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Journal articles on the topic 'Vygotsky'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 March 2023

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1

Sobkin, V. S. "Notes on L.S. Vygotsky’s Theatrical Reviews." Cultural-Historical Psychology 12, no. 4 (2016): 26–38. http://dx.doi.org/10.17759/chp.2016120403.

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The paper summarizes outcomes of the analysis of L.S. Vygotsky’s theatrical reviews written during his Gomel period and published in the newspapers Nash Ponedelnik (“Our Monday”) and Polesskaya Pravda (“Polesia’s Truth”). It focuses on the levels of theatre play analysis around which Vygotsky carefully constructed his reviews: playwriting, acting (speech, movements, transformations etc.), stage direction, and audience reaction. The following aspects of Vygotsky’s evaluation of an actor’s performance are discussed: personal features of the actor, features of acting technique, lines of character and social stereotypes, etc. Also, another important task of this work was to reveal normative concepts to which Vygotsky referred to in his value judgements in the reviews. The paper highlights the conceptual patterns of Vygotsky’s reflections on the development of theatre, arts and psychology and emphasizes the importance of arts in the personal and professional self-determination of Vygotsky as a psychologist and thinker of the 20th century.

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2

S. Sobkin, Vladimir. "Lev Vygotsky: From Theator to Psychology." Revue internationale du CRIRES : innover dans la tradition de Vygotsky 4, no. 1 (September 21, 2017): 80–95. http://dx.doi.org/10.51657/ric.v4i1.40996.

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The article presents the analysis of L. S. Vygotsky’s works dedicated to the theater arts and is organized according Vygotsky’s di˙erent life and work stages. Meanwhile, special attention is paid to the Gomel period during which a large number of reviews were written by Vygotsky and publishe in “Nash ponedel’nik” and “Polesskaia pravda” newspapers. It is shown that even at the beginning of his work, he was interested not only in a range of problems in art, but also psychological problems related to art perception and creativeness. Vygotsky’s usage of structural concept ideas about the peculiar properties of literary text composition are also explored. Vygotsky analyzes the socio- psychological mechanisms of theatrical art e˙ect. Furthermore, those areas which are widely used by Vygotsky in determining the characteristics of cast reincarnation are examined. Special emphasis is placed on the di˙erent elements of the actor techniques (speech, movement, emotional expression, acting personality and etc.). Materials are widely used in this study and help identify the socio- cultural context that deﬁned Vygotsky’s values at di˙erent stages of his work, related to his drama criticism and his formation as a professional psychologist.

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3

Tchougounnikov, Serge, and Evgeny Vildanov. "Lev Vygotski et son école : de la « paléontologie du psychisme » à la « psychologie par action »." Linguistic Frontiers 4, no. 3 (December 1, 2021): 64–74. http://dx.doi.org/10.2478/lf-2021-0018.

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Abstract The article explores a number of conceptual parallels in the developments of L. Vygotski and “psychological linguistics” (Humboldt, Steinthal, Potebnia). Ideas from the nineteenth-century psycholinguistic current occupy a very important place in the conceptions of “psychology by action” of the psychological school of L. Vygotski and A. N. Leontiev. Therefore, the true understanding of the psychology of Vygotsky and his school, passes through these founding texts. The concept of "internal form" founds the psychology of Vygotsky and his disciples. The article shows the Humboldian origin of the notion of activity (dejatelnost) by tracing it back to the famous concept of Tätigkeit in Humboldt linguistics.

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4

Kozulin, Alex. "Vygotsky for Historians, Vygotsky for Educators." Contemporary Psychology: A Journal of Reviews 38, no. 8 (August 1993): 855–57. http://dx.doi.org/10.1037/033632.

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5

Sobkin, V. S., and T. A. Klimova. "Lev Vygotsky on Joy and Sorrow (Comments on the Article «Thoughts and Moods»)." Cultural-Historical Psychology 13, no. 3 (2017): 71–82. http://dx.doi.org/10.17759/chp.2017130309.

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This publication focuses on one of the three early articles by Lev Vygotsky which deal with the issues of perception of modernity in the context of religious and historical events of the Jewish people. It is the second article in his historical and religious triptych and represents the young Vygotsky's reflections on the specifics of the Jewish Hanukkah holiday in two contexts: historical and the context of contemporary events. These comments on the article solve several tasks. First of all, they are aimed at reconstructing those socio-economic events that determined the life of Russia during the First World War. Also, the comments are intended to help the modern reader to understand more deeply the content of the published text and the originality of the personal and semantic position of the young Vygotsky. The comments are aimed at reconstructing the knowledge of religious and artistic texts necessary for understanding the article, as well as the discussions that are characteristic of the Jewish cultural tradition. The analysis of compositional and stylistic features of Vygotsky’s article and of its inner dialogical nature also plays an important part. The comments conclude with an outline of certain issues which would later reappear in Vygotsky’s psychological research.

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6

Kostrigin, A. A. "Eugenia Hanfmann (1905—1983) as a Follower of L.S. Vygotsky." Cultural-Historical Psychology 15, no. 2 (2019): 114–24. http://dx.doi.org/10.17759/chp.2019150214.

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The article examines the biography and scientific legacy of Eugenia Moiseevna Hanfmann (1905—1983), a Russian—American emigrant psychologist, specialist in the field of psychology of cognitive processes, psychopathology of thinking and psychological counseling. The article outlines her scientific activity in Germany and the USA and collaborations with K. Koffka, T. Dembo, D. Shakov, K. Goldstein, M. Rickers- Ovsiankina, J. Kasanin, H. Murray. It is argued that in her works Hanfmann further developed the ideas of L.S. Vygotsky: modified the method for concept formation (together with J. Kasanin), applied it to the study of conceptual thinking in patients with schizophrenia as well as to the study of personal patterns of intellectual performance, translated the work "Thinking and Speech" for the first time into English (1962), wrote a sketch on Vygotsky’s scientific activity, found the generality of both Vygotsky’s and K. Goldstein’s results of studies of conceptual thinking violations in patients with schizophrenia. Hanfmann was one of the few Vygotsky's followers in the Russian psychological community abroad.

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7

Zittoun, Tania, and Paul Stenner. "Vygotsky’s Tragedy: Hamlet and the Psychology of Art." Review of General Psychology 25, no. 3 (July 29, 2021): 223–38. http://dx.doi.org/10.1177/10892680211013293.

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Lev S. Vygotsky is one of the major figures of psychology; however, his deep engagement with the arts is less known. This is surprising, given the fact that the arts, and especially Shakespeare’s Hamlet, are present throughout his career. In this article, we argue, first, that Hamlet was a major symbolic resource for Vygotsky in times of liminal transitions, and second, that it is this very deep experience of having been transformed by means of Hamlet that grounds his psychology of art, which aims precisely to show how Hamlet works as a “technique of emotions.” Our demonstration is organized into three main movements. In Part 1, we retrace the historical and cultural context in which Vygotsky grew up as a young man. We emphasize his experiences of liminality and transitions, due to transformations of the social world and his own life. In Part 2, we examine Vygotsky’s proposition itself through a close analysis of his Psychology of art. Finally, in Part 3, we further explicate the relation between art and life at play in Vygotsky’s approach and relate this to Vygotsky’s broader psychology.

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8

Chesnokova, M. G. "Existential and religious motifs in L.S. Vygotsky’s essay on “Hamlet” (1916)." Cultural-Historical Psychology 14, no. 2 (2018): 129–37. http://dx.doi.org/10.17759/chp.2018140214.

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In this article existential and religious motifs in the works of young L.S. Vygotsky are considered. The specificity of the existential approach, characterized by blurring the limits of philosophy, science and art and the formation of a synthetic method of cognition of a human being, is emphasized. These features are found in the early works of Vygotsky. The analysis of his essay “The tragedy of Hamlet, prince of Denmark by William Shakespeare” (1916) is the focus of attention. The existential orientation distinguishes both the form and the content of Vygotsky’s work. The genre of the work is a combination of literary criticism and philosophical psychological research. In his essay Vygotsky touches on such existential topics as: the tragedy and loneliness of human existence, existential guilt as the guilt of birth, the issue of formation and self-fulfillment of a man, the relationship of knowledge and action, the dialectic of the external and the internal, the issue of the moduses of human existence — “sinful innocence”, ethical and religious existence, the issue of meaning of life. The parallel between Vygotsky’s existential views, developed in this essay, and the ideas of well-known representatives of the existential approach is drawn. From the existential issues of the play Vygotsky moves on to its inner meaning, which he defines as religious. The four main themes he reveals most fully: the issue of connection between the two worlds — the world of the dead and the world of the living, the issue of sin, punishment and redemption, the issue of darkness of divine Providence (meaning of life) and the issue of overcoming separateness and restoring the unity of the world. In the article the main provisions and principles of study of early Vygotsky and Vygotsky in the period of creation of cultural-historical theory are compared. A continuity between the ideas of Vygotsky’s early works and his latest project of dramatic psychology is observed.

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9

Zavershneva, Ekaterina, and René van der Veer. "Not by bread alone." History of the Human Sciences 31, no. 1 (February 2018): 36–55. http://dx.doi.org/10.1177/0952695117743408.

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On the basis of both published and unpublished manuscripts written from 1914 to 1917, this article gives an overview of Lev Vygotsky’s early ideas. It turns out that Vygotsky was very much involved in issues of Jewish culture and politics. Rather surprisingly, the young Vygotsky rejected all contemporary ideas to save the Jewish people from discrimination and persecution by creating an autonomous state in Palestine or elsewhere. Instead, until well into 1917, Vygotsky proposed the rather traditional option of strengthening the spiritual roots of the Jews by returning to the religious writings. Socialism was rejected, because it merely envisioned the compulsory redistribution of material goods and ‘man lives not by bread alone’. It was only after the October Revolution that Vygotsky switched from arguments in favour of the religious faith in the Kingship of God to the communist belief in a Radiant Future.

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10

Zavershneva, E. Ju. "Vygotsky vs. Freud: on the Rethinking of Psychoanalysis in Terms of Cultural-Historical Psychology." Cultural-Historical Psychology 12, no. 4 (2016): 14–25. http://dx.doi.org/10.17759/chp.2016120402.

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The paper traces the dynamics of L.S. Vygotsky’s attitude towards Freud’s theory on the material of Vygotsky’s published works and personal notes. It provides an overall picture of Vygotsky’s critical views on psychoanalysis, including his accounts of both weak and progressive assumptions of Freud’s theory. It has been shown that Vygotsky's polemic with Freud was obviously shaped by the development of cultural- historical psychology and reached the point of a potential rivalry between their research programs in late 1932. The paper focuses on the perspectives of rethinking classical psychoanalysis in the context of the ideas of Vygotsky’s last period of life and work (1932—1934), namely, the idea of consciousness as a dynamic system of meaning, the concept of the field of meaning, the relationship between normal and abnormal development, and the idea of freedom as the main feature of human existence. It is stated that Vygotsky did not seek to eliminate any competing theories (in particular, psychoanalysis), but rather remained in dialogue with them and contributed to making their foundations more clear.

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11

GONZÁLEZ REY, Fernando Luís. "Vygotsky’s “The Psychology of Art”: A foundational and still unexplored text." Estudos de Psicologia (Campinas) 35, no. 4 (December 2018): 339–50. http://dx.doi.org/10.1590/1982-02752018000400002.

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ABSTRACT In the last ten years, new trends in the interpretation of Vygotsky’s work have been developed, many of which have transcended the traditional interpretations that have been hegemonic in Soviet and Western psychology since the 1980s. Nonetheless, Vygotsky’s “The Psychology of Art” is among the most interesting books written by this Soviet psychologist and, paradoxically, has not received enough attention in the study of his legacy. In that book, Vygotsky developed a rich psychology, in dialogue with Philosophy, Sociology and Art. In this paper, some theoretical questions and concepts developed by Vygotsky are discussed, which were not included in the dominant interpretation of his work, neither in Soviet nor Western psychology. The discussion opened by Vygotsky throughout the book shows that philosophy, art, poetry, Sociology and Psychology are interrelated in such a way that they are a living theoretical representation whose epicenter was human motivation and the creative character of human performance.

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12

Leontieva, A. A. "L.S. Vygotsky in the 21st Century: Impact on Psychology of Emotion (based on dissertations in English)." Cultural-Historical Psychology 18, no. 2 (2022): 136–44. http://dx.doi.org/10.17759/chp.2022180215.

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Despite the popularity of L.S. Vygotsky in the English-speaking world, there is much debate about how exactly his ideas are applied in contemporary research. The article provides a quantitative analysis of dissertations on the psychology of emotions that mention L.S. Vygotsky from 2000 to 2020. It covers 177 dissertations from the ProQuest Dissertations & Thesis database, considering their topics and application of Vygotsky's ideas in the texts. It was discovered dissertations are distributed roughly equally into pedagogical (89) and psychological (88) dissertations. Half of all dissertations refers to Mind & Society, while a quarter relies on English editions of Thinking and Speech. Another 16% of dissertations contain no direct references to L.S. Vygotsky. In the majority of works, L.S. Vygotsky is mentioned either as the author of the sociocultural theory as a whole or as one of the concepts in the field of development. The methodology of the analysis of the semantic structure of consciousness and experiences is little in demand by English-speaking researchers. Only two dissertations have dealt with the concept of "experience". In 13 works, based on L. S. Vygotsky, the authors apply the ideas of mediation, development zones, development of concepts to emotions in childhood, the cultural specificity of emotional language, and consider the emotional side of speech. It is possible to trace both indirect influence of L.S. Vygotsky's legacy on psychology of emotions, testifying to graduate students' familiarity with the cultural-historical approach, and direct, through contemporary advancement of is core ideas.

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13

Sinha, Chris. "Reading Vygotsky." History of the Human Sciences 2, no. 3 (October 1989): 309–31. http://dx.doi.org/10.1177/095269518900200302.

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14

Pound, Linda. "Lev Vygotsky." Nursery World 2015, no. 23 (November 16, 2015): 26–27. http://dx.doi.org/10.12968/nuwa.2015.23.26.

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15

Dolya, Galina, and Sue Palmer. "Exploring Vygotsky." Practical Pre-School 2009, no. 100 (May 2009): 21–22. http://dx.doi.org/10.12968/prps.2009.1.100.41937.

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16

Weinstein, Edwin A. "Vygotsky Revisited." Contemporary Psychoanalysis 26, no. 1 (January 1990): 1–15. http://dx.doi.org/10.1080/00107530.1990.10746635.

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17

Bakhurst, David. "Understanding Vygotsky." Learning, Culture and Social Interaction 5 (June 2015): 1–4. http://dx.doi.org/10.1016/j.lcsi.2014.06.001.

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18

Dolya, Golina, and Sue Palmer. "Introducing Vygotsky." Early Years Educator 9, no. 3 (June 2007): 40–42. http://dx.doi.org/10.12968/eyed.2007.9.3.23925.

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19

Luntley, Michael. "Forgetski Vygotsky." Educational Philosophy and Theory 49, no. 10 (November 17, 2016): 957–70. http://dx.doi.org/10.1080/00131857.2016.1248341.

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20

Engen, Thor Ola. "How metacognition and (reading) strategies develop according to Vygotsky." Problemy Wczesnej Edukacji 42, no. 3 (September 30, 2018): 28–36. http://dx.doi.org/10.26881/pwe.2018.42.04.

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The paper addresses the concepts of metacognition and (reading) strategies, the origin of which is usually traced back to the 1970s. However, the paper argues that conscious awareness, which Vygotsky introduced as early as the 1930s, is another term for metacognition. Further, according to Vygotsky, “… conscious awareness enters through the gate opened up by scientific concept” (Vygotsky 1987: 191, italics added), meaning that metacognitive skills develop in instruction, as a function of student’s work with academic concepts. This hypothesis, however, seems to be ignored by contemporary, mainstream researchers. For example, an influential study like PIRLS, contradictory to Vygotsky’s hypothesis, assumes that students already at the end of the elementary stage apply metacognitive skills – included reading strategies – in order to construct meaning in reading.

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Maidansky, A. D. "The “Revisionist Revolution” and Future Prospects of Vygotskian Studies." Cultural-Historical Psychology 17, no. 2 (2021): 23–28. http://dx.doi.org/10.17759/chp.2021170202.

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This article provides critical analysis of A. Yasnitsky’s project of “Cultural-Historical Gestalt Psychology.” He uses this term to describe Vygotsky’s biggest discovery and the future of Vygotsky studies. Yasnitsky discards the activity approach to studying the human mind and reduces the social nature of personality to an “aspect” that did not receive serious elaboration in Vygotsky’s works. In the present article, it is argued that the prospect of the development of cultural-historical theory consists in elaborating on Vygotsky’s project of “height / acmeist psychology.” Its subject matter is “the reverse movement from consciousness to life,” as Vygotsky put it. The purpose of height psychology is to help humans master their affects by means of concepts. This science realizes “the motion toward freedom — toward a life guided by reason.”

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22

Beizer, Laura. "An Introduction to Vygotsky.:An Introduction to Vygotsky." Anthropology Education Quarterly 29, no. 1 (March 1998): 140–42. http://dx.doi.org/10.1525/aeq.1998.29.1.140.

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23

Poehner, Matthew E. "Dynamic Assessment as a Dialectical Framework for Classroom Activity: Evidence From Second Language (L2) Learners." Journal of Cognitive Education and Psychology 8, no. 3 (October 2009): 252–68. http://dx.doi.org/10.1891/1945-8959.8.3.252.

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First introduced to the West by Vygotsky’s colleague, Luria (1961), the zone of proximal development (ZPD) has inspired an approach to evaluating learning potential known as dynamic assessment (DA). However, Vygotsky (1986) also conceived of the ZPD as a guiding principle for teaching to optimally affect learner development, a notion that has been enthusiastically researched in education. The field of applied linguistics takes as its point of departure a dialectical reading of Vygotsky, understanding assessment of the ZPD and teaching in the ZPD to be a unified process. To date, this work has focused on classroom contexts where the provision of mediation during teacher–learner interactions may simultaneously illuminate learner abilities and promote development. Examples are presented involving learners of French. D’abord introduite à l’Ouest par un collègue de Vygotsky, Luria (1961), la Zone Proximale de Développement (ZPD) a inspiré une approche visant à évaluer le potentiel d’apprentissage connue sous le nom d’Évaluation Dynamique (DA). Pourtant, Vygotsky (1986) concevait aussi la ZPD comme un principe capable de guider un enseignement visant à influencer de manière optimale le développement de l’élève, une notion qui a été explorée avec enthousiasme dans le domaine de l’éducation. Le champ de la linguistique appliquée prend comme point de départ une lecture dialectique de Vygotsky, comprenant l’évaluation de la ZPD et l’enseignement dans la ZPD dans un même processus. Jusqu’au présent, ce travail s’est centré sur les contextes de classe où l’offre de médiation au cours des interactions enseignant-élè ve peut simultanément éclairer des capacités de l’élève et promouvoir leur développement. Les exemples présentés concernent des élèves qui apprennent le français langue seconde. Zunächst von Vygotskys Kollegen Luria (1961) in der westlichen Welt vorgestellt, hat die Zone der proximalen Entwicklung (ZPE) einen Ansatz zur Untersuchung des Lernpotentials inspiriert, der als dynamische Diagnostik (Dynamic Assessment, DA) bekannt geworden ist. Vygotsky (1986) hat jedoch die ZPE auch als Leitprinzip für ein Lehren konzipiert, das optimalen Einfluss auf die Entwicklung des Lerners haben soll, eine Idee, die enthusiastisch im pädagogischen Feld untersucht wurde. Der Bereich der angewandten Linguistik nimmt als ihren Ausgangspunkt eine dialektische Auslegung von Vygotsky, bei dem die Erfassung der ZPE und das Unterrichten in dieser Zone als einheitlicher Prozess aufgefasst werden. Derzeit fokussiert diese Arbeit auf Klassenraumkontexten, wo die Bereitstellung von Mediation während Lehrer-Lerner-Interaktionen in simultaner Weise die Fähigkeiten der Lerner aufhellen kann und gleichzeitig Entwicklung fördert. Beispiele von Schülern aus dem Fremdsprachenunterricht werden vorstellt. La Zona de Desarrollo Próxima, introducida primeramente en occidente por Luria (1961), que fue discípulo de Vygotsky, ha inspirado un enfoque para evaluar el potencial de aprendizaje, entendido como una Evaluación Dinámica. Sin embargo, Vygotsky (1986) concibió la Zona de Desarrollo Próxima como una guía para la enseñanza y para optimizar el impacto del desarrollo del aprendiz, una noción que ha sido investigada de forma enfática en educación. El campo de la lingüística aplicada toma como punto de partida una lectura dialéctica de Vygotsky, una evaluación comprensiva de la Zona de Desarrollo Próxima y una enseñanza en dicha Zona para convertirlo en un proceso unificado. Este trabajo se ha focalizado en el contexto del aula, donde la provisión de la mediación se ha producido durante las interacciones entre el profesor y los estudiantes, lo cual permite iluminar simultáneamente las habilidades de los estudiantes e incrementar su desarrollo. Se presentan ejemplos relativos a estudiantes de Francés. La Zona di Sviluppo Prossimale (ZPD), sin dalla sua prima presentazione in Occidente da parte di Luria (1961) collega di Vygotsky, ha ispirato l’approccio di valutazione del potenziale di apprendimento noto come Valutazione Dinamica (DA). Tuttavia Vygotsky (1986) aveva anche concepito la ZPD come un principio guida per un insegnamento che abbia un impatto ottimale sullo sviluppo dello studente, una idea che è stata oggetto di ricerche entusiastiche in educazione. Il campo della linguistica applicata considera come punto di partenza una lettura dialettica di Vygotsky, intendendo la valutazione della ZPD e l’insegnamento nella ZPD come un processo unificato. Finora questo lavoro si è focalizzato sui contesti di classe, in cui la mediazione durante le interazioni docente-studente pu ò nello stesso tempo mettere in luce le abilit à dello studente e promuovere lo sviluppo. Vengono presentati esempi che coinvolgono studenti francesi.

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Schneider, Phyllis, and Ruth V. Watkins. "Applying Vygotskian Developmental Theory to Language Intervention." Language, Speech, and Hearing Services in Schools 27, no. 2 (April 1996): 157–70. http://dx.doi.org/10.1044/0161-1461.2702.157.

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The developmental theory of L.S. Vygotsky is one that is particularly well suited to clinical application. Vygotsky viewed social interaction as essential for the development of individual functioning. His theory is thus especially relevant to language intervention, in which clinicians attempt to influence children’s development through interaction. In this article, we present key notions from Vygotsky’s developmental theory and applications of this theory to assessment. We then discuss applications to language intervention in clinical settings using examples from intervention with a child who has language impairments.

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25

Vassilieva, Julia. "The Eisenstein-Vygotsky-Luria Collaboration." Projections 13, no. 1 (March 1, 2019): 23–44. http://dx.doi.org/10.3167/proj.2019.130103.

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This article analyzes the unique historical collaboration between the revolutionary Russian film director Sergei Eisenstein (1898–1948), the cultural psychologist Lev Vygotsky (1896–1934), and the founder of contemporary neuropsychology, Alexander Luria (1902–1977). Vygotsky’s legacy is associated primarily with the idea that cultural mediation plays a crucial role in the emergence and development of personality and cognition. His collaborator, Luria, laid the foundations of contemporary neuropsychology and demonstrated that cultural mediation also changes the functional architecture of the brain. In my analysis, I demonstrate how the Eisenstein-Vygotsky-Luria collaboration exemplifies a strategy of productive triangulation that harnesses three disciplinary perspectives: those of cultural psychology, neuropsychology, and film theory and practice.

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26

Lantolf, James P. "VYGOTSKY AND COGNITIVE SCIENCE: LANGUAGE AND THE UNIFICATION OF SOCIAL AND COMPUTATIONAL MIND.William Frawley. Cambridge, MA: Harvard University Press, 1997. Pp viii + 333. $39.95 cloth." Studies in Second Language Acquisition 22, no. 1 (March 2000): 125. http://dx.doi.org/10.1017/s0272263100211066.

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More than 75 years ago, at the Second All-Russian Psychoneurological Congress, L. S. Vygotsky presented a paper, “Methods of Reflexological and Psychological Investigations,” in which he began to lay the foundation for a unified theory of mind. Vygotsky's concern was that psychology had lost sight of the uniqueness of human mental functioning, which for him resides in our ability to intentionally mediate, and hence regulate, our biologically specified mental systems (i.e., in today's jargon, input systems) through culturally determined means. Contemporary sociocultural psychologists, J. V. Wertsch in particular, have noted that, although Vygotsky called for the unification of psychology, in his writings, he actually paid very little attention to one part of the mental equation—the biological, or natural, mind. As it turns out, even those who fault Vygotsky for his failure here have themselves not focused much attention on the contribution of the natural, or what Frawley refers to as the computational, mind, preferring instead to concentrate on the sociocultural parameters of cognition. The present book can be seen as an attempt to bring to fruition Vygotsky's earlier vision of a unified psychology.

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27

Kölbl, Carlos, and Alexandre Métraux. "Moses on his way to the promised land: On Vygotsky’s Notebooks." Culture & Psychology 27, no. 3 (May 26, 2021): 347–58. http://dx.doi.org/10.1177/1354067x211020253.

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The publication of a voluminous selection of notebooks from the Vygotsky Family Archive represents a major event for the Vygotsky studies. The material provided in the book turns out to be truly novel; it reaches far beyond mere compilations of existing texts, reprints, and (re-)translations. The key question we address in our contribution is: does this newly made available material have a significant impact on our understanding of Vygotsky’s life and work? We first offer a rough summary of the book’s content, then indicate what readers may expect from the Notebooks and what they will not find there; and finally, we focus on Vygotsky’s early quest for his own Jewishness and on the shift toward systemic and semiotic thinking that marks the last years of his life.

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Doria, Nilson G., and Lívia M. Simão. "Differing times and differing measures: Dimensions of historical time in Vygotsky’s work." Theory & Psychology 28, no. 6 (July 24, 2018): 757–79. http://dx.doi.org/10.1177/0959354318787345.

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The historicity of psychological phenomena plays a key role in Vygotsky’s developmental theory. However, we rarely realize what historicity means to Vygotsky, and what implications the notions about the nature of historical change bring to his theory. We suggest, based on dialogue with authors from the social sciences, that Vygotsky worked with different notions of the nature of historical changes in each developmental plane (phylogenetic, ontogenetic, and historical-cultural). Our investigation on this topic showed that, for Vygotsky, each timescale studied behaved differently: for instance, teleological in civilizational scale, semi-open in ontogenetic time. Due to the great influence exerted by the author’s work on the fields of developmental and cultural psychology, we understand that this kind of investigation can be useful to clarify and enrich both scholarly knowledge about his works and contemporary claims about the role of historical change on the developmental processes in psychology.

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Linask, Lauri. "Vygotsky’s natural history of signs." Sign Systems Studies 47, no. 1/2 (August 8, 2019): 257–304. http://dx.doi.org/10.12697/sss.2019.47.1-2.10.

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The paper organizes the topic of signs in Lev Vygotsky’s various writings into a coherent whole in order to study signs’ role in child development. Vygotsky related conventional signs that have their origin in interpersonal communication, and are subject to cultural history taking place over generations during historical time, to psychological functioning of individual human beings. Vygotsky’s “natural history of signs” is the study of how symbolic activity appears and develops. The paper outlines the process of inclusion of symbols within the behaviour of the child and gives an account of various changes in psychological functions and their interrelations that it brings along. In cultural development specifically human forms of behaviour appear, and children’s relationship to social and material environment is changed qualitatively. Vygotsky outlines the formation of sign use and analyses its developmental steps. Vygotsky’s approach explains how the use of various sign systems shapes both the cognitive processes in the person, the child, and the cognitive development as a whole. Vygotsky’s approach to signs is presented within the conceptual framework of its time.

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Bazhanov, Valentin A. "Cultural-Historical Theory in a Dialectical Optic." Epistemology & Philosophy of Science 56, no. 4 (2019): 237–43. http://dx.doi.org/10.5840/eps201956478.

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This is review of the book: M. Dafermos. Rethinking Cultural-Historical Theory. A Dialectical Perspective to Vygotsky. (Springer: Singapore, 2018. IX, 309 P. ISBN 978‒981‒13‒0190‒2. Doi: 10.1007/978‒981‒13‒0191‒9). The book is devoted to the making of the cultural-historical approach in psychology in the works of Vygotsky. The author claim that Vygotsky, relying on the ideas of Spinoza, Hegel, Feuerbach and Marx, developed this approach by mastering the dialectical method in his Hegel-Marxist version. The atmosphere of the storm and the onslaught in the social and cultural life of the 1920s – early 1930s contributed to the formation of Vygotsky as a thinker with broad interests and deep philosophical background, who experienced several crises in his intellectual development. These crises forced him to qualitatively revise his ideas and, thus, substantially deepen and improve them. The author shows that Vygotsky’s literary origins allow his life compare with a drama, which accompanied by drama and the proliferation of ideas. This, in particular, expressed in his criticism of Gestalt psychology, theory of J. Piaget, ultimately a divergence of views with a number of his students who created Kharkov psychological school. Vygotsky left a great scientific legacy, which includes an analysis from the standpoint of the cultural-historical approach of the nature of consciousness, the relationship between thinking and language, the evolution of personality, a multitude of other psychological problems and art.

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Rozin, Vadim Markovich. "Sequence of discussion on the “Psychology of Art” by L. S. Vygotsky (analysis and Interpretation of literary works)." Культура и искусство, no. 7 (July 2021): 81–92. http://dx.doi.org/10.7256/2454-0625.2021.7.36093.

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  This article reviews the polemic of the author with a number of well-known psychologists who consider L. S. Vygotsky a humanities scholar, and that the book “Psychology of Art” introduces psychologists to the humanities. The author clarifies his position, trying to show that in his methodological projects L. S. Vygotsky adheres to the natural scientific approach; however, in some works he actually does think as a humanist. The author also casts doubt on Vygotsky's concept of art, demonstrating that the offered mechanisms of aesthetic response and interpretation of literary works are problematic or unsatisfactory. In this regard, analysis is conducted on the position of V. Sobkin, which differs significantly from the views of L. S. Vygotsky. The author offers the original interpretation of art, which implies the three aspect: sociocultural that analyzes artistic communication; related to the philosophy of subjectivity (life from the perspective of an artist, viewer, or reader); and analysis of artistic reality, which includes consideration of the literary language and events. The author elucidates the corresponding concepts and problems that appear in such art task. For better understanding of the proposed ideas, the author reviews the examples from the “Psychology of Art” by L. S. Vygotsky, and cites a case from the own works. The discrepancy with L. S. Vygotsky he views as an motive to continue his research and the need for their critical reflection.  

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Sobkin, V. S., and T. A. Klimova. "Lev Vygotsky: Who Are We? Where Do We Come From and Where Are We Heading For?(On the Question of National and Religious Identity)." Cultural-Historical Psychology 14, no. 1 (2018): 116–25. http://dx.doi.org/10.17759/chp.2018140113.

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The paper presents the text of the article by L. S. Vygotsky "Avodim hoinu" (1917) along with detailed comments to it. This article is the last in what may be called a Vygotskian triptych of early works devoted to the problem of complex relationships between national and religious traditions and contemporary times. The text of the article, along with the comments, provides an insight into personal attitudes of the young Vygotsky in a situation of political uncertainty as well as uncertainty of values and norms. It helps to reconstruct the features of socio-political and national-ethical self-determination of the scientist; to clarify the grounds that determine the value foundation of the cultural-historical approach. The comments to the article highlight the original character of Vygotsky’s attitude towards the events of Russia’s pre-October period of 1917. We emphasize the philosophical and cultural scale and polyphonic character of the multilevel dialogue that involves Vygotsky as the author of this article. There is a certain connection between the topics raised in the article (experience, the problem of choice, volitional behavior, consciousness) and the topics that would appear in Vygotsky’s works in psychology later. A separate line in our comments focuses on the style and composition analysis of the article.

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Burlakova, N. S., and V. I. Oleshkevich. "Russian Cultural-Historical Clinical Psychology and Its Methodological and Applied Inventions Aimed at Analysis of Individual Case." Консультативная психология и психотерапия 29, no. 4 (2021): 144–63. http://dx.doi.org/10.17759/cpp.2021290409.

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In the Russian cultural-historical psychology (in the clinical psychology, first of all), there was a bunch of studies based on the exploration of individual (singular) case. The article focuses on analysis of those studies and demonstrates principal difference of the approach used in them from other methodologies and approaches to the analysis of individual case. Russian perspective was originally based on the fundamental ideas of Lev S. Vygotsky; nevertheless, they were not sufficiently reflected in the Russian psychology. Examining Vygotsky’s texts, the authors discuss more profound reflection and further development of Vygotsky’s ideas as applied to the analysis of the individual case in the cultural-historical psychology. The article shows the possibilities to elaborate this approach on the basis of concepts by Lev Vygotsky and Mikhail Bakhtin and gives own studies of the authors as an example of such an elaboration. Furthermore, the article argues that the integration of objective cultural-historical psychology and phenomenology, hermeneutics, dialogical psychology would be of significance if developed in the direction of cultural-historical psychology of Vygotsky — Bakhtin. Such an approach allows to address general psychological issues and opens up new opportunities in certain applied studies in the field of cultural-historical psychology.

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Dafermos, M. "Reflection on the Relationship between Cultural-historical Theory and Dialectics." Психологическая наука и образование 20, no. 3 (2015): 16–24. http://dx.doi.org/10.17759/pse.2015200303.

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Challenging dominant positivistic psychology, Vygotsky elaborated cultural-historical theory in order to overcome the crisis in psychology. Spinoza’s monism, Hegelian dialectics and Marx’s materialistic dialectics inspired Vygotsky to develop a dialectical understanding of the development of higher mental functions. Dialectics as a way of thinking focuses on the study of each concrete object in its mutual connections with other objects, in its internal contradictions and in its process of change. Vygotsky criticized the understanding of dialectics as a sum of universal principles which can be applied in a direct way in the field of psychology and highlighted the complex relationships between philosophy and concrete scientific disciplines. Rethinking cultural-historical psychology in the light of dialectics offers a creative insight into crucial theoretical questions of psychology such as the interconnection between theory and practice, objectivist-subjectivist distinction, etc. Dialectical underpinnings of cultural-historical theory have been forgotten in mainstream, North-Atlantic interpretations and applications of Vygotsky’s theory.

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Proctor, Hannah. "‘A Country Beyond the Pleasure Principle’: Alexander Luria, Death Drive and Dialectic in Soviet Russia, 1917–1930." Psychoanalysis and History 18, no. 2 (July 2016): 155–82. http://dx.doi.org/10.3366/pah.2016.0187.

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Alexander Luria played a prominent role in the psychoanalytic community that flourished briefly in Soviet Russia in the decade following the 1917 October Revolution. In 1925 he co-wrote an introduction to Sigmund Freud's Beyond the Pleasure Principle with Lev Vygotsky, which argued that the conservatism of the instincts that Freud described might be overcome through the kind of radical social transformation then taking place in Russia. In attempting to bypass the backward looking aspects of Freud's theory, however, Luria and Vygotsky also did away with the tension between Eros and the death drive; precisely the element of Freud's essay they praised for being ‘dialectical’. This article theoretically unpicks Luria and Vygotsky's critique of psychoanalysis. It concludes by considering their optimistic ideological argument against the death drive with Luria's contemporaneous psychological research findings, proposing that Freud's ostensibly conservative theory may not have been as antithetical to revolutionary goals as Luria and Vygotsky assumed.

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Phillipson, Sivanes. "Vygotsky and research." Australian Journal of Learning Difficulties 15, no. 2 (November 2010): 225–26. http://dx.doi.org/10.1080/19404151003731117.

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Pešić, J., and A. Baucal. "Vygotsky and Psychoanalysis." Journal of Russian & East European Psychology 34, no. 1 (January 1996): 33–39. http://dx.doi.org/10.2753/rpo1061-0405340133.

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Moss, Gemma, Romuald Normand, and Paul Dowling. "Vygotsky and sociology." British Journal of Sociology of Education 35, no. 2 (February 18, 2014): 296–307. http://dx.doi.org/10.1080/01425692.2014.881050.

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Smith, Leslie. "Vygotsky and Research." Research Papers in Education 24, no. 4 (December 2009): 499–501. http://dx.doi.org/10.1080/02671520903332527.

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Berducci, Domenic F. "Vygotsky through Wittgenstein." Theory & Psychology 14, no. 3 (June 2004): 329–53. http://dx.doi.org/10.1177/0959354304043639.

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Kozulin, Alex. "Vygotsky, a Classic?" Contemporary Psychology 45, no. 5 (October 2000): 505–10. http://dx.doi.org/10.1037/002287.

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Dolya, Galina. "Vygotsky in practice." 5 to 7 Educator 2009, no. 55 (July 2009): 16–19. http://dx.doi.org/10.12968/ftse.2009.8.7.42692.

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Rogoff, Barbara, and Artin Göncü. "Vygotsky and Beyond." Contemporary Psychology: A Journal of Reviews 32, no. 1 (January 1987): 22–23. http://dx.doi.org/10.1037/026649.

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Tomasello, Michael. "Vygotsky as Therapist." Contemporary Psychology: A Journal of Reviews 40, no. 8 (August 1995): 768–69. http://dx.doi.org/10.1037/003880.

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Krichevets, A. N. "Vygotsky and intersubjectivity." Psychology in Russia: State of the Art 7, no. 3 (2014): 13–23. http://dx.doi.org/10.11621/pir.2014.0302.

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Tenzer, Anita. "Vygotsky and Psychoanalysis." Contemporary Psychoanalysis 26, no. 1 (January 1990): 16–23. http://dx.doi.org/10.1080/00107530.1990.10746636.

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Tenzer, Anita. "Vygotsky and Piaget." Contemporary Psychoanalysis 26, no. 1 (January 1990): 46–52. http://dx.doi.org/10.1080/00107530.1990.10746639.

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Ivić, Ivan. "Lev S. Vygotsky." Prospects 24, no. 3-4 (September 1994): 761–85. http://dx.doi.org/10.1007/bf02195302.

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Goodrich, Ronald A. "Vygotsky in Perspective." Philosophical Psychology 27, no. 6 (March 18, 2013): 926–30. http://dx.doi.org/10.1080/09515089.2013.775634.

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Gillen, Julia. "Versions of Vygotsky." British Journal of Educational Studies 48, no. 2 (June 2000): 183–98. http://dx.doi.org/10.1111/1467-8527.t01-1-00141.

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