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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010057987 | LB1051 V93 1997 | Open Access Book | Book | Searching... |
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Summary
Summary
When this classic book was first published in 1926, L.S. Vygotsky was well on his way to becoming one of the leading intellectuals in Russia. His study of the psychology of education led him to believe that the child should be the main figure in the educational process - and the efforts of the teacher should be directed toward organizing, not dicta
Reviews 1
Choice Review
Consisting of a series of lectures that Vygotsky delivered at Gomel's teacher's college in 1921 and 1923, these writings predate the development of all Vygotsky's mature writings from 1924 to 1934. Although the book may confuse most readers, Vygotsky scholars will find it interesting because it foreshadows development of his concepts of the zone of proximal development, internalized speech, higher mental functions, and cultural psychology. However, these concepts are not explicitly discussed here--in fact, Vygotsky states that in this book he will refrain from introducing any new concepts for which he does not have supporting research. Instead, he uses the conventional concepts that were well known to Russian psychologists at that time, particularly the terminology of stimulus-response psychology. This leaves all the work up to the reader in making the translation from pre-Vygotskian terminology to what is known as Vygotskian theory. Sometimes, Vygotsky's discussion shows that he himself does not have a good grasp of a topic, something this reviewer has never found in his mature works. An example is his definition of instinct, which he defines as automatized behavior (habit) and then as drive (e.g., the sex drive), while admonishing readers not to accept the narrow conventional definition of instinct as a complex sequence of inborn behaviors. Graduate, faculty. F. Smolucha Moraine Valley Community College, Art Institute of Chicago
