British Journal of Educational Studies 48 (2):183 - 198 (2000)

Abstract
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 Piaget; Vygotsky's own epistemology and methodology; and the relevance of his approach to contemporary concerns.
Keywords pedagogy  Piaget  psychology  epistemology  Vygotsky
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DOI 10.1111/1467-8527.t01-1-00141
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References found in this work BETA

The Structure of Scientific Revolutions.Thomas S. Kuhn - 1962 - University of Chicago Press.
The Structure of Scientific Revolutions.Thomas Samuel Kuhn - 1962 - Chicago: University of Chicago Press.

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Citations of this work BETA

Scaffolding and the Zone of Proximal Development: A Problematic Relationship.Jiao Xi & James P. Lantolf - 2021 - Journal for the Theory of Social Behaviour 51 (1):25-48.
Vygotsky, Hasan and Halliday: Towards Conceptual Complementarity.David Kellogg & Jiyeong Shin - forthcoming - British Journal of Educational Studies:1-20.
Vygotsky, Hasan and Halliday: Towards Conceptual Complementarity.David Kellogg & Ji-Young Shin - 2018 - British Journal of Educational Studies 66 (3):287-306.

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