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.
Cultural-historical psychology was introduced into the educational field in Brazil starting in 1980. More recently, Vygotsky's studies on mental disorders have been subject to analysis with the aim ...of understanding normal and abnormal psychic development within the dialectical relation between sociocultural context and organism. This study aimed to outline such contributions related to schizophrenia focusing on the concept formation process and the breakdown of its pathology. We sought to draw questions and comparisons between Vygotskian research and the current research on risk factors, treatment, and symptoms of schizophrenia. Finally, we suggested favorable ways to overcome the reductionist view of the breakdown process which causes the alienation, in this mental disorder, of the subject in relation to the world and to oneself.
Cultural-historical psychology was introduced into the educational field in Brazil starting in 1980. More recently, Vygotsky's studies on mental disorders have been subject to analysis with the aim ...of understanding normal and abnormal psychic development within the dialectical relation between sociocultural context and organism. This study aimed to outline such contributions related to schizophrenia focusing on the concept formation process and the breakdown of its pathology. We sought to draw questions and comparisons between Vygotskian research and the current research on risk factors, treatment, and symptoms of schizophrenia. Finally, we suggested favorable ways to overcome the reductionist view of the breakdown process which causes the alienation, in this mental disorder, of the subject in relation to the world and to oneself. KEYWORDS: schizophrenia, Vygotsky, cultural-historical psychology, concept formation A Psicologia Histerico-Cultural no Brasil teve sua insercao no campo educacional a partir de 1980. Atualmente, os estudos de Vigotski sobre os transtornos mentais vem sendo explorados, objetivando a compreensao do desenvolvimento psiquico normal e anormal na relacao dialetica organismo e ambiente sociocultural. Este estudo procura sistematizar tais contribuicoes referentes a esquizofrenia, focalizando o processo de formacao de conceitos e sua desagregacao nesta patologia. Busca-se estabelecer comparacoes e problematizacoes entre pesquisas atuais sobre fatores de risco, tratamento e sintomatologia do quadro esquizofrenico e as elaboracoes vigotskianas. Por fim, procura-se apontar caminhos proficuos de superacao de visoes reducionistas sobre o processo desagregador causador da alienacao do sujeito em relacao ao mundo e a si mesmo neste transtorno mental. PALAVRAS-CHAVE: esquizofrenia, Vigotski, Psicologia Historico-Cultural, formacao de conceitos
Perezhivanie is a category that takes on special significance in the light of the Spinozist turn that Vygotsky was beginning to take toward the end of his life, but the development of which was ...interrupted by his untimely death. In this study, we use several empirical classroom episodes to exhibit how, with perezhivanie, psychological research necessarily moves from an empiricist stage to an inquiry into "peak psychology," one that is oriented toward the future. We end by suggesting that perezhivanie in the light of the later Vygotsky's direction requires, as he articulated in his notebooks, rewriting much of the theory he had established before.
The article draws from 199 sources on assessment, learning, and motivation to present a detailed decomposition of the values, theories, and goals of formative assessment. This article will discuss ...the extent to which formative feedback actualizes and reinforces self-regulated learning (SRL) strategies among students. Theoreticians agree that SRL is predictive of improved academic outcomes and motivation because students acquire the adaptive and autonomous learning characteristics required for an enhanced engagement with the learning process and subsequent successful performance. The theory of formative assessment is found to be a unifying theory of instruction, which guides practice and improves the learning process by developing SRL strategies among learners. In a postmodern era characterized by rapid technical and scientific advance and obsolescence, there is a growing emphasis on the acquisition of learning strategies which people may rely on across the entire span of their life. Research consistently finds that the self-regulation of cognitive and affective states supports the drive for lifelong learning by: enhancing the motivational disposition to learn, enriching reasoning, refining meta-cognitive skills, and improving performance outcomes. The specific purposes of the article are to provide practitioners, administrators and policy-makers with: (a) an account of the very extensive conceptual territory that is the 'theory of formative assessment' and (b) how the goals of formative feedback operate to reveal recondite learning processes, thereby reinforcing SRL strategies which support learning, improve outcomes and actualize the drive for lifelong learning.
Este artículo proporciona una introducción y una visión general de la psicología cultural. Comienza con la introducción de las tres figuras principales del Círculo Vygotskiano en los años veinte y ...treinta: Lev Vygotsky, Alexander Luria y Alekséi Leontiev, ya que la colaboración entre ellos es importante porque demuestra que el estudio de la cultura y de la neurobiología no son líneas de investigación opuestas, sino complementarias. Seguido a esto, se bosqueja brevemente la historia de la psicología cultural en el mundo de habla inglesa y se presentan algunas de sus principales figuras. Después, se hace énfasis en el proyecto de Vygotsky, explicando su diagnóstico de la crisis en la psicología y su solución para evitar el dualismo. Luego, se hace foco en las características clave del relato de Vygotsky sobre el desarrollo de los niños, describiendo su reconstrucción de las etapas y transiciones de la ontogenesis y ofreciendo una interpretación del proceso de internalización. Concluye con una discusión de la metodología de la investigación en psicología cultural, explicando en qué se diferencia de los diseños cuasi experimentales típicos de la psicología transcultural. Palabras clave: cultura, psicología cultural, Vygotsky, Luria, Leontiev. The article provides an introduction to and overview of cultural psychology. It begins by introducing the three major figures of the Vygotsky Circle in the 1920s and 30s: Lev Vygotsky, Alexander Luria, and Aleksei Leontiev. Their collaboration is important not least because it demonstrates that study of culture and of neurobiology are not opposed lines of investigation but complementary. It also provides context to the founding of the International Society for Cultural and Activity Research (ISCAR) in 2002 through merger of the International Society for Cultural Research and Activity Theory (ISCRAT) and the Conference for Sociocultural Research. The article then briefly sketches the history of cultural psychology in the English-speaking world and introduces some of the major figures. It turns to consider Vygotsky's project in more detail, explaining his diagnosis of the crisis in the psychology of his time and his solution for avoiding dualism. It then focuses on the key features of Vygotsky's account of children's development, outlining his reconstruction of the stages and transitions of ontogenesis and offering an interpretation of the process of internalization. It concludes with a discussion of research methodology in cultural psychology, explaining how it differs from the quasi-experimental designs that are typical in cross-cultural psychology. Keywords: culture, cultural psychology, Vygotsky, Luria, Leontiev. O artigo proporciona uma introdução e uma visão geral da psicologia cultural. Começa com a introdução das três figuras principais do "Círculo Vygotskiano" nos anos 20 e 30: Lev Vygotsky, Alexander Luria e Alekséi Leontiev. A colaboração entre eles é importante, não só porque demostra que o estudo da cultura e da neurobiologia não são linhas de pesquisa opostas, mas complementárias. O artigo logo esboça brevemente a história da psicologia cultural no mundo de língua inglesa e apresenta algumas de suas principais figuras. Depois passa a considerar o projeto de Vygotskycom mais detalhe, explicando seu diagnóstico da crise na psicologia e sua solução para evitar o dualismo. Após, enfoca-se nas características chave do relate de Vygotsky sobre o desenvolvimento das crianças, descrevendo sua reconstrução das etapas e transições da ontogênese e oferecendo uma interpretação do processo de internalização. Conclui com uma discussão da metodologia da pesquisa em psicologia cultural, explicando em que se diferencia dos desenhos quase experimentais típicos da psicologia transcultural. Palavras-chave: cultura, psicologia cultural, Vygotsky, Luria, Leontiev.
This paper traces the origins of the scaffolding construct, placing it in its theoretical-historical context. The paper discusses the connection between Vygotsky’s Zone of Proximal Development (
ZPD
...), and the notion of scaffolding, and explicates the differences between scaffolding and scaffolds. The paper then presents a discussion of the changes that the notion of scaffolding has undergone, especially when it comes to supporting students in classroom contexts. In classrooms where one teacher supports multiple students, scaffolding is distributed across various tools and social scaffolds. A discussion of the notion of distributed scaffolding is presented, to describe how students in classrooms may be supported by various tools and social scaffolds. The paper then introduces the kinds of distribution and interactions between tools and social scaffolds that need to be considered to support multiple students in classroom contexts. Finally, distributed scaffolding is discussed with reference to the key features of scaffolding, especially fading and transfer of responsibility.
This article discusses the consonance of some propositions of Comte's positivism and the theory of Vygotsky. Their common features are indicated. They include sociologism (but not vulgar ...sociologization), holism, historicism, antireductionism, recognition of the active role of the mind, and denial of pure empiricism. They consider psychology as a discipline that combines sociological and biological points of view but at the same time irreducible to either sociology or biology. The article also discusses the views of Comte on the nature of language, which, in his opinion, should be interpreted as a social phenomenon that has a biological foundation. Comte, as well as Vygotsky, separated thinking and language, considering them as different, but closely related intellectual functions connected with different part of the brain. For both Comte and Vygotsky, social lies at the beginning-and not at the end-of the development of mental functions. It is suggested that Comte's influence on Vygotsky was primarily of an indirect nature and was exerted through the French sociological school, philosophy of Feuerbach, Marxism, and through the positivistic spirit of the time. Comte's project of morals can be viewed as a presage of the so-called "affective turn" in psychology and social sciences. The hidden commonalities between Comte and Vygotsky create a new reference point for reassessing Comte's ideas for scientific psychology.
Public Significance Statement
Based on commonalities between Comte's and Vygotsky's theories, it is shown that Comte's project of psychology is based on the nonreductive strategy of building bridges between biology and sociology. He saw psychology as the science of individuality and not the science of mind.
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