31 (4):365–382.
    Insightful ideals on the subtle and dynamic relation between the person and the environment have been expressed by Vygotsky, Lewin, Bronfenbrenner and Stern. Carefully following their intricate dialogue reveals that their ideas are mutually enriching. The present essay aims to revitalize this intricate dialogue, and to show how it converges to supply rich meaning to the concept of personal space-time totality. With a view to an empirical study of the personal space-time totality, a four-phase inquiry is proposed, which is (...)
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  23.  7
    Dorothy Robbins (2003). Vygotsky's Non-Classical Dialectical Metapsychology. Journal for the Theory of Social Behaviour 33 (3):303–312.
    The approach taken here is to begin to understand the focus from abstract to concrete in learning to master the principles of methodology, which are different from Western methods and procedures. This methodology is opposed to the empiricist approach of establishing rules and procedures from the concrete to the abstract. The initial discussion revolves around an explanation of the use of metaphor, metatheory, and psychology understood as a non-classical science. There is then a discussion on dialectics, dialectical synthesis, and metafacts. (...)
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  24. Jan Derry (2013). Vygotsky: Philosophy and Education. Wiley-Blackwell.
    _Vygotsky Philosophy and Education_ reassesses the works of Russian psychologist Lev Vygotsky work by arguing that his central ideas about the nature of rationality and knowledge were informed by the philosophic tradition of Spinoza and Hegel. Presents a reassessment of the works of Lev Vygotsky in light of the tradition of Spinoza and Hegel informing his work Reveals Vygotsky’s connection with the work of contemporary philosophers such as Brandom and McDowell Draws on discussions in contemporary philosophy to (...)
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  25. Jan Derry (2013). Vygotsky: Philosophy and Education. Wiley-Blackwell.
    _Vygotsky Philosophy and Education_ reassesses the works of Russian psychologist Lev Vygotsky work by arguing that his central ideas about the nature of rationality and knowledge were informed by the philosophic tradition of Spinoza and Hegel. Presents a reassessment of the works of Lev Vygotsky in light of the tradition of Spinoza and Hegel informing his work Reveals Vygotsky’s connection with the work of contemporary philosophers such as Brandom and McDowell Draws on discussions in contemporary philosophy to (...)
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  26. Jan Derry (2013). Vygotsky: Philosophy and Education. Wiley-Blackwell.
    _Vygotsky Philosophy and Education_ reassesses the works of Russian psychologist Lev Vygotsky work by arguing that his central ideas about the nature of rationality and knowledge were informed by the philosophic tradition of Spinoza and Hegel. Presents a reassessment of the works of Lev Vygotsky in light of the tradition of Spinoza and Hegel informing his work Reveals Vygotsky’s connection with the work of contemporary philosophers such as Brandom and McDowell Draws on discussions in contemporary philosophy to (...)
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  27. Jan Derry (2013). Vygotsky: Philosophy and Education. Wiley-Blackwell.
    _Vygotsky Philosophy and Education_ reassesses the works of Russian psychologist Lev Vygotsky work by arguing that his central ideas about the nature of rationality and knowledge were informed by the philosophic tradition of Spinoza and Hegel. Presents a reassessment of the works of Lev Vygotsky in light of the tradition of Spinoza and Hegel informing his work Reveals Vygotsky’s connection with the work of contemporary philosophers such as Brandom and McDowell Draws on discussions in contemporary philosophy to (...)
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  28.  95
    Chris Sinha (1989). Reading Vygotsky. History of the Human Sciences 2 (3):309-331.
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  29.  23
    Jerry Fodor (1972). Some Reflections on L.S. Vygotsky's Thought and Language. Cognition 1 (1):83-95.
  30. William Frawley (1997). Vygotsky and Cognitive Science: Language and the Unification of the Social and Computational Mind. Harvard University Press.
  31.  3
    Jaan Valsiner & René 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.
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  32.  18
    Alex Levant (2011). From the History of Soviet Philosophy: Lukács - Vygotsky - Ilyenkov. Historical Materialism 19 (3):176-189.
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  33. Ninah Beliavsky (2006). Revisiting Vygotsky and Gardner: Realizing Human Potential. Journal of Aesthetic Education 40 (2):1-11.
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  34.  9
    John Shotter (1993). Harre, Vygotsky, Bakhtin, Vico, Wittgenstein: Academic Discourses and Conversational Realities. Journal for the Theory of Social Behaviour 23 (4):459-482.
  35.  4
    Dorothy Howie & Michael Peters (1996). Positioning Theory: Vygotsky, Wittgenstein and Social Constructionist Psychology. Journal for the Theory of Social Behaviour 26 (1):51-64.
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  36.  46
    Hans-Johann Glock (1986). Vygotsky and Mead on the Self, Meaning and Internalisation. Studies in East European Thought 31 (2):131-148.
  37.  52
    Ibolya Vari-Szilagyi (1991). G. H. Mead and L. S. Vygotsky on Action. Studies in East European Thought 42 (2):93-121.
  38.  17
    Stephen Toulmin (2002). Vygotsky's Psychology: A Biography of Ideas (Review). Common Knowledge 8 (1):209-209.
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  39.  2
    D. J. Bakhurst (1986). Thought, Speech and the Genesis of Meaning: On the 50th Anniversary of Vygotsky's My?Lenie I Re?'. Studies in Soviet Thought 31 (2):103-129.
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  40.  2
    Hans-Johann Glock (1986). Vygotsky and Mead on the Self, Meaning and Internalisation. Studies in Soviet Thought 31 (2):131-148.
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  41. Fritz Kubli (2005). Science Teaching as a Dialogue–Bakhtin, Vygotsky and Some Applications in the Classroom. Science and Education 14 (6):501-534.
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  42. R. Van der Veer (1987). Review of Thought and Language by Lev S. Vygotsky (Newly Revised, Translated, and Edited by Alex Kozulin). [REVIEW] Journal of Mind and Behavior 8 (1):175-177.
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  43.  12
    Matthew Lipman (1991). Rediscovering the Vygotsky Trail. Inquiry 7 (2):14-16.
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  44.  17
    René van der Veer (1987). The Relation Between Vygotsky and Mead Reconsidered. A Comment on Glock. Studies in East European Thought 34 (1-2):91-93.
  45.  4
    Dorothy C. Holland & Jaan Valsiner (1988). Cognition, Symbols, and Vygotsky's Developmental Psychology. Ethos: Journal of the Society for Psychological Anthropology 16 (3):247-272.
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  46.  1
    Dorothy C. Holland & Jaan Valsiner (1988). Cognition, Symbols, and Vygotsky's Developmental Psychology. Ethos 16 (3):247-272.
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  47.  30
    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.
  48. John M. DeCicco & Martin Thomas (forthcoming). Vygotsky's and Buber's Pedagogical Perspectives: Some Affinities. Educational Philosophy and Theory.
     
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  49.  8
    Chik Collins (2000). Vygotsky on Language and Social Consciousness: Underpinning the Use of Voloshinov in the Study of Popular Protest. Historical Materialism 7 (1):41-69.
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  50.  17
    Alex Kozulin (1991). Lev Vygotsky and Contemporary Social Thought. Studies in East European Thought 42 (2):71-72.
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