Category Archives: Vygotsky

Seeing Historically: Goethe and Vygotsky’s ‘Enabling Theory-Method’

We can study dead forms from a distance, seeking to understand the pattern of past events that caused them to come into existence. We can, however, enter into a relationship with living forms and, in making ourselves open to their … Continue reading

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Irreconcilable differences in Vygotsky’s and Bakhtin’s approaches to the Social and the Individual

n Western psychology and education, up until very recently, Bakhtin has often been introduced as a scholar whose approach was compatible with and an extension of Vygotsky’s cultural-historical approach. I argue that this continuity is problematic. Vygotsky’s approach to the … Continue reading

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Contrasting Vygotsky’s and Bakhtin’s approaches to consciousness

Matusov (2011) sustains that Vygotsky and Bakhtin represent irreconcilable theoretical approaches. In his view, Vygotsky’s model is monologic and universalist, while Bakhtin’s is dialogic and pluralist. Although the two authors differ importantly, one cannot speak of irreconcilability for two main … Continue reading

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Two diverging paths toward a common destination: The dialogism of Vygotsky and Bakhtin

A search for a distinctively human trait was a common intellectual quest during the beginning of the 20th century. Consciousness was often discussed as the unique feature of humanness and Vygotsky and Bakhtin joined in the debate with their unique … Continue reading

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Vygotsky and Consciousness as Con-scientia, as Witnessable Knowing Along with Others

All our higher mental functions are mediated processes, says Vygotsky, and signs are the basic means used to master and direct them. But how can this be if our words and other signs work only in a purely representational, ‘picturing’ … Continue reading

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The Cultural Nature of Human Development

Three-year-old Kwara’ae children in Oceania act as caregivers of their younger siblings, but in the UK, it is an offense to leave a child under age 14 ears without adult supervision. In the Efe community in Zaire, infants routinely use … Continue reading

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Vygotsky’s Educational Theory in Cultural Context

This book comprehensively covers all major topics of Vygotskian educational theory and its classroom applications. Particular attention is paid to the Vygotskian idea of child development as a consequence rather than the premise of learning experiences. Such a reversal allows … Continue reading

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The relations of Learning and Student Social Class – toward re-socializing Sociocultural Learning Theory

Although social groups have long been the subject of Vygotskian-inspired research, as in Luria’s early study of urban, rural and homeless children, there has been little work on low-income learners as a social group within the activity context of the … Continue reading

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From relational ontology to transformative activist stance on development and learning: expanding Vygotsky’s (CHAT) project

This paper offers steps towards overcoming current fragmentation within sociocultural approaches by expansively reconstructing a broad dialectical view on human development and learning (drawing on Vygotsky’s project) underwritten by ideology of social justice. The common foundation for sociocultural approaches is … Continue reading

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Conversational realities – from within Persons to within Relationships

What we need, I want to claim, is not knowledge in the form of theoretical representations, but of a very different, much more practical kind. My concern today, then, is with the conditions, the relations between us, that might make … Continue reading

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