Results for 'L. S. Vygotsky'

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  1.  90
    Some Reflections on L.S. Vygotsky's Thought and Language.Jerry Fodor - 1972 - Cognition 1 (1):83-95.
  2.  61
    Thought and Language.A. L. Wilkes, L. S. Vygotsky, E. Hanfmann & G. Vakar - 1964 - Philosophical Quarterly 14 (55):178.
  3.  4
    L. S. Vygotsky and Education.Renhua Wang - 2015 - British Journal of Educational Studies 63 (1):112-114.
  4.  76
    G. H. Mead and L. S. Vygotsky on Action.Ibolya Vari-Szilagyi - 1991 - Studies in East European Thought 42 (2):93-121.
  5.  8
    G. H. Mead and L. S. Vygotsky on Action.Ibolya Vari-Szilagyi - 1991 - Studies in Soviet Thought 42 (2):93-121.
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  6.  11
    G. H. Mead and L. S. Vygotsky on Meaning and the Self.Leszek Koczanowicz - 1994 - Journal of Speculative Philosophy 8 (4):262 - 276.
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  7.  32
    The Dialogical Concept of Consciousness in L.S. Vygotsky and G.H. Mead and its Relevance for Contemporary Discussions on Consciousness. [REVIEW]Leszek Koczanowicz - 2011 - Polish Psychological Bulletin 42 (2):65-70.
    The Dialogical concept of consciousness in L.S. Vygotsky and G.H. Mead and its relevance for contemporary discussions on consciousness In my paper I show the relevance of cultural-activity theory for solving the puzzles of the concept of consciousness which encounter contemporary philosophy. I reconstruct the main categories of cultural-activity theory as developed by M.M. Bakhtin, L.S. Vygotsky, G.H. Mead, and J. Dewey. For the concept of consciousness the most important thing is that the phenomenon of human consciousness is (...)
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  8.  27
    The Collected Works of L. S. Vygotsky. Volume 1: Problems of General Psychology. Including the Volume Thinking and Speech. L. S. Vygotsky, Robert W. Rieber, Aaron S. Carton, Norris MinickThe Collected Works of L. S. Vygotsky. Volume 2: The Fundamentals of Defectology . L. S. Vygotsky, Robert W. Rieber, Aaron S. Carton, Jane E. Knox, Carol B. StevensUnderstanding Vygotsky: A Quest for Synthesis. Rene van der Veer, Jaan Valsiner. [REVIEW]Josef Brozek - 1994 - Isis 85 (2):351-353.
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  9.  18
    Thought and Language. L. S. Vygotsky, E. Hanfmann, G. Vakar. Hinshaw Jr - 1964 - Philosophy of Science 31 (2):190-191.
  10. Cultural Development of Children.L. S. Vygotsky - 1991 - In Stephen Everson (ed.), Psychology (Companions to Ancient Thought: 2). Cambridge University Press. pp. 4--5.
     
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  11.  16
    La préhistoire du discours écrit.L. S. Vygotsky - 1978 - Social Science Information 17 (1):1-17.
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  12.  5
    Desarrollo cognitivo y educación formal: análisis a partir de la propuesta de L. S. Vygotsky.Leonardo Gómez Martínez - 2017 - Universitas Philosophica 34 (69):53.
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  13.  9
    Some Comments on Fodor's ‘Reflections on L.S. Vygotsky's Thought and Language’.H. Sinclair - 1972 - Cognition 1 (2-3):317-318.
  14.  6
    Reflections.Frederick J. E. Woodbridge, L. S. Vygotsky, Margaret Mead, Immanuel Kant & A. R. Luria - 1979 - Thinking: The Journal of Philosophy for Children 1 (3-4):33-35.
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  15.  34
    Versions of Vygotsky.Julia Gillen - 2000 - 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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  16.  5
    Sophistry in Vygotsky: Contributions to the Rhetorical and Poetic Pedagogy.Erika Natacha Fernandes de Andrade & Marcus Vinicius da Cunha - 2020 - Studies in Philosophy and Education 39 (1):85-99.
    This work relates L. S. Vygotsky’s theory to the rhetorical and poetic pedagogy, which is a set of educational ideas and practices derived from the philosophical-educational tradition initiated by the Sophists. It is verified that the Vygotskyan concepts contribute to broaden the foundations of poetic and rhetorical pedagogy, presenting a psychology of language that integrates decorum, kairos and antilogical argumentation within aesthetic experiences; communication sustains knowledge and reflection of reality, aiming at the strengthening of the individual’s identity, the education (...)
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  17.  32
    Ideality, Symbolic Mediation and Scientific Cognition: The Tool-Like Function of Scientific Representations.Dimitris Kilakos - 2016 - In Lorenzo Magnani & Claudia Casadio (eds.), Model-Based Reasoning in Science and Technology: Logical, Epistemological, and Cognitive Issues (Studies in Applied Philosophy, Epistemology and Rational Ethics). Athens: Springer International Publishing. pp. 205-218.
    In this paper, I attempt to sketch a dialectical approach on scientific representations and their role in scientific cognition. In my understanding, scientific representations can be construed as ‘tools’ mediating scientific cognition. These ‘tools’ are products of our cognitive activity, by which we signify which features of certain objects or states of affairs should be embodied in abstractive representations of them. In such a context, I explore the merits of bringing some ideas of thinkers whose work is underestimated in the (...)
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  18.  16
    Children’s Speech-Drawing.Julia M. Matuga & Heidi L. Styrk - 2005 - Inquiry: Critical Thinking Across the Disciplines 24 (4):29-35.
    Vygotsky (1997) coined the term speech-drawing to describe what he saw as the most significant moment in intellectual development, the moment when two psychological tools intersect each other. This paper resurrects the utilization of speech-drawing as a methodological tool to investigate children’s thinking. Specifically, this paper will examine children’s drawings of make-believe houses and the private speech, or spontaneous self-directed speech, children produccd while drawing. These instances of speech-drawing will be utilized to illuminate critical and creative thinking from a (...)
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  19.  18
    The Political Philosophy of Hobbes: Its Basis and its Genesis.La Pensee Et L'influence de Th. Hobbes.S. P. L. - 1937 - Journal of Philosophy 34 (3):74-76.
  20.  35
    What's Wrong with Enhancements?Larry S. Temkin - 2013 - Journal of Medical Ethics 39 (12):729-731.
    As I read Paula Casal's excellent paper, ‘Sexual Dimorphism and Human Enhancement,’1 three thoughts kept circulating through my mind. First, I found myself largely in agreement with virtually everything she wrote. In particular, if Casal was being accurate and fair in writing that ‘Robert Sparrow alleges that those who…advocate biomedical welfare enhancements are committed to selecting only female embryos because women live longer than men,’1 then she has given compelling reasons for believing that that claim is, on reflection, as ludicrous (...)
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  21.  17
    Experiencing Conversations: Bridging the Gap Between Discourse and Activity.Annalisa Sannino - 2008 - Journal for the Theory of Social Behaviour 38 (3):267-291.
    The article introduces the Vygotskian tradition in the realist theoretical discussion of the structure-agency problem. Archer's concept of internal conversation is discussed in terms of internalization and externalization of conversational dynamics. The article addresses in particular the methodological issue of observing how external events trigger internal use of language, and how these internal dynamics are externalized. The experience of talk is proposed as a conceptual key to the understanding of internal conversations and of the relation between structured activity and agency. (...)
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  22. The Greatest Happiness Principle*: T. L. S. Sprigge.T. L. S. Sprigge - 1991 - Utilitas 3 (1):37-51.
    My purpose in what follows is not so much to defend the basic principle of utilitarianism as to indicate the form of it which seems most promising as a basic moral and political position. I shall take the principle of utility as offering a criterion for two different sorts of evaluation: first, the merits of acts of government, social policies, and social institutions, and secondly, the ultimate moral evaluation of the actions of individuals. I do not take it as implying (...)
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  23.  15
    Spinoza's Theory of the Emotions in Light of Contemporary Psychoneurology.L. S. Vygotskii - 1972 - Russian Studies in Philosophy 10 (4):362-382.
    The period of the mid-1920s to the mid-1980s was a portentous period for Soviet psychology. As this period recedes into the past, the figure of L. S. Vygotskii rises more and more before us. Vygotskii died of tuberculosis when not quite 37 years old. He was a psychologist for only 10 years, and it was only in the last 6 of these that he did the work we now associate with his name. During those brief years Vygotskii wrote over 120 (...)
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  24.  4
    Introducing Vygotsky’s Thought: From Historical Overview to Contemporary Psychology.Olga Vasileva & Natalia Balyasnikova - 2019 - Frontiers in Psychology 10.
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  25.  16
    Social Cognition, Language Acquisition and The Development of the Theory of Mind.Candida C. Peterson Jay L. Garfield - 2001 - Mind and Language 16 (5):494-541.
    Theory of Mind is the cognitive achievement that enables us to report our propositional attitudes, to attribute such attitudes to others, and to use such postulated or observed mental states in the prediction and explanation of behavior. Most normally developing children acquire ToM between the ages of 3 and 5 years, but serious delays beyond this chronological and mental age have been observed in children with autism, as well as in those with severe sensory impairments. We examine data from studies (...)
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  26.  16
    Turning Vygotsky on His Head: Vygotsky' `Scientifically Based Method' and the Socioculturalist's `Social Other'. [REVIEW]S. Rowlands - 2000 - Science & 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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  27.  52
    Summary.L. S. Temkin - 2014 - Analysis 74 (2):265-291.
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  28. Review of Thought and Language by Lev S. Vygotsky (Newly Revised, Translated, and Edited by Alex Kozulin). [REVIEW]R. Van der Veer - 1987 - Journal of Mind and Behavior 8 (1):175-177.
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  29.  32
    Rethinking the Good: A Reply to My Critics.L. S. Temkin - 2014 - Analysis 74 (3):439-488.
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  30.  27
    Agricultural Practices, Ecology, and Ethics in the Third World.L. S. Westra, K. L. Bowen & B. K. Behe - 1991 - Journal of Agricultural and Environmental Ethics 4 (1):60-77.
    The increasing demand for horticultural products for nutritional and economic purposes by lesser developed countries (LDC's) is well-documented. Technological demands of the LDC's producing horticultural products is also increasing. Pesticide use is an integral component of most agricultural production, yet chemicals are often supplied without supplemental information vital for their safe and efficient implementation. Illiteracy rates in developing countries are high, making pesticide education even more challenging. For women, who perform a significant share of agricultural tasks, illiteracy rates are even (...)
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  31.  22
    Utilitarianism and Idealism: A Rapprochement: T. L. S. Sprigge.T. L. S. Sprigge - 1985 - Philosophy 60:447.
    Utilitarian ethics and metaphysical idealism, especially of a Bradleyan sort, are not usually thought of as natural allies. Yet when one considers that it is a crucial part of utilitarian doctrine that the only genuine value is experienced value and almost the definition of idealism that for it the only genuine reality is experienced reality one should surely suspect that the two views have a certain affinity. The essential impulse behind utilitarianism is the sense that the only criterion of something (...)
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  32.  22
    Is the Esse of Intrinsic Value Percipi?: Pleasure, Pain and Value: T. L. S. Sprigge.T. L. S. Sprigge - 2000 - Royal Institute of Philosophy Supplement 47:119-140.
    In this paper I shall speak sympathetically of a hedonistic theory of intrinsic value which, ignoring any other such theories, I shall simply call the hedonistic theory of value. How far I am finally committed to it will partly appear at the end.
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  33.  15
    I. Professor Narveson's Utilitarianism.Timothy L. S. Sprigge - 1968 - Inquiry: An Interdisciplinary Journal of Philosophy 11 (1-4):332-346.
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  34.  23
    Deconstructing Vygotsky’s Victimization Narrative: A Re-Examination of the ‘Stalinist Suppression’ of Vygotskian Theory.Jennifer Fraser & Anton Yasnitsky - 2015 - History of the Human Sciences 28 (2):128-153.
    Although many facets of Lev Vygotsky’s life have drawn considerable attention from historians of science, perhaps the most popular feature of his personal narrative was that his work was actively chastised by the Stalinist government. Almost all contemporary references to Vygotsky’s personal history emphasize that from 1936 to 1956, it was forbidden to either discuss or disseminate any of Vygotsky’s works within the Soviet Union. Although this ‘Vygotsky ban’ is both widely acknowledged and frequently cited by (...)
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  35.  46
    Introductory Note to “Contemporary Psychology and Art: Toward a Debate” by Lev S. Vygotsky.João Pedro Fróis - 2011 - 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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  36. Vygotsky: Philosophy and Education.Jan Derry - 2013 - 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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  37.  15
    The Puzzle of Experience.T. L. S. Sprigge - 1995 - Philosophical Quarterly 45 (178):125-127.
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  38.  54
    The God of Metaphysics.T. L. S. Sprigge - 2006 - Clarendon Press.
    Can philosophy offer reasonable grounds for the existence of a God possessing genuine religious significance and not proposed simply as the solution to a purely intellectual philosophical problem? Timothy Sprigge offers a fascinating exploration of the metaphysical systems of a diverse range of philosophers, from Spinoza and Hegel to T. H. Green and Josiah Royce, testing objections to what might be called 'metaphysical religion' against the systems of these distinguished thinkers. In the process, Sprigge offers a compelling new defence of (...)
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  39.  3
    Introductory Note to “Contemporary Psychology and Art: Toward a Debate” by Lev S. Vygotsky.João Pedro Fróis - 2011 - Journal of Aesthetic Education 45 (1):107.
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  40.  2
    The Text-Tradition of Pseudo-Aristotle De Mundo. By W. L. Lorimer. Pp. Xii + 95. London: Milford, 1924 . 3s. 6d.L. S. J. - 1925 - Journal of Hellenic Studies 45 (1):152-153.
  41.  47
    An Analysis of Empirical Knowledge.L. S. Carrier - 1971 - Southern Journal of Philosophy 9 (1):3-11.
  42. Vygotsky in Perspective.Ronald Miller - 2011 - Cambridge University Press.
    Lev Vygotsky has acquired the status of one of the grand masters in psychology. Following the English translation and publication of his Collected Works there has been a new wave of interest in Vygotsky, accompanied by a burgeoning of secondary literature. Ronald Miller argues that Vygotsky is increasingly being 'read' and understood through secondary sources and that scholars have claimed Vygotsky as the foundational figure for their own theories, eliminating his most distinctive contributions and distorting his (...)
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  43.  9
    Plato's Euthyphro, Apology of Socrates, and Crito. Edited with Notes by John Burnet. Pp. Vii + Greek Text + 220. Oxford: Clarendon Press, 1924. 8s. 6d. Net. [REVIEW]L. S. J. - 1925 - Journal of Hellenic Studies 45 (1):150-151.
  44.  9
    The Principle of «Integrity» and The Economy of the Earth.L. S. Westra - 1992 - Global Bioethics 5 (1):21-30.
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  45.  32
    Vygotsky From ZPD to ZCD in Moral Education: Reshaping Western Theory and Practices in Local Context.Vishalache Balakrishnan & Lise Bird Claiborne - 2012 - 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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  46.  3
    An Analysis of Empirical Knowledge.L. S. Carrier - 1971 - Southern Journal of Philosophy 9 (1):3-11.
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  47. T.L.S. Sprigge, "James & Bradley: American Truth and British Reality". [REVIEW]H. S. Thayer - 1995 - Transactions of the Charles S. Peirce Society 31 (1):205.
     
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  48.  6
    Experiencing as Developmental Category: Learning From a Fisherman Who is Becoming a Teacher-in-a-Village-School.Thurídur Jóhannsdóttir & Wollf-Michael Roth - 2014 - Outlines. Critical Practice Studies 15 (3):54-78.
    In this study, we take up L. S. Vygotsky’s challenge to study learning and development in terms of categories, irreducible units that preserve the characteristics of the whole. One such category is experiencing [pereživanie], a process that integrates over the relation of person and environment. Using a case study from Iceland, we theorize the process of “becoming as a teacher-in-a-village school” in terms of experiencing [pereživanie]. The case describes a stage of development in the life of a person who (...)
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  49.  18
    George Santayana: T. L. S. Sprigge.T. L. S. Sprigge - 1985 - Royal Institute of Philosophy Supplement 19:115-133.
    It would be pleasant to start with a paradox. Santayana was an American philosopher, but he was not an American, and he was not a philosopher. The first of these two qualifying propositions is legally true, the second is a glaring, but sometimes asserted, falsehood.
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  50.  7
    Cerebellar Transcranial Direct Current Stimulation Modulates Corticospinal Excitability During Motor Training.Rebekah L. S. Summers, Mo Chen, Andrea Hatch & Teresa J. Kimberley - 2018 - Frontiers in Human Neuroscience 12.
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